PROJECT 2
In Project 1B, students will explore the role of materiality in relation to use and experience by designing a Learning Pod. This project emphasizes materiality as a context for communal activities, conveying meaning, and supporting structure and construction. The design will focus on architectural form and materiality tailored to specific activities, with themes centered on learning and user spatial experience, forming the basis for Project 1C's programmatic requirements.
Working in a group of three, our process began with brainstorming sessions to conceptualize the Learning Pod's design. We divided tasks based on individual strengths, with one member focusing on research into materiality and its impact on user experience, another on architectural form and structural considerations, and the third on compiling programmatic requirements. Regular meetings ensured seamless integration of our findings and ideas. We conducted site visits to understand the context better and engaged in sketching and modeling sessions to visualize our concepts. Collaborative critiques helped refine our design, ultimately resulting in a cohesive and well-considered Learning Pod that met the project’s goals.
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: Reflection :
Working on Project 1B as a group of three has been an enriching and collaborative experience. From the outset, we engaged in dynamic brainstorming sessions, which allowed us to explore various concepts for the Learning Pod. Our diverse strengths became apparent as we divided tasks: one member delved into the impact of materiality on user experience, another focused on the architectural form and structural considerations, while the third integrated the programmatic requirements.
Our regular meetings fostered an environment of open communication and mutual respect, ensuring that our ideas were seamlessly integrated. Site visits were particularly illuminating, providing us with a tangible context and deepening our understanding of how the Learning Pod would function within its environment.
Sketching and modeling sessions brought our ideas to life, and collaborative critiques allowed us to refine our design iteratively. We learned the importance of balancing individual responsibilities with collective goals, and how to synthesize diverse perspectives into a unified vision.
This journey has not only enhanced our technical and creative skills but also strengthened our ability to work effectively as a team. It reinforced the idea that architecture is as much about people and their interactions as it is about materials and structures. Overall, Project 1B has been a significant step in our academic and professional development, equipping us with the knowledge and experience to create meaningful and functional designs.