D.I.T Dublin Institute of Technology D.S.A. Dublin School of Architecture.

Transcription

1 D.I.T Dublin Institute of Technology D.S.A. Dublin School of Architecture. Introduction - Degree Course in Architecture. Seed Course - Theory and Application Second, Third and Fourth Year Mike Haslem, Architect in Practice and Part Time Lecturer D.I.T. Brien O`Brien Architect in Practice and Part Time Lecturer Fifth Year - Application to Thesis Ethna Walls Full Time Lecturer, D.I.T. Architectural Consultant. Mike Haslem, MRIAI, RIBA, B.SC, B. Arch. (Hons) Bau Biologist, Partner Solearth Ecological Architecture Brien O`Brien MRIAI B.Arch.Sc. Dip Arch. Bau Biologist, Partner and Director, -Solearth Ecological Architecture Ethna Walls MRIAI, M.SC. Arch. Environmental Design of Buildings, Dip. Arch. B.Arch.Sc. Arch. Accredited Conservation Grade 3, Dip. Environmental Managem. Development and Control.

2 SEED Course Sustainable Energy and Ecological Design Second, Third and Fourth year Architecture

3 Holistic imperative University is not just know-how but also know-why Stan Rowe

4 Eco-stewardship We need to develop judgement rather than packaged- up knowledge Jeremy Till

5 The role of the lecture Process is important for learning. Courses taught as lecture courses tend to induce passivity D Orr

6 Second and third year course programme objectives:. To familiarise students with the environmental impacts of architectural decisions and to nurture an appreciation of the inter-relatedness of buildings and the natural environment To equip students with the knowledge about the technologies and techniques of sustainable servicing of buildings and ecological design, and their potential for generating an integrated efficient architectural solution To develop integrated thinking skills in students so that they can address the complexities of sustainable design. The role of the lecture

7 Knowledge ownership the role of workshops Everyone is a leader. Growth happens. Whenever it does allow it to emerge. Learn to follow when it makes sense. Let anyone lead. Bruce Mau

8 Design Studio When the outcome drives the process we will only ever go to where we ve already been. If process drives the outcome we may not know where we are going, but we will know we want to be there. Bruce Mau

9 Design Studio Early adoption of key approaches and architectural integration by design are the keys to success Fourth year SEED course objective

10 Design Studio Fourth year design workshops

11 THEMES TO THESIS Interpretative Historical Research Designing with a sensitive context. Landscape / Nature designing With a sensitive landscape Typology Research,,Specific. Process,Theoretical, Metaphorical.

12 APPLICATION FIFTH YEAR ARCHITECTURE. PROCESS DESIGNED TO PERFORM

13 ANSWERING THE QUESTION FUNCTIONAL, BEAUTIFUL, APPROPRIATE?

14 HOLISTIC THINKING ENVIRONMENTAL DESIGN - GOOD DESIGN IMPACT OF DECISION MAKING, WHAT IS FOCUS?

15 THEMES TO THESIS Interpretative Historical Research Landscape / Nature designing Designing with a sensitive context. With a sensitive landscape Typology Research,,Specific. Process,Theoretical, Metaphorical.

16 THEMES TO THESIS Interpretive Historical Landscape, sensitive Typology Process,theoretical,focus.

17 HISTORICAL, SITE SPECIFIC Response to place, Conservation of resources, materials. Narrower footprint More Sensitive Scale Passive in thinking Search for case studies

18 TYPOLOGY Complexity in high level of organisation, can be form driven, facadism Requires a strong ethos, client contact, form driven by environment.

19 TYPOLOGY PROCESS Defined Parameters, Boundaries, Community based Reinterpretation of an existing housing block. The use of models as a design tool in the process

20 HOLISTIC ENVIRONMENTAL DESIGN CONCLUSION: APPLICATION OF THEORY PRESENT PROCESS ASPIRATION Context and Climate Contemporary case studies. Description Integration of environmental/ ecological concerns. Take the interior environment serious at this stage. DEFINITION RESEARCH AND ANALYSIS SYNTHESIS CONCLUSIONS CONCEPTUALISATION CONCEPT CONCEPT DEVELOPMENT Environmental Ethos/ Aspirations Awareness of context, user needs Historical and contemporary studies Establish impact of proposals Appropriateness of intent. Consider challenges as opportunities. Hierarchy of intent. Environmental and ecological aspirations Could be conceptual / form drivers. Simplif y and strengthen Holistic thinking on Form, lighting, Vent. Materials, structure. Should include physical and computer Modelling testing.

21 HOW? Holistic Learning Beauty in the performance Goethe Froebel Montessori Steiner Thematic Pets, food Craft, P.E. Rich Context Strong Ethos, Client, brief ActivitiesForm,Structure,Envir. Medium Scale, manageable Being Selective, do less but well, Having overall vision Primary School Maynooth Francis Keane 2007