THE PROCESS OF SPACE ORGANIZATION
What is the difference between the architecture of today and that of yesterday ?
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
Spatial organization in
architecture is fundamental in
creating a composition as it
brings together different
invitationl vs. rejection shapes and forms and
provides a cohesive
structure to the design. The
openess vs. enclosure
interlocking spatial relationship
individual vs. community is the ultimate result of the
overlapping of two volumes and
the output of shared space
integrationl [Link]
combinationl vs. dispersion
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
The patterns of spatial structure can be
classified into three types: contiguous
structure discrete structure and integrated
structure that combine both.
Contiguous structure means two structures that share a common wall or floor.
Discrete structure- a set of distinct elements on
which certain operations are defined.
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
Integrated structure is a comprehensive holistic
approach to design which brings together
specialization usually considered separately. It
attempts to take into consideration all the factors
and modulations necessary to a decision making
process
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
SPACE TO SPACE RELATIONSHIPS
1. SPACE WITHIN A SPACE
A large space can have a smaller space within its
volume and of the two larger space helps in
defining the boundaries for the smaller space
inside it.
There are numerous advantages to
such a concept. Obviously, it helps
to clearly divide the room for
different functions.
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
SPACE TO SPACE RELATIONSHIPS
1. SPACE WITHIN A SPACE
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
2. INTERLOCKING SPACE
The interlocking spatial relationship is the ultimate result of
the overlapping of two volumes and the output of shared
space.
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
2. INTERLOCKING SPACE
The interlocking spatial relationship is the ultimate result of
the overlapping of two volumes and the output of shared
space.
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
THE PROCESS OF SPACE ORGANIZATION
THEORY OF ARCHITECTURE 2
INSPIRATION: WEAVE BASKETS
South Africa is famous for its tightly woven Zulu baskets.
These hand woven African baskets are a true art form and are
functional, beautiful and decorative as well as a testament to
fine weaving skills. Zulu baskets are considered some of the
most collectable baskets in the world. Master Zulu weavers
are published and collected worldwide. Weaving can be a
personal activity, but usually it is a social activity, with all
women in a given community collecting and preparing
materials and weaving as a group, talking and having a good
CONCEPT: INTERLOCKING SPACES time. This penthouse is a representation of a weave
Ø The spatial fields overlap the volume of another space. basket, a true form of art, functional, beautiful, a prized
Ø When two spaces interlock each retains its identity and definition as collectable item, a space of gathering for personal
a space. activity and social activity where a group can talk and
Ø The interlocking portion of the two volumes can be shared equally have a good time. Every space interlocks with each other the
by each plane
Ø The interlocking portion can develop its own integrity as a space that
same way a weave basket is tightly woven by hand, clearly
serves to link the two original spaces defining the weaving skill.
Ø One space flows into the larger volume space of which also
becomes part of the outdoors
THEORY OF ARCHITECTURE 2
METHODOLOGY
In order to Identify a problem. solving it through analysis, and then evaluating
the solution; there should be an 0 R GA N I ZA Tl 0 N.
Methodology or the systematic method of problem solving, builds upon the concept by
helping to make the best use of the design tools acquired in creativity. Methodology involves
the systematic breakdown of a body of knowledge into its workable parts. When faced with a
complex, multifaceted problem, a methodical person will solve that problem methodically, or
in steps. He or she will dissect and attack the problem in a logical order. This is similar to
eating food one piece at a time and not swallowing the whole piece at once
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN METHODS AND DESIGN TOOLS
The Design fields thrive on problems. It takes many
forms and pervades many professions, and it is
from· some of these professions, particularly
science and engineering that designers have
adopted much of their systematic methodology.
In the important concept of creativity, there was a
word "lmagineering" which means that you let your
imagination soar and then engineer it back to
reality, and achieve a balance
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
1. Restatement Example : Client says "we don't have enough
This is a statement of the problem that you, room for all of our good students." All we need
the designer will have to resolve. It may take from you is a regular room for the kids to learn in-
the form of your initial contact with the client, 30 desks, chairs, and a blackboard. Just tell us
where to put this room, order the furniture for it,
in which you learn what he or she thinks
and we'll do it.
should be done
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
2. Problem Statement Example:
Although this is the second item on the list, The school needs a space in which low-achieving
you don't write the problem statement until students will feel motivated to learn and
after you have determined the problem. First investigate . It should be away from unnecessary
environmental distractions but near the other
proceed to step 3 and gather "information"
classrooms and students. The area should support
and then you can state the true problem. a variety of classroom activities, including lectures,
group discussions, and physical activity. Flexibility
is highly desirable.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
3. Information a. Literature: record, document. and preserve all
This is the exhaustible stage at which you information that you discover from written
uncover all of the details that relate to your materials books, magazines, etc.
problem. This is the point at which you do the b. Experienced persons: ask verbally or unite
research: reading, observing and scrutinizing. anyone who can provide information to help your
cause.
At the stage you meet the people involved in
c. Observation: Your own personal observation of
the project, observe them, talk to them, and the present situation is essential
sometimes, get to know them. Record all of in personalizing and validating your data. It
the information you will eventually use from: provides you with intimate views of what your
problem entails. Personally observing individuals,
corporations and the subtle differences in projects,
will enrich your information data .
THEORY OF ARCHITECTURE 2
METHODOLOGY The school needs a space in which
low-achieving students will feel
Examples: motivated to learn and investigate .
1. Good colors for concentration are pastel yellow, pink, green and blue. It should be away from
2. Small group discussions and lectures will occur in the space. unnecessary environmental
distractions but near the other
3. Outside distractions, such as noise, are undesirable. classrooms and students. The area
4. Twenty-six students will be accommodated. should support a variety of
5. Carpeting will help cut down on noise. classroom activities, including
lectures, group discussions, and
6. Strong contrasts of colors will enliven the space. physical activity. Flexibility is
7. Free space will add flexibility for furnishings and classroom activities. highly desirable.
8. The atmosphere must be conducive to learning.
9. The students are usually unmotivated toward learning.
10. Special Teaching aids are necessary to attain student interest.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
4. Analysis
This is a 'Think Stage" and so do not conceptualize the total solution here. You should be
thinking about the situation-in parts (Methodically), which you can later arrange into the order
that you determine to be best.
Begin by looking back at the information you collected. Pull out several items that are related
and form them into a group. This will become a "partial solution", which is actually the
solution to one part of your problem.
Find several items in the list that seem to be similar in some way. Then compose a unifying
statement that incorporates these individual statements to form the partial solution.
Next, on the partial solutions, look again for commodities and call them "combined solutions",
which are actually verbal description of the final decision you have made for a major aspect of
that problem, if the problem entails more than one part. If it does not, then the combined
solution will be the final project solution but only verbally.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
Example:
Partial Solutions
1. Carpeting should be placed where lectures occur so that the space will be quieter.
2. Strong color contrasts should be used where discussions will occur.
3. Audiovisual aids should be placed where the entire class can benefit from them.
4. Audiovisual aids that can be operated individually by each student should be
provided.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
5. Synthesis
Combined Solutions
Two classroom sections will be created: one for small group discussions will utilize contrasting color
schemes; a lecture space will be painted a pastel color. For acoustical purposes, the entire space will
be carpeted. Venetian blinds, allowing for light and visual control of the outside surroundings, will be
installed at the windows. Audiovisual aids and other teaching aids will be available throughout the
space for individual and group use.
The conceptualization of your project's solution in a graphic manner. Now you can make your visual
materials and show what the final product will be. This is the point at which you actually layout spaces,
select furnishings, finishing and construction materials.
Examples:
All drawings, sketches, verbal descriptions, models, or other visuals that relate to the project belong
here.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
6. Evaluation
The evaluation of a project may take place at different times. You may do it after
the project has been finished and has been in use for a while. By visiting the space
then, you can very effectively judge your result and make whatever changes are
necessary. This technique is a good one, because it allows you to change
unsatisfactory aspects of the design. However there is an extra expense to you.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
The alternative is to check your design before the actual construction of the project. This type of evaluation
consists of a series of questions that you ask yourself, based on what you set out to accomplish.
In each project, there are specific objectives that you must satisfy. Ask yourself questions based upon these
objects. Should you answer " NO" to any of the questions, go back and see what you can do to change your
answer to a "YES".
All yes answers will more than likely mean that your solution will basically work. You should aim to minimize the
number of major changes that could occur due to oversight.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
To evaluate a project before it is constructed, ask yourself questions similar in style to those
examples listed below:
1. Does the space accommodate twenty six students in both physically active
and sedentary [not physically active] activities?
2. Is the space flexible?
3. Does the space contain a variety of teaching aids and areas?
4. Are outside destructions minimal?
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
In any given locality the height of buildings/ structures shall be governed by the following factors:
a. Population density: Consider both the present and projected density in the area.
b. Building bulk: For a given volume of buildings/structures, that which has.a lesser area of ground
coverage may be built higher than that of greater area of ground coverage.
c . Widths of streets: Provide for adequate light and ventilation and accessibility.
[Link] conditions and parking/loading requirements: Provide effective control of traffic and adequate
parking/loading facilities.
e. Provisions of land use plans and zoning ordinances.
THEORY OF ARCHITECTURE 2
METHODOLOGY
DESIGN TOOLS
f . Geological conditions: Consider soil characteristics, location in relation to fault lines and earth
quake belts and proximity of volcanoes.
g. Hydrological conditions: Consider the water table at the site and distance to waterways and
shorelines.
h. Meteorological Conditions: Consider the frequency and intensity of destructive typhoon prevailing
wind direction, relative humidity, amount of precipitation and the prevailing ambient.
i. Environmental conditions: Provide effective control of air, noise and thermal pollution. Promote
growth of vegetation. Optimize natural light and ventilation.
j. Availability and capacity of public utility/service systems: Consider the availability and adequacy of
electric power, potable and non potable water supply, drainage and sewerage, transportation and
communications facilities.
THEORY OF ARCHITECTURE 2
METHODOLOGY
BUILDING /Design PROCESS
Successful! Conservation techniques have three aims:
1. To make the client both aware of conservation as one of many needs and willing to
provide the money to satisfy it.
2. To create a similar awareness in tr.e designer to include conservation as a design
consideration.
3. To ensure that the builder capably incorporates these determinations into the final
structure.
THEORY OF ARCHITECTURE 2
METHODOLOGY
BUILDING /Design PROCESS
THEORY OF ARCHITECTURE 2