Project 1B & C: Design Strategies and Exploration(P1b) - Final Design Presentation & Report (P1C
BRIEF
At this stage, with a clear understanding of the 3Ps, People, Place, and Project, students are expected to advance their design work to the next level. Under the guidance of their tutor and within the direction of the studio, each student will individually develop the group proposal presented in Project 1a. AND
Following the completion of Project 1b: Schematic Design phase, students are required to further develop and finalize their design scheme for the project. This phase demands a fully resolved and refined design that integrates environmental and technological strategies alongside detailed technical solutions. Students will receive additional guidance through lectures covering poetics, tectonics, sustainability, building safety compliance, façade design, as well as aesthetic and presentation techniques.
OUTCOME
Establish a good level of understanding on materiality and detailing as means to capture experiential, aesthetic, and innovative qualities of the design.
P1B PRESENTATION
P1B was a stage where I started to become more independent in my design thinking. Compared to P1A, where I worked mainly through group discussions, P1B required me to take greater responsibility for my own ideas and decisions. I had to understand the site, users, problems and context before developing my design.
One of the biggest challenges for me was translating site analysis into an actual architectural concept. I initially focused too much on creating a form that looked interesting, but through the design process I realised that architecture needs a reason and relationship with its surroundings. This changed the way I approached my design. Instead of asking “What should my building look like?”, I started asking “Why should the building be like this?”
The process also taught me to accept that not every idea will work. I went through many changes in programme, circulation and form before reaching a more suitable direction. Critiques and feedback helped me identify weaknesses that I could not see myself.
P1B taught me to become more critical, patient and willing to revise. I began to understand that design development is not about protecting the first idea, but about continuously improving it.
P1C FINAL BOARD
P1C was the stage where I had to bring together everything I had learned throughout the semester. It was also the most challenging because the project was no longer only about having a concept. I needed to develop the concept into a building that could actually work architecturally, environmentally and technically.
Through The Journey of Culture & Wellness, I explored how Penang's botanical and spice heritage could become an experience rather than simply something displayed. I developed the idea of a continuous journey through discovery, learning, creating, sharing and reflection. This helped me understand how a concept can influence not only the form of a building, but also its programme, circulation, landscape and atmosphere.
At the same time, P1C made me realise the complexity of architecture. I had to think about structure, materials, environmental strategies, circulation, accessibility, detailing and construction while still maintaining the original design intention. Sometimes these technical considerations forced me to change parts of my design, which was difficult but also helped me understand that architectural design involves compromise.
The final stage also taught me about time management and project pressure. Balancing drawings, models, renders, boards, technical development and feedback was challenging. I learned that leaving things until the final stage creates unnecessary pressure, and that a strong project requires consistent development throughout the process.
Looking back, P1C gave me a better understanding of the architect I want to become. I want to create architecture that is not only visually strong, but also meaningful, responsive and experienced by people.
Reflection on Taylor’s Graduate Capabilities (TGC)
Thinking and Problem-Solving Skills (TGC 3): Students critically analyzed site conditions and community needs to generate an informed and responsive design approach.