ARCDES22 Module 2022 PDF - Architectural Design

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o io gu Ba of ity rs ve ni U ui ag B of ty si er iv n U CODE DESCRIPTION Prepared by: Arch. Divina Ligaya Benigno- A Self-regulated Learning Module A Self-regulated Learning Module 1 Rillera, MACT, MAEHP Ar. Hilbert C. Mangonon  Table of Contents Table of Contents ii Introduction iii Assignment Schedule 1 Course Content 6 Topic 1. Introduction to Architectural Design 6 o io gu Ba Topic 2. Anthropometrics and Ergonomics 12 of ity rs ve ni U ui Topic 3. Architectural Programming 18 Topic 4. Physical Parts of a Residential Structure 26 ag Topic 5. Residential Design Standards 34 Topic 6. Basic Space Planning 47 B Sample Activities 54 of ty si er iv n U A Self-regulated Learning Module 2  U n iv er si U ni ve rs ity of Ba gu io ty of A Self-regulated Learning Module B ag ui o 3  Introduction I. Course Information Course Code: ARCDES22 Course Title: Architectural Design 2: Building Materials Number of Units: 2 units (1 lec/1 studio) Contact Hours: 1 lec hr/3 studio hours II. Course Description o Architecture is the art and science of designing and constructing buildings in their totality to io gu Ba of ity rs ve ni U ui shelter man and his activities, taking into account their environment, following the principles of utility, strength, and beauty (Architecture Act of 2004). As students of the BS Architecture Program, it is expected that understanding the man, his activities, and his environment are ag basic knowledge required to successfully come up with architectural design concepts and ideas. Further, learning to manipulate the fundamental building blocks of architecture to B visually communicate abstract ideas logically and with skill is also necessary. Architectural Design 2 focuses on design exercises involving anthropometrics, modular of coordination, functional relationships, and activity circuits, including basic design techniques and tools. III. Requirements of the Course ty This instructional material is organized according to the required instructions, suggested readings, and activities for the course. You are required to go over the material in sequence si and accomplish the learning activities identified within the specified period. This instructional material is designed to guide you to finish the course over the semester or 36 er weeks. The final output of this course is an architectural program for a beach cottage applying the concepts and principles of designing in the tropics. iv As part of the course requirements, you are required to: 1. Update your account profile picture to a recent photograph. n 2. Add yourself to the course Facebook group chat account using your SURNAME, GIVEN U NAME, MIDDLE NAME (E.g., DELA CRUZ, FRANCISCA D.). 3. Upload a 1 - 2-minute video to introduce yourself and your expectation of the course. 4. Actively participate in discussion forums for individual course topics. 5. Discussion Forum (DF) contributions shall not be more than 150 words and will be graded based on their relevance. 6. Discussion Forum Responses (DFR) shall not be more than 100 words and will be graded based on their relevance. 7. Regularly check the Gclassroom or FB Messenger account for announcements. A Self-regulated Learning Module 4 8. Submit all online requirements using the file name: SURNAME_FIRST NAME INITIAL_TOPIC (e.g., DELA CRUZ_J_SELF INTRODUCTION) 9. Submit all requirements on time. 10. Hard deadlines for online submissions are on the last week of each grading term Otherwise, submissions will not be considered. 11. Obtain a minimum 70% mark on all required activities to pass the course. 12. Submit a learners’ e-portfolio, which will be uploaded at the end of the semester. The e- portfolio shall contain: o io gu Ba of ity rs ve ni U a. Cover Page ui b. Introduction page (Talk about yourself, the program, and the course) c. Table of Contents ag d. List of Graded Output (with screenshots or photographs) e. Compilation of Grade Course Works with brief descriptions of what the work is all about B 13. Student’s Learning Assessment. You are required to answer the following questions qualitatively: of a. Did I work as hard as I could have? Yes? No? Why? b. Did I set and maintain high standards for myself? Yes? No? Why? ty c. Did I spend enough time doing quality work? Yes? No? Why? d. Did I prioritize and manage my time properly to complete my work? Yes? No? Why? si e. Did I make good use of available resources? Yes? No? Why? er f. Did I ask questions when I needed to? Yes? No? Why? g. Did I evaluate and re-evaluate my work for possible errors? Yes? No? Why? h. Did I examine best practices for similar works? Yes? No? Why? iv i. Are my works something that I am proud of and would proudly show to a larger n audience? Yes? No? Why? U A Self-regulated Learning Module 5 14. Accomplish the end of module topic assessment. Marked as complete once submitted. With 4 as the highest and 1 as the lowest, rate each identified criteria. Criteria 4 3 2 1 Level of effort you placed in this module. The difficulty in completing the course. Contribution of the course to your skills/knowledge on the topic. o io gu Ba of ity rs ve ni U Clarity of learning objectives. ui Organization and planning of the module Appropriateness of workload ag Participation of learners in the activities 15. Accomplish a course module assessment at the end of the semester. Marked complete B once submitted. a. What lesson or activity did I enjoy most? Why? b. What is the most important lesson which I can apply in my daily life? Why? of c. What are the new insights/discoveries that I learned? d. What topic/s do I find the least important? ty e. What possible topics should have been included? 16. Grading rubrics for all activities will be as follows: si Description Numerical Percentag Equivalent e er Advanced, Excellent, Very Good, Excellent, Full 4 76 – 100% Compliance iv Proficient, Satisfactory, Good, Acceptable 3 51 - 75% Basic, Fair, Marginal, Borderline 2 25 – 50% n Poor, Unacceptable, Non-Compliance 1 0 - 24% U A Self-regulated Learning Module 6  a. Creative Output (e.g., posters, graphic organizers) DESCRIPTION Creativity. The output should clearly express and organize ideas and concepts through drawings and illustrations. Aesthetics. The output should consider the visually pleasing arrangement of the elements of the composition. Architectural Presentation. The output should reflect the proper architectural o io gu Ba of ity rs ve ni U graphical presentation of design ideas and concepts, whether manual or ui computer-generated. Completeness. The output should comply with all the requirements of the ag activity. b. Written Output (e.g., essays, reaction paper, responses to the forum) B DESCRIPTION Content. of Essays and answers to questions should be relevant, clear, and comprehensive. Organization. Essays and answers to questions should be focused and logical. ty Writing Style: Grammar, Punctuation. This pertains to grammar, punctuation, typographical errors, and the general tone of the written work. si IV. Learning Outcomes: Upon completion of the course, you should be able to : er A. Cognitive Domain  Gain considerable knowledge in manipulating shapes and forms iv  Know the practical application of anthropometrics and ergonomics in space planning.  Know the fundamentals of architectural design processes, methods, and techniques n in producing creative architectural design solutions. U B. Affective Domain  Understand the importance of space planning to creative architectural design solutions.  Recognize the significance of knowing how to design different residential buildings. C. Psychomotor Domain  Produce creative architectural design compositions by manipulating shapes and forms. A Self-regulated Learning Module 7   Integrate the principles of anthropometrics and ergonomics in the manipulation of basic forms to create a composition fit for human use.  Present a design drawing of a basic architectural problem with sufficient satisfactory creativity. V. Study Schedule This module is divided into five (5) modules spread over five (5) months. Each of the module topics will have its learning and assessment activities. You are required to accomplish each of the activities and substantially contribute to discussion forums within the o io gu given module period. Ba of ity rs ve ni U ui The module topic schedule is as follows: Topic Time Frame ag Introduction to the Course 1 hour Topic 1. Introduction to Architectural Design 1 week Topic 2. Anthropometrics and Ergonomics 2 weeks B Topic 3. Architectural Programming 4 weeks Topic 4. Physical Parts of a Residence 1 week Topic 5. of Residential Design Standards 4 weeks Topic 6. Basic Space Planning 4 weeks ty Total 15 weeks si Each module topic is organized as follows: a. Test what you know: er b. Reading Assignment/Learning Resource/Student Activity c. Discussion Forum iv d. Discussion Proper e. Synthesis Activity n f. Study Questions g. Reflection question U h. Test what you learned: Online quiz i. Group Output j. Topic Module Assessment For each of the module topics, you are expected to: a. Use the appropriate links in the Google Classroom to “TURN IN” your works to avoid confusion during evaluation. Otherwise, the requirements submitted will not be considered. b. Observe proper etiquette in all forum contributions. A Self-regulated Learning Module 8  c. Plagiarism will not be tolerated in all manners of submitted requirements. Use the APA Referencing Format to cite all lifted and borrowed ideas. d. During summative assessments (e.g., quizzes and exams), remember that you are testing what you have learned; thus, the highest degree of honesty and integrity is expected. e. Deadlines for online will be during the asynchronous schedule of the course. o io gu Ba of ity rs ve ni U ui ag B of ty si er iv n U A Self-regulated Learning Module 9  Assignment Schedule Assignment Time Frame Topic 1. Introduction to Architectural Design 1 Week I. Pre-Lecture Activity 1. Learning Resource. Watch the video clip and answer the question. o How to architect. (2013). How to design like an architect | A ui modern home. https://youtu.be/1QpB8icfz4I 2. Discussion Question: Cite one (1) important factor to consider ag in architectural design. Why do you say so? Support your answers with annotated photographs. Use Google Slide or Microsoft PowerPoint presentation for your output. B 3. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? II.Synthesis Activity 1. Test what you have learned: Online Quiz of 2. Apply what you have learned: ty a. Look for one (1) modern building. It can be local or international. si b. Take note of the name of the architect, the location and the function of the building. Include a brief description of the er building. Also include some photographs, both interior, exterior, plan, etc. of the buildings as available. iv c. Answer the following questions:  Give one (1) the main consideration of the architect or n designer in the overall design of the building. U  Describe briefly the influence of your answer in the preceding question to the overall design and configuration of the building. Support your ideas with annotated photographs.  Read two (2) of your classmates’ answers. What additional knowledge can you gain from their answers? Do you agree with their answers? Why do you so? A Self-regulated Learning Module 10   Use MS PowerPoint or similar software to present your outputs. Submit in the designated link as PDF files. Topic 2. Anthropometrics and Ergonomics 2 Weeks I. Pre-Lecture Activity 1. Learning Resource. Watch the video clips and answer the question. a. Chapter 2 Anthropometrics. Source: https://youtu.be/h7G1r- o aU-lI b. Ergonomics Expert Explains How to Set up Your Desk | WSJ ui Source: https://youtu.be/F8_ME4VwTiw 2. Discussion Question: Cite one (1) application of ag anthropometry and ergonomics. Why do you say so? Support your answers with annotated photographs. Use Google Slide or B Microsoft Powerpoint presentation for your output. 3. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? II.Synthesis Activity of 1. Reflection Question: Why is anthropometrics important in ty architectural design? Why do you say so? Support your discussions with annotated photographs. si 2. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? er 3. Study Questions a. What is proxemics? iv b. What is space clearance? c. What is anthropometrics? n d. What is ergonomics? 4. Test what you have learned: Online Quiz U 5. Apply what you have learned: Design Problem: Space Planning a. Research on basic kiosk design criteria b. Some questions to ponder:  Capacity - What will be the size of the kiosk needed to meet visitor demand?  Location – Where will they be located?  Diverse Users – How will I accommodate differently-abled A Self-regulated Learning Module 11  users?  Equipment – Would I need technology and equipment?  Branding – What sort of signage, logo, or brand will I need? Topic 3. Architectural Programming 4 weeks I. Pre-Lecture Activity 1. Learning Resource. Watch the video clips and answer the question. o Taylor, M. (2011). Architectural Programming. ui https://youtu.be/S_ruMT6jXxo?list=PLsaQ8Qs26_OU- IuFjywIa1crFvktlpYSx ag 2. Discussion Question: Cite one (1) importance of a well- prepared architectural program to the derivation of the B architectural solution. Support your discussions with annotated photographs. Use Google Slides or Microsoft Powerpoint to of present your outputs. Indicate your name and your references using the APA format in your outputs. 3. Discussion Forum: Read two (2) of your classmates’ works. ty What can you learn from their answers? Why do you say so? II.Synthesis Activity si 1. Student Activity: Illustrate the steps involved in the architectural programming process. Identify and describe the output of each er phase. Support your answers with illustrations and photographs. Use Google Slides or Microsoft Powerpoint for your output. Place iv your name and identify your sources in your outputs. 2. Test what you have learned: Online Quiz n Apply what you have learned: Design Problem: Design problems will focus on analyzing space relationships of the U different spaces of a residence. Topic 4. Physical Parts of a Residence 1 week I. Pre-Lecture Activity 1. Learning Resource. Watch the video clips and answer the question. Abstract (2021). 40 Types of Architectural Styles. https://youtu.be/n4dZduYMD9E A Self-regulated Learning Module 12  LearnEngg. (2015). Components of Buildings. https://www.youtube.com/watch?v=Qftr8EeiiMs&t=15s 2. Discussion Question: Cite one (1) importance of knowing the different architectural styles and treatment of the enclosure to architectural design. Support your discussions with annotated photographs. Use Google Slides or Microsoft Powerpoint to present your outputs. Indicate your name and your references using the APA format in your outputs. o 3. Discussion Forum: Read two (2) of your classmates’ works. ui What can you learn from their answers? Why do you say so? II.Synthesis Activity 1.Student Activity ag a. Look around your community. Take actual photographic examples of different residential building enclosure elements. B Annotate the photographs to call out the important parts. Use Google Slides or Microsoft Powerpoint for your output. Place of your name and your references using the APA format in your works. b. Design problems will focus on designing different residential ty structure types. 2.Apply what you had learned si Topic 5. Residential Design Standards I. Pre-Lecture Activity er 1. Learning Resource. Watch the video clip and answer the question. iv Yash, M. (2020). Housing Typologies (Small Talks) Episode 1. https://youtu.be/s9BIZfMhgFE n 2. Student Activity: U a. List down residential building types according to design. Give the definition of each housing type and support with illustrations and photographs. b. List down residential building spaces. Give the definition of each housing type and support with illustrations and photographs. c. Support your discussions with annotated photographs. Use Google Slides or Microsoft Powerpoint to present your A Self-regulated Learning Module 13  outputs. Indicate your name and your references using the APA format in your outputs. II.Synthesis Activity 1. Student Activity: Infographics. 1. Organized clippings/illustrations of Residential Design Guidelines. Use Google Slides or Microsoft Powerpoint for your outputs. Indicate your name and your references. 2. Design problems will focus on the types of residences o according to ownership and structure. 3. Design problems shall focus on the application of the ui minimum standards to basic residential design problems and set criteria. ag 2. Test what you have learned: Online Quiz Topic 6. Basic Space Planning B I. Pre-Lecture Activity 1. Learning Resource of Space Planning. Source: https://youtu.be/wjTcUzMDqzY 2. Discussion Question: Identify one (1) piece of information important for the space planning process. Why do you say so? ty Support your answers with annotated photographs. Use Google Slide or Microsoft Powerpoint presentation for your output. si 3. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? er II.Synthesis Activity 1. Test what you have learned: Online Quiz iv 2. Apply what you learned a. Design problems will focus on basic institutional and office n structures. U b. Design problems shall focus on the application of the minimum standards to basic residential design problems and set criteria. A Self-regulated Learning Module 14  Course Content Topic 1. Introduction to Architectural Design Learning Outcomes: At the end of the lesson, the student should: 1. Be familiar with the factors influencing architectural design. 2. Understand the mechanics of the basic design process and the architectural systems. o ui Test what you know 1. Learning Resource. Watch the video clip and answer the question. ag How to architect. (2013). How to design like an architect | A modern home. https://youtu.be/1QpB8icfz4I B 2. Discussion Question: Cite one (1) important factor to consider in architectural design. Why do you say so? Support your answers with annotated photographs. Use Google 3. of Slide or Microsoft PowerPoint presentation for your output. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? ty Discussion si I. Influences on Architectural Design Every project situation is different. Each presents a different set of requirements and er limitations. Each presents a unique set of cultural, environmental, technological, and aesthetic contexts to be considered. Each presents its own set of challenges and iv opportunities. Design brings to the surface the major considerations inherent in a situation. It is a process that is both problem seeking and problem-solving. While every n project has a unique combination of design influences, some of the more important ones U are discussed here. 1. Client – some clients have a clear idea of a program, budget, and other project objectives, including the final appearance of the building. Others look to their architect to help them define the project objectives and to design a building that meets those objectives. In both cases the effectiveness of the relationship between client and architect is a major factor in making design decisions throughout the project. 2. Program – all clients have a series of aspirations, requirements, and limitations to be A Self-regulated Learning Module 15  met in design. The program provides a place for identifying and delineating these factors and any number of related considerations. The program may be short or long, general or specific, descriptive of needs, or suggestive of solutions. 3. Community Concerns – clients and their architects may need to adjust their designs to satisfy community groups, neighbors, and public officials. These design adjustments are often ad hoc efforts to meet objections or to gain support rather than direct responses to codified requirements. 4. Codes and Regulations – regulatory constraints on design have increased steadily. o Beginning with simple safety requirements and minimal land-use and light-and-air zoning, building codes and regulations have grown into a major force in design that ui regulates every aspect of design and construction. 5. Context and Climate – contextual factors include the nature of the surrounding fabric ag of natural and built elements. Existing patterns and characteristics of this fabric can provide clues or starting points for approaching site development as well as the B building design, influencing its configuration and use of materials, colors, and textures. Climatic factors include the nature of regional microclimates defined by solar radiation, temperatures, humidity, wind, and precipitation. of 6. Religion and Culture – some clients don’t have special requirements pertaining to religion. However, some have and would ask architects to cater to those ty requirements. Aside from that, there are locations where religion is a big deal to the community that constructing a building that may seem offensive is a no-no. With that, si considerations are specified. Like with religion, culture is another determining factor in designing a building. For example, the client is of Chinese descent; the owners may er want to build according to Feng Shui beliefs. Architects need to bend their design aesthetic and talk to their clients on how they can make the building follow those iv requirements. 7. Geography – these factors include site size; configuration; topography; geotechnical n characteristics; ecological features, including vegetation, wildlife habitats, water elements, and drainage; and accessibility to property. U 8. Building Technology – building configuration, materials, and systems are rarely arbitrarily chosen and are only partially based on aesthetic criteria. For example, floor- to-floor height required to accommodate structural, mechanical, lighting and ceiling systems in a cost-effective manner varies significantly from an apartment house to an office building to a research facility. Similarly, office fenestration may be based on one module and housing on another module. In still other cases, these dimensions may be dictated largely by mechanical systems or even by the knowledge and preferences of the local construction industry. A Self-regulated Learning Module 16  9. Sustainability – in its broadest scope, sustainability refers to the ability of a society, ecosystem, or any such ongoing system to continue functioning into the future, without being forced into decline through exhaustion or overloading of the key resources on which that system depends. For architecture, this means design that delivers buildings and communities with lower environmental impacts while enhancing health, productivity, community and quality of life. 10. Cost – in most cases, there is a limit to the funds available for construction. Once defined, this limit has a major influence on subsequent design decisions, from building o size and configuration to material selection and detailing. Although most budgets are fixed, (often by the amount of financing available) others may be flexible. For ui example, some owners are willing to increase initial budgets to achieve overall life- cycle cost savings. ag 11. Schedule – the demands and constraints set by the project schedule may influence how specific issues are explored and considered. For example, an alternative B requiring a time-consuming zoning variance may be discarded in favor of one that can keep the project on schedule. Another example may include committing to a final site of plan early in the process-before the building footprint on the site plan is fully designed. ty si er iv n https://www.oreilly.com/library/view/design-it/9781680502923/f_0043.xhtml II.Architectural Systems and Orders U The following is an overview of the basic elements, systems, and orders that constitute a work of architecture. All of these constituents can be perceived and experienced. Some may be readily apparent while others are more obscure to our intellect and senses. Some may dominate while others play a secondary role in a building’s organization. Some may convey images and meaning while others serve as qualifiers or modifiers of these messages. In all cases, however, these elements and systems should be interrelated to form an integrated whole having a unifying or coherent structure. Architectural order is created A Self-regulated Learning Module 17 when the organization of parts makes visible their relationships to each other and the structure as a whole. When these relationships are perceived as mutually reinforcing and contributing to the singular nature of the whole, then a conceptual order exists—an order that may well be more enduring than transient perceptual visions. 1. Architectural Systems – the architecture of space, structure, and enclosure are experienced through movement in space-time. Achieved by means of technology, accommodating a program capable with its context. a. Spatial System – the three-dimensional integration of program elements and o spaces accommodates the multiple functions and relationships of a house. b. Structural System – a grid of columns supports horizontal beams and slabs. ui The cantilever acknowledges the direction of approach along the longitudinal axis. ag c. Enclosure System – four exterior wall planes define a rectangular volume that contains the program elements and spaces. B d. Circulation System – the stair and ramp penetrate and link the three levels, and heighten the viewer’s perception of forms in space and light. The curved form of the entrance foyer reflects the movement of the automobile. of e. Context – a simple exterior form wraps around a complex interior organization of forms and spaces. Elevating the main floor provides a better view and ty avoids the humidity of the ground. A garden terrace distributes sunlight to the spaces gathered around it. si i. Space-Structure-Enclosure  Organizational pattern, relationships, clarity, hierarchy er  Formal image and spatial definition  Qualities of shape, color, texture, scale, proportion iv  Qualities of surfaces, edges, and openings ii. Movement in Space-Time n  Approach and entry U  Path configuration and access  Sequence of spaces  Light, view, touch, sound, and smell iii. Technology  Structure and enclosure  Environmental protection and comfort  Health, safety, and welfare  Durability and sustainability A Self-regulated Learning Module 18  iv. Program  User requirements, needs, aspirations  Sociocultural factors  Economic factors  Legal constraints  Historical tradition and precedents v. Context  Site and environment o  Climate: sun, wind, temperature, precipitation ui  Geography and cultural characteristics of the plane 2. Architectural Orders – covers the physical, perceptual and conceptual factors. ag a. Form and Space – systems and organizations of space, structure, enclosure and machines.  Solids and voids B  Interior and exterior b. Perceptual – sensory perception and recognition of the physical elements by  Approach and departure of experiencing them sequentially in time.  Entry and egress ty  Movement through the order of spaces  Qualities of light, color, texture, view, and sound si c. Conceptual – comprehension of the ordered or disordered relationships among a building’s elements and systems, and responding to the meanings er they evoke. iv Synthesis Activity 1. Test what you have learned: Online Quiz n 2. Apply what you have learned: U a. Look for one (1) modern building. It can be local or international. b. Take note of the name of the architect, the location and the function of the building. Include a brief description of the building. Also include some photographs, both interior, exterior, plan, etc. of the buildings as available. c. Answer the following questions:  Give one (1) the main consideration of the architect or designer in the overall design of the building.  Describe briefly the influence of your answer in the preceding question to the A Self-regulated Learning Module 19  overall design and configuration of the building. Support your ideas with annotated photographs.  Read two (2) of your classmates’ answers. What additional knowledge can you gain from their answers? Do you agree with their answers? Why do you so? d. Use MS Powerpoint or similar software to present your outputs. Submit in the designated link as PDF files. References o ui Callender, J. H. (1974). Time-saver standards for architectural design data. New York: McGraw-Hill. Ching, F. D. K. (1995). A visual dictionary of architecture. Canada: John Wiley & Sons, Inc. ag Ching, F. D. K. (2007). Architecture: Form, space & order. Hoboken, N.J.: John Wiley & Sons. B Ching, F.D.K. & Binggeli, C. (2012). Interior design illustrated, 3rd ed. New Jersey: John Wiley & Sons, Inc. of De Chiara, J., Panero, J., & Zelnik, M. (2001). Time-saver standards for interior design and space planning. New York: McGraw-Hill De Chiara, J., & Crosbie, M. J. (2001). Time-saver standards for building types. New York: ty McGraw-Hill. Dohrmann Consulting. (2014). What is ergonomics. Retrieved from si https://www.ergonomics.com.au/what-is-ergonomics/ GharPedia. (2019). History and basics of anthropometry. Retrieved from er https://gharpedia.com/blog/history-and-basics-of-anthropometry/ Ramsey, C., & Sleeper, H. (1990). Architectural graphics standards. Reprint. iv n Topic 2. U Anthropometrics and Ergonomics Learning Outcomes: At the end of the lesson, the student should: 1. Define anthropometry and ergonomics in the context of architectural design 2. Understand the importance of anthropometrics and ergonomics to space design. 3. Apply the principles of anthropometrics to the design of furniture and spaces Test what you know A Self-regulated Learning Module 20 1. Learning Resource. Watch the video clips and answer the question. a. Chapter 2 Anthropometrics. Source: https://youtu.be/h7G1r-aU-lI b. Ergonomics Expert Explains How to Set up Your Desk | WSJ Source: https://youtu.be/F8_ME4VwTiw 2. Discussion Question: Cite one (1) application of anthropometry and ergonomics. Why do you say so? Support your answers with annotated photographs. Use Google Slide or Microsoft Powerpoint presentation for your output. 3. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from o their answers? ui Discussion 1. WHAT IS SPACE or CLEARANCE? ag  Space is a continuous area or expanse which is free, available, or unoccupied.  Clearance refers to. B of ty si er Source: https://www.posist.com/restaurant-times/resources/restaurant-design- guidelines-to-achieve-the-optimum-utilisation-of-floor-area-in-restaurants.html iv 2. TYPES OF SPACES  Interior spaces of buildings are designed for human movement, activity, and repose. n A fit between the human body dimensions, and the form and dimension of the interior U space should be ensured.  Types of physical spaces: a. Static fit – space occupied when an individual is not moving. b. Dynamic fit – space occupied as an individual move around c. Social fit – space needed to control an individual’s personal space and to maintain social distances A Self-regulated Learning Module 21  Static Fit Dynamic Fit Social Fit Types of Spaces Source: Ching & Binggeli, 2012 o  Proxemics – is the branch of knowledge that deals with the amount of space that ui people feel it necessary to set between themselves and others. ag a. Intimate Zone – space that allows physical contact B b. Personal Space – space which allows friends to come close and possibly penetrate of the inner limit briefly; conversation at low levels is ty possible. Types of Psychological Zones c. Social Zone – appropriate for Source: Ching & Binggeli, 2012 si informal, social, and business transactions; conversation occurs at normal to raised voice levels. er d. Public Zone – acceptable for formal behavior and hierarchical relationships; louder voice levels with clearer enunciation are required for communication. iv 3. WHAT IS ANTHROPOMETRICS?  It is the comparative study of the measurements and capabilities of the human body. n It derives from the Greek words 'Anthropos' (meaning human), and 'metron' (meaning measure). U  Human dimensions and capabilities are essential in determining a building's dimensions and overall design. The underlying principle of anthropometrics is that building designs should adapt to suit the human body, rather than people having to adapt to suit the buildings.  The use of anthropometrics in building design aims to ensure that every person is as comfortable as possible. In practical terms, this means that the dimensions must be appropriate, ceilings high enough, doorways and hallways wide enough, and so on. In recent times, it has come to have particular significance for workplace design. A Self-regulated Learning Module 22  A. There are two primary areas of anthropometry:  Static anthropometry is the measurement of body sizes at rest and when using devices such as chairs, tables, beds, mobility devices, and so on.  Functional anthropometry is the measurement of abilities related to the completion of tasks, such as reaching, maneuvering, motion, and other aspects of space and equipment use. o ui ag B of Source: Ching & Binggeli, 2012 ty 4. WHAT IS ERGONOMICS?  It is the process of designing or arranging workplaces, products, and systems so si that they fit the people who use them.  er It applies to the design of anything that involves people – workspaces, sports and leisure, health and safety.  Ergonomics (or human factors as it is referred to in North America) is a branch of iv science that aims to learn about human abilities and limitations, and then apply this learning to improve people’s interaction with products, systems, and environments. n  Ergonomics aims to improve workspaces and environments to minimize the risk of U injury or harm. So as technologies change, so too does the need to ensure that the tools we access for work, rest, and play are designed for our body’s requirements.  Ergonomics aims to create safe, comfortable, and productive workspaces by bringing human abilities and limitations into the design of a workspace, including the individual’s body size, strength, skill, speed, sensory abilities (vision, hearing), and even attitudes. A Self-regulated Learning Module 23  o ui ag Applying Principles of Ergonomics to Furniture Design Source: Ching & Binggeli, 2012 B  To achieve best practice design, Ergonomists use the data and techniques of several disciplines: of 1. anthropometry: body sizes, shapes; populations and variations 2. biomechanics: muscles, levers, forces, strength ty 3. environmental physics: noise, light, heat, cold, radiation, vibration body systems: hearing, vision, sensations si 4. applied psychology: skill, learning, errors, differences 5. social psychology: groups, communication, learning, behaviors er iv n U Basic Anthropometric Measurements Source: https://www.ergonomics.com.au/what-is-ergonomics/ A Self-regulated Learning Module 24  Ergonomics in the Workplace o ui ag B of ty si er Source: https://static.dezeen.com/uploads/2016/08/haworth-active-ergonomics-white- paper_offices-dezeen_bannerc.jpg iv Source : De Chiara & Crosbie, 2001 Synthesis Activity n 1. Study Questions a. Why is anthropometrics important in architectural design? Why do you say so? U b. What is proxemics? c. What is space clearance? d. What is anthropometrics? e. What is ergonomics? 2. Test what you have learned: Online Quiz 3. Apply what you have learned: Design Problem: Space Planning a. Research on basic kiosk design criteria b. Some questions to ponder: A Self-regulated Learning Module 25   Capacity - What will be the size of the kiosk needed to meet visitor demand?  Location – Where will they be located?  Diverse Users – How will I accommodate differently-abled users?  Equipment – Would I need technology and equipment?  Branding – What sort of signage, logo, or brand will I need? References o Callender, J. H. (1974). Time-saver standards for architectural design data. New York: ui McGraw-Hill. Ching, F. D. K. (1995). A visual dictionary of architecture. Canada: John Wiley & Sons, Inc. ag Ching, F.D.K. & Binggeli, C. (2012). Interior design illustrated, 3rd ed. New Jersey: John Wiley & Sons, Inc. De Chiara, J., Panero, J., & Zelnik, M. (2001). Time-saver standards for interior design and B space planning. New York: McGraw-Hill De Chiara, J., & Crosbie, M. J. (2001). Time-saver standards for building types. New York: McGraw-Hill. of Dohrmann Consulting. (2014). What is ergonomics. Retrieved from ty https://www.ergonomics.com.au/what-is-ergonomics/ GharPedia. (2019). History and basics of anthropometry. Retrieved from https://gharpedia.com/blog/history-and-basics-of-anthropometry/ si Ramsey, C., & Sleeper, H. (1990). Architectural graphics standards. Reprint. er iv n U A Self-regulated Learning Module 26 Topic 3. Architectural Programming Objective At the end of the lesson, the student should: 1. Fully understand the nature of architectural programming 2. Apply the principles of space programming to all architectural design problems o Test what you know ui 1. Learning Resource. Watch the video clips and answer the question. Taylor, M. (2011). Architectural Programming. ag https://youtu.be/S_ruMT6jXxo?list=PLsaQ8Qs26_OU-IuFjywIa1crFvktlpYSx 2. Discussion Question: Cite one (1) importance of a well-prepared architectural program B to the derivation of the architectural solution. Support your discussions with annotated photographs. Use Google Slides or Microsoft Powerpoint to present your outputs. 3. of Indicate your name and your references using the APA format in your outputs. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? Why do you say so? ty Discussion si 1. The Architectural Program Outline  The proper functioning of a design is directly related to the purposes of the er users, as well as their physical dimensions and abilities. It is, thus, necessary to: A. User Requirements iv a. Identify users o Individuals n o User groups U o User characteristics o Age groups b. Identify needs o Specific individual needs and abilities o Group needs and abilities c. Establish territorial requirements o Personal space o Privacy o Interaction A Self-regulated Learning Module 27  o Access o Security d. Determine preferences o Favored objects o Favored o Colors o Favored places o Special interests o e. Research environmental concerns ui o Energy efficiency o Daylight, views, and fresh air ag o Reduce, reuse, recycle o Water conservation o Sustainable materials and manufacturing processes B o Decreased waste o Low VOC-emitting products of ty si er iv n Know User Requirements U Source: Ching & Bingelli, 2012 B. Activity Requirements a. Identify primary and secondary activities o Name and function of primary activity o Name and function of secondary or related activities b. Analyze the nature of the activities o Active or passive o Noisy or quiet A Self-regulated Learning Module 28  o Public, small group, or private o Compatibility of activities, if space is used for more than one activity o Frequency of use o Times of day or night use c. Determine requirements o Privacy and enclosure o Access o o Accessibility o Flexibility ui o Light o Acoustic quality ag o Security o Maintenance and durability B C. Furnishing Requirements a. Determine furnishing and equipment for each activity o Number, type, and style of: of  Seating  Tables ty  Work surfaces  Storage display units si  accessories b. Identify other special equipment required er o Lighting o Electrical iv o Mechanical o Plumbing n o Data and communications o Security U o Fire safety c. Establish quality requirements if furnishing o Comfort o Safety o Variety o Flexibility o Style o Durability and maintenance A Self-regulated Learning Module 29  o Sustainability d. Develop possible arrangement o Functional groupings o Tailored arrangements o Flexible arrangements 2. The Architectural Space Program Outline  Space planning involves the efficient and productive use of space, fitting living patterns to the architectural patterns of the space. o  Space planning often refers to the specific task of programming client needs, ui studying user activities, and analyzing spatial requirements. A. Space Analysis a. Document existing or proposed space ag o Measure and drawn base plans, sections, and interior elevations o Photograph existing space B b. Analyze space o Orientation and site conditions of space o Form, of scale, proportion of space and o Doorway locations, points ty of access, and the circulation paths they si suggest o Windows and the light, er views, and ventilation they afford iv o Wall, floor, and ceiling materials Space Analysis n o Significant architectural Source: Ching & Bingelli, 2012 details U A Self-regulated Learning Module 30  o Location of plumbing, electrical, and mechanical fixtures and outlets o Possible architectural modifications o Elements for possible reuse, including finishes and furnishings B. Dimensional Requirements a. Determine required dimension for space and furniture grouping o Each functional grouping of furniture o o Access to and movement ui within and between activity areas ag o Number of people served o Appropriate social Determining Space distances and interaction B Relationships C. Desired Qualities a. Determine the appropriate spatial qualities compatible with the client’s or user’s needs or wishes o of Feeling, mood, or atmosphere o Image and style ty o Degree of spatial enclosure o Comfort and security si o Quality of light o Focus and orientation of space er o Color and tone o Textures iv o Acoustical environment o Thermal environment n o Flexibility and projected length of use U D. Desired Relationships a. Determine desired relationships between: o Related activity areas o Activity areas and space for movement o Room and adjacent spaces o Room and the outside A Self-regulated Learning Module 31  b. Determine the desired zoning of activities. o Organization of activities into groups or sets according to compatibility and use 3. The Architectural Design Conceptualization Process A. Design Thinking - is a methodology that provides a solution-based approach to solving problems. It is extremely useful in tackling complex problems that are ill-defined or unknown, by o understanding the human needs ui involved, by re- framing the ag problem in human-centric B ways, by creating many ideas in brainstorming sessions. of B. Ideation - is the process of generating ideas and solutions through different activities. The general aim of ideation is to generate a large number of ideas, ty then filter and cut them down into the best, most practical, or most innovative ones to inspire new and better design solutions and products. si C. Imagineering - combines imagination and engineering, which simply means the implementation of creative ideas in practical forms. er D. The Conceptualization Process - is the process of generating ideas for an optimum solution to the design problem. These ideas should stem originally iv from the idea and stated definitions of the design problem. 1. Creative Tools n  Speculative drawing. To speculate is to engage in thought or reflection. In the generative and developmental stages of the design U process, drawings are distinctly theorizing or reflective.  Visual thinking or Thinking on Paper is a designer’s way of looking at a problem using mind-to-hand communication, expressed through drawings or illustrations. A Self-regulated Learning Module 32   Matrix Analysis – a task analysis method that can be used to identify and depict relationships between and among concepts. The result of matrix analysis is the identification of all the possible paired relationships among the concepts being taught. These relationships can help to determine the appropriate o sequencing in instruction, which affects developing the instructional ui material. There are three analytical steps in performing matrix analysis: ag i. Identification of concepts; ii. identification of the operators that determine the relationships among the concepts; and B iii. constructing a relational matrix of these concepts.  Interrelationship/Circulation Diagram - shows how different issues are of related to one another. It helps identify which issues are causing problems and which are an outcome of other actions. It also ty shows the strength of each influence. si 2. Brainstorming - is the collaborative er effort of a group to produce ideas or to solve problems. 3. Decision Making Tools iv  Marginal Analysis or Cost-Benefit Analysis weighs the weight benefits of input or activity or against the n costs. U  Swot Diagram can help identify forces that influence a strategy, A Self-regulated Learning Module 33  action, or analysis.  A Decision Matrix is similar to a pros/cons list, but it allows ranking of each factor based on a level of importance.  PMI – Plus, Minus, Interesting is a brainstorming, decision making, and critical thinking tool. It is used to encourage the examination of ideas, o concepts, and experiences from ui more than one perspective. 4. Concept Optimization - is defined as ag choosing the best element from some set of available alternatives. Student Activity B 1. Student Activity: Illustrate the steps involved in the architectural programming process. Identify and describe the output of each phase. Support your answers with illustrations of and photographs. Use Google Slides or Microsoft Powerpoint for your output. Place your name and identify your sources in your outputs. 2. Test what you have learned: Online Quiz ty 3. Apply what you have learned: Design Problem: Design problems will focus on analyzing space relationships of the different spaces of a residence. si er References Ching, F.D.K. & Binggeli, C. (2012). Interior design illustrated, 3rd ed. New Jersey: John Wiley & Sons, Inc. iv n U A Self-regulated Learning Module 34 Topic 4. Physical Parts of a Residential Structure Objective At the end of the lesson, the student should: 1. Know the different parts and corresponding types of the physical and visible parts of a residence. 2. Design the residence, specifying the parts of the residence according to intent, and according to the design concept. o ui Test what you know 1. Learning Resource. Watch the video clips and answer the question. ag Abstract (2021). 40 Types of Architectural Styles. https://youtu.be/n4dZduYMD9E 2. Discussion Question: Cite one (1) importance of knowing the different architectural B styles and treatment of the enclosure to architectural design. Support your discussions with annotated photographs. Use Google Slides or Microsoft Powerpoint to present your 3. of outputs. Indicate your name and your references using the APA format in your outputs. Discussion Forum: Read two (2) of your classmates’ works. What can you learn from their answers? Why do you say so? ty Discussion si I. Residential Building - Residential building includes all buildings intended for private occupancy whether permanently or not. er iv n U A Self-regulated Learning Module 35  o II. Enclosure refers to the exterior and interior bounding surfaces of space. It articulates space boundaries and separates them from the adjoining spaces, and the outside. The ui enclosure also has certain spatial or architectural qualities. ag B of ty Example of Space Qualities Defined by the Enclosure si Source: Ching & Binggeli, 2012 er The Enclosure System or the Building Envelope consists of exterior walls, windows, doors, and roofs, which protect and shelter interior spaces from the exterior iv environment. Interior walls, partitions, and ceilings, on the other hand, subdivide and define the interior space. n III. Roof Types is the covering of the top of a building, serving to protect against rain, snow, sunlight, wind, and U extremes of temperature. Roofs have been constructed in a wide variety of forms as dictated by technical, economic, or aesthetic considerat ions. A Self-regulated Learning Module 36  o ui ag B Source: of https://cdn.iv.agacad.com/images/common/d88efe78d0ccf0008cfbfd5e7b60fe6b.jpg IV. Window Types  Windows let light and air into the interior spaces ty of buildings and provide views of the outdoors, or from one space to another. si  Their size and placement, relative to the wall plane in which they occur, also affect the degree er of separation between interior space and the exterior environment. iv  Views to the outside and natural ventilation are important elements in sustainable design. n  Windows also visually expand a room beyond its U physical boundaries and allow it to become an integral part of the surrounding interior space A Self-regulated Learning Module 37  Some Uses of the Window Source: Ching & Binggeli, 2012 o Window Effects in the interior ui Source: Ching & Binggeli, 2012  Window Type According to Operation ag B of ty Source: Ramsey & Sleeper, 1990 si  Window Type According to Design er iv n U Source: https://i.pinimg.com/564x/2a/ca/87/2aca87bcffc88c883d343c18f39c9ea1.jpg A Self-regulated Learning Module 38 V. Door Types  Doors and doorways allow physical access in and out of a building and from room to room, for ourselves, our furnishings, and our goods.  Through their design, construction, and location, doors, and windows can control the use of a room, the views from one space to the next, and the passage of light, sound, warmth, and air.  Door Type According to Operation o ui ag B of ty si er  Door Type According to Design iv n U VI. Stairway Types  Stairways are important forms of spatial transitions between rooms or spaces.  Interior stairways connect the various levels of a building  Stairs allow us to move vertically between the various floor levels of a building.  The two most important functional criteria in the design of stairs are safety and ease of ascent and descent. A Self-regulated Learning Module 39  The dimensions of a stair’s risers and treads should be proportioned to fit our body movement. Their pitch, if steep, can make ascent physically tiring as well as psychologically forbidding, and can make going down precarious. If the pitch is shallow, a stair must have treads deep enough to fit our stride.  Stairway Configuration o ui ag B of ty si er iv n U A Self-regulated Learning Module 40  Some Uses of the Stairs Source: Ching & Binggeli, 2012 o ui ag B of ty si er iv Wall Finish Types – refers to the treatment of a wall to enhance the interior and n exterior look of the structure. U Synthesis Activity 1.Student Activity a. Look around your community. Take actual photographic examples of different residential building enclosure elements. Annotate the photographs to call out the important parts. Use Google Slides or Microsoft Powerpoint for your output. Place A Self-regulated Learning Module 41  your name and your references using the APA format in your works. b. Design problems will focus on designing different residential structure types. 2. Apply what you had learned References Ching, F.D.K. & Binggeli, C. (2012). Interior design illustrated, 3rd ed. New Jersey: John Wiley & Sons, Inc. Ramsey, C., & Sleeper, H. (1990). Architectural graphics standards. Reprint. o ui ag B of ty si er iv n U A Self-regulated Learning Module 42 Topic 5. Residential Design Standards Objective At the end of the lesson, the student should: 1. Know the different standards and guidelines affecting residential design 2. Apply the standards and guidelines in the design of residential design problems Test what you know o 1. Learning Resource. Watch the video clip and answer the question. ui Yash, M. (2020). Housing Typologies (Small Talks) Episode 1. https://youtu.be/s9BIZfMhgFE ag 2. Student Activity: a. List down residential building types according to design. Give the definition of each B housing type and support with illustrations and photographs. b. List down residential building spaces. Give the definition of each housing type and c. of support with illustrations and photographs. Support your discussions with annotated photographs. Use Google Slides or Microsoft PowerPoint to present your outputs. Indicate your name and your ty references using the APA format in your outputs. si Discussion The term “shelter,” which is often used to define housing, has a strong connection to the er ultimate purpose of housing throughout the world. The mental image of a shelter is of a safe, secure place that provides both privacy and protection from the elements and the iv temperature extremes of the outside world. Throughout history, people have fabricated shelters that fit their surroundings. With a n universal set of criteria in mind—including access to tools, availability of materials, and type of climate—individuals from all over the world constantly reinterpret, reimagine, and redefine U the concept of home. Residential shelter has many connotations. To many, a home is a four-walled fixture on a permanent foundation. But to others, it is a snowy sanctuary, a hidden cave, or even a floating boat. We explore these different types of houses in order to understand how and why such a wide range of shelters exist across the globe. 1. A residence is a person’s home, someplace an individual lives or inhabits. 2. A residential building is a property or edifice which provides more than half of its A Self-regulated Learning Module 43  floor area for dwelling purposes. It provides sleeping accommodations with or without cooking or dining, or both facilities. 3. A dwelling unit is a structure designed or used as a residence. It refers to one or more rooms that may be used as a residence, each having sleeping, cooking, and toilet facilities. (PD 957) 4. A living unit is a dwelling, or portion thereof, providing complete living facilities for one family, including provisions for living, sleeping, cooking, eating, bathing and toilet facilities, and laundry facilities, the same as a single-family dwelling. (PD 957) o 5. Essential Spaces of a Residence a. Residential Space – a private living area, but does not include common areas ui such as lobbies, lounge, waiting areas, elevators, stairwells, and restrooms that are a structural part of a multi-complex ag (https://www.lawinsider.com/dictionary/residential-space) b. Bathroom – space which is used for cleaning purposes of the occupants B c. Kitchen – a room reserved for food preparation d. Bedroom – private rooms, which are designated as sleeping or relaxation areas. e. of Dining Room – a room designed for consuming food, and is usually situated next to the kitchen f. Living Room – an all-purpose room used as an entertainment room, reading ty area, TV room, lounging area, and other uses as well g. Garage – an area used for storing vehicles or other motor equipment. si h. Laundry Room or Utility Room – a room where clothes are washed and dried i. Foyer – an entrance hall in a house er j. Patio – a paved outdoor area adjoining a house k. Terrace - a level paved area or platform next to a building iv l. Veranda - a roofed platform along the outside of a house, level with the ground floor n 6. Types of Residential Lots A. Corner lot is a lot situated at the intersection of two or more streets. U B. Regular lot /Inside Lot is a lot fronting on one street and the remaining sides bounded by lot lines. C. Interior lot is a lot located at the inner portion of a block with a minimum of three- meter (3-m) wide access which forms part of the lot. D. Through lot is a lot bounded on two opposite sides by roads. E. Irregular lot is any lot that is not rectangle nor square-shaped. 7. Types of Residence according to Ownership A. Individual houses or private dwellings are generally owned by members of a A Self-regulated Learning Module 44  single-family only. If more than one family resides in that building then it is called a multiple family private dwelling  Single Detached Residence is a dwelling unit surrounded by yards.  Single Attached Dwelling is a dwelling unit with one side attached to a firewall.  Duplex Residence is a dwelling unit containing 2 separate living units each of which is separated from another by a firewall and provided with independent access. o  Rowhouse dwelling units contain 3 or more living units designed in such a ui way that they abut each other and are separated from each other by a firewall each unit provided with independent access. ag B. Lodging or rooming houses are multiple or groups of buildings providing separate accommodations for different individuals on a temporary or permanent basis. B C. Dormitories provide communal sleeping accommodations for different individuals. D. of Apartments are separate dwellings for different families living independently from each other. E. Hotels provide temporary sleeping accommodations. ty 8. Types of Residence according to Structure A. One Storey or Bungalow is a low house, with a broad front porch, having either si no upper floor or upper rooms set in the roof, typically with dormer windows. B. One Storey and a Half Storey (with Loft, Mezzanine or Attic) has a loft space er between the ceiling of the first floor and the roof directly above; windows in the gable-end walls and/or dormers provide light and ventilation in this loft space, iv providing the additional half-story C. Split-Level Residence is a style of house in which the floor levels are n staggered. U D. Multi-Storey Residence is a building that has multiple floors, and typically contains vertical circulation in the form of ramps, stairs, and lifts E. Terraced House is a house built as part of a continuous row in a uniform style; a row house. F. Clustered Houses are private properties that are built-in groupings that are relatively close to each other. They usually take on the form of terraced houses, semi-detached houses, or even bungalows 9. Design Guidelines A Self-regulated Learning Module 45 A. Design Considerations: Excerpts from PD 1096 – National Building Code of the Philippines  Section 704. Location on Property No building shall be constructed unless it adjoins or has direct access to a public space, yard, or street on at least one of its sides.  Section 803. Minimum Open Space Requirements Parameters Allowed Open Space Occupancy Requirement o a.Corner Lot 90% 10% ui b.Inside Lot 80% 20% c. Through Lot 90% 10% d.Interior Lot 50% 50% ag e.Corner/Through Lot 95% 5% f. End Lot 50% 50% B  Section 804. Minimum Setbacks for Residential Buildings Yard R-1 of Types of Residential Structure R–2 R-3 Basic Max Basic Max. ty Front 4.50 m 3.00 m 8.00 m* 3.00 m 8.00 m* Side 2.00 m 2.00 2.00 *** 2.00 m si m** m** (optional ) er Rear 2.00 m 2.00 m 2.00 m *** 2.00 m * Total setback only at grade. iv ** Setback/required for only one (1) side. Setbacks on two sides shall be optional n *** Abutments on two sides and rear property lines may be allowed with U conditions as enumerated under Section 804.  Section 806. Size and Dimensions of Rooms Parameters Area Least Dimension a.Habitable Rooms 6.00 sqm 2.00 m b.Kitchen 3.00 sqm 1.50 m c. Toilet and Bath 1.20 sqm 0.90 m A Self-regulated Learning Module 46   Space Planning Standards a. Private stairs shall be at least 750 mm in clear width, with a rise of 250 mm and a minimum run of 200 mm. b. Every landing shall have a dimension measured in the direction of travel equal to the width of the stairway. Such dimensions need not exceed 1.20 m when the stairs have a straight run. c. Courts, yards, and light wells shall be measured clear of all projections from the walls enclosing, such wells or yards except o leaders,