The University of Sheffield School of Architecture The University of Sheffield School of Architecture PDF
Preview The University of Sheffield School of Architecture The University of Sheffield School of Architecture
T h e U n iv e r s it y o 2 0 1 8 f S h e ffi e ld S c h o o l o f A r c h it e c t u r e 8 1 0 20 2 1 £10 8 www.shef.ac.uk/architecture The University of Sheffield School of Architecture 2018 Publisher University of Sheffield Editorial Design Samuel Letchford Antonia Alexandru Gulim Satekova Anakin Poon Editorial Design Staff Support Adam Eckworth Sara Lancashire Sponsorship Satwinder Samra SSoA Photographs Ralph Mackinder and students/staff members Printed in England by University of Sheffield Print Services (Print & Design Solutions) Copyright 2018 School of Architecture, University of Sheffield. www.shef.ac.uk/architecture All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or @SSoA_News mechanical, including photocopy, recording or any information storage and retrieval system without permission in writing from Cover Images the publisher. John Chia Josie Dorling ISBN:978-0-9929705-9-8 David Hodgson For a full range of programmes and modules please see Holly Wilkinson www.shef.ac.uk/architecture Helen Galetti Minghe Ma School of Architecture Michael Neal University of Sheffield Thomas Cunningham The Arts Tower Western Bank Sheffield The University of Sheffield School of Architecture would like to thank S10 2TN the technical and administrative team for their continued support and input throughout the year. Tel. +44 (0) 114 222 0305 Fax +44 (0) 114 222 0315 We would also like to thank all of our contributors, everyone involved E-mail [email protected] in curating the exhibition and everyone involved in compiling this Web www.shef.ac.uk/architecture catalogue. Twitter @SSoA_news Contents Foreword 2 Undergraduate 4 Year One 6 Year Two 12 Year Three 18 Undergraduate Special Study 30 MArch in Architecture 32 Studio Arrival City 34 Studio Collaborative Production 38 Studio Histories of Place 42 Studio In Residence 46 Studio Intergenerational Architecture 50 Studio Landscape + Urbanism 54 Studio Learning Culture 58 Studio Material Amendment 62 Studio (Re)-Activist Architecture 66 Studio Temporal Places 70 Live Projects 74 MArch Dissertation 80 MArch in Architecture: Collaborative Practice 84 Postgraduate Taught Masters 88 MA in Architectural Design 91 MA in Urban Design 112 MSc in Digital Architecture and Design 120 MSc in Sustainable Architectural Studies 126 Graduate School 132 Completed PHD Thesis Projects 134 Research 136 2018 SSoA Manifesto/s PHD Conference 137 field 138 Student Achievements, Awards and Activities 140 Student Awards and Achievements 142 SSoA School Forum 2017 144 SSoA Theory Forum 2017 145 SSoA Student Exhibitions 2017/18 146 SUAS 148 HAS 149 Sheffield Society of Architects 150 Internationalisation 151 Celebrating Services Staff and Technical Team 152 In Memory of Mohammed Elashry 154 Foreword Welcome to the Sheffield School of Architecture Summer Exhibition catalogue of 2018. This document presents the work produced by students from across our undergraduate and postgraduate programmes. The School’s ethos of social conscience and sustainability is a known strength and is evident throughout these outstanding and meaningful contributions. This can be seen in students’ projects from the Bachelor’s first year on rooms in the city, a community kitchen and a house, second year’s housing schemes, and third year’s diverse projects such cultural projects in Scarborough in semester one, while final studio projects dealt with an array of exciting briefs such as a national centre for tailoring, a Yorkshire guild of master crafts, and a national truth institute. Likewise our MArch continues to run the very popular and successful Live Projects to bring an understanding of social responsibility, and has this year put new emphasis on design enquiry to encourage students to explore a set of issues through design. MArch Collaborative Practice continues to grow and is anticipated to have a two-year offer next year. Our postgraduate taught courses in architectural design, urban design, sustainable architecture, and digital architecture and design, are very specialised and international, and align with the School’s ethos in addressing the social, economic, environmental and technological aspects of architecture. This academic year we have been successfully validated by the RIBA and the Board of Architect Malaysia. This is a huge achievement thanks to the dedication of our colleagues and students. This year we introduced digital reviews to reduce printing costs and explore new ways of presenting ideas and proposals. The School is committed to develop this further through investment in state-of-the-art equipment. We also welcomed our Graham Willis Visiting Professor Dr Grainne Hassett, Senior Lecturer at the SAUL School of Architecture University of Limerick, Ireland. While writing this foreword, the Guardian League Table for Architecture was published showing our School as the number one. This is a significant achievement, and for this I would like to thank our past and current students, academics, professional services staff, alumni, friends and families, and partners from the profession for their continuous support and encouragement. This is a noteworthy team effort that has made this School such as a special place to learn and work. Also special thanks to the School’s Architecture Society for their efforts with the guest lecture series and other School activities, and to the Catalogue team for the production of this publication. I hope you will enjoy this catalogue and the exhibition. Professor Karim Hadjri Head of School Special thank you to our sponsors: 5plus AHMM Allies and Morrison Assael BDP Bennetts Associates Bond Bryan Architects Broadway Malyan Feilden Clegg Bradley Studios Glenn Howells Architects Grimshaw GT3 Architects Hadfield Cawkwell Davidson Hawkins\Brown HLM Hutchinson and Partners Piercy and Company Proctor & Matthews Architects RMA Architects Seven Architecture Stiff + Trevillion Undergraduate The BA Architecture course is a three-year honours degree that brings together a balanced university education with a professionally orientated course. It combines lecture based courses with a creative studio culture. Lectures develop a broad knowledge base ranging across sciences and humanities; this knowledge is then brought to the studio where it is tested and developed through a sequence of design projects. Lectures are delivered by staff who are all at the forefront of their own field of research, ensuring this information imparted is up-to-date and relevant. Within the studio, full time members of staff are joined by practicing architects, who bring with them topical ideas and skill from the world of architecture. It is this combination of a rigorous academic base and a creative professional direction that exemplifies architecture at Sheffield. The dual degrees in Architecture + Landscape and Structural Engineering and Architecture enable students to integrate their architectural design work with the wider landscape context and the discipline of engineering respectively. All courses offer opportunities to think about sustainability and sustainable futures in an interconnected and contextual way. Undergraduate Programme Director Simon Chadwick Dual Architecture and Landscape Architecture Director Howard Evans Dual MEng in Structural Engineering and Architecture Coordinator Richard Harpin The University of Sheffield School of Architecture Year One The main intention of Year One studio is twofold: We want students to learn basic skills, allowing them to communicate their design ideas to others, and we want students to critically reflect on their own work and consequences of architectural interventions. The building (or any other spatial intervention) is a node within a broad network of forces and actors. We want our students to start seeing architecture in this highly contextualised way. The Year One ethos is built on notions of collaboration, social engagement and inclusivity. While students learn how to design a building, they simultaneously ask why anything should be designed and build at all? Who will benefit from this particular spatial intervention? How will the building influence its location and surroundings? Year Director Forouhar Nicholas Phillips Deakin Joseph Dr Krzysztof Nawratek Hannah Constance Pidsley Luckett Kathryn Gibbs Amber Prust Amos Lucia Studio Tutors Victoria Julia Remington Abou Fakhr Nadine Moinak Basu Glistrides Sarah Rhule Carson Sarah Matthew ‘Brad’ Bradshaw Joao Isabel Roberts Ali Shiraaz-Mohsin Isabel Britch Gosende Latini Patricia Sangalang Zheng Shuang Ahlam S Harahsheh Sanskriti Rajesh Gupta Amelia Sarles Jen Langfield Forouhar Delshad Sylwia Satora MEng Engineering and Steve Martlew Gibbs Hannah Sahar Shahiyamchlo Architecture Alexander AE Maxwell Delshad Forouhar Laurel Rhea Balmforth Wei Shan-Chia Hannah Gibbs Spencer Leanna Bradbury Wen-Shao Chang Victoria Glistrides Josephine Ying Chian Sheng Song Joao Gosende Latini Sproson Ka Chiu Anya Sutton Sanskriti Rajesh Gupta Cameron Yan Chiu Krisha Gurung Stuart - Burgess Katherine Emmett Department of Landscape Iona Guthrie Benenson Xiao Chun Tay Sean Feary Tutors Alexander Harrison Thien Hee Tey Rachel Haven Andrew J Clayden Oliver Hartley Laurel Spencer Tara Johnson Howard Evans Chih-Pei Hsu Josephine Sproson Damien Poblete Thomas White Chuyue Hu Cameron Stuart - Burgess Stephen Rettke-Grover Jiaming Hu Xiao Chun Tay Georgina Smith BA Architecture Vencel Huiber Thien Hee Tey Sam Sommerville Alia Alalaweyat Basant Ibrahim Xavier Thanki Asha Vickers Luke Alcock Lucie Iredale Milo Thomas-Cooney Aidan West Shiraaz-Mohsin Ali Yufan Jin Yoana Todorova James Whiteley Ed Allan Karni Jury Chun Tse Long Tin Au Ivana Kafedjian Roxana-Gabriela Ungurenus School Staff Olivia Bailward Sohail Khalil Duncan Urquhart-Hawkins Karim Hadjri Florence Barbour Aisha Khan Martin Veselov Akpezi V Ikede Joseph Bass Joey Khou Santiago Wagner Velez Mark Meagher Bethany Bell Moonhyung Kim Jenna Ward Georgia Boyes Killian Kruczko-Cousins Nayrouz Wefati Visiting Reviewers Joshua Burge Yik Kuik Maria Wood Rachel Britch Emma Carpenter Calvin Kumala Callum Woodford Faith C Ng’eno Jennifer Chan Hoi Lam Mingxian Xiang Lena Emanuelsen, AA Michela Charalambous Sin Tung Lau Qirong Xu Matthew Forbes-Yandi Wen-Hao Chen Charles Leather Jasmin Yeo Nivin Daoud Heng Chew Jennifer Lee Yuchen Zhang Jen-Huei Chiang Xiaoying Li Yu Zhang PhD and PGT Students Ben Cruddos Prawrawee Lim Xianing Zhou Yusuf MEDM Abu-Shama’a Viktoria Dang Thi Rachel McMahon Yinuo Zhou Yahia T Ali Tassia De Paula-Yarmohammadi Matthew Mcgregor Sarah Zimmerman Esra Can Annie Ditchfield Ziyu Men Intisar Husain Victoria Doxey Martha Minton BA Architecture and Landscape Amro AA Yaghi Ana-Maria Dragomir Minh Nguyen Coles Amelia Barnaby Dulley Maranatha Obasi Diorazio Amy Hannah Eley Karolina Olszewska Acland Elizabeth Mariarosa Evans Syn Wei Ong Larkin Emily Xiaobin Fan Lara Pacudan Chan Ho Delshad Edward Paisley Guthrie Benenson Iona 7 P1 - Our Sheffield The University of Sheffield School of Architecture Semester One Glow in the dark paint mapping light pollution Project 1 01 ‘Our Sheffield’ Joseph Bass P1 - Section This project explores a basic techniques for analysing and representing urban space, mostly using a ‘cognitive mapping’ 02 approach (see Kevin Lynch, The Image of the City). Students Victoria Glistrides negotiate their own personal (‘subjective’) understanding of the P1 - Mental Map city with their colleagues(‘social’) views. 03 There are three main ways how architects understand and work Joey Khou with space: P1 - West Street Analysis - personal / subjective / emotional / phenomenological: when 04 architects engage with a notion of ‘place’ Izzy Roberts - geometrical / neutral / Cartesian: when architects engage with a P2 - Movement Exploration notion of ‘(neutral) space’ (GPS, CAD/ GIS software) - legal / physical: when architects engage with a notion of territory 05 (defined by physical or/and legal boundaries) Luke Alcock This project should represent the tension between these three P2 - Diagram perspectives. 06 Sylwia Satora Project 2 P2 - Heat and Lighting Map ‘Room in the City’ 07 This project explores a range of different techniques for analysing Elizabeth Acland and representing architectural space, moving from objective P2 - Axonometric methods to a more subjective approach (and vice versa). Students work both collectively (in the studio) and individually to capture 08 the particular qualities of individual rooms and their connection(s) Ivana Kafedjian to the wider world in a variety of ways. Over the course of P3 - Axonometric this project students are expected to develop a profound understanding of their own rooms – revealing and representing 09 multiple layers of interest and meaning. Students also work on Joey Khou a wider context of this particular place (spatially – as a part of a P3 - Sequential Drawing 01To explore and merge the shared and individual experiences we had in Sheffield, we produced a video, superimposing our drawings and interests of Sheffield onto one sheet. In doing so some similarities became clear, such as the correlation between student areas and noise pollution, as well as the juxtaposition building, culturally, socially etc.) Every particular space exists in a between noticing small details to use as way points and having a fast paced, transport oriented view of the city. wider context – this project should represent it. 10 Lucie Iredale P3 - Model photos Project 3 ‘Community Kitchen’ Through the design of a small building in an urban context, this project allows students to develop an understanding of the relationship between internal spatial layout, external form and the ways in which the particular characteristics of a site (context) affect the design of architectural space. This project has two stages. Stage one focuses on collecting data, analysing site and the process of food preparation and consumption. Stage two of the project aims to use these collected information as a foundation for design of the building. This project helps students to understand architectural space beyond an architectural object (building) in a wider (urban, social, cultural) context. 02 02
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