S T U DIO S E Q U E N C E F O U N D AT IO N D E S IG N

BA ARCH

2 —2 23
AY 2022/23
221—2
BA ARCH
 S T U DIO S E Q U E N C E F O U N D AT IO N D E S IG N
BA ARCH
Picture credit: Ong Ker-Shing
BAC H ELO R O F A RTS
BAC H ELO R O F A RTS
IN A RC HITEC T U RE
IN A RC HITEC TU RE
PROGRAMME
PROGRAMME

AY 21 - 22
AY2022/23
Department of Architecture
Department of Architecture
School of Design & Environment
School of Design & Environment
BAC H ELO R O F A RTS
IN A RC HITEC TU RE
PROGRAMME

AY2022/23
Department of Architecture
School of Design & Environment

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 Picture credit: Ng Weiliang
C O N T E N TS

H E A D’S M E S S A G E 4
B A C H E LO R O F A R T S IN A R C H I T EC T U R E P R O G R A M M E DIR EC T O R’S M E S S A G E 5
B A A R C H P R O G R A M M E O V E R V IE W 6

T H E P R O G R A M M E (AY 2 02 0/21 C O H O R T A N D E A R L IE R) 8
T H E P R O G R A M M E (AY 2 021/2 2 C O H O R T O N W A R D S) 12
YEAR 1 SEM ESTER 1 20
YEAR 1 SEM ESTER 2 22
Y E A R 2 S E M E S T E R 1 24
Y E A R 2 S E M E S T E R 2 26
Y E A R 3 S E M E S T E R 1 2 8
Y E A R 3 S E M E S T E R 2 3 0
D E SIG N S T U DIO S EQ U E N C E 3 4
D E SIG N 1 : S E E IN G, T H IN K IN G, M A K IN G 36
D E SIG N 2 : S C A L E, P R EC E D E N T, C O N T E X T 3 8
D E SIG N 3 : A G G R EG AT IO N, S T R U C T U R E, S PA C E 4 0
D E SIG N 4 : E N V IR O N M E N T, C L I M AT E, E N V E LO P E 42
D E SIG N 5 : D E N SI T Y, U R B A N IS M, P U B L IC N E S S 4 4
D E SIG N 6 : S YS T E M S, C O M P R E H E N SI V E N E S S, IN T EG R AT IO N 4 6

R E S E A R C H C LU S T E R S 4 8
D E SIG N S T U DIO FA C U LT Y 5 0
D E SIG N S T U DIO R E V IE W C A L E N D A R 5 4
E V E N T S & G U E S T L EC T U R E S 5 6
V ISI T IN G P R O F E S S O R S & B A A R C H E X T E R N A L R E V IE W E R S 5 8
S T U D E N T E XC H A N G E P R O G R A M M E S (S E P) & S U M M E R P R O G R A M M E 59
C O N TA C T 6 0

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 H E A D’S M E S S A G E BAC H ELO R O F A RTS IN A RC HITEC T U R E
P R O G R A M M E DI R E C T O R’S M E S S A G E

On behalf of the department, I would like to warmly Another aspect of a nurturing environment is the way Welcome to the BA (Arch) programme where students Students will develop core competencies whilst pushing
welcome all new and returning students to the start of we engage with our students. Architecture programmes can expect to build a strong foundation in architecture. conceptual envelopes. They will have a wide exposure
this academic year 2022/23 (AY2022/23). I hope you are as are known for their challenging demands on your time, Assuming no prior knowledge or experience in to varied modes of thinking and working. They will be
excited as I am, looking forward to the new adventure in mind and hands. Your well-being is of topmost priority to architecture, the four-year course employs a combination encouraged to develop a personal—and intellectually
the coming year. us and our teaching staff will work with you closely and of lectures, seminars, and hands-on design courses robust—critical position as to what architecture is, what it
empathetically. Embracing a whole-person development to teach not only a breadth of knowledge—in history, can and should do. They will reflect on what they might, as
At the Department of Architecture (DOA), we strive to approach, our staff will be here to encourage and theory, urbanism, and the environment—but also to instil a future architect, contribute.
create a nurturing learning environment for all students. support you, cherishing your achievements, working a practice and discipline of architectural thinking. The
The core of this learning environment is “Education”. I together on your challenges and contributing to your undergraduate years are not an exhaustive download The DOA is a large and diverse school, with many studios
firmly believe that when you own your education, you can growth academically and as a person. We have initiated of professional and technical knowledge. Especially for per level. We value an exploratory culture, with each
shape your desired personal and/ or professional pathway a mentorship programme for Year 1 and 2 students and I those who do go on to practice, this is just the beginning. studio approaching design via thoughtful and energetic
for the future. All of us at DOA are committed to guide, hope you can get in touch with your mentors and approach For the best in the field, the learning never stops. iterative processes. While we will teach the curriculum
support and assist you in acquiring knowledge, skill, and them for the challenges you face in your studies here. detailed in the following pages, students will also be
practice. The study of architecture involves the study of many expected to play an active role in their education, and to
I am also delighted to share with you that we will return subjects; it is multi-disciplinary. At the DOA, we use learn more than what we teach. Our programme requires
We will present to you, values in design that we believe to SDE 3 in the second semester of this academic year. project-based learning to create opportunities for that they also take ownership of their own learning and
in, and direct you to resources that will shape your own This creative space has been carefully crafted ensuring students to bring together and integrate their knowledge to fully exploit this environment of opportunities. They
values. The nature of architecture is complex. We often an inspiring learning environment for all. Many thanks from other modules and other aspects of their education. will be expected to acquire and hone both hard and soft
talk about inter- and multi-disciplinary approaches in to Associate Professor Erik L’Heureux and his team for These projects take place in the design studio, where skills along the way through their own efforts. Just as
design: incorporating factors in technology, humanities, making such sustained efforts in realising the design of students experiment, imagine, and explore ways in which they will learn to use technical tools such as AutoCAD
social, nature, science and environment. At its base, your new “home”. the design of the built environment is informed by a or Rhino, they will also develop essential soft skills like
we are essentially designing for a human society and multitude of concerns. collaboration, stamina, grit and resilience. They will learn
thus our values are human-centric. Through innovative Heartfelt thanks are also due to Associate Professors to present, debate and refine design work, and strengthen
design, we attempt to conceptualise and provide designed Ong Ker Shing and Tsuto Sakamoto and their teams for These projects are structured as deep dives into different a mindset of circumspection beyond simple notions of
environments for various human conditions and activities. directing the Bachelor of Arts in Architecture (BA Arch) facets of architecture. A total of 18 curated themes- “right” and “wrong”.
Placing a strong emphasis on pedagogy and curriculum and Masters of Architecture (M Arch) programmes and sorted into six semesters of three related topics each-are
design, our staff have spent tremendous efforts in putting this programme booklet together. Lastly, I would selected to build a paradigm from which students will see, With this, an architectural education at the DOA will not
curating the various modules and studios as presented like to once again extend my warmest welcome to you and think and make, like architects. Learning is cumulative, only prepare students for professional practice, but will—
in this programme booklet. With these, we hope to equip thank you for entrusting us with your education and taking experiential, and augmented through immersion in the perhaps more importantly—foster a generation of critical,
you with the necessary skills and cultivate your critical this learning journey with us. Wishing you a rewarding culture of the design studio. creative, and articulate thinkers.
thinking for your future profession. I hope you are able to journey ahead and may you continue to own and discover
look through all the learning outcomes and be inspired to new passion for Design with us at the DOA.
achieve much success in this learning journey.
H O P U AY P E N G O N G K E R-S HIN G
Professor and Head of Department Associate Professor in Practice
Bachelor of Arts in Architecture Programme Director

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 BA A RC H PR O G R A M M E OV ERVIE W

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 THE PROGRAMME (AY 2 02 0/21 C O H O R T A N D E A R L I E R)

The Bachelor of Arts in Architecture is a four-year programme comprising

three years of design studio and other essential modules, with a fourth year
of architectural theory and electives. The final year can be concurrently
registered with the first year of the two-year Master of Architecture
programme for those who opt to continue—and who are accepted—into the
Masters programme under the concurrent degree track.

During the first three years, students progress through six design courses
where they are introduced to 18 foundational themes in architecture. This
largest component of the curriculum takes place in design studios, where
students tackle different design challenges hands-on, and are responsible to
find their own critical and creative approach to solving given design problems.
At the same time, students take essential modules within the DOA that are
calibrated to the studio level they are at. These modules complement the
learning objectives and outcomes of the design studio sequence.

Picture credit: Toh Eu Juin and Melinda Kumala

This foundation programme is set within a liberal arts education model. Besides
the studio time and other essential modules mentioned above, students can
also choose amongst unrestricted modules within NUS DOA’s programmes.
This allows them to align their design education with their own areas of specific
interest. Students also have the option to take general education university
modules outside the DOA, expanding their worldviews and boundaries beyond
the confines of the discipline. Ultimately, students are encouraged to draw on
expertise and knowledge both within the Department and across the University.

A wide range of opportunities, combined with the depth and breadth of both
discipline-specific and general education training, prepares students for a
Picture credit: Toh Eu Juin
complex and multivariate future—as influential citizens and thought leaders
within the field of architecture and beyond.

The following pages describe the design studio themes and other essential
modules for Years 1-4.

Refer to the diagram on pages 10 & 11.

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10 11
 Picture credit: Ang Yi Heng
THE PROGRAMME (AY 2 021 /2 2 C O H O R T O N W A R D S)

The Bachelor of Arts in Architecture is a four-year programme

comprising three years of design studio and other essential modules,
with a fourth year of electives. The final year can be concurrently
registered with the first year of the two-year Master of Architecture
programme for those who opt to continue—and who are accepted—
into the Masters programme under the concurrent degree track.

The new undergraduate curriculum was introduced in AY2021/22

as part of the formation of the College of Design and Engineering
(CDE). It opens up many more pathways that accommodate a wide
range of second majors, minors and specialisation. During the first
three years, students’ progress through six design courses where
they are introduced to 18 foundational themes in architecture. This
largest component of the curriculum takes place in design studios,
where students tackle different design challenges hands-on, and are
responsible to find their own critical and creative approach to solve
given design problems. At the same time, students take additional
modules for their Major Requirements within the DOA-modules
Picture credit: Darien Wu
within the Common Curriculum offered by both the School of Design
and environment (SDE) and Faculty of Engineering (FOE), General
Education modules and modules in Unrestricted Electives anywhere in
the University. The Major and Common modules are calibrated to the
studio level they are at. These complement the learning objectives and
outcomes of the design studio sequence.

This foundation programme is set within a broad-based

interdisciplinary education model. It provides a strong disciplinary
foundation and at the same time encourages students to expand
their horizons and worldviews beyond the confines of the discipline.
Ultimately, students are encouraged to draw on expertise and
knowledge both within the Department and across the University. This
allows students to align their design education with their own areas of
specific interests. A wide range of opportunities, combined with the
depth and breadth of both discipline-specific and general education
training, prepares students for a complex and multivariate future—as
influential citizens and thought leaders within the field of architecture
and beyond.

The key changes for the AY2021/22 cohort onwards are the addition
of the Common Curriculum and General Education modules that are
designed to provide students with broad foundational knowledge,
whilst being calibrated to the Major modules including design studios.
Year 4 for the General Programme is now provided with curriculum
space for electives. The following pages describe the design studio
themes and other essential modules for Years 1-4.

Refer to the diagram on pages 14 & 15.

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 AY 2 0 2 1 / 2 2 C O H O R T O N W A R D S
4 -Y E A R M O D U L E C R E DI T S ( M C s) R E Q U I R E D F O R B A A R C H S T U D E N T S: L E G E N D:
MCs: Module Credits
DEM GEM CM UE T O TA L
DEM: Department Essential Modules (Y1—Y4)
60 MCs + 24 MCs + 36 MCs + 40 MCs = 160 MCs
GEM: General Education Modules (Y1—Y4)
CM: Common Modules (Y1—Y3)
UE: Unrestricted Electives (Y1—Y4)

Denotes flexible elective that can be taken anytime during stated duration
N.A

To refer to pages 17–19 for BA Arch

students continuing into M Arch I
Incoming students with advanced placement (AY2021/22 Cohort Onwards)

BA ARCH YEAR 1 BA ARCH YEAR 2 BA ARCH YEAR 3 BA ARCH YEAR 4

S2: Systems,
S1: Seeing, S2: Scale, S1: Aggregation, S2: Environment, S1: Density, Urbanism,
Comprehensiveness, Semester 1 Semester 2 T O TA L M C s
Thinking, Making Precedent, Context Structure, Space Climate, Envelope Publicness
Integration
AR1101 AR1102 AR2101 AR2102 AR3101
Design 1 Design 2 Design 3 Design 4 Design 5 36 MCs
Design
4 MCs 8 MCs 8 MCs 8 MCs 8 MCs
Department Essential Modules

History & Theory AR 2228 AR2227

History & Theory of History & Theory of 8 MCs
4 MCs per module
Architecture I Architecture II

Technology AR2328
Architectural Construction 4 MCs
4 MCs per module
& Tectonics

Urban & Landscape AR3223

Introduction to Urbanism 4 MCs
4 MCs per module

AR1329 AR3722
Environment
Climate, Ecology & Sustainable 8 MCs
4 MCs per module
Architecture Environmental Systems
IE2141 AR3102
DTK1234A CDE1000 HS1501/EE2211 EG2501
Common Modules

Systems Thinking & Liveable Cities

Design Thinking Creating Narratives Artificial Intelligence* Dynamics Design 6 (Integrated) 36 MCs
4 MCs 8 MCs
4 MCs 4 MCs 4 MCs 4 MCs

EG1311 PF1101 FLEXIBLE ELECTIVES

Design and Make Fundamentals of

UE
Project Management
4 MCs
4 MCs
40 MCs
FLEXIBLE ELECTIVES FLEXIBLE ELECTIVES FLEXIBLE ELECTIVES FLEXIBLE ELECTIVES
4 MCs per elective
UE

FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE

GEX:
Critique & Expression
4 MCs per module

GESS: FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE

Singapore Studies 24 MCs
General Education Modules

4 MCs per module

GEN: FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE FLEXIBLE ELECTIVE

Communities & =
Engagement
4 MCs per module

GEA: GEA1000
160 MCs
Data Literacy Quantitative Reasoning 3rd year BA students who opt to For those not proceeding to M Arch,
4 MCs per module with Data continue into the M Arch design i.e. in General Programme, there are
programme must achieve a minimum no core modules for their Year 4.
B grade for both Design 5 and Design 6 Those students can plan their UEs/
GEI: AR2524 studio modules. For those students, GEM/ Common modules based on 20
Digital Literacy Spatial Computational the 4th year of the BA programme will MC workload per semester if they
4 MCs per module Thinking be concurrent with their first year of wish to pursue other academic routes
the M Arch programme.
like minor or second major.
GEC:
Cultures & Connections
GEC1XXX
Design, Technology, Society
4 MCs per module

* Students will be able to select 2 modules from ‘Artificial Intelligence’ - HS1501

Artificial Intelligence & Society & EE2211 Introduction to Machine Learning.

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 AY 2 0 2 1 / 2 2 C O H O R T O N W A R D S
4 -Y E A R M O D U L E C R E DI T S ( M C s) R E Q U I R E D F O R B A A R C H S T U D E N T S C O N T I N U I N G I N T O M A R C H:
DEM GEM CM U E* PP T O TA L
60 MCs + 24 MCs + 36 MCs + 20 MCs + 20 MCs = 160 MCs

* U E C A N B E U S E D T O F U L F I L M I N O R O R S P E C I A L I S AT I O N S

Undergraduate Programme

B A A R C H Y E A R 4/C D P M A R C H I T R A C K I I

Semester 1 Semester 2
PAT H W AY 1

2 S P E C I A L I S AT IO N S:
AR5801 AR5802
D E S IG N E N Q U I R Y & A D VA N C E D D E S IG N Options Design Research Studio 1 Options Design Research Studio 2
8 MCs 8 MCs
( S U B J E C T T O A P P R O V A L)

AR5221 AR5601
Contemporary Theories Urban Design Theory and Praxis

Unrestricted Electives
4 MCs 4 MCs

AR5321
Advanced Architectural Graduate Level
Integration Architectural Elective
4 MCs 4 MCs

Graduate Level Graduate Level

Architectural Elective Architectural Elective
4 MCs 4 MCs

AR4421
Architectural Internship Programme (AIP) ∆
8 MCs

Undergraduate Programme

B A A R C H Y E A R 4/C D P M A R C H I T R A C K I I I

Semester 1 Semester 2
PAT H W AY 2

1 S P E C I A L I S AT IO N:
AR5801 AR5802
A D VA N C E D D E S IG N O R E L E C T I V E S
Options Design Research Studios 1 Options Design Research Studio 2
( W I T H M I N O R) 8 MCs 8 MCs

( S U B J E C T T O A P P R O V A L)

AR5221
Contemporary Theories
4 MCs

Unrestricted Electives
Unrestricted Elective Unrestricted Elective
4 MCs 4 MCs

Unrestricted Elective Unrestricted Elective

4 MCs 4 MCs

Unrestricted Elective
4 MCs

AR4421
Architectural Internship Programme (AIP) ∆
8 MCs

Summation of Modules cumulative towards Advanced Design Specialisation

Summation of Modules cumulative towards Design Enquiry Specialisation

Students can take 20MCs of Unrestricted Electives to fulfil a Minor or Architectural Electives e.g Advanced Architectural Integration (AAI), Urban
Design Theory & Praxis (UDTP).
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 P O S S I B L E A C A D E M IC PAT H W AY S

In the new academic year starting August 2021, students The following are examples of possible academic pathways for
enrolling in the SDE and FOE can seamlessly take courses a minor, second major or specialisations for BA Arch students
from both schools to develop competencies across different at the DOA. For more information on the available minors and
fields. This is made possible via the new Common Curriculum second majors, please refer to the following link:
structure, which enables students in both schools to enjoy
greater choice, breadth and flexibility in charting their learning https://www.nus.edu.sg/registrar/academic-information-
journeys. SDE and FOE students will be able to take new policies/undergraduate-students/special-programmes
interdisciplinary modules, which will be specially designed and
offered through the Common Curriculum.

The following are sample pathways,

and the 2 Specialisations are subjected
to changes/approval.
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 YEAR 1 SEMESTER 1 D E SIG N S T U DIO CORE MODULES

A R 1101 D E S IG N 1: S E E I N G, T H I N K I N G, M A K I N G

Modular credits: 8 / 4 Learning Objectives: DTK1234A EG1311

DESIGN THINKING DESIGN AND MAKE
This key foundation module is an introduction to 1. To understand the non-directional relationship Modular credits: 4 Modular credits: 4
basic design concepts and methodologies, as well between seeing, thinking and making.
as representational techniques specific to seeing, 2. To understand perception, scale, space, form, DTK1234A is a variant module of DTK1234, which This module covers the fundamentals of engineering
thinking, and making. These will be explored via proportion and composition. introduces students design principles and design design and prototyping. Students will learn design
analogue means. Students will be introduced to a wide 3. To understand and deploy line weight, line type, thinking to solve problems and create new possibilities. principles and tools through lectures and engage in
range of architectural ideas, ranging from traditional and graphic composition to produce structure and Given that the BA (Arch) curriculum is centered on the experiential learning through group design projects.
representation and Singapore architecture, to emergent hierarchy in the visual field. design studio, with students already “doing” design, this A stage-based design process will be covered.
trends operating on the frontiers of data-driven and 4. To understand and be able to make plan, section, module focuses instead on equipping students with a Students will develop their skills in eliciting user
digital techniques in the field of design today. elevation, perspective, and sketched and scaled metacognition of Design Thinking and its methods and needs, ideating solutions, and making prototypes to
axonometric drawings. processes. This module is co-taught by tutors of AR1101, demonstrate their ideas.
Ideas of space, form, proportion, composition, and order 5. To understand and make models as fundamental with studio projects and processes providing the content
will be examined and explored. As foundational design mediums of design thinking and as part of the for reflection and application of meta-cognitive tools; Jason Ku
components, these will provide requisite grounding in design process. learning objectives are applied to address spatial issues
developing a visual language through the practices of 6. To understand the difference between explored in AR1101.
drawing, sketching, and model making. Students will learn representation, abstraction and transformation in the
basic drawing techniques and skills, including line weight, architectural process. This will empower the design student with greater control
line type, scale, and the projective techniques of plan, 7. To understand architectural representation as over design, allowing them to make strategic judgments
section, elevation, perspective and axonometric drawing. necessarily a mixed mode employing mixed media, and critical assessments of their undertakings. More
and that the “whole picture” can only be formed importantly, the student will be able to critically assess
Students will also be introduced to ways of understanding through the concurrent use of multiple methods. and comprehend the significance of the design in the built
and responding to information and data, and the 8. To be able to read information and data and translate environment that they have created and the process of
abstraction of architectural ideas in the production of it into analogue architectural ideas, drawings and design that they have experienced.
architectural drawings and 3D scale models. They will models, whilst engaging critically with the process.
be able to evaluate such representations as part of the Liang Lit How
fundamental process and methodology of contemporary
computational design, and as an extension of traditional
methods of gathering and analysing information.

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 YEAR 1 SEMESTER 2 D E SIG N S T U DIO CORE MODULES

A R 1102 D E S IG N 2: S C A L E, P R E C E D E N T, C O N T E X T

Modular credits: 8 Learning Objectives: AR2227 AR2524

HISTORY & THEORY OF ARCHITECTURE I SPATIAL COMPUTATIONAL THINKING
This module will build on AR1101 by focusing on the 1. To understand and deploy dimensions, scale Modular credits: 4 Modular credits: 4
development of three foundational design skills: scale, and proportion in relationship to context and the
precedent and context. Students will be introduced to 3D human figure. This module is the first part of a two-part module Spatial computational thinking is increasingly being
complexities and relationships of scale, discover the use 2. To understand and transform precedent as a introducing students to the history and theory of recognised as fundamental to various spatial disciplines.
and transformation of precedent in architectural design vehicle for design innovation. architecture and urban design. It is shaped around themes It involves idea formulation, algorithm development
processes; and gain an understanding of context as a 3. To understand and integrate context in the grouped by environmental features to emphasise the ways and solution exploration, with a focus on manipulating
component that impacts design outcomes within the built conception of design. that societies have built in response to the landscapes, geometric and semantic datasets. Students will learn to
and natural environment. 4. To understand and begin to describe and resources, and tools available to them. Covering almost use parametric modelling tools to generate and analyse
communicate spatial qualities. two millennia of global architectural and urban history, building elements at varying scales, applying visual
This module will enhance students’ use of different 5. To understand and produce projective drawings the module begins in approximately 500 BCE, ending in programming interfaces to allow complex algorithms
mediums and graphic communication, with an in scale. approximately 1400 CE. The material is presented in such to be developed and tested. They will learn to structure
introduction to complex 2D and 3D projections at scale, as 6. To understand and deploy a design method to a way as to encourage comparative cross-readings of their ideas as algorithmic procedures that integrate data
well as the use of digital and analogue tools. Students will structure the design process, making visible architectural history between geographies, societies, structures, functions, and control flow. They will also gain
learn to combine representational tools to illustrate their the transformational processes in drawing and climates, cultures, religions, and socio-political registers. familiarity with higher level computational concepts, such
design method(s). They will also delve deeper into the use model making. as decomposition, encapsulation and abstraction.
of 3D models as part of the design process. 7. To understand and deploy line weight/type, Will Davis
scale and graphic hierarchies to communicate TBC
Expanding on what they have learnt the previous information and design intention, and to understand
semester, students will employ various visual mediums and deploy materials in model making to
as part of the design process, and as a tool to present, communicate design intent.
defend and refine their ideas on architecture. 8. To begin incorporating digital technologies together CDE2000
with analogue tools in hybrid representations. CREATING NARRATIVES
Studio projects will also begin to wrestle with certain 9. To begin incorporating research methodologies and Modular credits: 4
fundamental issues in architecture: site, programme, critical thinking as part of the design process.
circulation, organisation of public and private zones, 10. To present architectural ideas in concise and This pillar aims to help students communicate
and the differing requirements of users. Students will considered visual and verbal presentations. competently and confidently in the various professional
employ thoughtful, rigorous approaches to form-making, communication situations they encounter. This will
understanding this to be the language through which be done through rigorous and critical analyses of
architects create spatial experiences. communicative forms, as well as applications of the
principles of effective communication. Students will
also develop an understanding of how their identities are
shaped by their communication practices.

Simone Chung
Brian Stone (DID)

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 YEAR 2 SEMESTER 1 D E SIG N S T U DIO CORE MODULES

A R 2101 D E S IG N 3: A G G R E G AT IO N, S T R U C T U R E, S PA C E

Modular credits: 8 Learning Objectives: AR2228 AR2328

HISTORY & THEORY OF ARCHITECTURE II ARCHITECTURAL CONSTRUCTION & TECTONICS
This module investigates the architectural potentials 1. To understand and deploy the principles of structure Modular credits: 4 Modular credits: 4
of structure and space through the operation of (material, gravity, tectonics) as ordering elements
aggregation—that is, the combination of architectural in architecture. This module is the second part to a two-part module The module introduces the basic principles of
introducing students to an Asia-centred transnational construction in architecture by examining the
spaces, functions, and connective circulation systems. 2. To understand, design and deploy aggregation of
history and theory of architecture and urbanism. It is shaped physical properties of materials and its relationship
Students will propose architectural forms through the volumetric elements as an ordering component of
around weekly themes to emphasise the ways that societies with fabrication techniques and technology. Building
aggregation of volumetric programme components, architecture, with scalar relationships of parts to
interacted with environments, resources, cultures and components are presented as integrated systems.
creating a balance between repetition and singularity. the whole. technologies to co-produce the built environment across Tectonics is discussed as an expressive quality of
They will grapple with the complexities of function and 3. To understand and design spaces through the use of different geographies. This module begins in approximately architecture & structure, achieved by materials,
organisation in a variety of scaled spaces. They will also mass, form, voids and volumes. 1400 CE, on the verge of several seismic shifts in global construction and integration of building components. The
gain an understanding of material, gravity, and structure 4. To understand and deploy a design within a site history that profoundly influenced the planetary (built) module also addresses sustainability by considering the
as foundational components and ordering systems of that exerts its own influence on the massing and environment. The module traces these shifts across choice of materials, construction methods or strategies,
architecture and explore the interdigitation of these distribution of the architectural project. six centuries to see how imperialism, industrialisation, waste management and life cycle thinking.
approaches in space-making. 5. To understand that design is a process, and the best modernisation, and globalisation connected the world
outcomes are achieved through clear thinking and unevenly, leading to the present climate crisis. Shin Yokoo
Students will expand their representational techniques rigorous iteration.
Chang Jiat Hwee
to include 3D projections and begin to incorporate the 6. To begin to understand the semester’s themes
element of time. Colour, collage, and an expansive as values in architecture, and to formulate and
repertoire of representational approaches will be articulate a position with respect to these values.
introduced along with digital fabrication methods. 7. To develop and deploy advanced projective drawing
These digital tools will be employed alongside and within and model making to communicate process,
advanced analogue techniques of model making. intentionality and research findings.
EE2211 HS1501
8. To utilise digital drawing and making in a hybrid
INTRODUCTION TO MACHINE LEARNING ARTIFICIAL INTELLIGENCE & SOCIETY
relationship with advanced analogue tools.
Modular credits: 4 Modular credits: 4
9. To incorporate research methodologies and critical
thinking as part of the design process. This module introduces students to various machine This course focuses on the role of Artificial Intelligence (AI)
10. To articulate and present architectural ideas learning concepts and applications, and the mathematical in our society. It will showcase AI’s practical cum pending
in concise and considered verbal, written, and tools needed to understand them. Topics include deployments, and examines when combined with other
performative presentations, and to engage critically supervised and unsupervised machine learning techniques, innovations and digitalisation—how it can dramatically
in studio and review discussions. optimisation, overfitting, regularisation, cross-validation revolutionise our future society in areas such as retail,
and evaluation metrics. The mathematical tools include manufacturing and service industries, national security,
basic topics in probability and statistics, linear algebra, and law enforcement, and the justice systems. Introduction of
optimisation. These concepts will be illustrated through elementary underlying concepts will be via worksheet lab
various machine learning techniques and examples, such sessions and tutorials. Major topics include Deep Neural
as forecasting population growth, classifying spam or non- Networks and how learning systems have been evolving, AI
spam e-mail or predicting heart disease. under the Hood in High Level, Usage of AI, Economics of AI,
Future of AI, Terminator Scenarios, Deployment Issues, and
CHS / CDE Trustworthy and Responsible AI.

Rudi Stouffs

24 25
 YEAR 2 SEMESTER 2 D E SIG N S T U DIO CORE MODULES

A R 2102 D E S IG N 4: E N V I R O N M E N T, C L I M AT E, E N V E L O P E

Modular credits: 8 Learning Objectives: AR1329 IE2141

CLIMATE, ECOLOGY & ARCHITECTURE SYSTEMS THINKING & DYNAMICS
1. To understand and critically deploy conditions of Modular credits: 4 Modular credits: 4
This module examines the boundaries of environment,
climate, and architecture through the specifics of the environment as a fundamental component
The impact of the tropical climate on buildings results Taking an interdisciplinary approach—combining the
envelope. Students will understand the gradient of of architecture.
in various design strategies for envelopes to minimise various disciplines and scales of design with STS
atmospheric conditions between the interior and exterior, 2. To understand that environment extends the energy usage while increasing comfort. Here, different (Science, Technology and Society) —this module explores
forms of atmospheric conditioning, and the design of understanding of the site to include dynamic building typologies, functions and occupancies be it the complex, shifting relationships between design,
climate in an expanse encompassing air, breeze, rain, processes and systems both natural and constructed, individual or collective are relevant. It discusses the technology, and society historically from the eighteenth
dust, smells, and other contaminants. The contextual and that these impact design processes and impact of passive environmental design, performances, century to the present. It starts with the emergence
outcomes and vice versa. and synergies with ecological systems to achieve of the different fields of design—industrial, interior,
implications of hot and wet equatorial environments will
3. To understand climate as a complex and variable set sustainable and/or regenerative objectives. Students architecture, landscape, and urban—during the eighteenth
be explored, and the value systems of environmental and
will learn about degrees of applied technology and design and nineteenth centuries in response to the first industrial
sustainable designs examined within their long discursive of mediums that influence design.
complexity ranging from passive design strategies revolution and the global reconfigurations of the social
histories. Students will expand their understanding of 4. To understand the envelope, as a site of exchange, in
to integration of plants; and embedding a design into relations of production and consumption. It ends with
the site as a set of dynamic factors and processes that a range of positions from human to territorial scales, the environment and potential reciprocity with the thinking about design and technology today in face of
influence, or are influenced, by the act of architecture. and to understand filtering as a component surroundings. In addition, material aspects like bio- defining social, cultural and environmental challenges of
of architecture. based materials, embedded energy and circularity and the present.
Students will understand and deploy advanced digital 5. To develop collaborative skills and to critically manufacturing processes like prefabrication and sourcing
engage with contradictory information and data in will be looked at. Will Davis
simulations alongside analogue testing and projecting.
They will expand representational methodologies and the design process.
Florian Heinzelmann
design processes to incorporate the invisible conditions 6. To apply conceptual tools in design, making value and
of the atmosphere as a design medium that impacts the ethical judgments as to the material and resource
architecture of the built environment. consequences of decisions in the design process,
GEC1XXX
relative to a larger understanding of climate and DESIGN, TECHNOLOGY, SOCIETY
the environment. Modular credits: 4
7. To utilise advanced projective drawing and model
making to communicate process and architectural The module aims to introduce students to the
iteration. fundamental concepts and underlying principles of
8. To utilise digital drawing, simulations and model system thinking, design and dynamics. It will provide
students with an understanding of systems thinking and
making alongside advanced analogue tools and
applying systems dynamic modelling to describe and
testing methodologies.
simulate real world problems. At the end of the course,
9. To organise and properly present research for design, students should possess the necessary knowledge and
and understand what constitutes design research. abilities to define, analyse, design, and develop a system
10. To present architectural ideas in concise and dynamics model that simulates a specific problem and
considered verbal, written and performative recommend solutions for different scenarios.
presentations, utilising a wide range of mediums, and
to engage critically in studio and review discussions. Will Davis

26 27
 YEAR 3 SEMESTER 1 D E SIG N S T U DIO CORE MODULES

A R 3101 D E S IG N 5: D E N S I T Y, U R B A N I S M, P U B L IC N E S S

Modular credits: 8 Learning Objectives: AR3223 EG2501

INTRODUCTION TO URBANISM LIVEABLE CITIES
This module explores urban considerations that 1. To understand and critically deploy density in Modular credits: 4 Modular credits: 4
bear upon the architectural project. Density and its the configuration of architecture.
relationship to building form, mass, and volume will 2. To understand and take a critical position on Students will be introduced to a foundational and holistic Using case studies of Singapore and other cities—
also be understood in relation to broader questions of urbanism as influenced by the aggregation of knowledge and understanding of urbanism as the study through a systems thinking lens—this module explores
responsiveness to urbanism and public space. Urbanism architecture. of relationships between people in urban areas with the how cities are planned, developed, governed and
and the massing of architectural form will be understood 3. To understand publicness as a fundamental built environment. They will take a comprehensive look at managed to achieve liveable outcomes of quality of life,
as a fundamental component of cities. The notion of component of the city, seeing public space in relation urban history, key theories, topics, design principles sustainable environment and a competitive economy.
publicness will be examined and integrated within the to private space, and understanding the value of and practices related to urban design, urban planning Thus, allowing us to understand the role(s) that urban
processes and outcomes of design in an urban context. differences in how spaces (public, private and hybrid) and landscape design. They will also develop critical and systems professionals, like urban policy makers, planners,
Students will gain an understanding of the spatial are drawn up. analytical skills of reading, documenting, analysing and architects, engineers, real estate consultants and
implications of neighbourhoods, communities and socio- 4. To further understand architecture as a series of synthesising complex information on contemporary urban managers, play in achieving an integrated way of liveable
political relationships within and about space, whether relativities, for example, of the room relative to its issues and conditions. city outcomes, by combining their individual expertise in
real or implied. building, the building to its context, and vice versa. different disciplines.
5. To participate in inquiry-based design, asking critical Zdravko Trivic
questions about the urban context, social issues and Khoo Teng Chye
broader current affairs that influence the content
and form of the city.
6. To design with the conceptual tools to make value
and ethical judgments on spaces within and about
the city.
7. To fully explore an architectural concept and develop
its architectural expression through criticism and
rigorous iteration.
8. To utilise advanced projective drawing and model
making to communicate the design processes and
architectural iterations.
9. To refine analogue and digital tools in the making of
architectural ideas.
10. To present architectural ideas in concise and
considered verbal, written, and performative
presentations utilising a wide range of mediums, and
to engage critically in studio and review discussions.

28 29
 YEAR 3 SEMESTER 2 D E SIG N S T U DIO CORE MODULES

A R 3102 D E S IG N 6: S Y S T E M S, C O M P R E H E N S I V E N E S S, I N T E G R AT IO N

Modular credits: 8 Learning Objectives: AR3721

ENVIRONMENTAL SYSTEM MODELLING
This programme aims to develop a high level of 1. To understand and critically manifest the Modular credits: 4
competence in comprehensive and integrated building comprehensive range of considerations that impact
design, where the architectural whole is approached design thinking. Students will be provided with an understanding of the
as a complex of systems (of production, technology, 2. To understand and take a critical position on concepts of active environmental systems (or building
infrastructure and so on), in turn embedded within larger integration as a value system in architecture. services systems) and their spatial requirement in the
systems (of ecology, economy and so on). Under the 3. To understand architecture as a complex of systems design process, so that they can apply and integrate them
guidance of their tutors, students will research and refine and to explore possible future trajectories. in an architectural context. The course will also contribute
a conceptual system of concerns to be fully explored and 4. To design with conceptual tools to make value and to the development of different perspectives through
developed in their architectural proposals. This involves ethical judgments on the respective roles of different building information modelling, and through teaching
a critical and nuanced understanding of architecture as a systems in architectural design. students to design from different points of view or to
synthesis between constituent parts and their whole, and 5. To fully explore an architectural concept and develop apply different design considerations or systems.
the creation of a whole that is greater than the sum of its architectural manifestation at all scales through a
its parts. critical and rigorous iterative process. Lau Siu Kit, Eddie
6. To utilise advanced projective drawing and
Students will sharpen their competence in research, model making to communicate process and
design thinking, operational skills and communication. architectural iterations.
This semester is intended as a summation, demanding 7. To utilise digital data, visualisations, and
that students take informed design positions contemporary simulations in 2D, 3D, and 4D
incorporating all 18 studio themes they have covered. As mediums in order to make visible the complexities
the conclusion of this foundational sequence, students of architecture.
are expected to show advanced architectural thinking 8. To incorporate research methodologies as part of AR3722 PF1101
that will form the basis for embarking on the Masters the design process. SUSTAINABLE ENVIRONMENTAL SYSTEMS FUNDAMENTALS OF PROJECT MANAGEMENT
programme at DOA. They should deploy advanced and 9. To communicate architectural ideas in concise Modular credits: 4 Modular credits: 4
mature representational techniques to communicate and considered verbal, written, and performative
architectural ideas. Design projects at this stage will also presentations utilising a wide range of mediums, and This course will provide students with an understanding The module covers the fundamental concepts of
demand a holistic awareness of the issues related to the to engage critically in studio and review discussions. of the concepts of environmental systems and their project management, identifying nine broad project
environment, climate, context, technologies and building. 10. To begin to ask, scope and refine an architectural spatial requirements in an architectural context. management knowledge areas. Students are given an
question beyond the answering of a brief. The increasing need for the integration of building introduction to theories relating to the management
technologies within multidisciplinary projects in a of project scope, time, costs, risks, quality, human
modern construction environment will be addressed. resources, communications, and procurement. The
The course first focuses on understanding how basic overall integration of these eight knowledge areas and
environmental systems (or building services systems, the management of externalities as the ninth project
such as mechanical, electrical, plumbing and drainage) management knowledge area is also emphasised.
are related to the building programme and broader built
environments. Codes of practice, such as fire safety, Low Sui Peng
will also be addressed. Furthermore, renewable energy
and water systems in architecture in the green building
movement will be discussed.

TBC

30 31
 Picture credit: Chua Ann Teng Picture credit: Darren Teo Picture credit: Ryan Quah

Picture credit: Abrielle Loh

32 33
 Picture credit: Marcus Loh D E S IG N S T U DIO S E Q U E N C E

Architectural design can be overwhelming in its complexity. To guide students’ learning

and creative explorations, the six studios in the undergraduate design studio sequence are
structured as deep dives into different facets of architecture. Constraining some of the
breadth of considerations and allows for more experimentation, exploration and conceptual
probing each semester.

Design 1 introduces “Seeing, Thinking, Making” as a recurrent, non-linear process, equipping

students with fundamentals of representation in architecture and understanding and
processing visual information. In Design 2 students are guided by “Scale, Precedent,
Context” to design in three-dimensions, exploring the relationship between people and
the spaces surrounding them, making small architectural components. Design 3, using
“Aggregation, Structure, Space,” prompts the combining of modules to understand
the relationship between parts and the whole. Design 1 through 3, are additionally
characterised by a focus on equipping students with architectural literacy. Architecture is
made through physical forms; form is therefore the architect’s language. The mastering of
this language—whether writing it, reading it, or speaking it—is one of the non-negotiable
foundational skills of the architect.

Via “Environment, Climate, Envelope,” Design 4 interrogates the interface between

architecture and its environment, expanding the idea of the facade as a zone of negotiation
between the building and the atmosphere around it. Design 5 then further expands upon
this concept into the spaces and conditions between architectures, as “Density, Urbanism,
Publicness” are investigated and unpacked. By Design 6, students tackle “Systems,
Comprehensiveness, Integration” and are expected to produce design work that displays a
holistic and cumulative understanding of the knowledge, skills, and thinking from the five
studios prior.

Some fundamental concerns such as architectural form, site, programme, and the user,
Picture credit: Natalie Lim
are not named as “themes” but are nonetheless ever present from studio to studio. The
revisiting of these concepts each semester allows for an increase in sophistication and
complexity as students progress through the years. These fundamental elements should be
seen as dynamic rather than static or given. Furthermore, as students cover the different
studio themes, they should gain an understanding that throughout, a thorough examination
of these components, and their associated parameters, should be incorporated as part of
the design process.

Ultimately, the 18 design themes are lenses through which to investigate architectural
seeing, thinking, and making. The following pages describe in more detail the directions of
the six design studios for AY 2022/23.

Image Credits: Florian Heinzelmann and Chew Shi Cheng Christopher

34 35
 D E S IG N 1:
S E E I N G, T H I N K I N G, M A K I N G

Wu Yen Yen Design representation can be said to be a three-fold process. First,

Design 1 Year Leader, Unit 1 Leader it is important to situate the nature of the content that is to be
represented and its context. Going beyond looking—that is, merely
Ng San Son the casting of one’s eye—seeing is an exercise in observation,
Unit 2 Leader deciphering and assessing information. To see is really to contextualise
comprehensively and critically, what it is one is looking at within an
Yong Sy Lyng intellectual framework and in so doing, establish a value within its
Unit 3 Leader physical, cultural and social ambit.

Second, strategising and formulating a conceptual representation that

conveys one’s original reading so that it can be articulated to others, is
a rigorous design thinking process. As no two persons see in the exact
same manner, every individual owns their observations and it is in the
clarity of thinking, consolidation and prioritization of salient points that
innovative ways of thinking around a subject/object crystallize.

Lastly, making is the ability to formalise the former intangible

cognitive processes of seeing and thinking, into a tangible mode of
communication to others. Finding the most succinct, effective way of
conveying one’s thoughts into form, allows for the invitation of critique,
feedback and ultimately, for others to start the process of seeing,
thinking, making again because what is made, is no longer what was
seen.

The best outcomes are those that result from an incisive seeing and
thinking of resource materials, and making of an original architectural
representation that contributes to new dialogues. This iterative process
of perception and representation comes full circle, producing new
interpretations and inviting us to see and think in new ways.

Image: AR1101 AY21/22 student work from Jamie Foo Si Shing

36 37
 D E S IG N 2:
S C A L E, P R E C E D E N T, C O N T E X T

Lee May Anne Architecture is a continuous rigorous investigative process. A discipline

Design 2 Year Leader, Unit 1 Leader that requires as much knowledge that crosses its own discipline and yet
obey its own syntax, like any language. When its syntax is disrupted, it
Elaine Lee is what Peter Eisenmen calls – ‘distortion’. And how this ‘distortion’ is to
Unit 2 Leader be resolved is the very essence of architectural development. It is this
constant negotiation between internal programmatic pressures with
Lee Hui Lian external pressures that morphs the language of architecture.
Unit 3 Leader
While Scale, Precedent and Context are ubiquitous in all architectural
developments and hence embody a broad definition, it is the interest in
Design 2 to scope and define the extent of impact and coverage that best
identifies with this level, building the foundation from tangible conditions.
Its respective complexities will evolve over the succeeding years with the
inclusion of intangibles.

On Scale:
Scale is defined within the fundamentals that has immediate impact
on the ‘self’ rather than its broader definition to the city and the world
(referencing to diagram on the right). It involves the introduction to
anthropometry, i.e. how the body as an extension of itself relates to
space and its immediate environment and vice-versa.

On a more technical aspect, it is recognising when to deploy the right

scale of drawings to demonstrate the right amount of details, from design
detailing on one end of the scale and site/location plan which includes the
contextual environment or its relation to the world on the other end.

On Precedent:
Precedents are important as it forms the basis of the formal languages
for architecture throughout its own evolution and negotiation through
historical events, socio-cultural changes, technological shifts and
political-economical changes in territories. Albeit a complex evolution,
the introduction to the 20th-21st Century. architectural languages shall
provide the necessary architectural vocabulary and form the basis to
springboard into a project.

On Context:
Context in Design 2 is defined as conditions that involves the physical
site. This includes both static and dynamic forces afforded by its mere
location; static forces like the immediate built environment etc. and
dynamics like wind, rain and sun conditions. The broader non-tangible
conditions affected and effected by its social, cultural, historical,
technological, economical, or political context shall not be the focus for
this level.

Image by Lee May Anne

38 39
 D E S IG N 3:
A G G R E G AT IO N, S T R U C T U R E, S PA C E

Victor Lee Collective Dwelling

Design 3 Year Leader, Unit 1 Leader Design 3 is interested in the emergent forms of spatial and tectonic
organisations that arise primarily from the interrogation of structure and
Federico Ruberto space through aggregation.
Unit 2 Leader
Aggregation is by definition a group, body, or mass composed of distinct
Adrian Lai parts or individuals. We can define what the individual parts are, how
Unit 3 Leader can they be brought together, and what they will be like as an aggregated
whole. An architecture of aggregation can be seen as a number of
unitised spaces, with a distinct formal character, organised in a certain
formation as a collective whole.

The Structure and Space that defines individual units relate intrinsically
through its form, giving rise to possibilities of activity and program. When
units come together as similar or variations of itself, its individual quality
may change where adjacencies must be considered. Through repetitions
and additions, the newly formed combinations take on a new dynamic
through its interactions with others, where the processes of aggregation
define its outcome as a collective structure. Structure here, should
be seen more as alluding to a structuring of a format or an order,
rather than just for its load bearing function to be developed through
organisational thinking, giving rise to novel forms of formal and tectonic
compositions. Through its aggregations, the key takeaway would be
the ability to conceive of compelling architectural outcomes that
demonstrate the intersection of such a structured spatiality.

The common theme of Collective Dwellings will serve as the

programmatic vehicle of investigation. The function of a dwelling relates
fundamentally to the understanding of its spaces for inhabitation in
relation to the human scale. This continues the lessons learnt in Design
2 but the scope and complexity of the architectural endeavour however
is now increased with the aggregation of individual dwellings, where
the relationship of the individual and the collective and the interplay of
singularity and repetition becomes critical. An understanding of size,
scale and the occupant’s basic need for access to light, ventilation,
views, privacy and interaction at the individual unit level, as well as the
forms of occupation it will demand, will be fundamental.

The pedagogical focus for Design 3 will extend from the earlier
approaches of seeing, thinking, making in Year 1 as the base skills
acquired to the design processes developed via the Unit framework,
across three different urban sites in the city. Each Unit will offer a
specific focus investigating critical methods of aggregation, ranging
from the form-driven, outcome-led self-referencing cuboid aggregations
of Unit 1, aggregative strategies—games of solids and voids in Unit 2
and Unit 3’s adaptive sampling of selected archetypal projects to create
generative aggregation strategies.

Image Credits: Tibet/China Border by Yuma_A (source : socialfoto.tumblr.com)

40 41
 D E S IG N 4:
E N V I R O N M E N T, C L I M AT E, E N V E L O P E

Florian Heinzelmann Design 4 will be a hands-on studio where students will research,
Design 4 Year Leader, Unit 1 Leader design, build and especially evaluate envelopes or parts of it as
a response or in dialogue with tropical climatic conditions. The
Fung John Chye pedagogical aim is for students to develop an understanding and gain
Unit 2 Leader experiences on several levels.

Tiah Nan Chyuan Firstly, students should learn about certain practical issues and
Unit 3 Leader tectonics in combination with material and geometry properties,
directly leading to performative results be it structural, durability, or
microclimatic. Secondly, by building a prototype which (re)acts on or
alters the climatic conditions between inside and outside students
will obtain first-hand feedback for further design iterations. It also
creates credibility through proof of concept. Thirdly, it is important
to learn how to mediate between quantitative—the measurable
performance aspects and qualitative design aspects since sometimes
the outcome may put the design intent to question conflict of design
parameters. At other times it might be that an unintended and not
preconceived design quality will emerge solely from experimentation
through ‘thinking by doing’ which once discovered can be synthesised
and become part of the larger design system. Last but not least,
strategic planning will be an important skill set to train, which helps on
how to source materials, how to manufacture the prototypes, how to
transport the prototype to location and finally how to disassemble the
prototype after final presentation into different material streams for
later material re-use. After all, Spaceship Earth has limited resources
where economical, societal, and environmental sustainability should
be practiced.

The studio brief intends to focus on the physically obtainable and

verifiable while discovering qualitative aspects through the process
of design exploration. After all, if the quantitative fails, a building
does not perform and might become unusable, the qualitative aspect
cannot shine, and the design intent becomes meaningless. Therefore,
architectural design is always about quantitative and qualitative
aspects, and the question for this studio is: How is one able to
combine both via bottom-up design exploration and a top-down design
application?

Image credits: Close up of kinetic façade apertures at Institut du Monde Arabe by

Architecture-Studio and Jean Nouvel, Paris, 1987. Photo by Florian Heinzelmann,
2008

42 43
 D E S IG N 5:
D E N S I T Y, U R B A N I S M, P U B L IC N E S S

Zdravko Trivic “Architecture and the city are not separate things, but different
Design 5 Year Leader, Unit 1 Leader manifestations of the same thing.” – Sou Fujimoto

François Blanciak City is a complex system, whereby individual entities–objects, bodies,

Unit 2 Leader spaces, structures, programmes, flows and processes–are intimately
interconnected and interdependent, and therefore inexplicable without
Jacqueline Yeo a reference to the whole. They interact with each other to sustain city
Unit 3 Leader life, while continuously producing and reproducing new conditions,
economies and symbolic meanings. The complexity of the city often
supersedes its systematic thoughts and generates alternative
phenomena, which turn to become critical fuels for sustaining urban
vitality.

Rapid urbanisation, land scarcity, increased mobility, epidemic outbursts

and technological developments are some of the forces that bring new
transformations and dynamics in the spatial, economic, socio-cultural
and temporal “fabrics” of contemporary cities, which challenge our
reliance on “conventional” concepts and typologies of places. In “The
Open City”, Richard Sennet (2006) criticises the 20th century planning
practices for creating impermeable and segregating ‘boundaries’ and
over-determined environments, instead of porous and inclusive ‘borders’,
which give rise to creative growth and adaptability. Similarly, in Primitive
Future, Sou Fujimoto (2008) calls for architecture that detaches and
connects simultaneously, that is fluid and adaptive, ambiguous and
negotiable.

Through the lenses of “in-between” conditions, Design 5 explores how

architecture relates to other architectures, spaces and urban elements,
and its active role in the creation of the city (life). The notions of DENSITY,
URBANISM and PUBLICNESS are carefully considered to challenge the
existing typologies and discover new architectural design possibilities to
respond to dynamic present and anticipated dense urban conditions. We
approach urbanism in terms of urbanity, which refers to both a state that
results from density and diversity, and a socio-cultural quality evoked
by the city life. Envisioned as an interface between indoor and outdoor,
public and private, collective and individual, natural and manmade,
material and symbolic, analogue and digital realms, architecture has the
capacity of fostering negotiation, exchange and synergy, while shaping
these realms simultaneously. Investigations will be integrated within both
processes and outcomes of an architectural design and may consider a
range of approaches, from urban acupuncture and adaptive re-use, to
parasitic and liminal architecture, among others. In such a way, Design 5
aims to challenge what architecture is, what it should be and what it will
or may become in the context of a holistic urban system.

References:
Fujimoto, S. (2008). Primitive Future. INAX.
Sennett, R. (2006). The Open City. (https://urbanage.lsecities.net/essays/the-open-city)
Image: Borders and thresholds, Bangkok. Image by Zdravko Trivic

44 45
 D E S IG N 6:
S Y S T E M S, C O M P R E H E N S I V E N E S S, I N T E G R AT IO N

Joseph Lim Beyond the historic cityscapes shaped by individual edifices, buildings
Design 6 Year Leader, Unit 1 Leader today have more roles to play than being symbolic for our cities in an age
of climate crisis. In seeking sustainable solutions, new paradigms break
Chaw Chih Wen from architectural tradition with emerging technologies, which allows
Unit 2 Leader new geometries to be constructed with lighter construction materials.
The use of robotics and codified assembly processes to explore different
Wu Yen Yen outcomes in structure and infill, has moved from research experiments to
Unit 3 Leader the AI robotics construction industry. Patrick Schumacher believes that
parametricism has brought a paradigm shift from Euclidean geometry as
leitmotif of our age. But can these processes be applied in ways which will
not obliterate cultural uniqueness in architecture? How do we build for the
future without losing our complex identities?

Kenneth Frampton’s “Studies in Tectonic Culture” argues that the conscious

cultivation of the tectonic tradition in architecture is essential to the future
development of architectural form. Frampton provided a perspective on
modernity and the avant-garde where structural innovation and tectonic
imagination in constructional form and material character were integral to
architecture as trajectories from the past.

This intertwined histories of architecture and people is about humanistic

and tangible aspects specific to civilisations and their geopolitical
influences. Amos Rapoport’s “Culture Architecture and Design” explains why
socio-cultural considerations are important in distinguishing the designer’s
personal subjectivities from real user needs. But if we see solutions only as
technical systems transferable from one context to the next, oblivious to
climate and culture, then we would have no capacity for subjectivity in our
design thinking. We will only have ubiquity.

Thus the ability to understand interrelationships is essential before we

can develop new ways of seeing and thinking in a range of studio design
processes. Design 6 explores how architecture is a system and a means
to social ends where design thinking and value judgements balance key
considerations in an integrated response to all the needs of a project in a
comprehensive manner.

Image: Study for tropical screen patterns: Layered patterns in structural continuity
by Zhang Linwang in Studio Joseph Lim, NUS

46 47
 R E S E A R C H C L U S T E R S: TECHNOLOGIES LANDSCAPE STUDIES
A N A SIA RESE A RC H FO C US The Technologies cluster investigates environmentally The Landscape Studies cluster under takes research
per formative or sustainable building forms and to generate new knowledge of landscapes as
systems, and generative-evaluative processes for socio-ecological systems, and promotes the use of
At DOA, our advanced research delves into critical issues of architecture today and tomorrow. In particular, we
designing liveable environments. knowledge in governance systems and landscape
anticipate and observe new demands and novel forms of buildings, cities, environments, and nature that are emerging
design to improve the well-being of humans and
throughout Asia and the equatorial region. It employs traditional and emerging technologies enhance the ecological integrity of the environment.
that contribute to a new understanding of the human
DOA research clusters coalesce creative practice, technology, urbanism, landscape, preservation, and the specific ecosystem, and emerging computational methods and The geographic focus is primarily high-density urban
expertise of our faculty members into a productive synergy and alignment between teaching and research. techniques for discovering the relationships between regions in Asia; however members of the cluster also
form and per formance. work in the transitional zones within the rural-urban
The following six clusters drive the M Arch I Design Research Studio Options sequence, the M Arch II Design Thesis and continuum, where urban regions are expanding at a
the graduate level elective offering across our Master of Architecture programme. These are nonetheless included in Members investigate the relationship between human rapid rate and encroaching into rural landscapes.
the BA Arch programme booklet so that students may understand the various research interests of their faculty. and natural landscapes, at ever y scale, from the The overall research approach is both interdisciplinar y
building component scale to the urban scale. Special and transdisciplinar y. The cluster looks not only
emphasis is placed on the examination of high-density at advancing theoretical concepts and knowledge,
Asian cities, and on application of design and building but also applying the knowledge in practice and
technologies in a tropical context. public policy, to shape the environment. Areas of
research span a wide spectrum of the socioecological
Rudi Stouffs (Cluster Leader) dimensions of landscape: from landscape science and
Filip Biljecki landscape management, to design research and socio-
RESEARCH BY DESIGN HISTORY, THEORY AND CRITICISM
Patrick Janssen behavioural studies.
The Research by Design (RxD) cluster develops The Histor y, Theor y and Criticism cluster develops
Nirmal Kishnani
translational research approaches through creative critical capacities to examine questions of built
Lam Khee Poh Tan Puay Yok (Cluster Leader)
practice. It emphasises the impor tance of rigorously environmental production and consumption within the
Lau Siu Kit, Eddie Jessica Cook
engaging critical and creative practice in making, historical and contemporar y milieu.
Swinal Samant Kenya Endo
writing, and thinking in architecture. RxD strives for Yuan Chao Hwang Yun Hye
innovation and influence in the built environment Taking architecture and urbanism in Asia as a
Joseph Lim (Minor) Lin Sheng Wei
through its research outcomes. To date, a number primar y focus, members work in interdisciplinar y and
Shinya Okuda (Minor) Tan Chun Liang
of these outcomes have won awards and made transnational modes. Our members conduct research
Zhang Ye (Minor) Dorothy Tang
considerable impact. into a wide range of topics against the context of
colonial/postcolonial and modern/postmodern Asian
RxD focuses on design in Asia and around the equator, contexts, teaching these with the aim of encouraging
URBANISM DESIGN EDUCATION
and on research into contemporar y concerns as well historical literacy and consciousness in students,
The Urbanism cluster aims to contribute towards Design Education occupies a unique place in the realm
as the identification of speculative future directions. to enable them to understand how the present is
development of sustainable resilient models and of professional education in a university. Located at
Members work in a range of design modes from sole historically sedimented.
innovative advanced urban strategies to cope the intersection of and traversing across different
authorships to collaborative and interdisciplinar y with various environmental, social, economic and fields and disciplines, it has a long, illustrious, and at
configurations. As a group, RxD leverages its combined Besides teaching, members also publish widely and
technological challenges facing Asian cities today and times, difficult histor y over the years. Questions and
creative exper tise, teaching within design studios and in diverse forms, organise and par ticipate in major
in the future. debates have erupted over purpose and pedagogy.
graduate elective modules. Research outcomes include conferences and workshops, curate key exhibitions,
Positions were staked, experimental pedagogies
leading buildings, texts, exhibitions, installations, and advise both governmental and non-governmental
The star ting point for this research is a comprehensive introduced, and new paradigms emerged that left
films, drawings, photographs, and object-making, organisations in related fields around the world.
understanding of the complexity and distinctive impor tant marks in the evolution of design education
alongside design monographs, edited volumes, and characters of emerging urbanism in the region. Against through the years.
research papers. Chang Jiat Hwee (Cluster Leader)
this backdrop, members investigate emergent urban
François Blanciak
design issues related to community and par ticipation; The research cluster provides faculty from
RxD ’s commitment towards integrative and Simone Chung
conser vation and regeneration; ageing and healthcare; architecture, landscape architecture, and architectural
translational creative practices empowers design Ho Puay Peng
well-being and built form; modelling and big data; and conser vation with a platform and a forum to advance
research with intellectual and critical bearings, for a Nikhil Joshi
resilience and informality. discourse, research, scholarship, and best practices
discipline in transformation. Tsuto Sakamoto
on design education. It is an invitation to collaborate,
Johannes Widodo
These issues are examined from multiple share, nur ture and build a community of design
Erik G. L’Heureux (Cluster Leader) Wong Yunn Chii
perspectives and through both inter-disciplinar y and educators through lectures, workshops, seminars,
Lilian Chee (Cluster (Co-leader) Lilian Chee (Minor)
transdisciplinar y collaborations, in order to question conferences, publications, and exhibitions.
Cheah Kok Ming Thomas Kong (Minor)
conventional norms and conceptions and establish
Joseph Lim Erik G. L’Heureux (Minor)
new visions for a progressive and human-centric Thomas Kong (Cluster Leader)
Ong Ker-Shing Lee Kah Wee (Minor)
sustainable urban future. Cheah Kok Ming
Shinya Okuda Lau Siu Kit, Eddie
François Blanciak (Minor) Ruzica Bozovic Stamenovic (Cluster Leader) Nikhil Joshi
Ruzica Bozovic Stamenovic (Minor) Cho Im Sik Zhang Ye
Tan Beng Kiang (Minor) Fung John Chye François Blanciak (Minor)
Heng Chye Kiang Tsuto Sakamoto (Minor)
Naomi Hanakata Tan Beng Kiang (Minor)
Tan Beng Kiang
Zdravko Trivic
Zhang Ye
Lee Kah Wee (Minor)
(Minor) indicates a secondar y membership Johannes Widodo (Minor)
48 49
 D E S IG N 1 D E S IG N 2

UNIT LEADERS: UNIT LEADERS:

Wu Yen Yen (Design 1 Year Leader, Unit 1 Leader) Lee May Anne (Design 2 Year Leader, Unit 1 Leader)
Adjunct Assistant Professor; M Arch (Columbia University), B Arch, BA Arch Studies (National University of
BA Arch Studies (National University of Singapore); Singapore); Registered Architect, Singapore
Green Mark AP, MSIA, Registered Architect, Singapore
Elaine Lee (Unit 2 Leader)
Yong Sy Lyng (Unit 2 Leader) M Arch, BA Arch Studies (National University of Singapore)
B Arch (The Cooper Union), BA Arch (National University
of Singapore); Registered Architect, Singapore Lee Hui Lian (Unit 3 Leader)
M Arch, B Arch (National University of Singapore);
Ng San Son (Unit 3 Leader) Registered Architect, Singapore
M Arch, BA Arch Studies (National University of
Singapore); Registered Architect, Singapore STUDIO LEADERS:
Fong Hoo Cheong
Liang Lit How (Design Thinking Year Leader) B Arch (Hons), BA Arch Studies (National University
B Arch, BA Arch Studies (National University of Singapore) of Singapore), Dip Illum Des (Sydney University);
GMAP, MSIA, Registered Architect, Singapore
STUDIO LEADERS:
Law Lipeng Albert Liang
M.Arch, BA.Arch Studies (National University of Singapore) M Arch, BA Arch (National University of Singapore)

Lee May Anne Liang Lit How (Design Thinking Year Leader)
B Arch, BA Arch Studies (National University of B Arch, BA Arch Studies (National University of Singapore)
Singapore); Registered Architect, Singapore
William Ng
Albert Liang M Arch, BA Arch Studies (National University of
M Arch, BA Arch (National University of Singapore) Singapore); MSIA, Registered Architect, Singapore

William Ng Jerome Ng
M Arch, BA Arch Studies (National University of M Arch (ARB/RIBA part 2) (UCL), Architecture
Singapore); MSIA, Registered Architect, Singapore BSc (UCL), BFA Visc Comm (ADM, NTU)
D E S IG N S T U DIO FA C U LT Y
Fiona Tan Yong Sy Lyng
M Arch (UCL), BA Arch (National University of Singapore); B Arch (The Cooper Union), BA Arch (National University
MSIA, Greenmark AP, Registered Architect, Singapore of Singapore); Registered Architect, Singapore

50 51
 D E S IG N 3 D E S IG N 4 D E S IG N 5 D E S IG N 6

UNIT LEADERS: UNIT LEADERS: UNIT LEADERS: UNIT LEADERS:

Victor Lee (Design 3 Year Leader, Unit 1 Leader) Florian Heinzelmann (Design 4 Year Leader, Unit 1 Leader) Zdravko Trivic (Design 5 Year Leader, Unit 1 Leader) Joseph Lim (Design 6 Year Leader, Unit 1 Leader)
Adjunct Assistant Professor; AA Dip, BA Arch Associate Professor in Practice; PhD (Eindhoven Assistant Professor; PhD (National University of Associate Professor; PhD (Heriot-Watt University), MSc
Studies (National University of Singapore); MSIA, University of Technology), M Arch (Berlage Institute), Singapore), Dip Eng Arch (University of Belgrade, Serbia) (University of Strathclyde), B Arch (National University
ARB, Registered Architect, Singapore and the UK Dipl-Ing (Munich University of Applied Sciences); of Singapore); MSIA, Registered Architect, Singapore
Registered Architect, the Netherlands François Blanciak (Unit 2 Leader)
Federico Ruberto (Unit 2 Leader) Associate Professor; PhD, M Arch (University of Tokyo), Chaw Chih Wen (Unit 2 Leader)
PhD (European Graduate School), MSc Fung John Chye (Unit 2 Leader) DPLG (École Nationale Supérieure d’Architecture M Arch, B Arch (National University of Singapore);
Arch, M Arch (Polytechnic of Milan) Associate Professor in Practice; B Arch (National University de Grenoble); Registered Architect, France MSIA, Registered Architect, Singapore
of Singapore); Registered Architect, Singapore
Adrian Lai (Unit 3 Leader) Jacqueline Yeo (Unit 3 Leader) Wu Yen Yen (Unit 3 Leader)
Adjunct Assistant Professor; AA Dip, BA Arch Tiah Nan Chyuan (Unit 3 Leader) AA Dip, BA Arch Studies (National University of Adjunct Assistant Professor; M Arch (Columbia University),
(National University of Singapore); MSIA, ARB Adjunct Assistant Professor; AA Dip, BA Arch Singapore); ARB, Registered Architect, UK BA Arch Studies (National University of Singapore);
Registered Architect, Singapore and the UK (National University of Singapore); MSIA, Green Mark AP, MSIA, Registered Architect, Singapore
Registered Architect, Singapore STUDIO LEADERS:
STUDIO LEADERS: Chan Wai Kin STUDIO LEADERS:
Chaw Chih Wen STUDIO LEADERS: B Arch (University of Melbourne); Chan Wai Kin
M Arch, B Arch (National University of Singapore); Cheah Kok Ming Registered Architect, Singapore B Arch (University of Melbourne);
MSIA, Registered Architect, Singapore Vice Dean (Academic), Associate Professor; Registered Architect, Singapore
B Arch, BA Arch Studies (National University of Chu Lik Ren
Lee Hui Lian Singapore); Registered Architect, Singapore B Arch (National University of Singapore); Richard Ho
M Arch, B Arch (National University of Singapore); Registered Architect, Singapore Professor in Practice; B Arch (National University of
Registered Architect, Singapore Victor Lee Singapore); MSIA, Registered Architect, Singapore.
Adjunct Assistant Professor; AA Dip, BA Arch Studies Belinda Huang
Jerome Ng (National University of Singapore); MSIA, ARB, BA Arch (National University of Singapore), Dip. Raymond Hoe
M Arch (ARB/RIBA part 2) (UCL), Architecture Registered Architect, Singapore and the UK Arch (UCL); Registered Architect, Singapore M Arch, BA Arch Studies (National University of Singapore);
BSc (UCL), BFA Visc Comm (ADM, NTU) RIBA, MSIA, ASEAN, APEC, Registered Architect, Singapore
Ronald Lim Lee Tat Haur
Neo Sei Hwa M Arch (Yale University), BA (Wesleyan University); M Eng Arch (Tokyo Institute of Technology), B Arch (RMIT Adrian Lai
Adjunct Associate Professor; B Arch, BA Arch MSIA, RIBA, Registered Architect, Singapore. University); MSIA, Registered Architect, Singapore Adjunct Assistant Professor; AA Dip, BA Arch
Studies (National University of Singapore); (National University of Singapore); MSIA, ARB
MSIA, Registered Architect, Singapore Roy Pang Lawrence Ler Registered Architect, Singapore and the UK
B Arch (RMIT University); GMM, UDA, DfSP, AA Diploma (Architectural Association), BA
Isabella Ong MSIA, Registered Architect, Singapore Arch (National University of Singapore); BOA, Lawrence Ler
M Arch (UCL, Bartlett), BA Arch (Hons) MSIA, Registered Architect, Singapore AA Diploma (Architectural Association), BA
(National University of Singapore) Shin Yokoo Arch (National University of Singapore); BOA,
Visiting Senior Fellow; PhD (Tokyo University of Science), M Ronald Lim MSIA, Registered Architect, Singapore
Pan Yi Cheng Eng, B Eng (Tokai University); Registered Architect, Japan M Arch (Yale University), BA (Wesleyan University);
AA Diploma Honours, Architectural Association; MSIA, RIBA, Registered Architect, Singapore. Ng San Son
MSIA, Registered Architect, Singapore Tan Beng Kiang M Arch, BA Arch Studies (National University of
Associate Professor; DDes (Harvard University), Roy Pang Singapore); Registered Architect, Singapore
Khairudin Saharom M Arch (University of California, Los Angeles), B Arch (RMIT University), GMM, UDA, DfSP;
Adjunct Assistant Professor; M Arch (National B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Ali Reda
University of Singapore); MSIA MSIA, Registered Architect, Singapore B Arch, BSc Arch (University of Sydney)
Wong Chong Thai, Bobby
Shin Yokoo Fiona Tan Adjunct Associate Professor; Dip Arch (Aberdeen), MDesS Federico Ruberto
Visiting Senior Fellow; PhD (Tokyo University of Science), M M Arch (UCL), BA Arch (National University of Singapore); (Harvard); MSIA, Registered Architect Singapore PhD (European Graduate School), MSc
Eng, B Eng (Tokai University); Registered Architect, Japan MSIA, Greenmark AP, Registered Architect, Singapore Arch, M Arch (Polytechnic of Milan)

Tham Wai Hon Tham Wai Hon Colin Seah

M Arch, B Arch (National University of Singapore) M Arch, B Arch (National University of Singapore) B Arch (University of Arizona); Registered
Architect, Singapore
Tiah Nan Chyuan Dicle Uzunyayla
Adjunct Assistant Professor; AA Dip, BA Arch MSc Arch and Urbanism (Massachusetts Institute Darlene Smyth
(National University of Singapore); MSIA, of Technology), B Arch (Middle East Technical M Arch, BA Env Design (Dalhousie University), BA
Registered Architect, Singapore University); Registered Architect, Turkey Music and Communications (University of Ottawa)

Yang Han Wu Huei Siang Jacqueline Yeo

M Arch, BA Arch Studies (National University of M Arch (National University of Singapore); AA Dip, BA Arch Studies (National University of
Singapore); Registered Architect, Singapore MSIA, Registered Architect, Singapore Singapore); ARB, Registered Architect, UK

Paul Yeo Yang Han

MArch, BA Arch(National University of Singapore); M Arch, BA Arch Studies (National University of
Registered Architect, Singapore Singapore); Registered Architect, Singapore
52 53
 D E S IG N S T U DIO R E V I E W C A L E N D A R:
SEMESTER 1 WEEK D AT E ACTIVITIES SEMESTER 2 WEEK D AT E ACTIVITIES

Orientation 0 1—6 Aug 2022 Options Studio Q&A Session (Mon) 0

Instructional Period 1 8—12 Aug 2022 Instructional Period 1 9—13 Jan 2023 M Arch II: Thesis Primary Review (Tue)

2 15—19 Aug 2022 BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu) 2 16—20 Jan 2023

3 22—26 Aug 2022 3 23—27 Jan 2023

BA Arch Year 2: Interim Review 1 (Mon)

4 29 Aug—2 Sep 2022 BA Arch Year 3: Interim Review 1 (Wed) 4 30 Jan—3 Feb 2023
BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

BA Arch Year 2: Interim Review 1 (Mon)

5 5—9 Sep 2022 5 6—10 Feb 2023 BA Arch Year 3: Interim Review 1 (Wed)
BA Arch Year 1: Interim Review 1 (Thu)

Options Studio Interim Review Grp A (Tue)

12—16 Sep 2022 Options Studio Interim Review Grp B (Thu) M Arch II: Thesis Interim Review (Tue)
6 6 13—17 Feb 2023
BA Arch Year 1: Interim Review (Thu) M Arch I: Interim Review (Thu)

Recess Week - 17—25 Sep 2022 Recess Week - 18—26 Feb 2023

Instructional Period 7 26 Sep—1 Oct 2022 Instructional Period 7 27 Feb—4 Mar 2023

BA Arch Year 2: Interim Review 2 (Mon)

8 3—7 Oct 2022 BA Arch Year 3: Interim Review 2 (Wed) 8 6—10 Mar 2023
BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

BA Arch Year 2: Interim Review 2 (Mon)

9 10—14 Oct 2022 9 13—17 Mar 2023 BA Arch Year 3: Interim Review 2 (Wed)
BA Arch Year 1: Interim Review 2 (Thu)

10 17—21 Oct 2022 BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu) 10 20—24 Mar 2023

11 24—28 Oct 2022 11 27—31 Mar 2023

12 31 Oct— 4 Nov 2022 Thesis Research Report Submission (Fri) 12 3—7 Apr 2023

BA Arch Year 1: Final Review (Tue) BA Arch Year 1: Final Review (Wed)
13 7—11 Nov 2022 BA Arch Year 2: Final Review (Wed) 13 10—14 Apr 2023 BA Arch Year 2: Final Review (Thu)
BA Arch Year 3: Final Review (Thu) BA Arch Year 3: Final Review (Fri)

12—18 Nov 2022 Options Studio Final Review Grp A (Fri) M Arch I: Final Review (Fri)
Reading Week 14 Reading Week 14 15—21 Apr 2023
Options Studio Final Review Grp B (Sat) M Arch II: Final Review (Sat)

Examination (2 weeks) - 19 Nov—3 Dec 2022 Examination (2 weeks) - 22 Apr—6 May 2023

Vacation (5 weeks) - 4 Dec 2022—8 Jan 2023 Vacation (12 weeks) - 7 May 2023—6 Aug 2023

54 55
 E V EN TS & G U EST LEC T U RES
G U EST LEC T U RES:

Over the course of each academic year, DOA organises and BIOPHILIC DESIGN FOR HEALTH AND WELL-BEING
curates a series of events throughout the Academic Year Speaker: Catie Ryan Balagtas
which include: guest lectures, symposiums and professional
learning community events.
CONTEMPORARY ART PROJECTS AND ALTERNATIVE SPACES
The Events and Guest Lectures for AY2021/22 included: Speaker: Dr Simone Shu-yeng Chung and Dr Motohiro Koizumi
(Rikkyo University)

E V EN TS:
ELEVATIONAL FACADE DEVELOPMENT: A FUNCTION OF
NUS-STUD PHD SYMPOSIUM IN ARCHITECTURE DESIGN RATHER THAN STYLING
MAY 20TH 2022 Speaker: Kevin Mak Low

Design Computing and Technology

Speaker:Binyu Lei, Jie Zhang, Xin Wang, Winston Yap, Jing ENERGY AND CARBON-UNDERSTANDING THE CARBON
Zhi Tay CARBON QUESTION AT THE DRAWING BOARD
Speaker: Nilesh Jadhav
Quantitative Research on Built Environment
Speaker: Ban Liang Ling, Anjanaa Devi Srikanth, Zhuoshu He,
Xudong Zhang, Yihan Zhu ENERGY SYSTEMS ACROSS SCALES AND CLIMATES
Speaker: Wolfgang Kessling
History and Theory
Speaker: Lishen Feng, Ee Bee Gan, Zihao Wong, Mengzhi Ling,
Huiyang Qi FORM FOLLOWS SYSTEM S TO M
Speaker: Wong Mun Summ
Design Computing and Engineering
Speaker: Wanyu Pei, Daryl Ho, Yang Li, Pradeep Attavar Alva,
Lombardia Alonso Alba FORM FOLLOWS SYSTEM M TO L
Speaker: Wong Mun Summ
Architectural and Urban Engineering
Speaker: Liqing Zhang, Johann Kay Ann Tan, Nogista
Antanuri, Tianyi Chen, Doreen Steven Mlote HIGH PERFORMING ENERGY EFFICIENT BUILDINGS
Speaker: Gregers Reimann
Mixed-Method Research on Neighbourhood and Urban Space
Speaker: Elaine Tan, Ellenbogen Nirit Rivka, Gabrielle Xinyu
Zeng, Yuanwei Zhu, Yanhan Liu HPLUSF DESIGN LAB
Speaker: Hsinming Fung and Craig Hodgetts

ACDR3- NEW VISIONS FOR REGENERATIVE URBANISM

EXHIBITION AND SYMPOSIUM MARCH GUEST LECTURE: CHATPONG CHUENDRUDEEMOL,
April 9th to April 24th 2022 BANGKOK BASTARDS
Speaker: Chatpon Chuenrudeemol
Biophilic City
Speaker: Jeffrey Inaba, Shinya Okuda
NEW BRICKS, TAI KWUN ARTS CENTRE
Hydroactive City Speaker: Gianpaolo Mancuso
Speaker: David Mah, Cheng-Luen Hsueh

Archipelagic City POST COVID-19 URBANISM & ARCHITECTURE

Speaker: Tsuto Sakamoto, Weijen Wang Speaker: Kengo Kuma

Pyroactive City
Speaker: Ronald Rael, Kian Goh SCALING IMPACT IN CITIES: KNOWLEDGE, MONEY
AND POLITICAL WILL CAN DELIVER GREEN MARKET
Dialogic City TRANSFORMATION. HOW COULD THIS BE APPLIED TO OUR
Speaker: Ishida Toshikazu, Cristian Schmitt CITIES?
Speaker: Prashant Kapoor

Entangled Landscapes: The Urban Geology of Singapore

April 15th to May 14th 2022 SERVICES AND LIMITS OF URBAN VEGETATION TO MITIGATE
CLIMATE CHANGE
Exhibition Curator: Dr Erieta Attali Speaker: Erik Velasco
Exhibition Design and Coordinator: Ong Chan Hao
Exhibition Designer: Zhang Renjie
IN D EPEN D EN T W EBIN A R LEC T U RES:

LE CORBUSIER: MODEL INSIGHT DE-CODING CONTEXT

January 22nd to February 20th 2022 Speaker: Shantanu Poredi and Manisha Agarwal
Exhibition Curator: National University of Singapore, RT+Q
Architects Pte Ltd
INTEGRATION OF SUSTAINABILITY INTO URBAN
DEVELOPMENT
THE ART OF LIVING: CREATIVE COMMUNITIES IN THE 21ST Speaker: Li Xiaoqing
CENTURY- TOTTORI AND KAMIYAMA
March 2nd to March 7th 2022
SPONGE CITY AND NATURE-BASED SOLUTIONS
Exhibition Organiser: The Japan Creative Centre (JCC), Speaker: Yu Kongjian
Embassy of Japan in Singapore

TRANSPORT IN CITIES: HOW MODERN MOBILITY CAN SHAPE

AND ENHANCE OUR ENVIRONMENT
Speaker: Charles Barguidjian

56 57
 VISITIN G PRO FESS O RS S T U D E N T E X C H A N G E P R O G R A M M E S (S E P)
& B A A R C H E X T E R N A L R E V I E W E R S
NUS DOA aims to make the most of Budapest University of Technology and Meiji University
Singapore’s strategic location and its Economics National Cheng Kung University
networks to prepare our graduates to Chalmers University of Technology Polytechnic University of Turin
engage in the global practice of design. Chinese University of Hong Kong Technical University of Munich
We create opportunities for our students Chongqing University The University of California
to enhance their academic experience and Cornell University College of Agriculture The University of Hawaii, Manoa
Visiting Professors (For AY2021/22)
cultural exposure through our extensive and Life Sciences The University of Hong Kong
Craig Hodgetts
list of Student Exchange Programmes (SEP) Chulalongkorn University The University of Navarra
Professor of Architecture and Urban
with leading architecture and industrial Cracow University of Technology The University of New South Wales
Planning, Graduate School of Architecture
design schools. Czech Technical University in Prague The University of Seoul
and Urban Planning, UCLA
Delft University of Technology The University of Sheffield
We have in place various school-level and Ecole Speciale d’Architecture The University of Strathclyde
CJ Lim
department-level exchange programmes Eindhoven University of Technology The University of Waterloo
Professor of Architecture & Urbanism,
with the following universities: ETH Zurich Tianjin University
The Bartlett, University College London
Ewha Woman’s University Tongji University
Georgia Institute of Technology Tsinghua University
Hsin-Ming Fung
Hanyang University (Erica Campus), HYU Tunghai University
Professor, Southern California Institute of
Kyoto Institute of Technology Yonsei University
Architecture
Lund University Zhejiang University
McGill University

External Reviewers * The availability of SEP for each academic year will depend upon the prevailing COVID-19 situation.

Over the course of each academic year, Picture credit: Ian Mun
SUM MER PROGRAM ME
DOA also invites leading international
practitioners and experts in the field to Design Summer Camp (DSC)
serve as external reviewers. Picture credit: Ian Mun
Design Summer Camp (DSC) is a 3-week programme at the DOA, open to anyone from Junior Colleges and above
The BA Arch external reviewers for including university students and working professionals who are interested to learn about a design education.
AY2021/22 included: This immersive, studio-based programme allows individuals with no previous background, to experience the
conceptual approaches and skills related to the design professions.
AY 2021/22 Sem 1:
For more information: https://cde.nus.edu.sg/arch/design-summer-camp-22/
Christine Yogiaman Instagram: @designsummercamp
Assistant Professor, SUTD, Singapore
*The availability of DSC for each academic year will depend upon the prevailing COVID-19 situation.
Founding Partner, Yogiaman Tracy Design Students already matriculated into the BA Arch programme are not eligible to participate in this camp.
(yo_cy), Singapore

Schirin Taraz-Breinholt
Director (Chief Operating Officer), WOHA Picture credit: Ian Mun Picture credit: Ian Mun

Khairudin Saharom
Principal/Director, Kite Studio Architecture
Pte.

AY 2021/22 Sem 2:

Christine Yogiaman
Assistant Professor, SUTD, Singapore
Founding Partner, Yogiaman Tracy Design
(yo_cy), Singapore

Stephen Cairns
Programme Director
Future Cities Laboratory (FCL), Singapore

Richard Hassell
Founding Director, WOHA Architects

Tan Kok Hiang

Founding Director, Forum Architects

58 59
 C O N TA C T S

National University of Singapore

Department of Architecture
NUS School of Design and Environment
8 Architecture Drive
SDE4, #04-03
Singapore 117356

Tel: +65 6516 8736

https://cde.nus.edu.sg/arch/

Instagram: NUS Department of Architecture | @aki.nus

DOA 2022 Showcase | @archival_2022
Facebook: www.facebook.com/nus.aki

For more information on our programmes and on the DOA in

general, please feel free to get in touch with the following persons:

Teaching Trainees BA Arch

BA Arch Year 1
Contact: Sophia Tan Qi Ying
Email: [email protected]

BA Arch Year 2
Contact: Ian Mun
Email: [email protected]

BA Arch Year 3
Contact: Aries Yang
Email: [email protected]

Bachelor of Arts in Architecture

Master of Architecture
Master of Urban Planning
Contact: Wendy Lee
Email: [email protected]
DID: +65 65163468

Bachelor of Landscape Architecture

Master of Landscape Architecture
Master of Science in Integrated Sustainable Design
Master of Arts in Urban Design
Contact: Jonathan Leong
Email: [email protected]
DID: +65 65163454

Other Higher Degrees by Research

Contact: Liu Jia
Email: [email protected]
DID: +65 65163558

Department Updates & Other General Enquiries

Contact: Ires Cheng
Email: [email protected]

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