E-Portfolio by Teoh Jin Wen
Project 1: Poetic Journey Structure - Spatial Translation
(Group and Individual) We were introduced to concentric and linear layouts, along with the poetic qualities of modifying elements such as light, texture, sound, etc. Then, in a group of 5, we explored their implementation to form a poetic journey structure situated in a Malaysian paddy field. Individually, we were also to find two precedent studies each and extract its modifying elements and the corresponding spatial qualities.
My group composed of:
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Teoh Jin Wen (myself)
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Chern Xuan Tong
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Khobigka Subbarao
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Pang Xiao Xuan
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Ooi Zi En
The structure is required to be semi-open, with the incorporation of at least two modifying elements. Go to Final Product.
Ideation
We chose to design atop a 12x12x12m3 site, and intended to follow a concentric layout, as that was how most of our ideas leaned. During several discussions, we shared potential precedent studies and space ideas. We wrote a narrative and design intention, then created various sketches and several sketch models. Among them, the following were developed into our final design.
 Write-up |  Sketch Model 1 |  Sketch A |
|---|---|---|
 Sketch B |  Sketch C |  Sketch Model 2 |
Storyboard Workshop
On week 2, an exploration workshop was held in which we explored the use of storyboards to depict our poetic journey structure. It helped to point out any disconnections throughout the journey and direct focus towards the significant spatial elements. In our case, we wanted to convey the use of light and materials & texture as modifying elements that emphasize on the glorious feeling that can be felt when looking over the fields. On the left are what we brainstormed during the workshop, while on the right is what we prepared for the final presentation. The latter is primarily credited to Khobigka and Xuan Tong.
Digital Model and Plans
We decided to create a digital model for final presentation, as the floor plans, elevations, and sections would be ready-made. I was assigned this task and ultimately had a lot to learn. To download the file: https://drive.google.com/file/d/1JSS3OHdN4yWXpXPYqAF28E6F2BzeXo8a/view?usp=sharing
Precedent Studies
Presentation Boards
Reflection and Learning Outcome
MLO 1
MLO 1 - Generate design through conscious consideration of spatial typologies, section-plan relationship, contextual conditions and considerations of human scale, natural light, materiality and textures.
We consciously thought about most of those aspects, but were negligent to some such as the section-plan relationship.
TGC 2.0-
LIFELONG LEARNING
TGC 2.2. Locate, extract, synthesize and utilize information effectively.
We were trained through this project to look at precedent studies with a more specifiedlens, extracting the relevent information and concepts that would help improve our own,
MLO 5
MLO 5 - Communicate design through effective visual and expressive verbal
presentation to peer, tutors and architects from industry.
Our final boards were able to communicate some of the design process and considerations, however, it did not visually emphasize on the spatial poetics, which relied more on verbal presentation. More balance is needed.
TGC 3.0-
THINKING AND PROBLEM SOLVING SKILLS
TGC 3.2 Define and analyze problems to arrive at effective solutions.
My problem solving skills still require work. While I could identify problems within the design, I discussed with group members to realize issues in the production process as well as their solutions.
TGC 1.0-
DISCIPLINE SPECIFIC KNOWLEDGE
TGC 1.1. Able to put theories into practice.
While I did understand the theory of how to use modifying elements as well as how it influences a space, more practice is needed to better utilize them.
TGC 4.0-
COMMUNICATION SKILLS
TGC 4.1. Communicate appropriately in various settings and modes.
I was able to initiate and continue discussions in the setting although my group members were less inclined to participate at times. I may have been to overbearing, and should learn a more gentler and encouraging approach.
