approximate total project area and determine the number of
floors and how the building will fit within the site and the
building envelope, within the constraints of building regulations and law.
4.4 Functional Diagram
This diagram determines the functional relationships
between the different elements of the building, determining
the strongest and weakest relationships between the functions and its spaces. It is usually done using blocks to
indicate the different spaces with solid lines connecting the
main and direct relationships between the spaces, and dotted
lines to indicate secondary relationships.
4.5 Conceptual Statement
A 3–5 line statement should be written explaining the concept or main idea behind the design that is to be proposed.
This is of paramount importance and will be the driving
force behind the design. Failure to summarize the idea
indicates that a solution to the architectural problem offered
has not been reached yet in the perception of the student.
The statement can be as general as “courtyard house in an
Islamic style, introverted with a clearly Islamic character” or
“a modern style rectangular house with a double height
living area opening onto terraces and the swimming pool and
garden” or “replicating an organic form in the shape of the
building” or any other statement that will summarize the
basic idea behind the design. Part of that verbal statement,
sketches or schematics may be added to clarify the concept,
with additional sketches to outline the relationship between
the physical form and concept with the main components of
the design.
4.6 Conceptual Model/Sketches
To explain the conceptual statement mentioned above.
A scale model of the proposed masses should be created by
the student. The introduction of the third dimension in this
stage is important as a test if the concept will work within
the building envelope. Form is also determined within which
the functions will be later fitted, determining the
entrances/exits, overall building size and components. 3D
sketches can be used or other sketches that will clearly
demonstrate the concept, however, it is found that a scale
model is much more effective, since the students gets a feel
of the scale of the project and the dimensions of his building
and its relationship to the site. The style of the building is
also determined in this stage and should impact the
conceptual model and masses. Two further studies must be
added:
– Case studies of similar concepts.
– Style elements. The different elements that constitute the
chosen style are to be collected.
4.7 Zoning Diagram
This diagram determines the zoning relationships between
the different functions of the building based on the preceding
steps. The proximity relationships between the zones are to
be graphically illustrated as if drawing an actual plan, but not
to scale. Usually free forms are drawn to indicate the different
spaces with no restrictions to the scale or site dimensions.
4.8 Zoning Diagram to Scale
Fit the zoning diagram above into the site and form to scale.
4.9 Line Diagram
Convert the free drawn forms, drawn to scale in the preceding
step into straight/curved single lines with no doors or windows, just simply a line diagram of the plan as reached in the
scaled zoning diagram. With this stage, a list of questions
must be answered by the student as a checklist, prior to
submitting his line diagram, to determine if his design has the
elements that will contribute to a working and acceptable
design. The checklist should cover the fulfilment of the
program elements, the building code and envelope, the
existence and clarity of concept, form, functional requirements, correct zoning, orientation, entrances/exits, lines of
sight, views, circulation, image, style and structural system.
4.10 Plan
Convert the line diagram into an actual architectural plan,
using actual wall thicknesses, doors, windows, stairs, etc.
from which 3D masses can be generated, the facades studied
and the structure imposed for the design.
This concludes the preliminary process. Further steps for
refinement of this preliminary design will be needed, but the
basic problems should have been solved. From my experience, such a process was useful to students in reaching a plan
with a clear project concept that can be further developed.
The checklist for fulfilment of good design practice can be
used to cover the basic elements of a good architectural
design like and clarity of the most important elements like:
concept, form, zoning and functional relationships, fulfilment
6
T. G. Abdelhamid
floors and how the building will fit within the site and the
building envelope, within the constraints of building regulations and law.
4.4 Functional Diagram
This diagram determines the functional relationships
between the different elements of the building, determining
the strongest and weakest relationships between the functions and its spaces. It is usually done using blocks to
indicate the different spaces with solid lines connecting the
main and direct relationships between the spaces, and dotted
lines to indicate secondary relationships.
4.5 Conceptual Statement
A 3–5 line statement should be written explaining the concept or main idea behind the design that is to be proposed.
This is of paramount importance and will be the driving
force behind the design. Failure to summarize the idea
indicates that a solution to the architectural problem offered
has not been reached yet in the perception of the student.
The statement can be as general as “courtyard house in an
Islamic style, introverted with a clearly Islamic character” or
“a modern style rectangular house with a double height
living area opening onto terraces and the swimming pool and
garden” or “replicating an organic form in the shape of the
building” or any other statement that will summarize the
basic idea behind the design. Part of that verbal statement,
sketches or schematics may be added to clarify the concept,
with additional sketches to outline the relationship between
the physical form and concept with the main components of
the design.
4.6 Conceptual Model/Sketches
To explain the conceptual statement mentioned above.
A scale model of the proposed masses should be created by
the student. The introduction of the third dimension in this
stage is important as a test if the concept will work within
the building envelope. Form is also determined within which
the functions will be later fitted, determining the
entrances/exits, overall building size and components. 3D
sketches can be used or other sketches that will clearly
demonstrate the concept, however, it is found that a scale
model is much more effective, since the students gets a feel
of the scale of the project and the dimensions of his building
and its relationship to the site. The style of the building is
also determined in this stage and should impact the
conceptual model and masses. Two further studies must be
added:
– Case studies of similar concepts.
– Style elements. The different elements that constitute the
chosen style are to be collected.
4.7 Zoning Diagram
This diagram determines the zoning relationships between
the different functions of the building based on the preceding
steps. The proximity relationships between the zones are to
be graphically illustrated as if drawing an actual plan, but not
to scale. Usually free forms are drawn to indicate the different
spaces with no restrictions to the scale or site dimensions.
4.8 Zoning Diagram to Scale
Fit the zoning diagram above into the site and form to scale.
4.9 Line Diagram
Convert the free drawn forms, drawn to scale in the preceding
step into straight/curved single lines with no doors or windows, just simply a line diagram of the plan as reached in the
scaled zoning diagram. With this stage, a list of questions
must be answered by the student as a checklist, prior to
submitting his line diagram, to determine if his design has the
elements that will contribute to a working and acceptable
design. The checklist should cover the fulfilment of the
program elements, the building code and envelope, the
existence and clarity of concept, form, functional requirements, correct zoning, orientation, entrances/exits, lines of
sight, views, circulation, image, style and structural system.
4.10 Plan
Convert the line diagram into an actual architectural plan,
using actual wall thicknesses, doors, windows, stairs, etc.
from which 3D masses can be generated, the facades studied
and the structure imposed for the design.
This concludes the preliminary process. Further steps for
refinement of this preliminary design will be needed, but the
basic problems should have been solved. From my experience, such a process was useful to students in reaching a plan
with a clear project concept that can be further developed.
The checklist for fulfilment of good design practice can be
used to cover the basic elements of a good architectural
design like and clarity of the most important elements like:
concept, form, zoning and functional relationships, fulfilment
6
T. G. Abdelhamid