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

AY 2 0 —21
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
BA ARCH
F O U N D AT IO N D E S IG N
S T U DIO S E Q U E N C E

AY 20—21
Semester 1—2
Department of Architecture
School of Design & Environment
 Picture credit: Wong Jinn Yi, Joanne
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 10
Y E A R 1 S E M E S T E R 1 12
Y E A R 1 S E M E S T E R 2 13
Y E A R 2 S E M E S T E R 1 14
Y E A R 2 S E M E S T E R 2 15
Y E A R 3 S E M E S T E R 1 16
Y E A R 3 S E M E S T E R 2 17
D E SIG N S T U DIO S EQ U E N C E 2 0
D E SIG N 1 : S E E IN G, T H IN K IN G, M A K IN G 2 2
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 24
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 26
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 2 8
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 3 0
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 32

R E S E A R C H C LU S T E R S 3 4
D E SIG N S T U DIO FA C U LT Y 36
D E SIG N S T U DIO R E V IE W C A L E N D A R 4 0
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 42
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 43
C O N TA C T 4 4

2 3
 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

H O P U AY P E N G I am delighted to welcome you, either as new or returning students, to NUS Department O N G K E R-S HIN G Your architectural education might begin at NUS Department of Architecture, but it will
Professor and Head of Architecture. This new academic year will be a great challenge to us all, not least Associate Professor not end when you graduate. Those of you who do go on to practise architecture will find
of Department due to the COVID-19 pandemic and the scattering of members of our facilities and in Practice this especially true. For the best in our field, the learning never stops.
studios. Regardless of the mode of teaching, we at DOA pledge to do our best to deliver Bachelor of Arts in
an excellent learning experience to you as you journey through the year. The pandemic Architecture Programme At the DOA, what we provide our undergraduates is not an exhaustive download of
has led us to question a number of the essential values at the heart of how we operate in Director disciplinary knowledge (which would be impossible in any case), but rather, a strong
society, such as gathering, community, work and living patterns, nature, technology and foundation in architectural thinking. Our programme takes students through a different
digital capacity. These values are, and should be, expressed in spatial terms. design studio each semester, providing a deep dive into different facets of architecture.
Studios cover 18 curated themes—sorted into six levels of three related topics each—
As we begin this education journey with you, we have worked to achieve better clarity selected to build a paradigm from which to see and think like an architect. Learning will
in our studio direction and pedagogy. Our programmes focus on design, which we see be cumulative, experiential, and augmented through a thorough immersion in the culture
as evidence-based problem solving that has the potential to transcend the confines of the design studio.
of everyday experience. The required modules in our programmes open the door to
different domains of knowledge, which in turn inform design decisions. The elective Certain fundamental aspects of architecture—such as programme, site and form—will
modules further expand and enrich students’ knowledge in their chosen topics of not appear as individual themes, but will instead be explored in all studios, at all levels.
interest. By creating and navigating a path through the entire curriculum, you will then be Your grappling with these fundamental elements will increase in sophistication and
empowered to pursue your own aspirations and interests in architecture. complexity as you progress through the years, with an opportunity to synthesise your
The values that we champion in our programmes relate both to architectural and spatial knowledge and thinking in the final semester’s project.
form, and pertain to current social conditions, environmental responsibility, well-being
and health, urban liveability, memory and identity, and relationship with nature. At Within each level, tutors will teach design through different methodologies. This is a
this moment, these issues are particularly relevant, poignant and ripe for reflection, benefit of membership in a large and diverse school, with many studios per level. You will
research, re-affirmation and redefinition. A number of design studios planned for the have a wide exposure to varied modes of thinking and working. You will be encouraged to
new academic year are addressing these issues directly, and we await with anticipation develop a personal—and intellectually robust—critical position as to what architecture
the innovative answers and outcomes that they will generate. is, what it can and should do, and what you might, as a future architect, contribute to it.
We value an exploratory culture, with each studio approaching design via thoughtful and
We are turning the coming year’s challenges into opportunities for robust spatial energetic iterative processes.
responses to future conditions. Our programme, curriculum, module design and
studio learning outcomes have been formulated and refined in order to achieve design While we will teach the curriculum detailed in the following pages, you will also be
excellence in this environment. I am confident we will rise above our challenges and work expected to play an active role in your education, and to learn more than what we teach.
to create design solutions that will address pertinent issues of importance for current Our programme requires that you take ownership of your own learning to fully exploit
and future communities. My colleagues and I look forward to working together with you, this environment of opportunities. You will be expected to acquire and hone both hard
and to bringing our passion, creativity and intelligence together with yours, to bear on and soft skills along the way through your own effort. Just as you will learn to use
these issues. I wish you an exciting and rewarding new academic year. technical tools such as AutoCAD or Rhino, you will also develop essential soft skills like
collaboration, stamina, grit and resilience. You will also learn to present, debate and
refine your design work, and strengthen a mindset of circumspection beyond simple
notions of “right” and “wrong.”

With this, an architectural education at the DOA will not only prepare students for
professional practice, but will—perhaps more importantly—foster a generation of
critical, creative, and articulate thinkers.

4 5
 BA A RC H PR O G R A M M E OV ERVIE W

6 7
8 9
 Picture credit: Ong Chan Hao THE PROGRAMME 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.

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 10 other essential modules within
the Department of Architecture that are calibrated to the studio level they are
at. These 10 modules complement the learning objectives and outcomes of the
design studio sequence.

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 another eight unrestricted modules within NUS Department of
Architecture. This allows them to align their design education with their own
areas of specific interest. Students then take five 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: Li Jia Ying 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 1-3.

Refer to the diagram on pages 8 & 9.

10 11
 YEAR 1 SEMESTER 1 D E SIG N S T U DIO YEAR 1 SEMESTER 2 D E SIG N S T U DIO

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 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 Modular credits: 8

This key foundation module is an introduction to basic design concepts and methodologies, as well as representational This module will build on AR1101 by focusing on the development of three foundational design skills: scale, precedent
techniques specific to seeing, thinking and making. These will be explored via analogue means. Students will be and context. Students will be introduced to three-dimensional complexities and relationships of scale, discover the
introduced to a wide range of architectural ideas, ranging from traditional representation and Singapore architecture, to use and transformation of precedent in architectural design processes, and gain an understanding of context as a
emergent trends operating on the frontiers of data-driven and digital techniques in the field of design today. component that impacts design outcomes within the built and natural environment.

Ideas of space, form, proportion, composition, and order will be examined and explored. As foundational design This module will enhance students’ use of different mediums and graphic communication, with an introduction to
components, these will provide requisite grounding in developing a visual language through the practices of drawing, complex two-dimensional and three-dimensional projections at scale, as well as the use of digital and analogue tools.
sketching, and model making. Students will learn basic drawing techniques and skills, including line weight, line type, Students will learn to combine representational tools to illustrate their design method(s). They will also delve deeper
scale, and the projective techniques of plan, section, elevation, perspective and axonometric drawing. into the use of three-dimensional models as part of the design process.

Students will also be introduced to ways of understanding and responding to information and data, and the abstraction Expanding on what they have learnt the previous semester, students will employ various visual mediums as part of the
of architectural ideas in the production of architectural drawings and three-dimensional scale models. They will be able design process, and as a tool to present, defend and refine their ideas on architecture.
to evaluate such representations as part of the fundamental process and methodology of contemporary computational
design, and as an extension of traditional methods of gathering and analysing information. Studio projects will also begin to wrestle with certain fundamental issues in architecture: site, programme, circulation,
organisation of public and private zones, and the differing requirements of users. Students will employ thoughtful,
Learning Objectives: rigorous approaches to form-making, understanding this to be the language through which architects create spatial
1. To understand the non-directional relationship between seeing, thinking and making experiences.
2. To understand perception, scale, space, form, proportion and composition
3. To understand and deploy line weight, line type, and graphic composition to produce structure and hierarchy in the Learning objectives:
visual field 1. To understand and deploy dimensions, scale and proportion in relationship to context and the human figure
4. To understand and be able to make plan, section, elevation, perspective, and sketched and scaled axonometric 2. To understand and transform precedent as a vehicle for design innovation
drawings 3. To understand and integrate context in the conception of design
5. To understand and make models as fundamental mediums of design thinking and as part of the design process 4. To understand and begin to describe and communicate spatial qualities
6. To understand the difference between representation, abstraction and transformation in the architectural process 5. To understand and produce projective drawings in scale
7. To understand architectural representation as necessarily a mixed mode employing mixed media, and that the 6. To understand and deploy a design method to structure the design process, making visible the transformational
“whole picture” can only be formed through the concurrent use of multiple methods processes in drawing and model making
8. To be able to read information and data and translate it into analogue architectural ideas, drawings and models, 7. To understand and deploy line weight/type, scale and graphic hierarchies to communicate information and design
whilst engaging critically with the process intention, and to understand and deploy materials in model making to communicate design intent
8. To begin incorporating digital technologies together with analogue tools in hybrid representations
9. To begin incorporating research methodologies and critical thinking as part of the design process
10. To present architectural ideas in concise and considered visual and verbal presentations

AR2224 AR1327 AR2222 AR1328

IDEAS AND APPROACHES IN DESIGN STRUCTURAL PRINCIPLES HISTORY & THEORY OF WESTERN ARCHITECTURE THE TROPICAL ENVELOPE
Modular credits: 4 Modular credits: 4 Modular credits: 4 Modular credits: 4

Basic concepts and approaches to architecture as a A basic overview of structural principles in architectural This module covers the production and historical The constructional and environmental design strategies
practice and discipline will be introduced. Students design will be given. Students will look at the effects development of architecture and architectural ideas that shape the architectural envelope in a tropical climate
will examine the place of “vocabulary” and “ideas” in and properties of structural forces, structural systems in Europe and North America. This would span the are of clear relevance both in our region, and in an era of
the historical development of the field, as well as in and their interfaces with building functions in served Classical Greek and Roman periods, the various revivals, heightened awareness of global warming. Students will
an analysis of architectural work. They will gain an and servant spaces. They will also examine issues of the Arts and Crafts movements, and the modern and gain an understanding of these strategies, and examine
understanding of architecture as a special category of construction and assemblage, in relation to special contemporary eras. Students will be exposed to the how the architect’s choice of construction materials
man-made objects, informed by ideas, social contexts building types and building systems. various historical trajectories of architectural thought, and methods impacts passive environmental design
and intellectual processes. Concepts such as periods, with lectures structured thematically to assist them in performance. The interdependence between design and
styles and language will be introduced, as well as critical Philip Wang making connections between these different periods of technique or technology will also be emphasised.
approaches to evaluating architectural works. Finally, architectural innovation and transformation.
the relevance of architecture to current issues like Cheah Kok Ming
sustainability, subjectivity, identity and meaning, Wong Yunn Chii Swinal Samant Ravindranat
will be explored.

Tsuto Sakamoto
12 13
 YEAR 2 SEMESTER 1 D E SIG N S T U DIO YEAR 2 SEMESTER 2 D E SIG N S T U DIO

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 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 Modular credits: 8

This module investigates the architectural potentials of structure and space through the operation of aggregation— This module examines the boundaries of environment, climate, and architecture through the specifics of the
that is, the combination of architectural spaces, functions, and connective circulation systems. Students will propose envelope. Students will understand the gradient of atmospheric conditions between the interior and exterior, forms
architectural forms through the aggregation of volumetric programme components, creating a balance between repetition of atmospheric conditioning, and the design of climate in an expanse encompassing air, breeze, rain, dust, smells, and
and singularity. They will grapple with the complexities of function and organisation in a variety of scaled spaces. They other contaminants. The contextual implications of hot and wet equatorial environments will be explored, and the value
will also gain an understanding of material, gravity, and structure as foundational components and ordering systems of systems of environmental and sustainable designs examined within their long discursive histories. Students will expand
architecture and explore the interdigitation of these approaches in space-making. their understanding of the site as a set of dynamic factors and processes that influence, or are influenced, by the act of
architecture.
Students will expand their representational techniques to include 3D projections and begin to incorporate the element
of time. Colour, collage, and an expansive repertoire of representational approaches will be introduced along with digital Students will understand and deploy advanced digital simulations alongside analogue testing and projecting. They will
fabrication methods. These digital tools will be employed alongside and within advanced analogue techniques of model expand representational methodologies and design processes to incorporate the invisible conditions of the atmosphere
making. as a design medium that impacts the architecture of the built environment.

Learning Objectives: Learning objectives:

1. To understand and deploy the principles of structure (material, gravity, tectonics) as ordering elements in architecture 1. To understand and critically deploy conditions of environment as a fundamental component of architecture
2. To understand, design and deploy aggregation of volumetric elements as an ordering component of architecture, with 2. To understand that environment extends the understanding of the site to include dynamic processes and systems
scalar relationships of parts to the whole both natural and constructed, and that these impact design processes and outcomes and vice versa
3. To understand and design spaces through the use of mass, form, voids and volumes 3. To understand climate as a complex and variable set of mediums that influence design
4. To understand and deploy a design within a site that exerts its own influence on the massing and distribution of the 4. To understand the envelope, as a site of exchange, in a range of positions from human to territorial scales, and to
architectural project understand filtering as a component of architecture
5. To understand that design is a process, and the best outcomes are achieved through clear thinking and rigorous 5. To develop collaborative skills and to critically engage with contradictory information and data in the design
iteration process
6. To begin to understand the semester’s themes as values in architecture, and to formulate and articulate a position with 6. To apply conceptual tools in design, making value and ethical judgments as to the material and resource
respect to these values consequences of decisions in the design process, relative to a larger understanding of climate and the environment
7. To develop and deploy advanced projective drawing and model making to communicate process, intentionality and 7. To utilise advanced projective drawing and model making to communicate process and architectural iteration
research findings 8. To utilise digital drawing, simulations and model making alongside advanced analogue tools and testing
8. To utilise digital drawing and making in a hybrid relationship with advanced analogue tools methodologies
9. To incorporate research methodologies and critical thinking as part of the design process 9. To organise and properly present research for design, and understand what constitutes design research
10. To articulate and present architectural ideas in concise and considered verbal, written, and performative 10. To present architectural ideas in concise and considered verbal, written and performative presentations, utilising a
presentations, and to engage critically in studio and review discussions wide range of mediums, and to engage critically in studio and review discussions

AR2221 AR2327 AR2524 AR2723

HISTORY & THEORY OF SOUTHEAST ASIAN ARCHITECTURAL TECTONICS SPATIAL COMPUTATIONAL THINKING STRATEGIES FOR SUSTAINABLE ARCHITECTURE
ARCHITECTURE Modular credits: 4 Modular credits: 4 Modular credits: 4
Modular credits: 4
Architectural form is a result of construction, structure Spatial computational thinking is increasingly being This class will delve into topics related to ecological and
This class will provide an overview of various topics and materiality. Construction and architectural recognised as fundamental to various sustainable architecture, focusing on environmental
connected with the history and theory of Southeast Asian engineering also operate symbiotically with developments spatial disciplines. It involves idea formulation, algorithm issues as they apply to design. Basic technical knowledge
architecture and urbanism. Students will explore these in structural theory. This module will examine development and solution exploration, with a focus of energy, water and materials will be covered in the
topics, examining them through the frames of history materials and construction techniques within different on manipulating geometric and semantic datasets. context of how buildings operate. Students will also learn
and geography. They will be introduced to the idea that environmental and climatic conditions, and apply rules Students will learn to use parametric modelling tools to incorporate practical consideration of these factors in
history is as much about the present and the future as it of structural engineering in explaining architectural to generate and analyse building elements at varying generating design solutions.
is about the past, for the present is but a sedimentation forms. Different construction principles will be scales, applying visual programming interfaces to
of the past—or multiple pasts—and the future will be explained and the possibilities for sustainable solutions allow complex algorithms to be developed and tested. Yuan Chao
shaped by the present. Secondly, that geography or place explored. Lectures will be accompanied by hands-on They will learn to structure their ideas as algorithmic
matters. While history provides the temporal context assignments on structural and design logic, delving into procedures that integrate data structures, functions, and
for understanding ourselves and the worlds around us, important aspects of architectural construction and control flow. They will also gain familiarity with higher
geography situates our understanding in place. Also, a building structures, and providing a basic understanding level computational concepts, such as decomposition,
place should not be seen as an insular space, but rather of construction and structural systems needed in encapsulation and abstraction.
one that is connected to, and constituted of, various architectural design.
threads that link it to other places and their histories. Patrick Janssen
Shin Yokoo
Chang Jiat Hwee
14 15
 YEAR 3 SEMESTER 1 D E SIG N S T U DIO YEAR 3 SEMESTER 2 D E SIG N S T U DIO

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 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 Modular credits: 8

This module explores urban considerations that bear upon the architectural project. Density and its relationship to This programme aims to develop a high level of competence in comprehensive and integrated building design, where
building form, mass, and volume will also be understood in relation to broader questions of responsiveness to urbanism the architectural whole is approached as a complex of systems (of production, technology, infrastructure and so on),
and public space. Urbanism and the massing of architectural form will be understood as a fundamental component of in turn embedded within larger systems (of ecology, economy and so on). Under the guidance of their tutors, students
cities. The notion of publicness will be examined and integrated within the processes and outcomes of design in an will research and refine a conceptual system of concerns to be fully explored and developed in their architectural
urban context. Students will gain an understanding of the spatial implications of neighbourhoods, communities and proposals. This involves a critical and nuanced understanding of architecture as a synthesis between constituent parts
socio-political relationships within and about space, whether real or implied. and their whole, and the creation of a whole that is greater than the sum of its parts.

Learning objectives: Students will sharpen their competence in research, design thinking, operational skills and communication. This
1. To understand and critically deploy density in the configuration of architecture semester is intended as a summation, demanding that students take informed design positions incorporating all 18
2. To understand and take a critical position on urbanism as influenced by the aggregation of architecture studio themes they have covered. As the conclusion of this foundational sequence, students are expected to show
3. To understand publicness as a fundamental component of the city, seeing public space in relation to private space, advanced architectural thinking that will form the basis for embarking on the masters programme at DOA. They should
and understanding the value of differences in how spaces (public, private and hybrid) are drawn up deploy advanced and mature representational techniques to communicate architectural ideas. Design projects at this
4. To further understand architecture as a series of relativities; for example, of the room relative to its building, the stage will also demand a holistic awareness of the issues related to the environment, climate, context, technologies
building to its context, and vice versa and building.
5. To participate in inquiry-based design, asking critical questions about the urban context, social issues and broader
current affairs that influence the content and form of the city Learning objectives:
6. To design with the conceptual tools to make value and ethical judgments on spaces within and about the city 1. To understand and critically manifest the comprehensive range of considerations that impact design thinking
7. To fully explore an architectural concept and develop its architectural expression through criticism and rigorous 2. To understand and take a critical position on integration as a value system in architecture
iteration 3. To understand architecture as a complex of systems and to explore possible future trajectories
8. To utilise advanced projective drawing and model making to communicate the design processes and architectural 4. To design with conceptual tools to make value and ethical judgments on the respective roles of different systems in
iterations architectural design
9. To refine analogue and digital tools in the making of architectural ideas 5. To fully explore an architectural concept and develop its architectural manifestation at all scales through a critical
10. To present architectural ideas in concise and considered verbal, written, and performative presentations utilising a and rigorous iterative process
wide range of mediums, and to engage critically in studio and review discussions 6. To utilise advanced projective drawing and model making to communicate process and architectural iterations
7. To utilise digital data, visualisations, and contemporary simulations in 2D, 3D, and 4D mediums in order to make
visible the complexities of architecture
8. To incorporate research methodologies as part of the design process
9. To communicate 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
10. To begin to ask, scope and refine an architectural question beyond the answering of a brief

AR3223 AR3721
INTRODUCTION TO URBANISM ENVIRONMENTAL SYSTEM MODELLING
Modular credits: 4 Modular credits: 4

Students will be introduced to a foundational and holistic knowledge and understanding of urbanism as the study Students will be provided with an understanding of the concepts of active environmental systems (or building
of relationships between people in urban areas with the built environment. They will take a comprehensive look at services systems) and their spatial requirement in the design process, so that they can apply and integrate them in an
urban history, key theories, topics, design principles and practices related to urban design, urban planning architectural context. The course will also contribute to the development of different perspectives through building
and landscape design. They will also develop critical and analytical skills of reading, documenting, information modeling, and through teaching students to design from different points of view or to apply different
analysing and synthesising complex information on contemporary urban issues and conditions. design considerations or systems.

Zdravko Trivic Lau Siu Kit, Eddie

Patrick Janssen

16 17
 Picture credit: John Chew

Picture credit: Kee Cheow Yan, Lee Yin Shin, Zhou Zhe Fang

Picture credit: Kee Cheow Yan

Picture credit: Gabriella Wong

18 19
 Picture credit: Leong Jo Ye Picture credit: Samuel Tan D E S IG N S T U DIO S E Q U E N C E Design 1 is introductory, Design 2-5 is deep dive, Design 6 represents a
synthesis of all that has come before.

Fundamental elements of the architectural project, such notions of

programme, site, and user, are introduced at level 1 of the studio process,
and expanded in nuance, complexity and scope at every subsequent level.
These key elements are addressed across all design studios, even if they
are not explicitly listed amongst the 18 themes.

Students are expected to develop an increasingly mature and

sophisticated understanding of these fundamentals as they progress to
higher levels. 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 elements, 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.

While each of the six levels features its own discrete themes, these
themes are by no means mutually exclusive. Students are therefore
expected to produce design work that displays a wholistic and cumulative
understanding of the breadth of knowledge, skills, and thinking from all
the different studios they have participated in to date.

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—constitutes the non-negotiable foundational
Picture credit: Ow Yeong Jun Jie
skills of the architect. Students will be exposed to different tools, ranging
from analogue ones to digital, 2D, 3D and 4D mediums, to aid them in
developing and representing form.

The following pages describe in more detail the directions of the six
design studios for the academic year 2020-21.

20 21
 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 Any form of architectural representation is a three-fold process.

Design 1 Year Leader, Unit 1 Leader
First: it is important to have a thorough understanding of the nature of
Lee May Anne the content that is to be communicated. This encompasses a grasp of
Unit 2 Leader the subject’s strengths, its value and its underlying operating principles;
the time and place in the cultural, social, geographical spheres in which
Liang Lit How this subject is situated; and its underpinnings in broader architectural
Unit 3 Leader thought. To this end, seeing is an exercise in observing, deciphering and
re-synthesising information into an original intellectual assessment.
Going beyond mere looking or casting one’s eye upon an object, seeing is
the perception of a subject within a thought framework.

Second, strategising and formulating a conceptual vehicle that conveys

this original assessment—its representation—is a rigorous design thinking
process that combines a critical summation of the salient points of the
subject matter with individual observation, and translates this into a new
intellectual language that encapsulates even the finest subtleties.

Lastly, making is the ability to formalise a largely intangible cognitive

thought process of seeing and thinking, into a tangible mode of
communication to others, conveying one’s insights in the most succinct,
effective way possible, inviting critique, input and ultimately, use.

The best outcomes are those that result from an incisive seeing and
thinking through of resource material, and from the making of an original
architectural representation, able to contribute to new dialogues on the
way that the subject is now newly seen and thought of.

This iterative process of perception and representation is then able to

come full circle, producing new interpretations and informing us of new
ways to see and think.

Design 1 is about imparting ways of seeing, thinking, and making to

students through graphical and formal vocabularies and introducing a
variety of ideas on approaching design, expression and representation.
This is ultimately aimed at allowing students of architecture to explore
their own way of making that exemplifies their thoughts on space and
architecture.

Image by Avery Evans on Unsplash

22 23
 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

Tsuto Sakamoto “Architecture at every stage of its existence—from design through

Design 2 Year Leader, Unit 1 Leader construction to occupation—is buffered by external forces. Other
people, circumstances, and external events often intervene to upset the
Lee May Anne architect’s best laid plans. These forces are, to greater or lesser extent,
Unit 2 Leader beyond the direct control of the architect.” – Jeremy Till

Tan Beng Kiang In his book, Architecture Depends, Jeremy Till argues that architecture
Unit 3 Leader depends more on various forces that condition it from the outside, than
on its own internal logic or on the ideal often described as “what the
architect wants”. Furthermore, he proposes that architects open their
minds to this dependence, viewing it not as a threat, but as an opportunity
for a creative practice. As emphasised in his discussion, one of the most
important attitudes and skills that architecture students must develop,
is the ability and willingness to recognise these external forces, and
to establish productive relationships between design and the external
forces that bear upon it.

Design 2 aims to explore these thoughts through the three foci of

scale, precedent and context, and invites students to recognise other
conditions, things and forces, and establish relationships between these
externalities and the design.

Applying size as a parameter, scale allows the architect to compare a

designed architectural component with a human being, surrounding
objects and the broader environment.

The scrutiny of precedent, grasping its significance and applying and

adapting it as appropriate to the circumstances, provides additional
powerful ideas towards establishing a relationship with the surroundings.

Finally, the architect’s response to both the tangible and intangible

context, including the surrounding built environment, the natural setting,
lifestyle patterns and cultural characteristics, can also become a vehicle
for design innovation.

Although it is important for students to learn and accept standards

and norms within the three focus areas mentioned above (such
as anthropometry, graphical standards and so forth), it would be
counterproductive if they do so without critical thinking. Students will be
encouraged to think critically through a process of thorough research on
the subject matter, including a formal and spatial examination through 2D
and 3D drawings and physical models, and examination of any clear and
convincing expression of the idea.

Through thoughtful consideration of scale, precedent and context, Design

2 will induct students into a rigorous design process that leads them to
design innovation.

Image by Modern Affliction on Unsplash

24 25
 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

Joseph Lim Design 3 focuses on structure and form made from component elements.
Design 3 Year Leader, Unit 1 Leader But architecture is more than a collection of forms sitting on landscapes.
It is also an expression of the aspirations of people at a particular point in
Ruzica Bozovic Stamenovic time.
Unit 2 Leader
When Fumihiko Maki proposed that “architecture must not only express
Victor Lee its time but survive it”, he was concerned with the rigid outcomes
Unit 3 Leader of modernist urban planning, epitomised by the fate of the troubled
Pruitt-Igoe housing project in Missouri, which became an iconic symbol
associated with failed architecture, public policy and society. Creating
alternative urban forms better suited to evolving societies is an ongoing
experiment in exploring the relationship between form and its context,
and the connection between architecture and the city. In his Notes on
Collective Form, Maki valued not the stylistic aspect of form itself, but
rather, its ability to accommodate spontaneity and growth and to move to
new states of equilibrium, while maintaining visual consistency and order
over time. Because the outdoor spaces in between a building and the
city are thresholds of experience, they are as important as spaces inside
the built forms. Hence compositions must not focus on form alone, but
also on the spaces between forms, the nature of their linkages and in the
interior spaces of each form.

The idea of group form cannot be simplified into “singles and multiples”
as elements of replication. To avoid arbitrariness in compositions,
students should not look at shapes alone, but seek to understand an
ordering principle, or a schema, with which to establish connections with
component forms and their spaces in between. Such a schema would then
present a geometric framework with which to generate form, space and
structure in meaningful site relationships. In Design 3, studio participants
will apply this perspective in investigating how a small urban project
may be composed legibly with schemas that relate structural order with
spatial hierarchy.

Image: Study from a research project by Joseph Lim

26 27
 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

Cheah Kok Ming “A great building must begin with the unmeasurable, must go through
Design 4 Year Leader, Unit 1 Leader measurable means when it is being designed and in the end must be
unmeasurable.” — Louis I Kahn
Fung John Chye
Unit 2 Leader In the book Environmental Imagination, Dean Hawkes presents case
studies of architects as they contemplate the qualitative dimensions
Tian Nan Chyuan of environment, atmosphere and ambience in exemplary buildings,
Unit 3 Leader extending appreciation of these spaces beyond pure technical narrative.
He paints the success of these buildings as an outcome of the interplay
between immeasurable poetic intentions and measurable technical
means.

Imagination is unmeasurable; its application is essential in seeding

the conception of an original, beautiful and functional space. Yet that
space must be created through measurable means, in the form of
technics and technology, encompassing the deployment of materials,
construction methods and environmental control, underpinned by
architectural science. In design, the measurable and unmeasurable are
never in conflict. Architectural science or technology always coexists
with the poetic creation and performance of a successful architectural
environment. And at the end of the day, the success of a building goes
beyond a purely technical narrative, and extends into the unmeasurable
realm of experience.

Design 4: The Environment & Climate Envelope, aims to translate these

architectural thoughts into the tropical context. The course will examine
the design of buildings and spaces that have been conceived for warm
and wet climates, and their performative and expressive qualities.
There are many ways to understand the theoretical framing of tropical
architecture. Tay Kheng Soon describes tropical architecture as utilising
a design language of line, edge, mesh and shade rather than one of plane,
volume, solid and void. Designing architecture in the tropics for Bruno
Stagno is about the treatment of shadows and not light. Meanwhile, for
Kevin Low of Malaysian firm Small Projects, such architecture brings
about a discourse by engaging tropical counterpoints to temperate
attributes. Inspired by this diversity of ideas, students will explore the
notion of tropical tectonics, described as the “expressive articulation
of structure, skin and space in mediating the tropical climate and its
context”.

Ultimately, they will emerge from Design 4 with a practical appreciation

of how technics are applied in the service of poetic ends for architectural
works in this specific environment, and how tropical architects have
brought together invention, logic and heart to achieve form, function,
economy and beauty.

Image: Plastic turf cell grating employed as an environmental screen at Masjid Cyber 10,
Cyberjaya, Malaysia, designed by Juteras. Image by Cheah Kok Ming

28 29
 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 ?

Thomas Kong Architecture and the City in the Age of Pandemics

Design 5 Year Co-Year Leader,
Unit 1 Leader The COVID-19 pandemic has uprooted our lives on a global scale. Cities
are locked down for an extended period, and their inhabitants told to stay
Zdravko Trivic home. These unprecedented social restrictions are counter to our urban
Design 5 Year Co-Year Leader, way of life, and careful considerations now pervade everyday interactions
Unit 2 Leader that were once taken for granted before the pandemic.

Wong Chong Thai, Bobby The Design 5 theme of Density, Urbanism, Publicness? presents a moment
Unit 3 Leader to reexamine our understanding of these terms in the age of pandemics.
New ideas and formulations of density are emerging as cities grapple with
the spread of the coronavirus. Our interactions with each other and with
the built environment have also been severely altered, and post-COVID-19,
urbanism may never be the same. On the other hand, publicness—
the presentation of the public self and the display of belonging and
sociability—has increasingly migrated to cyberspace, with interactions
fragmented into small groups and conducted at a safe distance.

The power of design to influence behavioural change and improve the

health of cities cannot be underestimated. Le Corbusier saw the trinity
of sunlight, air and greenery as a solution to overcrowding, poor health
and hygiene in cities. Ebenezer Howard’s Garden City movement created
a healthy living environment for working class communities in the UK
through the design of satellite towns surrounded by green belts. In
Singapore, the beloved hawker centres bring street hawkers together in a
space with proper cooking and washing facilities to raise cleanliness and
hygiene levels.

In Design 5, the studios will research, investigate and design future

scenarios for new and modified spatial typologies and experiences at
different timeframes, to allow us to live, socialise and thrive even in times
of containment and quarantine.

Image: Public space in Whampoa. Image by Thomas Kong

30 31
 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

Ong Ker-Shing Inclusive Figures

Design 6 Year Leader, Unit 1 Leader
Inclusion—making space for—is the architect’s primary skill. The designer
Razvan Ghilic-Micu is, more than anything else, an integrator of systems, requirements, and
Unit 2 Leader experiences. On a purely physical level, the architect is also an integrator of
materials and components: framing, machinery, glazing, cabling, metalwork
Adrian Lai and ducting. The designer may accumulate other specialist skills, or not.
Unit 3 Leader But he or she simply cannot produce a beautiful, functional building without
an ability to orchestrate, with intelligence and adaptability, the coexistence
of diverse and often contradictory contents and requirements within a
common, limited space. To make matters more complicated, this space
itself exists as but a small region within a natural and cultural field. In the
creation and eventual use of such a space, issues as objective or subjective
as climate and aesthetics sit alongside norms of private and public, of the
beautiful, the sustainable and the socially just.

As the modern building grew in complexity during the late 19th and 20th
centuries, a wide array of flexible and adaptable strategies emerged
for the modern architect. These included the Raumplan, the free plan
and free section, the collage method, pattern, and more recently, new
explorations of fluid and non-hierarchical planning configurations derived
from cybernetic modes of thinking. All of these took on the challenge of
integrating a diversity of contents—often incompatible or contradictory—
without sacrificing architectural identity. The craft of the architect as
integrator is ultimately to present elegant solutions to the fragmented
demands of the human and material world, while still creating a building that
represents a clear architectural idea, with a comprehensible language and a
meaningful spatial and aesthetic proposition.

Design 6: Systems, Comprehensiveness, Integration will explore the

architect’s challenge of inclusion: the art of designing for people and things
to function alongside each other, differently but well. It will challenge
students to develop robust and tolerant design frameworks, as well as
figures that have room for an array of sub-systems—such as structure and
tectonics, services, programs, as well as aesthetics, human relations and
experiences—within Singapore’s natural conditions. It will explore the twin
problems of bringing-together and keeping-separate, in an attempt to
produce an architecture of maximum generosity and mutual care.

Image: A 1950s Bürolandschaft office floor plan, Lekker Architects

32 33
 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 five clusters drive the M Arch I Design Research Studio Options sequence, the M Arch II Design Thesis continuum, where urban regions are expanding at a
and the graduate level elective offering across our Master of Architecture programme. These are nonetheless included Members investigate the relationship between human rapid rate and encroaching into rural landscapes.
and natural landscapes, at ever y scale, from the The overall research approach is both interdisciplinar y
in the BA Arch programme booklet so that students may understand the various research interests of their faculty.
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 behavioural studies.
Patrick Janssen
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 Tan Puay Yok (Cluster Leader)
Lam Khee Poh
practice. It emphasises the impor tance of rigorously environmental production and consumption within the Jessica Cook
Lau Siu Kit, Eddie
engaging critical and creative practice in making, historical and contemporar y milieu. Kenya Endo
Swinal Samant
writing, and thinking in architecture. RxD strives Yuan Chao Hwang Yun Hye
for innovation and influence in the built environment Taking architecture and urbanism in Asia as a Lin Sheng Wei
Oscar Carracedo (Minor)
through its research outcomes. To date, a number primar y focus, members work in interdisciplinar y and
Joseph Lim (Minor)
of these outcomes have won awards and made transnational modes. Our members conduct research
Shinya Okuda (Minor)
considerable impact. into a wide range of topics against the context of
Zhang Ye (Minor) (Minor) indicates a secondar y membership
colonial/postcolonial and modern/postmodern Asian
RxD focuses on design in Asia and around the equator, contexts, teaching these with the aim of encouraging
and on research into contemporar y concerns as well historical literacy and consciousness in students,
URBANISM
as the identification of speculative future directions. to enable them to understand how the present is
The Urbanism cluster aims to contribute towards
Members work in a range of design modes from sole historically sedimented.
development of sustainable resilient models and
authorships to collaborative and interdisciplinar y innovative advanced urban strategies to cope
configurations. As a group, RxD leverages its combined Besides teaching, members also publish widely and
with various environmental, social, economic and
creative exper tise, teaching within design studios and in diverse forms, organise and par ticipate in major
technological challenges facing Asian cities today and
graduate elective modules. Research outcomes include conferences and workshops, curate key exhibitions,
in the future.
leading buildings, texts, exhibitions, installations, and advise both governmental and non-governmental
films, drawings, photographs, and object-making, organisations in related fields around the world.
The star ting point for this research is a comprehensive
alongside design monographs, edited volumes, and understanding of the complexity and distinctive
research papers. Chang Jiat Hwee (Cluster Leader)
characters of emerging urbanism in the region. Against
Simone Chung
this backdrop, members investigate emergent urban
RxD ’s commitment towards integrative and Ho Puay Peng
design issues related to community and par ticipation;
translational creative practices empowers design Nikhil Joshi
conser vation and regeneration; ageing and healthcare;
research with intellectual and critical bearings, for a Tomohisa Miyauchi
well-being and built form; modelling and big data; and
discipline in transformation. Tsuto Sakamoto
resilience and informality.
Alex Young II Seo
Erik G. L’Heureux (Cluster Leader) Johannes Widodo
These issues are examined from multiple
Lilian Chee (Cluster Co-leader) Wong Yunn Chii
perspectives and through both inter-disciplinar y and
Francois Blanciak Francois Blanciak (Minor)
transdisciplinar y collaborations, in order to question
Cheah Kok Ming Lilian Chee (Minor)
conventional norms and conceptions and establish
Joseph Lim Thomas Kong (Minor)
new visions for a progressive and human-centric
Shinya Okuda Erik G. L’Heureux (Minor)
sustainable urban future.
Ong Ker-Shing Lee Kah Wee (Minor)
Ruzica Bozovic Stamenovic (Minor) Ruzica Bozovic-Stamenovic (Cluster Leader)
Tan Beng Kiang (Minor) Oscar Carracedo
Cho Im Sik
Fung John Chye
Heng Chye Kiang
Tan Beng Kiang
Zdravko Trivic
Zhang Ye
Lee Kah Wee (Minor)
Johannes Widodo (Minor)
34 35
 D E S IG N 1 D E S IG N 2

U N I T L E A D E R S: U N I T L E A D E R S:
Wu Yen Yen (Design 1 Year Leader, Unit 1 Leader) Tsuto Sakamoto (Design 2 Year Leader, Unit 1 Leader)
Adjunct Assistant Professor; M Arch (Columbia University), Associate Professor; M Eng (Waseda University), MSc
BA Arch Studies (National University of Singapore); (Columbia University), B Eng Science (University of Tokyo)
Green Mark AP, MSIA, Registered Architect, Singapore

Lee May Anne (Unit 2 Leader)

Lee May Anne (Unit 2 Leader) B Arch, BA Arch Studies (National University of
B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore
Singapore); Registered Architect, Singapore
Tan Beng Kiang (Unit 3 Leader)
Liang Lit How (Unit 3 Leader) Associate Professor; DDes (Harvard University),
B Arch, BA Arch Studies (National University of Singapore) M Arch (University of California, Los Angeles),
B Arch (National University of Singapore);
MSIA, Registered Architect, Singapore
S T U DIO L E A D E R S:
Nikhil Joshi
Senior Lecturer; PhD (National University of S T U DIO L E A D E R S:
Singapore), MA Conservation Studies (Historic Fong Hoo Cheong
Buildings) (University of York), B Arch (University of B Arch, BA Arch Studies (National University of
Pune); FRGS, AIIA, Registered Architect, India Singapore), Dip Illum Des (Sydney University);
GMAP, MSIA, Registered Architect, Singapore.
Elaine Lee
M Arch, BA Arch Studies (National University of Singapore) Rossitza Iordanova
M Arch (University of Architecture, Civil Engineering
Ng San Son and Geodesy), Tech in Arch and Construction
M Arch, BA Arch Studies (National University of (Christo Botev Technical School of Construction);
Singapore); Registered Architect, Singapore MCAB, MUIA, Registered Architect, Bulgaria

William Ng Elaine Lee

D E S IG N S T U DIO FA C U LT Y B Arch, BA Arch Studies (National University of M Arch, BA Arch Studies (National University of Singapore)
Singapore); MSIA, Registered Architect, Singapore
Lee Hui Lian
Wong Yunn Chii M Arch, B Arch (National University of Singapore);
Associate Professor; PhD (Massachusetts Institute Registered Architect, Singapore
of Technology), M Arch, AB Architecture and
BS CE (Washington University in St. Louis) Shinya Okuda
Associate Professor; M Eng, B Eng (Kyoto
Yang Han Institute of Technology); Registered
M Arch, BA Arch Studies (National University of Architect, Japan and the Netherlands
Singapore); Registered Architect, Singapore
Felicia Toh
M Arch, B Arch (National University of Singapore);
Registered Architect, Singapore

Yong Sy Lyng
John Chua B Arch (The Cooper Union), BA Arch (National University
Teacher Trainee for Year 1 of Singapore); Registered Architect, Singapore

36 37
 D E S IG N 3 D E S IG N 4 D E S IG N 5 D E S IG N 6

U N I T L E A D E R S: U N I T L E A D E R S: U N I T L E A D E R S: U N I T L E A D E R S:
Joseph Lim (Design 3 Year Leader, Unit 1 Leader) Cheah Kok Ming (Design 4 Year Leader, Unit 1 Leader) Thomas Kong (Design 5 Year Co-Year Leader, Ong Ker-Shing (Design 6 Year Leader, Unit 1 Leader)
Associate Professor; PhD (Heriot-Watt University), MSc Associate Professor; B Arch, BA Arch Studies (National Unit 1 Leader) Associate Professor in Practice, BA Arch
(University of Strathclyde), B Arch (National University University of Singapore); Registered Architect, Singapore Associate Professor; M Arch (Cranbrook Academy Programme Director; M Arch, MLA (Harvard
of Singapore); MSIA Registered Architect, Singapore of Art), B Arch (National University of Singapore); University); MSIA, Registered Architect and SILA,
Assoc. AIA, Registered Architect, Singapore Registered Landscape Architect, Singapore
Fung John Chye (Unit 2 Leader)
Ruzica Bozovic Stamenovic (Unit 2 Leader) Associate Professor in Practice; B Arch (National
Associate Professor, Deputy Head (Administration University of Singapore); Registered Architect, Singapore Zdravko Trivic (Design 5 Year Co-Year Leader, Razvan Ghilic-Micu (Unit 2 Leader)
and Finance); ScD, MSc, Spec Arch, Dip Eng Arch Unit 2 Leader) Adjunct Lecturer; M Arch (Princeton University),
(University of Belgrade); Registered Architect, Serbia Tiah Nan Chyuan (Unit 3 Leader) Assistant Professor; PhD (National University of B Arch Sc (Ryerson University); MSIA, RAIA,
Adjunct Assistant Professor; AA Dip, BA Singapore), Dip Ing Arch (University of Belgrade, Serbia) Registered Architect, Singapore
Victor Lee (Unit 3 Leader) Arch (National University of Singapore);
AA Dip, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore Wong Chong Thai, Bobby (Unit 3 Leader) Adrian Lai (Unit 3 Leader)
MSIA, ARB, Registered Architect, Singapore and the UK Adjunct Associate Professor; MDesSt (Harvard Adjunct Assistant Professor; AA Dip, BA Arch
University), DipArch (Robert Gordon University); MSIA (National University of Singapore); MSIA, ARB
S T U DIO L E A D E R S: Registered Architect, Singapore and the UK
S T U DIO L E A D E R S: Chang Jiat Hwee
Randy Chan Associate Professor; PhD (University of S T U DIO L E A D E R S:
Adjunct tutor; B Arch, BA Arch Studies (National California, Berkeley), M Arch, BA Arch Studies Dean Chew S T U DIO L E A D E R S:
University of Singapore); Registered Architect, Singapore (National University of Singapore) BA Arch (University of Western Australia) Chaw Chih Wen
M Arch, B Arch (National University of Singapore);
Chaw Chih Wen Jane Chua Richard Ho MSIA, Registered Architect, Singapore
M Arch, B Arch (National University of Singapore); Adjunct Lecturer; M Arch (Princeton University, BA Professor in Practice; B Arch (National University of
MSIA, Registered Architect, Singapore Arch (University of California, Berkeley); AIA, RIBA, Singapore); MSIA, Registered Architect, Singapore Chu Lik Ren
LEED AP, Registered Architect, USA (California) B Arch (NUS); Registered Architect, Singapore
Chiong Lip Khoon Khoo Peng Beng
AA Dip, BA Arch Studies (National University of Florian Heinzelmann Adjunct Associate Professor; B Arch Liang Lit How
Singapore); ARB, RIBA, Registered Architect, UK PhD (Eindhoven University of Technology), M Arch (National University of Singapore); RIBA, B Arch, BA Arch Studies (National University of Singapore)
(Berlage Institute), Dipl-Ing (Munich University of Applied MSIA, Registered Architect, Singapore
Adrian Lai Sciences); Registered Architect, the Netherlands Darlene Smyth
Adjunct Assistant Professor; AA Dip, BA Arch Steven Hsun Lee M Arch, BA Env Design (Dalhousie University), BA
(National University of Singapore); MSIA, ARB, Victor Lee Visiting Senior Fellow; M Arch I (Harvard Music and Communications (University of Ottawa)
Registered Architect, Singapore and the UK AA Dip, BA Arch Studies (National University of Singapore); University), BA Arch (UC Berkeley); LEED AP,
MSIA, ARB, Registered Architect, Singapore and the UK Registered Architect, USA (New York) Wu Yen Yen
Neo Sei Hwa Adjunct Assistant Professor; M Arch (Columbia University),
Adjunct Associate Professor; B Arch (National University Roy Pang Lee Tat Haur BA Arch Studies (National University of Singapore);
of Singapore), BA Arch Studies (National University of B Arch (RMIT University); GMM, UDA, DfSP, M Eng Arch (Tokyo Institute of Technology, B Arch (RMIT Green Mark AP, MSIA Registered Architect, Singapore
Singapore); MSIA, Registered Architect, Singapore MSIA, Registered Architect, Singapore University); MSIA, Registered Architect, Singapore

Pan Yi Cheng Tham Wai Hon Ronald Lim

AA Dip; Registered Architect, Singapore M Arch, B Arch (National University of Singapore) M Arch (Yale University), BA (Wesleyan University);
MSIA, RIBA, Registered Architect, Singapore.
Daniel Pillai Dicle Uzunyayla
Adjunct Tutor; M Arch (National University of Singapore) MSc Arch and Urbanism (Massachusetts Institute Jaxe Pan
of Technology), B Arch (Middle East Technical M Arch (National University of Singapore)
Federico Ruberto University); Registered Architect, Singapore
PhD (European Graduate School), MSc Roy Pang
Arch, M Arch (Polytechnic of Milan) Wu Huei Siang B Arch (RMIT University); GMM, UDA, DfSP,
M Arch (National University of Singapore); MSIA, Registered Architect, Singapore
Peter Sim MSIA, Registered Architect, Singapore
Adjunct Assistant Professor; B Arch, BA Arch (National Jacqueline Yeo
University of Singapore); ARB, Registered Architect, UK Yuan Chao AA Dip, BA Arch Studies(National University of Ian Mun
Assistant Professor (Presidential Young Singapore); ARB, Registered Architect, UK Teacher Trainee for Year 3
Tiah Nan Chyuan Professor); PhD Architecture (Chinese University
Adjunct Assistant Professor; AA Dip, BA of Hong Kong), MIT Kaufman Teaching Certificate
Arch (National University of Singapore); (Massachusetts Institute of Technology)
MSIA, Registered Architect, Singapore

Shin Yokoo
Visiting Senior Fellow; BA Arch, M Arch
(Tokai University), PhD (Tokyo University of Kimberly Foo
Science); Registered Architect, Japan Teacher Trainee for Year 2
38 39
 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 3—8 Aug 2020 0

Instructional Period 1 10—14 Aug 2020 Instructional Period 1 11—15 Jan 2021 M Arch II: Interim Review (Tuesday)

2 17—21 Aug 2020 2 18—22 Jan 2021

3 24—28 Aug 2020 3 25—29 Jan 2021

BA Arch Year 2: Interim Review 1 (Monday)

4 31 Aug—4 Sep 2020 4 1—5 Feb 2021
BA Arch Year 3: Interim Review 1 (Wednesday)

BA Arch Year 2: Interim Review 1 (Monday)

5 7—11 Sep 2020 5 8—12 Feb 2021 BA Arch Year 3: Interim Review 1 (Wednesday)
BA Arch Year 1: Interim Review 1 (Thursday)

MArch II: Interim Review (Tuesday) M Arch II: Interim Review (Tuesday)
6 14—18 Sep 2020 6 15—19 Feb 2021
MArch I: Interim Review (Thursday) M Arch I: Interim Review (Thursday)

Recess Week - 19—27 Sep 2020 Recess Week - 20—28 Feb 2021

Instructional Period 7 28 Sep—3 Oct 2020 Instructional Period 7 1—6 Mar 2021

BA Arch Year 2: Interim Review 2 (Monday)

8 5—9 Oct 2020 8 8—12 Mar 2021
BA Arch Year 3: Interim Review 2 (Wednesday)

BA Arch Year 2: Interim Review 2 (Monday)

9 12—16 Oct 2020 9 15—19 Mar 2021 BA Arch Year 3: Interim Review 2 (Wednesday)
BA Arch Year 1: Interim Review 2 (Thursday)

10 19—23 Oct 2020 10 22—26 Mar 2021

11 26—30 Oct 2020 11 29 Mar—2 Apr 2021

12 2— 6 Nov 2020 12 5 Mar—9 Apr 2021

BA Arch Year 1: Final Review (Wednesday) BA Arch Year 1: Final Review (Wednesday)
13 9—13 Nov 2020 BA Arch Year 2: Final Review (Thursday) 13 12—16 Apr 2021 BA Arch Year 2: Final Review (Thursday)
BA Arch Year 3: Final Review (Friday) BA Arch Year 3: Final Review (Friday)

M Arch I: Final Review (Friday) M Arch I: Final Review (Friday)

Reading Week 14 14—20 Nov 2020 Reading Week 14 17—23 Apr 2021
M Arch II: Final Review (Saturday) M Arch II: Final Review (Saturday)

Examination (2 weeks) - 21 Nov—5 Dec 2020 Examination (2 weeks) - 24 Apr—8 May 2021

Vacation (5 weeks) - 6 Dec 2020—10 Jan 2021 Vacation (12 weeks) - 9 May 2021—1 Aug 2021

40 41
 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 Chalmers University of Technology Southeast University
Chinese University of Hong Kong Strathclyde University
Singapore’s strategic location and its
Chongqing University Technical University of Darmstadt
networks to prepare our graduates to
Chulalongkorn University Technical University of Munich
engage in the global practice of design. Cracow University of Technology The University of California
We create opportunities for our students Czech Technical University in Prague The University of Hawaii, Manoa
Visiting Professors (For AY20/21)
to enhance their academic experience and Delft University of Technology The University of Hong Kong
cultural exposure through our extensive Ecole Speciale d’Architecture The University of New South Wales
CJ Lim Eindhoven University of Technology The University of Oregon
list of student exchange programmes with
Professor of Architecture & Urbanism, ETH Zurich The University of Seoul
leading architecture and industrial design
The Bartlett, University College London Ewha University The University of Sydney
schools. Georgia Institute of Technology Tianjin University
Hanyang University Tongji University
Hsin-Ming Fung
We have in place various school-level and Kyoto Institute of Technology Tsinghua University
Professor, Southern California Institute of Lund University Tunghai University
department-level exchange programmes
Architecture McGill University Yonsei University
with the following universities:
Meiji University Zhejiang University

External Reviewers

Over the course of each academic year,

DOA also invites leading international
practitioners and experts in the field to SUM MER PROGRAM ME
Picture credit: Jeremy Seah
serve as external reviewers.

The BA Arch external reviewers for the This module will involve a critical and thorough discussion of specific topics in architectural design. Topics discussed
2019-2020 academic year included: may include universal design, participating design, the design of elderly housing, post-occupancy evaluation of
buildings, community architecture, architectural practices, design for places of learning, healthcare design and
Sanki Choe, Professor and Head of design methodologies.
Department of Architecture,
Picture credit: Ong Chan Hao
University of Seoul AR4955 Topics in Architectural Design
Modular credits: 4
Graham Crist, Associate Professor,
RMIT University and Founding Director,
Antarctica Architects

Roland Schnizer, Partner, Foster + Partners Picture credit: Tan Hong Xi, Clarence Picture credit: Ong Chan Hao

José Cláudio Silva, Executive Principal,

Aedas

Darlene Smyth, Principal Architect, AD Lab

Teo Yee Chin, Principal Architect and
Founder, Red Bean Architects

Jacqueline Yeo, Co-founder,

Plystudio Architects

42 43
 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

www.sde.nus.edu.sg/arch

Instagram: NUS Department of Architecture | @aki.nus

DOA 2020 Showcase | @archival_2020
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:

Bachelor of Arts in Architecture

Master of Architecture
Master of Urban Planning
Contact: Wendy Tan
Email: [email protected]
DID: +65 65167737

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]

44