
ARCHITECTURE DESIGN PROJECT (PRJ60408)
This is the capstone design studio of the Bachelor of Science (Honours) in Architecture programme, centred on the theme “Architecture with an Impact.” The module explores how architecture can mediate between socio-cultural needs, contextual conditions, spatial experiences, and the public realm. Through a process of site investigation, user analysis, programme development, conceptual exploration, and technical integration, the project encourages students to develop architectural responses that are both contextually sensitive and socially meaningful. The design process progresses from understanding People, Place, and Project towards a resolved architectural proposal, integrating environmental strategies, structural systems, materiality, buildability, and regulatory considerations. Ultimately, the module aims to develop a holistic approach to architectural design, where research, critical thinking, creativity, and technical knowledge are brought together to create architecture with a meaningful impact on its community and surrounding context.
Project 1a
Pre-Design Studies & Analysis
This is the first phase of the Architectural Design Project, focusing on developing a comprehensive understanding of the selected site before beginning the individual design process. Working as a group, the assignment requires students to investigate the people, place, and time of the site through observation, research, surveys, interviews, urban studies, and precedent analysis. The purpose is to identify the site's physical, social, cultural, environmental, and contextual conditions, and translate these findings into meaningful design opportunities. Through this process, the group is expected to establish a clear architectural position, project intent, and preliminary programme that respond to the needs of the community and the character of the place. These findings will form the foundation for the subsequent individual design development in Project 1b.
REQUIREMENTS:
01 — Sensing the City
Understand the People, Place and Time of the site through a human-centred and experiential approach.
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Observe how people use and interact with the site.
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Study the daily rhythm and activities of the area.
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Understand the cultural narratives and identity of the place.
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Investigate how the site changes throughout different times of the day.
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Identify the relationship between people, activities and the surrounding environment.
02 — Urban Studies & Site Analysis
The site must be studied at two scales:
Macro Site — 300–500 m radius
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Historical and cultural context
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Legal and planning constraints
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Transportation and accessibility
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Sun path and wind patterns
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Topography
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Vegetation and natural features
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Views
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Existing built fabric, typology, scale, materials and condition
Micro Site — 50–100 m radius
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Urban form and spatial patterns
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Pedestrian and vehicular movement
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Activity and usage patterns
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Routes and access points
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Key views
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Architectural identity
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Scale and rhythm of surrounding buildings
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Tangible and intangible characteristics of the site
The analysis should also apply Legibility Analysis and the six principles of Responsive Environments: permeability, variety, legibility, robustness, visual appropriateness and richness.
03 — Impact Analysis
Analyse how the proposed project could impact people, place and time.
This should consider:
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Social inclusivity and accessibility
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Community interaction and social cohesion
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Environmental sustainability
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Economic and cultural contributions
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Sustainable Development Goals (SDGs)
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Environmental conditions such as sunlight, shade, wind, vegetation and drainage
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Programme-related effects such as noise, crowding and activity
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Connectivity with existing pedestrian routes, infrastructure and public transport
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Long-term adaptability and resilience of the project
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04 — Precedent Studies
Research relevant local and international architectural precedents related to the proposed programme and typology.
The precedent studies should examine:
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Programme and functions
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Spatial organisation
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Circulation
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Contextual integration
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Structural systems
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Material approaches
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Environmental strategies
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Atmosphere and material expression
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Human scale
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Social interaction
The purpose is not to copy the precedent, but to extract useful principles, strategies and ideas that can inform the project's own architectural response.
05 — Preliminary Design Studies
The final stage of Project 1a is to translate the research and analysis into an initial design direction.
The group should establish:
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Architectural Position — the values, priorities and overall design direction.
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Project Intent — what the project aims to achieve and what impact it hopes to create.
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Proposed Programme — the main and supporting functions required by the project.
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Design Strategies — approaches that can generate positive social and environmental impact.
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Relationship between the proposed programme, users and site conditions.
SITE MODEL IMAGE
SCALE 1:450

Project 1b
Design Strategies and Exploration
This is the individual design development phase that follows the group-based research and analysis undertaken in Project 1a. Building upon an understanding of People, Place and Project (3Ps), each student is required to independently develop the group proposal into an architectural response. The project focuses on exploring design ideas from multiple perspectives, testing different approaches to functionality, spatial quality, form, programme, structure, materiality and user experience. Rather than immediately committing to a single solution, students are expected to engage in an iterative process of sketches, diagrams, study models and drawings to test, evaluate and refine their ideas. The outcome is a well-explored and resolved design scheme that demonstrates a clear relationship between the project's architectural position, site conditions, programme and design strategies.
Assignment Requirements:
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Develop an individual architectural design based on the group proposal from Project 1a.
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Explore design position, concept, intent and strategies through diagrams, sketches and precedents.
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Develop spatial planning and user experience, including programming, circulation and floor plans.
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Explore building form and massing through sketches, diagrams, 3D studies and models.
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Investigate materiality and structural concepts in relation to the design concept.
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Test and refine multiple design iterations before developing a finalised scheme.
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Ensure the design responds to site conditions, regulations, sustainability and buildability.
Project 1c
Final Design Presentation & Report
This is the final stage of the Architectural Design Project, where the schematic design developed in Project 1b is further refined into a fully resolved architectural proposal. The project focuses on integrating spatial planning, environmental strategies, structural systems, materiality, building technology and technical detailing into a coherent final design. Students are expected to demonstrate critical thinking, contextual sensitivity, buildability and compliance with relevant regulations while communicating the final proposal through drawings, models, visualisations and technical studies.
REFLECTION
The Architectural Design Project has been one of the most challenging yet meaningful stages of my architectural education. Throughout this module, I learned that architectural design is not simply about creating a visually interesting building, but about developing a meaningful response through research, conceptual thinking, spatial exploration and technical resolution. The project challenged me to move from understanding People, Place and Project towards a resolved architectural proposal while continuously questioning and refining my design decisions.
The project began with the investigation of George Town and its changing relationship between local communities and tourism. Through my research, I became interested in the contrast between the declining local population and increasing tourism. This led me to ask: “Leave or Live?” I began to question whether George Town was becoming a place that people increasingly visit rather than a place where people continue to live and participate in everyday life. This became the starting point of my architectural position and encouraged me to look beyond physical heritage towards the living culture and everyday activities of Penang. The module's emphasis on understanding the tangible and intangible qualities of people, place and time helped shape this approach.
From this idea, I developed the concept of creating a “small past Penang city” by reinterpreting the traditional shophouse lifestyle, building typology and living heritage. This was my first time developing a concept that focused strongly on reinterpretation rather than simply responding to a site through conventional architectural forms. I wanted to reinterpret not only the physical characteristics of the shophouse, but also the way people lived, worked, interacted and moved within it. The concept eventually developed into 衣、食、住、行, representing different aspects of everyday Penang life.
One of my biggest challenges was translating this concept into a suitable programme and activities. I initially struggled to decide what should actually happen inside the building. Some of my early programme ideas were selected because they fitted the categories of 衣、食、住、行, but they did not always create sufficiently interesting or meaningful spatial experiences. This made me realise that a strong concept does not automatically create a strong programme. The activities need to come from a deeper understanding of people's behaviour and the relationships between spaces. I gradually learned that reinterpretation should not simply copy traditional elements, but should translate the relationships, behaviours and experiences behind them into a new architectural language.
A major development in my project was the trishaw ramp. I initially saw it as a representation of Penang's movement culture, but it gradually became the main connector between the different programme clusters. I wanted the trishaw to travel up and down through the building, allowing circulation itself to become part of a lively exhibition. Instead of visitors simply looking at heritage, they could move, stop, observe and participate in different aspects of Penang life. The ramp therefore became both a circulation system and an architectural experience.
However, making this idea work became one of my biggest technical challenges. I needed to calculate the slope, length, vertical rise, turning points and connections between levels so that the trishaw could realistically move through the entire building. The complexity of the ramp required a significant amount of time and repeated adjustments. Although it became one of the strongest ideas in my project, it also became too dominant in my design process.
Because so much time was spent resolving the ramp, I had less opportunity to develop other architectural elements that I felt could have strengthened the identity of the building. In particular, I believe the five-foot walkway and arch wall had much more potential. The five-foot walkway is an important characteristic of the traditional shophouse, and I originally imagined the arch wall as a stronger architectural reinterpretation of this element. However, I did not have enough time to explore its form, materiality and spatial experience as deeply as I would have liked. Looking back, this taught me the importance of balancing a major conceptual element with the development of smaller architectural identities.
Tutor feedback and model-making also played an important role in my development. At certain stages, my massing and circulation became too complicated, requiring me to simplify and reconsider the relationship between the ramp and the programme clusters. These experiences taught me not to become too attached to an idea simply because I had already invested time in it. I learned that failure, adjustment and redesign are necessary parts of architectural development.
As the project moved towards the final stage, I also became more aware of the importance of integrating technical considerations with conceptual intentions, including structure, materiality, environmental strategies, fire safety, detailing and buildability. The ramp particularly showed me that a strong conceptual idea must also be supported by realistic architectural calculations and technical decisions.
Overall, this project changed my understanding of living heritage. I no longer see heritage simply as historical buildings or façades, but also as movement, food, social interaction, everyday activities and patterns of living. The idea of the “small past Penang city” allowed me to explore how these elements could be brought together into a contemporary architectural experience.
Although there are aspects of my project that I would continue to develop, particularly the programme and the five-foot walkway and arch wall, the process taught me the importance of balancing concept, programme, technical feasibility and time. Most importantly, I learned that architecture should not only represent a concept, but should allow people to experience it through space, movement and interaction. This is an approach that I hope to carry into my future architectural projects.
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