近年台灣各大專院校廣設建築系所，過往的紮實的專科建築學校也紛紛進入概念討論著重的大學方式教學。東海大學建築系是一對空間與概念論述最為指標性的學系,然而近幾年來從東海建築畢業的系友們把這套教學帶入了許許多多的其他學校，大談闊論的論述著概念,卻在實踐上與實務層面的琢磨減少了,我認為東海建築應該要把我們概念論述的強項結合在實務層面的應用，這才不會淪落到只是用文字語言來做建築設計，所以在此課程中我們的目標很清楚，希望所有畢業生能夠在畢業之後能夠在事務所內學習實務上的規範結合我們學校訓練的設計過程，而不是把到事務所後把學校學習做設計的思考過程拋諸腦後。
在教學中主要會有兩個層面, 第一個層面我們會試圖讓學生在建築基地內找尋有興趣的人、事、物做為發想,藉由每位學生對事情詮釋的不同進而產生可以發展的概念，而此概念可以應用在不管對於都市規劃,或是建築議題上做為接下來空間設計的元素。第二個階段即是把之前所討論的設計空間元素落實在與人有關係的尺度裡，這個階段可以藉由空間上去定義或是改變人的行為，是一種對於如何落實概念到空間的呈現。希望將來學生能在面對實務界真實案子能夠把學校所訓練的過程，快速的掌握住概念的塑造進而應用在建築空間的創新，而不是一個只著重在法規上單方面的探討而已。
In recent years, architecture departments have been widely established in various colleges and universities in Taiwan, and the solid vocational architecture schools in the past have also begun to adopt university-style teaching that emphasizes conceptual discussions. The Department of Architecture of Tunghai University is the most iconic department for the discussion of space and concepts. However, in recent years, department friends who have graduated from Tunghai University have brought this teaching into many other schools, and have discussed it extensively. Although we focus on concepts, we have less practice and practical considerations. I think Donghai Architecture should combine the strengths of our conceptual discussion with practical application, so that it will not be reduced to just using literal language to do architectural design. Therefore, Our goal in this course is very clear. We hope that all graduates can learn practical specifications in the office and combine them with the design process trained in our school after graduation, instead of thinking about design after going to the office. The process is forgotten.
There are two main levels in teaching. At the first level, we will try to let students find interesting people, things, and things in the building base as ideas. Through each student's different interpretation of things, we can generate possible ideas. The concept of development, and this concept can be applied to urban planning or architectural issues as an element of the subsequent space design. The second stage is to implement the previously discussed design space elements into a scale related to people. This stage can define or change people's behavior through space. It is a presentation of how to implement concepts into space. I hope that in the future, when students face real cases in the practical world, they can quickly master the process of training in the school and apply it to the innovation of architectural space, instead of just focusing on one-sided discussions on regulations.
都市動態系統的模擬以及都市原型(prototype)的空間界定與細部發展
Simulation of urban dynamic systems and spatial definition and detailed development of urban prototypes
Delirious new York, a retroactive manifesto for Manhattan.
A practive of everyday, chapter VII
Points + lines
delirious New York, A retroactive manifesto for Manhattan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 自主學習態度自主學習態度 independent learning attitude |
25 | 因為建築分析需要大量時間製作，學生的學習態度會間接影響表現，所以全心投入為重要的一環。 |
| 專業技能專業技能 Professional skills |
25 | 在不管製作圖說與簡報或者建築構造、物環、結構、法規都需要一定的專業技術的學系。 |
| 創意整合能力創意整合能力 Creative integration ability |
40 | 建築是一個創意整合能力的一門學問，自然在建築的表現上創意是佔有一定的比例。 |
| 溝通能力溝通能力 communication skills |
10 | 建築學習除了要學習圖面和文字上人溝通,如何清楚有邏輯的闡述自己的創意更是不可少的能力 |
