大二設計課程的核心命題為「什麼是建築設計?」，指導群將帶領同學利用一學年的時間摸 索、嘗試並完成一個「建築設計」。課程分為６組，雖然將面對不同的設計題目，但我們針對大二設計課的訓練有具體的共同目標如下:
組織空間的連續性(空間系統):
在二年級的練習中，我們將特別著力於「空間系統」的建立，其中包括2向度的平面構成及3向度 的剖面構成。除了留意開口、樓梯、斜坡等空間連接物件的設計外，更將留心設計課題中諸空間如何被串連、截斷、融合等現象。具體而言，上學期我們將從單純的空間內容(programme)+單數 動線 的課題展開練習，下學期則將提高空間組織的難度，強調複雜類型或空間內容+複數動線 的課題。與此同時，我們將適切的加入都市脈絡為課題條件，為銜接三年級設計課程做準備。
認識材料的適切性(材料系統):
我們將在課題中留意材料之於空間表現、回應課題的適切性。我們將在設計操作的過程中適切的提供建議，期待同學在選擇材料時能避免反射性的回應，多留意課題內涵與基地環境等客觀條件後再進行材料的選擇。
建構結構的合理性(結構系統):
二年級設計課將與構造課配合，我們將在設計發展過程中與同學一起思考結構的方法。具體而言， 我們將在上學期著力於外牆系統的建構，同學將針對各自的設計給予適切的外牆提案;下學期我們 將會讓練習聚焦於「結構系統」的建構，帶領同學針對各自設計組織具有理性思考的結構系統。我 們的目標是在取得合理性的結構計畫中，配合空間演出而進行更進一步的結構表現性的討論。
結合上述目標，我們將進一步與同學一起追求「空間品質」的探索與塑造。指導團隊將依各自對於 空間品質的認知與期待，從幾何構成、現象情緒、構築理性等方面切入，與同學共同完成具有空間 品質的作品。另一方面，「建築設計」本身除了創意之外，指導團隊認為適切且精準地表達設計，同為重 要的環節且需要反覆的練習，因此二年級設計課我們將會進一步訓練及要求圖面與模型的製 作，具體目標如下:
確認圖面的正確性:
「手繪圖」是二年級的堅持，我們將進一步留意圖面的「正確性」。也就是說同學不僅要將圖面 「畫完」，更將透過每次的練習將圖面一步一步地「畫對」。「畫對」除了是符號、標記、尺度等正確外，更會留意同學的圖面是否正確精準地呈現設計。此外，我們將嚴格要求「針筆」的使用。
思考模型的表現性:
我們並非要求模型要做的精緻無比，而是希望包括基地模在內的模型都應該呈現同學想表達的事 情。模型與圖面相同，都是用來溝通的工具，因此我們會留意同學對於模型表現對於設計的傳達力，並給予適當建議。The core topic of the sophomore design course is "What is architecture design?", which guides the group to lead students to spend a year of searching, trying and completing a "architecture design". The courses are divided into 6 groups. Although they will face different design topics, we have specific common goals for training in the sophomore design courses as follows:
Continuity of organizational space (space system):
In the second-year practice, we will focus specifically on the establishment of a "space system", which includes a two-dimensional plane structure and a three-dimensional cross-sectional structure. In addition to paying attention to the design of objects connected to spaces such as openings, stairs, and slopes, we will also pay attention to how spaces are connected, intercepted, and integrated in the design subject. Specifically, in the first session, we will practice from a single pure space content (programme) + single line course topic. In the next session, we will increase the difficulty of space organization and emphasize the complex type or space content + multiline course topic. At the same time, we will be appropriately joining the Urban Technique as a course condition and prepare for the third-year design course.
To understand the suitability of materials (material system):
We will pay attention to the appropriateness of the materials in the space and respond to the topic. We will provide appropriate suggestions during the design operation process. We hope that students can avoid reflective responses when selecting materials, pay more attention to the subject content and base environment and other customization conditions before selecting materials.
The rationality of the structure (structure system):
The second-year design course will cooperate with the structure course, and we will think about the structure method with our classmates during the design development process. Specifically, we will focus on the construction of the outer wall system in the last period, and students will give appropriate outer wall proposals for their respective designs; in the next period, we will let the practice focus on the construction of the "structure system" and lead students to their respective Design a structure with rational thinking structure. Our goal is to conduct further discussions on structural expression in a reasonable structure plan and in conjunction with space performances.
Combining the above goals, we will further pursue the exploration and shaping of "space quality" with our classmates. The guidance team will work with students with space quality based on their respective knowledge and expectations of space quality in terms of how much structure, phenomenon and rationality. On the other hand, in addition to creativity, the "architecture design" itself guides the team to accurately and accurately perform designs, which are important festivals and require repeated practice. Therefore, we will further train and require further training in the second-year design course. The specific goals of the model are as follows:
To confirm the correctness of the map:
"Hand-painted pictures" are second-year commitments, and we will further pay attention to the "correctness" of the picture. In other words, students not only need to "finish" the picture, but also "paint the picture step by step through each exercise. In addition to correct symbols, marks, scales, etc., "Painting Correction" is also aware of whether the maps of the classmates are correctly and accurately presented. In addition, we will strictly require the use of "clips".
Thinking about the representation of the model:
We do not require the model to be extremely precise, but we hope that models including base models should present what our classmates want to express. Models are the same as those of the map, and are tools for communication, so we will pay attention to the students' ability to express their designs and give appropriate suggestions.
1.練習完成一個建築設計案 2.培養分析問題的能力 3.發展設計概念構思與執行的能力 4.初步學習整合建築機能與相關建築系統 5.學習觀察環境並加以回應 6.熟習建築元素與傢俱的尺度與表現方式 7.完成建築表現法的基本訓練
1. Practice the completion of a building design project 2. Cultivate the ability to analyze problems 3. Develop the ability to conceptualize and execute design 4. Preliminary learning to integrate building functions and related building systems 5. Learn to observe the environment and respond to it 6. Familiar with building elements and The scale and expression method of furniture 7. Complete the basic training of building expression
Ching, Francis D.K., 2008 / 2007,《形式、空間和秩序(造形、空間與秩序) / Architecture : Form, Space, & Order》, 第三版, 劉從紅 譯, 天津: 天津大學出版社。
Clark, Roger H., 1996 / 2004,《建築典例 / Precedents in ARchitecture: Analytic Diagrams, Formative Ideas, and Partis》, 許麗淑、許尚健 譯, 台北: 六合出版社。
Deplazes, Andre ed., 2007 / 2005,《建構建築手冊 / Constructing Architecture : Materials Processes Structures, A Handbook》, 任錚鉞 譯, 大連理工大學出版社; Basel: Birkhäuser。
Lynch, Kevin & Hack, Gary,《敷地計畫 / Site Planning》(第三版)， 張效通 譯，台北: 六合出版社。
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中評圖期中評圖 Midterm reviews |
35 | 最終成績將由指導老師群研議後決定 |
| 期末評圖期末評圖 Final reviews |
55 | 最終成績將由指導老師群研議後決定 |
| 平常成績平常成績 Normal achievements |
10 | 最終成績將由指導老師群研議後決定 |
