ARCHITECTURE C U H K N O T E B O O

ARCHITECTURE C U H K 5 n o t e b o o k CONTENTS 2 Editor’s note: Notebook 5 3 Prof. Essy Baniassad: On Reflection... TEACHING 5 Programme 6 Curriculum 8 Studios 10 Foundation 12 Habitation 14 Urbanization 16 Tectonics 18 Technics 20 Courses 22 Design 23 Humanities 24 Technology 25 Professional practice RESEARCH 27 Faculty members 34 Research units 48 Postgraduate students COMMUNICATION 51 Studio works 82 Built & published 86 Lectures 87 Awards & scholarships 88 Dates 90 People 94 Rooms A rchitecture · C U H K 2005 – 2006 Notebook 5 On Reflection . house comprises three fundamental places: a place of work, a place of gathering, After five years of re-conceptualizing all aspects of the architecture education—guided Two conditions seem to be necessary—even if not sufficient—qualities of the leading and a place of solitude. And so do all forms evolving from it. by the unique vision of Professor Essy Baniassad and the steadfast efforts of those who schools of architecture; a collective vision at the heart of the programme sustaining took part, the Department has established a clear methodology in design teaching that and supporting individual work, and an individual passion for architecture and design The infinite number of different buildings and the complexity of their functions energizing the collective vision. often obscure the fundamental unity of origin and simplicity of purpose from which is backed by a structured curriculum with relevant research interests. The results are they evolve in the course of history. In a sense every design is a re-enactment of evident by judging the increasingly sophisticated projects developed by the students, Ironically a variation of the same two conditions characterize the demise of many lead- that process. Buildings and the functions or institutions they serve, though infinite as well as the substantial research initiatives from the faculty members. ing schools into mediocrity: the programme turned into dogma or passively received, in number and boundless in time and place, can be seen in terms of the evolution and the passion turned into willful individualism or permutations rooted in a limited number of primary human activities and forms With Prof. Tsou Jin-yeu at the helm as the Acting Chair this year, the Department now where they take place: Live, Work, Learn, Worship, Perform, Travel, Exchange. 2 charts a new course of transition where the fundamentals of our programme are to The point of this is that every time an idea must be arrived at, not received, if it is to 3 be maintained, while fresh developments in areas of teaching, research, publication, and retain its value. The power of an idea lies in the process of arriving at it. Accepting it House and City administration are to be emphasized and further strengthened. passively is to take it up after its shelf-life. And so in a school everyday is a new day, every term, a new term, and certainly every year a new year when the programme has to be re-constructed, invoked but not imitated, in order to sustain its energy and Architecture is a field of infinite built forms within a finite and constantly evolving The new Notebook 5 is one such effort. Prompted by Prof. Tsou at the beginning of the domain with the house as its simplest signifi cant form and the city as its most com- maintain its intellectual force. And the individual passion! It needs to reach beyond plexform. All works of architecture are implicitly part of that domain and are de- summer, the Editor was given the task to see how a new booklet could better reflect the individual sight in order not to diminish in self-imposed isolation. signed within it. From its primal beginnings and throughout its history, architecture the evolving and complex nature of our institution and by extension, of architecture embodies all aspects of the human architectural imperative of habitation, urbaniza- and city on which the basis of our works are provided. The collective vision of architecture is not something that needs to be or can be for- tion, technical innovation, and aesthetic expression. Unlike science or technology, but mulated at will in the fashion of a manifesto. Such a vision transcends the short life of similarly to art, and above all similarly to nature, forms in architecture once created Keeping a similar graphic representation and advancing along a consistent pedagogi- any one school. It is part of a historically evolving idea of architecture. It is collective are part of an eternal present rather than being rendered $B!H(Jinvalid$B!I(J by new cal trajectory as the previous four editions, Notebook 5 took on a few key points at many scales and times. Every notable school has expressed and formulated it in its forms. of departure. To begin with, the delivery of information is re-assembled in terms of own terms as similarly we have expressed it in our words in previous Notebooks. TEACHING and RESEARCH—as the two main engagements of this Department, and Architecture is a primal human activity like language and music. It is not derived the outputs of the these two domains folded into a third aspect: COMMUNICATION. “Architecture as a primal human activity like language and music. It from other fields and can be studied and understood in its own terms. It is the The information is presented in greater resolution: in areas such as studio and course is not derived from other fields and can be studied and understood formal extension of the common human instinct for building shelter in search of descriptions and research activities, with sufficient details and maximum transparency. in its own terms. It is the formal extension of the common human safety and permanence. It embodies both the physical and the metaphysical; the instinct for building shelter in search of safely and the permanence. It secular and the sacred. It is the result of habitation in all its aspects and scales, and Moreover, a new section is added to highlight projects by faculty members, giving platform to an increasingly critical body of work that is rooted in the reality of the embodies both the physical and the metaphysical, the secular and the the expression in built form of all human institutions, from a primal hut to the sacred. It is the result of habitation in alls aspects and scales. And the house, the village, and the city. It is the embodiment of human intentions, myths, and built-environment. expression in built form of all human institutions, from a primal hut traditions, past, present, and future, all unified in the eternal presence of each work to the house, the village, and the city. It is the embodiment of human of architecture. In preparing the new Notebook 5, the Editor was struck by the nuance and difficulty of intentions, myths, and traditions, past, present, and future, all unified in this question: how does one portray the various facets of a school of architecture—its the eternal presence of each work of architecture. “ * A school of architecture curricula, profiles and outputs—in the fast-changing contexts of Hong Kong and China, while offering a collective presence of ourselves in a way that is unbiased yet gives a A school of architecture is not a building; it is a school of thought. The school build- clear position? These pages are an attempt at that challenge. In the study, and practice, of architecture, we invoke such a vision at every particular ing is like a village of rooms and routes, all leading to a central public place: the occasion. Doing so critically is the source of energy that brings the idea of architecture market place, the agora, the exhibition room. It provides places for gathering, work, to life and defines it afresh every time. and play; public display and solitary reflection. Professor Liu Yuyang We as students of architecture study and practice the process by which this vision It is a collection of rooms and places with different qualities but all with the same has taken form and presence such that it retains its primal origins while advancing its purpose: to support study, discourse, and learning. These rooms are equipped differ- evolution with every work. And in the process we form ourselves: EDUCATION. ently, but no room has a limited function. The limitations in how we use a room are related less to the room and more to the limitations of our imagination. * Notebook 4 Professor Essy Baniassad Professor Essy Baniassad Professional programme BSSc(AS) MArch Architectural studies Architecture The Bachelor of Social Science (Archi- The Master of Architecture programme tecture) – BSSc(Arch) – is the first part – MArch – is the second part of a of a two-degree sequence in profes- two-degree sequence in professional sional architectural education. Applicants architectural education. It is a taught 4 should normally have passed the Hong postgraduate programme, for students 5 Kong Advanced Level Examination or who intend to become architects. Ap- have an equivalent qualification. plicants should have a preprofessional architecture degree (RIBA part 1), such as the BSSc(Arch) from CUHK, and relevant work experience. Postgraduate programmes MSc MPhil PhD Sustainable and environmental design The MPhil is a research degree. Students The PhD is a research degree. Students The Master of Science – MSc – in Sus- learn primarily by conducting independ- learn primarily by conducting independ- tainable and Environmental Design is a ent original research, usually by partici- ent original research, usually by partici- taught postgraduate programme, for pating in the work in the Department’s pating in the work in the Department’s practitioners in all sectors of the build- design studios – habitation, urbanization, design studios: habitation, urbanization, ing industry.

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