Social Classroom : symbol of function beyond programme

Abstract

This dissertation explores theory with regards to function in architecture. The objective would be to consider the role of any intervention, within its context, in the initial design stages before programmatic conclusions are made. It also investigates the importance of formalizing embedded site narrative as a primary function of any intervention. The final proposal creates a space with an unmistakable sense of place capable of hosting any event on the social calendar of the University, synonymous with student life and the memory thereof. True beauty does not only dwell in the aesthetic appeal of an edifice, but in the presentation of an embedded narrative, giving complex meaning to the whole and driving the creation to be a manifestation of this narrative. An intervention can be absorbed by its own internal programme or generate an urban space that becomes the custodian of the interior. Campus buildings often outlive their programmatic functions due to changing spatial demands and growth. It is therefore necessary for designers to lay emphasis on design strategies that provide interventions with the capacity to sustain their intended functions.