Course Syllabus

Course Information：

Year-Semester	Course Number	Course Name	Phase	Credits	Hours	Required/Elective	Instructor	Class	Student NO.	Withdraw	Note
Fall Semester Year 2026	366733	Architectural Dialogues and Spatial Practices	1	3.0	3	★	LEE EUIHAING Huang,Shao-Yu	4ARCH4	12	0

Course Plan：

Instructor	LEE EUIHAING
Email	info.ehla@gmail.com
Last Updated	2026-08-24 20:43:26
Course Objective	課程概述 鑑於當代建築已不僅限於物質構築的實踐，更是設計論述在跨地域系譜間的流動與翻轉。特定設計哲學如何透過理論遞衍與對話，在在地特有的都市環境與技術體系中產生異質轉譯，成為理解建築知識生產路徑中不可或缺的環節。 基於此，本課程期望透過「設計論述對標」與「環境資訊轉譯」雙軌路徑，提供一個整合思辨與實證的操作框架。課程前半段聚焦於剖析核心設計論述與在地建築實踐間的對話系譜，旨在探討設計意圖如何透過文本與案例的互文（intertextuality），於在地情境中重新定位其立場。後半段則轉向空間資訊的採集實踐，強調透過多重尺度（multi-scalar）的觀測，將紛雜的環境線索重組為具備論述能量的視覺圖面。課程架構從微觀的構築細部延伸至宏觀的城市敘事，訓練將抽象的理論辯證落實為嚴謹的論述性製圖，進而培養在面對複雜環境資訊時，建構具備學術厚度與空間精度的個人論述. 進行方式 第一階段與第二階段演練，皆以2-3人(依實際修課人數調整)小組方式進行 Recognising that architectural production extends beyond physical construction into the transnational flow of discourse, this programme examines the heterogenous translation of design philosophies within local urban systems. Through the dual-track framework of Architectural Genealogy Alignment and Environmental Translation, the course integrates critical speculation with empirical practice. The first stage deconstructs the genealogical dialogue between core theories and local practices, exploring how design intent is re-contextualised through intertextuality. The second stage employs multi-scalar observation to reconfigure environmental cues into discursive mapping. From tectonic details to urban narratives, the curriculum grounds theoretical debate within rigorous visual representation, enabling the construction of personal narratives with both academic depth and spatial precision. Phase 2: Analytical Representation as Spatial Dialogues 1. Introduction This phase focuses on Taipei’s streetscape, working with clusters of row buildings defined by shared party walls and traditional arcades (騎樓, Qilou). Aged over time and hidden beneath layered signboards, these facades nevertheless preserve a quiet, authentic beauty that we aim to reveal and engage with. The studio examines urban facades, street-level public space, and visual proportions, with particular attention to the relationship between the facade, arcade, and public street. 2. Process Through a field study, students will document existing facades through measured drawings, sketches, photographs, and other archival materials. These observations will be carefully developed into precise architectural drawings, including facade elevations, plans, and sections, with attention to linework, graphic hierarchy, and visual clarity. From the facade elevations, students will also develop a facade portrait, using color and material expression to create a rich representation of the existing facade. Using these drawings as a basis for analysis, students will explore proportion, rhythm, materiality, thresholds, and the interface between the facade, arcade, and public street. Through drawings, diagrams, and photographic studies, students will develop a formal analysis that reveals geometric relationships and spatial qualities embedded within the existing architecture. The final outcome is a compact analytical drawing portfolio that brings together observation, architectural representation, facade portrait, and formal analysis. Through drawings and studio discussion, students will develop a spatial dialogue between the existing urban fabric and its graphic representation.
Course Schedule (Week 1-16)	W01 (09.09) 課程介紹 Course Introduction W02 (09.16) 當代建築師與其設計理論閱讀[分組] W03 (09.23) 核心建築師Alvar Aalto-01- 演講+分組閱讀 W04 (09.30) 核心建築師Alvar Aalto-02- 案例討論 W05 (10.07) 核心建築師Takamasa Yoshizaka-01- 演講+分組閱讀 W06 (10.14) 核心建築師Takamasa Yoshizaka- 02- 案例討論 W07 (10.21) 核心建築師Key Architect 03- 演講+分組閱讀＋案例討論 W08 (10.28) 期中考準備 (場勘＋30 R2評) w09 (11.04) intro / survey - references drawings photographs, measured sketches w10 (11.11) documentation 1 - drawing existing building / context 1:200 street elevation and ground floor w/ surroundings w11 (11.18) documentation 2 - drawing existing building / facade w12 (11.25) 1:50 facade elevation, section, and plan W13 (12.02) facade portrait - 1:30 facade portrait (color, texture, line hierarchy) W14 (12.09) formal analysis 1 - geometry / proportion diagrammatic analysis of facade geometry, rhythm, structure W15 (12.16) formal analysis 2 - materials / thresholds diagrammatic analysis of materials, public / private boundaries W16 (12.23) final presentation - final pin-up / review all drawings / formal analysis / A4 booklet draft W17 (12.30) final submission - booklet submission W18 (01.06) reflection - course wrap-up / 心得分享(8號R3評) projects will be conducted in groups of 2-3.
Flexible Learning (Week 17-18)	Category ● 學生分組實作及討論(Student group practice and discussion) Content w17 final submission / 最終繳交 w18 course wrap-up / 課程總結 Hours 2 Learning Outcomes submission of booklet / 繳交研究冊子 Assessment Percentage Students only need to submit their booklets. Therefore, grades for these two weeks will not be reflected. 學生僅需繳交研究冊子(Booklet），因此這兩週將不計入成績評分.
Evaluation and grading policy	assignment: 40% final project: 40% attendance: 20% 平時作業： 40% 期末作業： 40% 出席率（包含參與度）： 20%
Materials	All right reserved. Do not reproduce without permission. Foreign-language textbooks:No additional inputs will be provided throughout the course as needed. 課程期間將視需求隨時補充相關教學內容.
The access to curricular consultation	教師晤談時間（Office Hours）： 星期一 10:00am - 12:30pm，162 室 聯絡電子信箱：shaoyuhuang@mail.ntut.edu.tw 若需與授課教師面談，請務必提前透過電子郵件預約。 超過四次未到課含請假則無法給予評分。 info.ehla@gmail.com
Expanding teaching and resources	● 參與式創新教學 (Participatory & Innovative Teaching) 強調學生參與與產出，導入翻轉、PBL/專題、設計思考或遊戲化等策略。 Emphasizes student engagement and outcomes by adopting strategies such as Flipped Classroom, PBL (Problem/Project- Based Learning), Design Thinking, or Gamification.
The course corresponds to the SDGs	SDG4：優質教育（Quality Education） SDG5：性別平等（Gender Equality） SDG11：永續城市與社區（Sustainable Cities and Communities） SDG16：和平正義與有力的制度（Peace, Justice and Strong Institutions） SDG17：夥伴關係（Partnerships for the Goals）
Does the course incorporate AI	● 鼓勵學生使用生成式AI工具（Encourage students to use generative AI tools）
Note	www.ehla.kr/teaching