Name: Immanuelly Agustine Putri Limada

NIM: 20.184.0009
Major: Architecture

What is Architecture – Art or Science ?

Public Art is any example of media that has been planned and executed with the
intention of being staged in the public realm. The public realm refers to Publicly-owned
streets, parks and rights-of-way, which is where buildings are situated. Architecture clearly
meets this definition. All of us, as the public, interact with architecture. We are affected on a
practical and emotional level by both the way a building appears in its context and by its
interior environment.
The scientific method is used by architects to research and develop concepts on
myriad levels required to create buildings. These levels include understanding the
surrounding context from environmental, historic, stylistic and infrastructure perspectives;
and determining program areas required by users such as interior products, structure,
mechanical, electrical, plumbing, fire protection, technological and security systems.
If both Art and Science are utilized in creating architecture, how do you find a balance
between creative inspiration and structured thought processes?
The orchestration between art and science involves discipline in both the lateral and
linear thought processes. Lateral thinking utilizes analogies and links ideas across a
spectrum to create something imaginative. Linear thought is a step by step ideation that
keeps us grounded and leads to a specific result.
To illustrate both processes, I offer the following explanation of how the design of the
main entrance hall at our firm’s new hill Central School came to be. What I’ve noticed is that
the two processes occur sometimes simultaneously and other times alternately.
An example of lateral thinking arose out of an idea that: “The primary entrance
corridor of the school shall be considered a metaphor for a city’s ‘Main Street” allowing the
students and teachers to celebrate the act of learning as a communal activity. Our firm used
this analogy to explore a deeper and more exciting level of design.
The brick walls of the exterior of the building are represented inside, as are the
exterior light fixtures. A two-story atrium space, bathed in natural daylight through
skylights, runs the entire length of the corridor. Ornamental metal balconies at the second-
floor level animate the corridor the same way a city’s Main Street is enlivened by residential
balconies over storefronts.
To extend the analogy, the corridor terminates with unique ornament in the end
windows, almost as if you are looking at a church’s rose window at the end of a street.
At the same time, the linear thinking process was utilized. Through a deductive
process of interviewing the owner and other stakeholders, it was determined that a major
circulation hall was needed at the entrance of the school that would service the public
spaces (The gym, the cafeteria, the media center, the computer center, the art room, the
music room, and the parent room). This hall also needed to be separated from the main
classrooms for security reasons during the day and during after-school hours so that the
community could use the public spaces without having access to the classrooms. A
tabulation of all of the rooms with their required areas resulted. Fire egress plans ensued.
Detailed drawings were created to define the structure, finishes, mechanical systems and
lighting. Budgets were developed and the design ideas tested. The process continued in a
linear fashion to determine from a grand scale to a minute scale all of the items that needed
to be incorporated in the Main Street area. We also determined the most cost-efficient way
to construct the school which resulted in the project being delivered at $2.5 million under
budget.
The Principal of Hill Central School describes it best, ”When the students and my staff
walked into the building they were overwhelmed by the main corridor which we call “Main
Street” with its high glass ceilings that allow ample lighting into the building. The Hill Central
community cannot express enough how this building promotes an environment that is
conducive to learning. One student who transferred into Hill Central asked me, ’Was this
building a college or always an elementary school?’. He was referring to the brightness, the
space and also the technology we have to offer our students. Visitors often describe the
school as breathtaking”.
I believe the balanced integration of art and science, utilizing lateral and linear
thinking, is what creates breathtakingly beautiful architecture. It is also what makes the
study and practice of architecture such a collaborative, complex and interesting endeavour.

Assigment:
1. Public Art is any example of media that has been planned and executed with the
intention of being staged in the public realm.
 Simple Present (Tenses)
 Relative Clauses: That
 Declarative (Statement): Because the sentences show a statement
 Preposition (Part of Speech): with, of, in
2. Architecture clearly meets this definition.
 Simple Present (Tenses)
 Adverb (Part of Speech): Clearly
 Verb (Part of Speech): Meets
 Noun (Part of Speech): Architecture, Definition
 Declarative (Statement): Because the sentences show a statement
3. If both Art and Science are utilized in creating architecture, how do you find a
balance between creative inspiration and structured thought processes?
 5W+1H Question (Type of Question)
 Interrogrative (Question): Because the sentences tell about Question
 Preposition (Type of Speech): Between
  Conjungtion (Type of Speech): And, If, in
 Noun (Type of Speech): Art, Science, Architecture, Inspiration
 Adjective (Type of Speech): Creative
 Simple Present (Tense)
4. The scientific method is used by architects to research and develop concepts on
myriad levels required to create buildings.
 Passive Voice
 Conjungtion (Type of Speech): And
 Simple Present (Tenses)
 Preposition (Type of Speech): In, to, by
 Noun (Type of Speech): Scientific, Architects, Buildings
 Declarative (Statement): Because the sentences Show a statement
5. The orchestration between art and science involves discipline in both the lateral and
linear thought processes.
 Declarative (Statement): Because the sentences show a statement
 Simple Present (Tenses)
 Preposition (Type of Speech): Between, in
 Conjungtion (Type of Speech): And
 Verb (Type of Speech): involes
 Noun (Type of Speech): Orchestration, Art, Science, Discipline, Processes
 Adjective (Type of Speech): Lateral, Linear
 Pronoun (Type of Speech): Both
 Active Voice
6. Linear thought is a step by step ideation that keeps us grounded and leads to a
specific result.
 Declarative (Statement): Because the sentences show a statement
 Simple Present (Tenses)
 Relative Clause: That
 Pronoun (Type of Speech): us
 Verb (Type of Speech): Is (tobe), Keeps, Leads
 Noun (Type of Speech): Thought, ideation, result
 Adjective (Type of Speech): Linear, grounded, specific
7. The public realm refers to Publicly-owned streets, parks and rights-of-way, which is
where buildings are situated.
 Declarative (Statement): Because the sentences show a statement
 Simple Present (Tenses)
 Relative Clauses: Which
 Noun (Type of Speech): Public realm, Streets, Parks, Rights-of-way, Buildings
 Adverb (Type of Speech): Publicly
 Verb (Type of Speech): refers, owned, is (tobe), are (tobe)
8. What I’ve noticed is that the two processes occur sometimes simultaneously and
other times alternately.
 Adverb (Type of Speech): Simultaneously, Alternately, Sometimes
  Declarative (Statement): Because the sentences show a statement
 Relative Clauses: That
 Verb (Type of Speech): Occur, is (tobe)
9. I offer the following explanation of how the design of the main entrance hall at our
firm’s new hill Central School came to be
 Simple Past (Tenses)
 Declarative (Statement): Because the sentences show a statement
 Pronoun (Type of Speech): I, our
 Noun (Type of Speech): Explanation, Design, Entrance, Hall, School
 Adjective (Type of Speech): Following, New, Main, offer
 Preprosition (Type of Speech): of, at
10. Our firm used this analogy to explore a deeper and more exciting level of design.
 Simple Past (Tenses)
 Pronoun (Type of Speech): Our, This
 Declarative (Statement): Because the sentences show a statement
 Noun (Type of Speech): analogy, design, level, firm
 Preposition (Type of Speech): of
 Adverb (Type of Speech): More
 Adjective (Type of Speech): exciting
 Verb (Type of Speech): Explore, used
11. The brick walls of the exterior of the building are represented inside, as are the
exterior light fixtures.
 Simple Present (Tenses)
 Declarative (Statement): Because the sentences show a statement
 Passive Voice
 Noun (Type of Speech): The Brick Walls, Building, Inside, Light Fixtures
 Adjective (Type of Speech): Exterior
 Verb (Type of Speech): are (tobe), Represented
12. To extend the analogy, the corridor terminates with unique ornament in the end
windows, almost as if you are looking at a church’s rose window at the end of a
street.
 Simple Present & Present Continous (Tenses)
 Declarative (Statement): Because the sentences show a statement
 Verb (Type of Speech): Terminates, Are looking, extend
 Conjungtion (Type of Speech): if, as
 Preposition (Type of Speech): With, in, at, of
 Adverb (Type of Speech): Almost
 Adjective (Type of Speech): unique
 Pronoun (Type of Speech): you
 Noun (Type of Speech): Analogy, Corridor, Ornament, The end Windows,
Church’s Rose Window, Street
13. Ornamental metal balconies at the second-floor level animate the corridor the same
way a city’s Main Street is enlivened by residential balconies over storefronts.
  Simple Present (Tenses)
 Passive Voice
 Declarative (Statement): Because the sentences show a statement
 Noun (Type of Speech): Metal, Balconies, Corridor, Way, City, Street
 Preposition (Type of Speech): Over,
 Adjective (Type of Speech): Ornamental, Main, Same, Residential
 Verb (Type of Speech): Is (tobe), enlivened
14. the linear thinking process was utilized.
 Passive Voice
 Present Past (Tenses)
 Noun (Type of Speech): Thinking Process
 Verb (Type of Speech): Was utilized
 Adjective (Type of Speech): Linear
 Declarative (Statement): Because the sentences show a statement
15. Detailed drawings were created to define the structure, finishes, mechanical systems
and lighting.
 Simple Past (Tenses)
 Passive Voice
 Declarative (Statement): Because the sentences show a statement
 Noun (Type of Speech): Structure, Systems, Lighting, Drawings
 Adjective (Type of Speech): Detailed, Mechanical
 Conjungtion (Type of Speech): And
 Verb (Type of Speech): were, Created
 Preposition (Type of Speech): to
16. Budgets were developed and the design ideas tested.
 Passive Voice
 Declarative (Statement): Because the sentences show a statement
 Simple Past (Tenses)
 Conjungtion (Type of Speech): And
 Noun (Type of Speech): Budgets, Design, ideas, tested
 Verb (Type of Speech): were (tobe), Developed
17. We also determined the most cost-efficient way to construct the school which
resulted in the project being delivered at $2.5 million under budget.
 Relative Clauses: Which
 Pronoun (Type of Speech): We
 Simple Present (Tenses)
 Preposition (Type of Speech): under
 Declarative (Statement): Because the sentences show a statement
 Adverb (Type of Speech): Also
 Verb (Type of Speech): Cost, Construct, delivered
18. He was referring to the brightness.
 Past Countinous (Tenses)
 Pronoun (Type of Speech): He
  Verb (Type of Speech): was referring
 Declarative (Statement): Because the sentences show a statement
 Active Voice
19. Was this building a college or always an elementary school?
 Past Countinous (Tenses)
 Interrogative (Question): Because the sentences tell about question
 5W+1H Question (Type of Question)
 Conjungtion (Type of Speech): or
20. It is also what makes the study and practice of architecture such a collaborative,
complex and interesting endeavour.
 Declarative (Statement): Because the sentences show a statement
 Active Voice
 Simple Present (Tenses)
 Pronoun (Type of Speech): It
 Adjective (Type of Speech): Interesting, Complex, Colaborative, Such
 Adverb (Type of Speech): Also