Project 1.2 - Play gifts and manipulatives

Project 1.2
Play Gifts & Manipulatives
Sahasrungsri Wajchathon
Instructor : Yarinda Bunnag

The Game "Own the Block", is all about construction, and strategy.
There is a win to the game, where you claim the completed construction, 
and essentially win the points.
The idea of the game comprises concepts brought form
the case study of the previous phase.
The form of intersection of blocks from the building, is pre-designed and made
permanent through construction. This is translated and made
possible as an active construction constant with alternating compositions
in the design of the objects, in requirement of the game
being played multiple times.

The solid aesthetics of the game inherit the visual value of the building
being constructed in the style of 'Brutal-ism', and therefore the design of the 
typology is kept in simple geometry.
The Typology of the play pieces consists of only one part;
pieces which are used to build the tower.
Generated from the start with a single cuboid, the pieces are varied
with a system that relates to 'Tetris' blocks.

 Pieces have varying complexity, and the more complex the piece is,
the harder it is to fit to the construction.

Starting from nothing, players take turns to pick a piece from the pile,
and place it in the construction fitting to the other pieces with a rule that
keeps the pieces in contact with each other.

As the tower grows, the points multiply corresponding to the increase
in size of the tower in the dimension of the cuboid (length x width x height)

The tower ends with one player placing a piece that
completes a cuboid tower with no gaps. The player claims the points
that the tower generates, however the game does not end there.
If there are pieces left, or that there is a small piece protruding out the top,
a second block starts and the cycle repeats onward until pieces run out,
or players decide to end. The horizontal dimension of the deck 
of the first tower (length and width = base) determines 
a base which is a limit boundary of construction for the following tower.

Chutikarn Kaewudom (Song)
Nuno Sousa


Continued from the case study in the first phase which is Parque Kindergarten. The main structure extracted from the case study is the connection of pentagonal units to create fluidity in spaces both inside and outside. From that, I created a toy that also use the same kind of connecting but changed into a hexagonal form because it has more organised system which would be easier for kids to play and understand.

Game rules

Try to reach the goal before other players

To reach the goal, players have to continue connecting hexagonal shape-token until they reach the corner of the plate.

There are two ways to connect tokens which are by colour and numbers and also these token can be mixed both in number to create new amount and colours also, by stacking tokens together.

Design 3 Project 1 Phase 2: Play Gifts & Manipulatives by Suppanut Tantraporn

Let's Leg: Encoded from Zollverein School of Management and Art.

During the project 1, the development throughout study case had been developed into connective aspect and concept of prototype or its DNA.

In phase 2, the study case was developed into play gifts and manipulatives which engage with the restraints from the prototype and must be open-ended.

My study case was Zollverein School of Management and Design, Essen, Germany, designed by SANAA. The prototype has a strong aspect of continuity, either in horizontal or vertical directions. I had encoded the usability of vertical continuity as the toy I designed was plates that have to be placed over each other on provided shelf. Each plates have a connection between plate by voids in different directions and sizes. The void that had been cut in different sizes and positions also mimic the roof of Zollverein School as it has these elements at Solarium, the topmost part of building, allows light and air from exterior in to the building straight to each voids down from top to bottom of 2-3 floors.


Study Model

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Final Model: Manual


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The elements that are all given in 'Let's Leg' are 8 plates with different positions and sizes of voids, 4 legs that use for stabilize the structure, and shelf that use for putting the plates on. The step to play this toy is that, first, player has to put the plates on the shelf as much as he wants. The more plates he put on the more difficulties gained. After putting plates on the shelf, Leg sticks is the next element that is used to go through all plates that has been put on and interlock each plates together. When he ensure that stability is established, bring the plates out of the shelf carefully. If the plates stand strongly with stick legs connected,  it is a succession. But, if the toy is collapsed down, it is fail.


Final Model: Physical
Packaging of Toy


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Results Success or Fail


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Design 3 : Phase 1 : Didactic DNA : Sujira Burapanakan

Project 1 Phase 1
Sujira Burapanakan
Pratana Klieopatinon

In this phase, we were assigned to study different institutes and create a case study
I was assigned to an institute called 'Free University of Berlin'

Map of the institute compared to the real model (under the map)
Circulations are highlighted

Circulations highlighted through sections
(Yellow to red = Most public circulation to most private circulation)

Materials used during the renovations
Those materials helped students and visitors to be able to differentiate the buildings

Map of the institute from 1965 compared to the institute in 2017 and 
also compared to Chulalongkorn University

Other projects by the same architects - Team 10 (Candilis, Josic and Woods)

Other projects by the same architects - Team 10 (Candilis, Josic and Woods)
Perspective, axonometric and sections

Other projects by the same architects - Team 10 (Candilis, Josic and Woods)

Other projects in similar style - Mat Building

Other projects by the same architects - Team 10 (Candilis, Josic and Woods)
Perspectives, axonometric and sections

Other projects by the same architects - Team 10 (Candilis, Josic and Woods)

All mission plates combined


Project 1.1 l Didactic DNA


Proudwarin Phannachet

Emerson College Los Angeles
By Thom Mayne

WHOLE -Plate 1

PART-Plate 2

DETAIL- Plate 3




Plate-7 8 9

Project 1.1 Didactic DNA Nithikorn Seangkeaw


Nithikorn seangkeaw


Center of Architecture & Environment, Kent state university 
Ohio, USA
By Weiss Manfredi.



 Case study : Center of Architecture & Environment


- Center of Architecture & Environment is in the Kent state Campus which located near the entrance
  of the University as you can see in the diagram above. Purpose of the University is to create an  iconic building of the university and also be as the gateway from city to the campus.

- This diagram is to show formal development, all circulation, programs and also facade development of this building
- This building have one big atrium which connected second and forth floor together and as it shown in the diagram above
- The idea of the architect is to engage the ground floor to the city and create connected atrium which become the main circulation of this building.



- This part of the building is a long set of stair which connected second floor and forth floor together
as you can see the section above.
-This part work as one big multipurpose atrium ( studio, critique room , public space )  and also open to the environment surrounded.



- This part of the building is the library which connected to the ground and open to the
entrance of the campus.
- This library have 2 floors but the second floor of the library is not the second floor
of  whole building.



 Comparing Center of Architecture & Environment, Kent state university  to another building by Weiss Manfredi

Smith college campus center

similarities: connects adjacent program by circulation

differences: different shape of stair, no transparent facade 

Krishna P. Singh Center for Nanotechnology

similarities: connects adjacent program by circulation,  transparent facade 

differences: different shape of stair, not main circulation of the building

Barnard college diana center

similarities: one big atrium,  transparent facade 

differences:  not main circulation of the building, stair is not connect to the ajacent program


                                                                         PART 3

Milstein hall

similarities: one big atrium,  stair is main circulation stair  which connect to the adjacent program

differences:   no tranparent facade

Seattle public library

similarities: one big atrium, escalator is main circulation stair  which connect to the adjacent program

differences:   no tranparent facade near the stair

Villa vpro

similarities: one big atrium,stair is main circulation stair  which connect to the adjacent program

differences:   no tranparent facade 

Year 1 Design 2