Lecture on “The Nature of Order”, given during Fall 1991

Bachelor of Architecture, Master of Architecture

Lecture Course

Arch. 160

Christopher Alexander, Hansjoachim Neis, Yodan Rofe

Design and Building Process

Feeling as the Core of the Process

Mexicali, Baja California, Mexico

Universidad Autonoma de Baja California, Mexicali - Mr. Jorge Nunez, Director of the School of Architecture

Christopher Alexander, Julio Martinez, Howard Davis, Donald Corner, students and families

Built by the families and local subcontractors under the management of the Center for Environmental Structure

University of Baja California

$70,000

Pattern language for the project by C.E.S. Layout on the ground by clients and C.E.S. Preliminary Design drawings done after layout Direct Construction management along with on-site design decisions Budget and subcontractors under C.E.S. control Users in

Nihongi 112-1, Iruma-shi, Saitama Prefecture, Japan

Higashino High School - Hisae Hosoi, Managing Director

Christopher Alexander - Chief Architect, Hans-Joachim Neis - Executive Architect, Gary Black - Structural Engineer, Ingrid Fiksdahl-King - Architect, Artemis Anninou - Architect

Fujita Corporation, Tokyo, Japan

The work on the design of project performed by C.E.S. was divided in four phases. 1) Creation of a pattern language; 2) Layout on the site; 3) Design of the individual buildings; 4) Working drawings 1) The first step in the project was to create a pattern language for the school. This was achieved by spending a total of 1200 man-hours discussing the many requirements with the various teachers, professors and staff of the Eishin School. The results of these interviews and discussions were condensed into a coherent vision, which was written up in the form of patterns (a written documentation that describes a physical reality). A copy of the pattern language that was created had been included as part of the submission to the client. 2) The next step in the process was to lay out the various buildings and outdoor spaces on the site. The main goal in this step was to position the buildings so that they form positive outdoor spaces, and to use stakes to mark the corners so that all of the concerned parties can get an actual physical sense of how the site will feel when the buildings were built. When the site felt as though it was laid out just right, the position of each building was recorded. From this record an overall site plan was drawn. At the same time that this process was going on, a large-scale site model was under continuous development in the C.E.S. office in Japan, where the users could see it and discuss it, day by day, as the work proceeded. This played an important role in helping to establish a direct connection between the users, and the site plan of the finished campus. 3) The third step in the process was the design of the individual buildings. In the Eishin School project, 35 buildings in all were designed. During this phase, various types of construction were considered which could capture the vision of the project. Some of the buildings were designed as concrete block, some were plastered concrete, and others were constructed out of heavy timber. 4) In the fourth stage, preparation of working drawings and permission, C.E.S. did its own engineering and construction estimation. Many of the buildings have unique engineering behavior, which was developed on the C.E.S. computer programs by the C.E.S. engineering staff. C.E.S. also did extensive full-scale mock-ups of crucial materials and construction details during this stage, to guarantee that the final buildings would have the emotional reality with project staff was seeking.

Pattern language for the project by clients and C.E.S. Layout on the site by clients and C.E.S. Generic rules for urban growth process Use of full scale mock-ups Design Development and Construction Drawings done after layout Innovative construction m

Christopher Alexander, Hansjoachim Neis, Ingrid Fiksdahl-King, Miyoko Tsutsui, Ishiguro-san