SCHOOL OF ARCHITECTURE, BUILDING & DESIGN (SABD)

BACHELOR OF SCIENCE (HONS) IN ARCHITECTURE

THEORIES OF ARCHITECTURE & URBANISM (ARC61303/ ARC2224)

PROJECT “THE IMAGE OF THE CITY”

PART B

AN ILLUSTRATED ANALYTICAL ESSAY WITH A COGNITIVE MAPPING OF BRICKFIELD (AREA C)

NAME: LEE JO YEE

STUDENT ID: 0314880

TUTOR: MR.NICHOLAS NG

SUBMISSION DATE: 07/06/2016

1. ASSIGNMENT INTRODUCTION

In this project, an in-depth and analytical research study on the designated topic is required to conduct and present. The main task is to explore the image of a city based on Kevin Lynch’s most famous work, The Image of the City (1960). The project consisted of 2 parts; the first is to identify Lynch’s 5 elements; path, edges, districts, nodes and landmarks within a selected city and the second part is to produce an essay with a cognitive mapping of the city.

In Part B of the project, a cognitive mapping of selected significant urban spaces in the city of KL has to be created to understand one’s perception and spatial behaviour in cities today. In this case study, Brickfield, Kuala Lumpur is chosen. Using the cognitive map, a critical understanding of emerging contemporary urbanism in Brickfield has to be presented in relations to Kevin Lynch notions of Imageability and how it influences people’s perception of the city.

In this project, an in-depth and analytical research study on the designated topic is required to conduct and present. The main task is to explore the image of a city based on Kevin Lynch’s most famous work, The Image of the City (1960). The project consisted of 2 parts; the first is to identify Lynch’s 5 elements; path, edges, districts, nodes and landmarks within a selected city and the second part is to produce an essay with a cognitive mapping of the city.

In Part B of the project, a cognitive mapping of selected significant urban spaces in the city of KL has to be created to understand one’s perception and spatial behaviour in cities today. In this case study, Brickfield, Kuala Lumpur is chosen. Using the cognitive map, a critical understanding of emerging contemporary urbanism in Brickfield has to be presented in relations to Kevin Lynch notions of Imageability and how it influences people’s perception of the city.

2. SITE INTRODUCTION Brickfields, one of the pioneer settlement in Kuala Lumpur that has gone through various historical events and changes in the past still remains as one of the vibrant and rich cultural city of the capital today. It is a confined, self-sustainable town enclosed by both water resource and train railway since last century, exhibiting a distinct character or rather separating itself from other cities. Brickfield gotten its name from the history where it used to be the main brick industry, klins and clay pits set up by Kapitan Yap Ah Loy for rebuilding Kuala Lumpur. Now, Brickfield consists of a large district of business and administrative buildings regardless traditional or modern, in aiding the growth of Kuala Lumpur.

Some people only recognise some of the icons that represents Brickfield such as Jalan Tun Sambathan, KL Sentral and NU Sentral. However, in order to analyse more in-depth, investigated zones have been divided and more detailed observation and findings are expected. I have given the area Zone C which located at the South-East of the city next to the Klang River.

N

Figure 1: Map of Brickfield with zoning. Retrived from Google Maps.

3. COGNITIVE MAPPING MAPPING PARTICIPANT:

NAME: Lee Jo Yee

AGE: 21 (2016)

BACKGROUND: Born and raised in Georgetown, Penang Island, Malaysia. Moved to Subang Jaya, Kuala Lumpur 4 years ago (2012) and currently a student in Taylor’s University Lakeside Campus majoring in Bachelor in Architecture.

KNOWLEDGE TO THE SITE: First time. Only been to the building, KL Sentral for public transportation transition.

Cognitive maps are mental representations of physical locations. (Sommer, 2001) It is a mental map constructed upon humans or animals’ mind when identifying an environment. The map can be differ from the actual physical characteristics of the place, or evolve and transform depending on the familiarity of the place. It differs from one person to another, relying on his/her backgrounds and upbringings. However, it should be able to identify the important and less important attributes that contribute to the identity and structure of the place which is the term “Imageability” as proposed by Kevin Lynch. (LYNCH, 1960)

The 4 colours in the mapping represents the following elements:

BLACK: Architecture (stairs, benches, buildings, signboards, covered walkway, etc.)

RED: Human Facets (identity, social behaviours, activities, gesture, body language, etc.)

BLUE: Spatial and Temporal dynamics (school buses, traffic, people’s path, barrier, etc.)

GREEN: Microstructures (textures, materials, trees)

Figure 2: Cognitive Mapping of Area C upon memory of the first field trip on 16th April 2016, Saturday 10am to 12pm

4. ANALYSIS

PATH

Getting off from KL Sentral and heading to Zone C via walking takes some time as the distance is differenced by four rows of shop houses. The road defining the edge of zone C and also the main circulation itself is named Jalan Sultan Abdul Samad, stretches along the zone from the start to the end marking its significance in the mind of an observer.

Firstly, its concentration of special use has posed a singular quality of a sacred and calming atmosphere. Along the road, the abundant existence of churches, temples, and mosques are not just symbolised by architecture only, but the melody of the singing choir to the reciting of al-Quran every day. Schools and campuses which located on the right hand side of the road, some at the inner branches of the road nearer to the Klang River, complement each other to cultivate such ambience. One would remember this image of the path vividly as the identity of the users of the street is unique. For instance, during the school dismissal, big crowds of students with white, blue, green uniforms flood the road while striking yellow school buses juxtapose in the sea of traffic.

BRICKFIELD

KL SENTRAL

AREA C BOUNDARY

Figure 3: Boundary of Area C Figure 4: Paths identified in Area C

Figure 4: Series of images that can be found in area C

Figure 5: Road Signs Figure 6: Covered Walkways

Figure 7: Specialised car park lots for school buses Figure 8: Tactile paving for the blinds.

Secondly, the identity of the path is strengthen by the continuity of street elements along the path. For example, the covered walkways that is prominent at most part of the road where the school are situated to protect the students from the sun and rain. Traffic symbols and signboards like slowing down, zebra crossing, bumps, and pedestrian traffic lights are found bountiful along the road as well, from school SJK(C) St. Teresa Brickfield to school SK Seksyen 2 Bandar Kinrara. Car parks which are larger and longer are specially designed for school bus can be seen repetitively in front of the schools. Besides that, the city council also provide tactile paving along the pedestrian path for the ease of the blinds, forming a long yellow line

Parallel to Jalan Tun Sambathan, the sense of motion is of clear directional in Jalan Sultan abadul Samad which is heading North-East to the community green field (Padang Belia). Although there are three small cross junction along the road but they are insignificant to abrupt the linear circulation and incomparable to the cross junction at Jalan Tun Sambathan 4.

Figure 9: Edges identified in the area

Figure 10: View on Jalan Sultan Abdul Samad. Figure 11: View looking to the other side of Klang River

EDGE

According to Figure 9, there are mainly two edges defining the district whereby one half is by Jalan Sultan Abdul Samad and the other half is enclosed by the Klang River. The Jalan has a weaker sense of edge because there is no clear separation in terms of building typology, programme, materials, or planting between the road and the separated zone as seen in Figure 10. In comparison, the roads that are leading to the rivers are mostly dead-ended, making it more identifiable in terms of movement impenetrable but still visually prominent as seen in Figure 11. However, some are completely blocked by high walls or buildings.

Entering the site via Little India entrance, one will quickly notice there is gradual, ambiguous curve along the road, producing a major directional shift into Jalan Sultan Abdul Samad. The curve is sandwiched between Church of Our Lady of Fatima and SMK La Salle, immediately producing a contrast to the adjacent Little India which comprising of mainly commercial activities, colourful facades, and high traffic flow.

LITTLE INDIA

12

10

14

11

13

Figure 12: View at the junction of Little India and Jalan Sultan Abdul Samad.

Figure 13: Elevated Monorail railway Figure 13: Central Vista Figure 14: JK Lim Building

Figure 15: Paranorma view at the cross junction

There are two edges that mark the upper end of the district, which are the elevated monorail railway and the cross junction at Jalan Tun Sambathan 4. Lynch has explained the elevated edges form no barrier at the ground but visually impact the users in a sense. In this case study, the elevated railway coming out from KL Sentral, has cut across Jalan Sultan Abdul Samad is laterally visible for some distance which makes it a powerful visual impression (LYNCH, 1960). It gives out a message to the observer that the cross junction is ahead. The cross junction, as an edge is further strenghten with two high landmarks situated at the corner : the Sentral Vista and JK Lim Building. The greater in the road width and denser traffic flow make it harder for the pedestrians to cross over, leaving an impression of an edge of the district.

Figure 16: The Tamil Methodist Church Figure 17: Vie of Tamil Methodist Church from behind

Figure 18: The Evangelical Lutheran Church

LANDMARKS

According to Lynch’s theory, a landmark is a point of reference usually justify by its simply defined physical characteristic: building, store, sign or mountain and can be categorized into two: Distant and Local landmarks. One will not find any distant landmark in this district because most of the buildings are humble in scale and of harmonious forms. Distant landmark is defined as point of reference that typically seen from many angles and distances, over the top of smaller elements, and used as radial reference. (LYNCH, 1960) Hence, the image of this zone is weaken and only able to be memorised as a collective of religious and academic buildings.

However, places of worship might be interesting attractions, especially for tourists who wish to explore the cultures and traditions a city has to offer. These local landmarks are marked by one with least experience with the site.

One of them is the Tamil Methodist Church which situated in the midpoint of the road. Its odd triangular building shape that has drawn much attention from the pedestrians and its low building height juxtaposes with the skyscrapers behind, forming an unusual scenario with spatial prominence. Its silhouette has posed the key physical characteristic of a landmark: singularity as compare to the boxy constructions in the context. Furthermore, it is a historical significant site established in 1896 and performing service in Nepali, Indonesian, Tegulu, English as well as Tamil since 1960s when the building was built. (David, 2012) However, it is not a distinct landmark as it is shadowed by its neighbouring architecture and making it less symbolic from far show in Figure 17.

Across the road further down is another church called the Evangelical Lutheran Church. Its significance is not as strong as the former but it is important to form a sequential series of landmarks, in which one detail calls up anticipation of the next and trigger specific moves of the observer. Moreover, it has the similar architecture language and historical background as the former church, making the relationship bolder.

Figure 19: Monkeys are caged outside the Indian temple

Figure 20: Mural painted fence of SMK La Salle before and after comparision.

“The activity associated with an element may also make it a landmark.” Stated by Lynch in page 81. Such statement can be justified using another small landmark identified at the pedestrian walkway along the road - a modest Indian temple with height no higher than 5 metres kept two monkeys outside in a cage. Deep impression is left behind not knowing the purpose behind it and the strength as a landmark has gained from the feeling of curiosity and worried.

The mural painted fence of the school SMK La Salle is identified as a landmark in this district, taking its strategic location, at the entrance/exit of area C and also the junction involving path making decision. The walls are not of unusual shape but are painted with colourful icons that represents the stories of Brickfield. When people take a break at the junction, most will stop and take time to look at the arts. Such landmark has to closely associate with the paths in order to form a stronger identity. For instance, the observer immediately recalls the landmark when it is described as the exit of Jalan Sultan Abdul Samad with mural walls.

Figure 21: Signs found outside of the Lutheran Building

NODES

In the analysis nodes are rarely found in zone C, and if they do, they exist as thematic concentration for certain period of time and it is inside a confined compound. The buildings found in this district are mostly semi-public or public itself, with large open or green area that are able to cater for any social gatherings or events.

Secondly, the lack of nodes might be caused by the prohibition of the hawker stalls by the city council as seen in Figure 21 which are found in front of the Lutheran Building, next to the Evangelical Lutheran Church. Public spaces in Asian context typically come in the form of streets such as five-foots ways, “lorong” (back lanes), shaded areas and etc. due to the climatic conditions and greens. It consists of multi-layered entities instead of clearly zoned areas of use or types. (Limin, 2001) Hence, forbidding the usual local culture or social activities is the same as ripping off the essence of the place.

The next reason can be the nature of the district. Zone C is located at the outer structure of the city and most of the commercials, restaurants, hawker stalls, and recreational spaces are just four rows of shop houses away from it. Within the walking distance, one joins the nodes that are found in the inner hub of the city: Jalan Tun Sambathan.

Figure 22: Sub-districts divided in area C

DISTRICTS

Area C has been a distinctive district compare to other parts of the city. The elements and the building typologies along Jalan Sultan Abdul Samad are not arranged in an orderly manner as seen in the Figure 22 above but overlapping, interlocking, or in interval placement. One entering the district might be able to collect a generalised characteristics of the place but hard to exact pinpoint the locations.

However, by analysing the sub-districts in our zone C boundary: the buildings on the lower right, educational buildings are mostly located at the origin point and destination of Jalan Sultan Abdul Samad, marking themselves as a symbol of entrance/exit of area C. They act as buffer zones for the residential and religious buildings in the middle. The religious districts in the middle acts as the heart of the district consists of the Methodist cathedrals, Buddhist temples serves the neighbouring residents. One can sense the hierarchy of the sub-districts as meandering through the road.

JALAN SULTAN ABDUL SAMAD

EVANGELICAL LUTHERAN CHURCH

5. CONCLUSION

In a nutshell, area C is best recognised by its main path, the collective religious and educational sub-districts, some of its distinct local landmarks and its edge which is the Klang River. Distant landmarks and outdoor nodes are encouraged in further enhancing the city as the two features will add layers of interest to the zone and much more recognisable in the individual mental image.

Lynch mentioned that an environmental image has three components: identity (the recognition of urban elements as separate entities), structure (the relation of urban elements to other objects and to the observer) and meaning (its practical and emotional value to the observer). Urban elements, in this context means the five elements of the city: Paths, Edges, Districts, Nodes and Landmarks. It is crucial to understand that these elements are not hermetically designed into precise and final detail but perform an open-ended order. The city builders or observer should be able to actively form their own stories or individual image and create new stories. In this case study, zone C of Brickfield is full of potential in transforming from an area of rich cultural heritage to a more hybrid and vibrant part of the city.

Mapping, learning and finally shaping the environment are the three movements that ought to be sought in improving a city. The city should be flexible and to give rooms to these changes as proposed by Lynch. We, as an urban inhabitant and also a designer should acquire a clear mental map of our urban environment and then learn how to navigate in this environment by times. To create a sustainable and ever-lasting environmental image, together we need to operate and act upon our environment.

6. BIBLIOGRAPHY

1. Charles Jencks, George Baird. (1970). Semiology and Architecture. In C. Jencks, Meaning in

Architecture (p. 288). British: Barrie & Jenkins.

2. David. (2012). Brickfields Heritage Walk: A Self-Guided Walking Tour. Retrieved from Malaysia Traveller Web Site: http://www.malaysia-traveller.com/brickfields-heritage-walk.html

3. Limin, H. (2001). URBAN DESIGN International. Mapping the Streets: Reading Asian Cities, 65-75.

4. LIN, Y. Z. (2015). AN ILLUSTRATED ESSAY WITH A COGNITIVE MAPPING OF CENTRAL MARKET. KUALA LUMPUR.

5. LYNCH, K. (1960). THE IMAGE OF THE CITY. London, England: THE JOINT CENTER FOR URBAN STUDIES.

6. Sommer, B. (2001). Mapping: Cognitive Maps. Retrieved from University Of California Web Site: http://psc.dss.ucdavis.edu/sommerb/sommerdemo/mapping/cogmap.htm