ARCSOC is the
University of Cambridge
Architecture Society

Year 3      Year 2      Year 1      MAUD

Year 1


Costandis Kisiz (Studio Master)
Francis Fawcett
Raphael Lee
Jim Ross 

Fern Acheson
Miriam Agiru
Mila Allemann
Juliet Babinsky
Hannah Back
Meera Bahree
Imani Bailey
Caspar Bhalerao
Dionne Bimpong
George Birch
Alexandria Bramley
Sebastian Carandini
Mauricio Chamorro Osejo
Qi Chen
Jay Chew
Victoria Chong
Honor Clinton
Siena Cornish
Theo Fitzpatrick
Veronika Gabets
Sylwia Gajek
Haytham Hamodi
James Harrison
Mary Holmes
Andrew Hynes
Abdullah Khan
Jan Kozlik
Joshua Langfield
Yuxin Li
Rianna Man
Precious Ndukuba
Sarah Portsmouth
Samuel Ricaud
Lalia Saidy Khan
Ioana Sandu
Pantea Sarparast
Daisy Shelton
Takuro Shirasaki
Felix Slark
Céleste Spratt
Hannah Emilia Stott
Sayma Sultana
Hoi Ling Tang
Will Syder-Mills
Sang Hon Wee
Ted Wynne
Jingzhi Yang
Dorothy Zidkova
Jeffrey Adjei
Doreen Bernarth
Shumi Bose
Matthew Bovingdon-Downe
Alex Butterworth
James Campbell
Barbara Campbell-Lange
Max Cooper-Clark
Spencer de Grey
Janet Hall
David Isern
Platon Issaias
Henry Aldridge
Lily Jencks
Marilia Kastrouni
Maddie Kessler
Hamed Khosravi
Katerina Kourkoula
Sofia Krimizi
Kyriakos Kyriakou
Christiano Lamarque
Nuria Lombadero
Louis Lupien
Tyen Masten
Victoria McReynolds
Johanna Muszbek
Bodo Neuss
John NG
Hik Nissanke
Monia De Marchi
Francesca Del Aglio
Ursula Demitriou
Ivi Diamandopoulou
Pol Esteve
Alvaro Fidalgo Martin
Jocelyn Froimovich
Marcos Garcia Rojo
Yelda Gin
Max Nunez
Arantza Ozaeta
Helena Paca
Freddie Phillipson
Armando Rigau
Alex Rhys Wakefield
Dan Rhys Wakefield
Ingrid Schröder
Sofia Singler
Marwa Shykhon
Mary Ann Steane
Teresa Stoppani
Nico Stutzin
Erika Suzuki
Christian Swallow
Philippos Toscas
Sevgi Turkan
Simon Whither
Marwa Shykhon
Stefan Wolf

The ARCSOC team, who organised student-run workshops on drawing and image-making skills.

Special Thanks
Steve Matthews (University of Cambridge)
Hiral Patel (University of Cambridge)
Steven Duke (Director, Carter)
Robert Gurnham (Carter)

Nick Arese, for organising the Venice trip, which was sadly
cancelled due to COVID-19.

Aldo Aymonino
Enrico Fontanari
Deborah Howard
Teresa Stoppani

Ingrid Schröder and James Campbell, for their standing
support throughout the year.

Students in first year responded to five separate design briefs, which aimed in training them to describe, analyse, alter, make and propose architecture. The ultimate goal was to arrive to a point where students would raise arguments through design, while being trained and prepared to undertake the challenges of the design agendas of second year.

Michaelmas Term: A Hundred Years of Houses

1. Draw and Make

The students studied a collection of fifty houses of the last 100 years (five per decade), chosen from various locations across the globe and celebrating the variety in architectural expression after modernity. In parallel to the analysis of the case study houses, students developedimportant and useful skill by working with drawings and models (using scale, draw in plan, section and elevation using architectural conventions, explore 2D and 3D space in combination, represent spatial relations with diagrams.

2. Split and Combine

Brief 2 built up on the previous brief, on a collaborative exercise in couples. Students were asked to split the house they had been working with and combine it with one of their colleagues. The result was 24 hybrid houses, which merged spatial and tectonic characterstics of both case studies, in an architecture reminiscent yet not mimetic of its origins. By putting together proposals of functional and formally interesting houses, students were trained in dealing with programme and circulation, and in exploring forms through model iterations.

Lent Term: Dark to Light

3. Make and Filter

Material exploration was the theme of Brief 3. Students were asked to make a light-filtering object in the dimensions of a typical brick, out of a cheap or free material that they would find. Materials included socks, cucumbers, gummy bears and human hair and were nothing like conventional building materials. The results were registered through photography and drawing, in a direct scale-less spatial translation of a material experiment.

4. Break and Enter

The object produced in Brief 4 became the toil for the introduction of light into Cambridge’s darkest building; that is the Nuclear Bunker of the city. After visiting the building and familiarising themselves with it and its history, students were asked to “break and enter” into the building by changing part of the concrete structure of the building with new elements, stemming from Brief 3, that would let sunlight in. Students reformed the bunker into either a library or an eatery, having also to reflect on the relationship of their proposal with the physical and historical cold-war context of the former bunker.

Easter Term: Facts and Fiction

5. Living in a Ghost Town

Teaching Easter Term online was an opportunity to work within remote locations that students and tutors would only visit online. Students embarked on an imaginary expedition of ghost towns around the globe; abandoned towns, evacuated for various reasons, ranging from natural disasters to war conflicts. Students were asked to propose a temporary living environment. The contextual analysis of the context was informed by fictional elements (stemming from given literature and cinematography), ending up into an amalgamation of facts and fictions.