Hello! My name is Xinran Zhang, and I come from China.

I completed my undergraduate studies in Interior Design at Macao University of Science and Technology in 2024, and I am currently pursuing a master's degree in Architecture and Adaptive Reuse. Although architecture is a relatively new field for me, I am eager to learn and committed to doing my best to improve and grow in this area. I have a deep passion for historical and ancient buildings from different cultures and enjoy exploring their unique architectural details and stories. In addition to architecture, I also love working with my hands and enjoy crafting, as it allows me to express creativity in a tangible way.

I am excited to be here, connecting with like-minded individuals, and I look forward to learning, exchanging ideas, and expanding my knowledge in architecture with all of you.

On February 5th, we conducted a site visit to assess the current state of the Waterhouse Chapel. This visit allowed us to gain a comprehensive understanding of the chapel’s condition, architectural details, and any necessary restorations. Through close collaboration with our partners, we gathered valuable insights into both the historical significance and structural requirements of the site. Engaging with the local team provided us with firsthand perspectives on existing challenges and potential areas for enhancement. These findings will play a crucial role in shaping our next steps, and we look forward to implementing strategic improvements to ensure the successful advancement of the project.

DAY 5

On Day 5, students transitioned into the model-making phase, building upon their previous research and site observations from the first four days. This stage aimed to translate abstract design ideas into physical form, allowing students to gain a deeper understanding of spatial construction through hands-on making. Based on the available drawings and site information, students reviewed and analysed the material before starting to cut and assemble components. A 1:100 printed site plan was used as the base for constructing the site model, while the church model was created using foam boards and wooden sticks to represent its massing and structural characteristics.

Meanwhile, another group of students focused on digital modelling. They developed three-dimensional models based on their designs, making multiple refinements to proportions and details, and generated files suitable for 3D printing. This process not only improved their digital skills but also enabled them to produce more accurate and presentable outputs for later stages of the project.

Throughout the day, students worked in multiple teams, coordinating with one another to advance the project. Despite limited materials and time constraints, they communicated effectively, divided tasks efficiently, and supported each other—demonstrating strong teamwork and adaptability. The day’s activities not only gave students a more tangible grasp of the site and building, but also enhanced their skills in physical and digital modelling, spatial reasoning, and collaborative working.

DAY 8

In the morning of the second Wednesday, students engaged in a reflective session based on the site visit conducted the previous day. To capture the collective impression of the site, each student was asked to contribute a single word or phrase summarising their feelings and observations. These responses were compiled into a visually striking word cloud, which served as both a conceptual foundation and a creative prompt for the upcoming design work.

In the afternoon, we reviewed and finalised the overall layout for the group portfolio, ensuring a consistent and professional presentation style. Responsibilities were clearly assigned to each member to ensure smooth progress in the final stages. Following this, the undergraduate students began developing their initial design ideas based on their interpretations of the site context and user needs.

To explore different possibilities for the church’s future use, students were divided into three groups, each focusing on a specific function. Within these groups, students worked collaboratively to generate design concepts for both the interior and exterior spaces. Sketches, mood boards, and rough models started to take shape, illustrating diverse and creative approaches tailored to the chosen themes.

Each group produced inspiring preliminary outputs that demonstrated a growing confidence in design thinking and spatial understanding. More importantly, the process of collaboration fostered a strong sense of teamwork. As students shared ideas, solved problems together, and built upon one another’s suggestions, not only were their cooperative skills strengthened, but new friendships also naturally formed.

With a shared sense of direction and increasing momentum, the team entered the final stage of the project with high morale and a clear vision.