why space?
Space demands responsibility.
Unlike abstract outputs, space requires decisions to be made visibly. It must be inhabited, negotiated, and lived with over time. Every spatial decision produces consequence: who is included, what is permitted, and how behaviour is shaped.
For this reason, spatial design is used at TRESDA not as an aesthetic pursuit, but as a disciplinary instrument. Space resists vagueness. It forces interpretation to become decision, and intention to become form.
THE LIVING ROOM
The living room is neither fully private nor fully public.
It is a space of encounter rather than performance, one that must accommodate difference, routine, and presence without spectacle. As a spatial typology, the living room resists abstraction. Its familiarity removes novelty as a defence, making interpretation and decision-making visible. It cannot be resolved through style alone, but requires an understanding of who the space is for and how it is meant to be inhabited.
For this reason, the living room is used as a pedagogical device at TRESDA. In 001 and 002, a single living room floor plan is used as a fixed spatial condition. In 001, it is used to locate the self, translating personal position into spatial decisions. In 002, the same plan is reinterpreted for another, introducing difference and constraint.
In 003, the living room becomes a point of departure rather than a constraint. Spatial work is developed, tested, and presented publicly, situating outcomes within a cultural and institutional frame.
CONSISTENCY AND COMPARISON
At TRESDA, a single living room floor plan is used as a consistent spatial condition.
By working within the same typology, attention is shifted away from taste and novelty. What becomes visible instead is how different positions respond to the same constraints. Decisions can be compared, read, and held accountable without collapsing into trend.
The living room functions as a pedagogical device not because it is familiar, but because it refuses abstraction.
SPACE AS A PEDAGOGICAL INSTRUMENT
At TRESDA, space is not treated as a subject to be mastered, but as a condition through which the framework becomes legible.
Spatial work exposes assumptions. It makes values, habits, and biases visible by requiring them to take form. What works, what fails, and for whom cannot be concealed behind language alone.
This is why space is used to practice responsibility rather than describe it.
Space does not permit neutrality.
It reveals how identity is translated into form, how others are considered, and how responsibility is carried forward. At TRESDA, space is not the end of the work. It is the means by which the work becomes accountable.
Living room floor plan used as a consistent spatial condition in 001 and 002.
