NTU Architecture Subject Group

Enchanting Democracy: The Cirque du Parlement

The proposed architectural project is a travelling parliament building that is designed to be demountable and moveable, featuring Chuck Hoberman's iconic Iris dome as the roof. The iris dome is a dynamic and adaptable structure that allows for a unique, transformative experience within the space it encompasses. The portability of the parliament building aims to address the need for mobility and flexibility in the modern political landscape, allowing it to be easily relocated and adjusted to the needs of its occupants.

The building's mobility and flexibility make it an ideal solution for a parliament building that needs to travel and operate in different locations. The modular design allows for the easy addition or removal of elements, enabling customization to meet specific needs. The Iris Dome roof provides a distinctive architectural feature that creates a sense of openness and freedom, enhancing the parliament's democratic function.

Jagdeep Jutley
Student name
Jagdeep Jutley
MArch Architecture

MArch Architecture

The Master of Architecture (MArch) embraces the challenge of 21st Century architectural practice and focuses on educating architects with a global outlook through projects set in local, national, and international contexts.

Through “vertical studios” in each year of study, steered by leading practitioners and academics, we put current architectural thinking at the heart of the course. We locate architectural design centrally as an academic discipline through rigorous cross-disciplinary design research and complex methodological application. The course recognises the essential cross-cutting and cross-disciplinary nature of architecture, bringing together diverse disciplines aiming to create collaborative/group work as a means of developing design creativity within the realistic teamwork environment of practice. All projects will be developed considering sustainability, environmental, socio-economic and cultural aspects, rather than being studied and applied as discrete areas of teaching and learning.

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