Cognitive Mapping of Brickfield, Kuala Lumpur (student background, foreign state)

1. 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

2. 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.

3. 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.

4. 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)

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

6. 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

7. 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.

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. 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