AA SED_Selected Projects 2014

Dissertation Projects

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Architectural Association_School of Architecture Graduate School Master of Architecture in Sustainable Environmental Design

http://sed.aaschool.ac.uk

Architectural Association / Graduate School MArch Sustainable Environmental Design

MArch SED dissertation projects Sustainable environmental design engages with real-life problems affecting buildings and cities throughout the world.

Providing alternatives to the global architecture and brute force engineering that are still the norm in most countries requires new knowledge on what makes a good environment for inhabitants and how architecture can contribute to this.

Over the past five years the AA School’s Masters Programme in Sustainable Environmental Design (MArch and MSc SED) has pursued a research agenda on “Refurbishing the City”, initiating projects in some 70 cities across 40 countries and encompassing a wide range of building types and climates with proposals for both new and existing buildings and urban spaces.

The 16-month MArch is structured in two consecutive phases.

Phase I is organised around studio projects that combine the programme’s MArch and MSc students (see books on Term 1 Urban Case Studies and Term 2 Design Projects).

Studio projects are supported by weekly lectures, software workshops and tutorials. The research methods introduced by the taught programme combine on-site observations and measurements with advanced computational simulation of environmental processes. Phase II is devoted to Dissertation Projects focusing on areas of design research that address the programme’s areas of concern as well as students own backgrounds, professional interests and special skills. Key objectives of all projects are to improve outdoor environmental conditions in cities, achieve independence from non-renewable energy sources in buildings and promote the development of an environmentally-sustainable architecture. The excerpts included in this compilation are from a selection of recent MArch Dissertations illustrating the climatic, typological and thematic diversity of projects undertaken for the Master of Architecture in Sustainable Environmental Design.

Simos Yannas, Director MSc & MArch Sustainable Environmental Design

extending spaces and fading borders:

redefining urban living in central Athens

crisis architecture

colonizing existing concrete structures

Primary School Design in Xiamen February 2014 Yiping Zhu

February 2014 Mileni Pamfili

February 2014

respite architecture

reshaping cities after natural disasters

rethinking tradition

an intervention to sustain fishermen’s livelihood February 2014 Harshini Sampathkumar

Juan Montoliu HernĂĄndez

passive housing in the desert February 2014 Amedeo Scofone

February 2014 Kartikeya Rajput

Architectural Association / Graduate School MArch Sustainable Environmental Design

MArch SED dissertation projects

table of contents

Architectural Association / Graduate School MArch Sustainable Environmental Design

MArch SED dissertation projects

Extending Spaces and Fading Borders: Primary School Design in Xiamen China

February 2014 Yiping Zhu

AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

2.1 PEDAGOGIC PERSPECTIVES Pedagogic Trends

Architectural Response

Fig2.1-1 Smaller working groups

GROUP WORK GARDENING PLAY SOCIAL

Fig2.1-2 Flexible space for different group sizes while maintaining the overall sense of community (source: Hertzberger 2009)

COLLABORATIVE TEACHING

INDIVIDUAL PROJECTSINGING WORK DRAWING DANCING SPORTS & FITNESS

IT

Class room Shared area Group work area

Fig2.1-3 More diversified activities

Fig2.1-4 Group area and shared multi-activity area as the extension of traditional class rooms (after DfES 2006a)

-Group Work Based Active Learning Process

The pedagogic trend towards more and smaller groups calls for the space to be articulated, but not fragmented. This means using different architectural resources to create a sense of boundaries and separations from others while retaining the overall sense of community (Fig2.1-1). Not only must the space continue to allow for large groups (like old-style classes) to congregate, but the building must remain a unified special entity, as a place where people are aware of each other’s activities and feel invited to take part in open in open exchanges with them (Fig2.1-2) (Hertzberger 2009).

-More Diversified Activities

The classroom or class base which is opening to shared teaching area, still plays a central role. However, many activities other than formal lectures can be carried out outside of the class base (Fig.2.1-3). This pivotal learning space is complemented by shared social areas, group rooms and Special Education Needs (SEN) rooms that act as additional spaces accommodating a range of activity types (fig2.1-4).

Links between these spaces via folding partitions are encouraged, as well as a connection to external spaces and their use for learning (CABE 2010).

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EXTENDING SPACES AND FADING BORDERS

Pedagogic Trends

Architectural Response

Fig2.1-5 Experience outdoor learning

Fig2.1-6 The transitional space adjacent to the classrooms that attenuates outdoor environment and protects students.

Fig2.1-7 IT devices becoming smarter

Fig2.1-8 Different levels of ICT resources and enhanced personal freedom in learning

-Value of Outdoor Learning

There is much learning, common to a variety of curricular areas that can be promoted strongly and naturally outside where students can experience the outdoor environment (Fig2.1-5). By enhancing the opportunities for learning in the grounds, the range of work is enriched and the potential for direct practical application much increased. This trend highlights the use of the transitional space adjacent to the classrooms; it offers the exciting outdoor atmosphere and at the same time protects students from rains and excessive solar radiations (Fig2.1-6)

-Future Trends

Developments in ICT have had, and will continue to have, a profound effect on teaching and learning. Computers are now an essential tool for learning. The number of computers in schools will continue to increase and, in the future, it is likely that all pupils will have their own (wireless)hardware (Fig2.1-7). Certain hardware equipment should be provided in central library/ICT resource areas and local resource areas (Dfes School for the Future 2004). These spaces are critical to the success of independent working which should be used flexibly, overlapping with other uses (Fig2.1-8).

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EXTENDING SPACES AND FADING BORDERS

0-2.7m/s

fan off/ windows open Tin: 30.6 oC To: 31.3 oC RH: 63%

uncomfortable 12

52 pupils fine Q: How are you feeling?

More air movement 18 0-1.3m/s fine Q: More air movement?

Fig4.3.3-1 Overlay of air movement distribution and students’ thermal sensations 1

fan low: 1.5m/s air velocity under the fan all the openings open uncomfortable Tin: 30.6 oC 7 o To: 31.3 C RH: 63% 52 pupils

fine Q: How are you feeling?

More air movement 8

fine Q: More air movement?

Fig4.3.3-2 Overlay of air movement distribution and students’ thermal sensations 2

fan high: 2.2m/s air velocity under the fan all the openings open uncomfortable Tin: 30.6 oC 1 To: 31.3 oC RH: 63% 52 pupils

fine Q: How are you feeling?

More air movement 2 Less air movement 14 fine Q: More air movement?

Fig4.3.3-2 Overlay of air movement distribution and students’ thermal sensations 3 29

EXTENDING SPACES AND FADING BORDERS

PREFACE

6.0 ANALYTIC WORK AND PRE-DESIGN STUDIES

35 students

4.0 6.0 8.0

Fig6.0-1 Classroom shoe box

Occupancy Heat Gain W/m 2 60.00 50.00 40.00 30.00 20.00 10.00 0.00

1

2

3

4

5

6

7

Classroom Flexible/public space

8

9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Class Outdoor sports Lunch break

Fig6.0-2 Occupancy pattern and gains

A simplified classroom shoe box is established first based on the previous studies regarding class room dimensions (Fig6.0-1). This shoe box will be used in the following thermal simulations.

The occupancy patterns and consequent heat gains are illustrated in Fig6.0-2. This is based on the current school schedule in Xiamen. The extended use of the building after school is not considered at this stage.

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3% daylight factor is enough in most cases EXTENDING SPACES AND FADING BORDERS

8m

6.5m

%DF

2m

10.0+ 9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0

16.0 Case1: 30% W/F ratio Single glazing

12.0 8.0

Reflectivity: Internal finishing 0.5 External finishing 0.5

4.0 0.0

Fig6.2.3-4 Daylight factor base case (Source: Radiance)

8m

6.5m

%DF

2m

10.0+ 9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0

16.0 Case 2: Polycarbonate panels Light transmittance: 65% 90% Reflectivity: Internal finishing 0.5 External finishing 0.5

12.0 8.0 4.0 0.0

Fig6.2.3-5 Daylight factor with PC panel (Source: Radiance)

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EXTENDING SPACES AND FADING BORDERS

7.3 THE PROGRAMME BRIEF

The program brief is derived from the previous research and Code for Design of Schools 2011 published by Ministry of Housing and Urban-rural Development of P. R. China.

The public resources and facilities are dispersed and located near the group work areas for better accessibility and to promote active personal investigations (Fig7.3-1). These activities, typically with much more personal freedom and varied metabolic rates, are organized in the transitional spaces between and to the south of the closed classroom boxes (Fig7.3-2 and Fig7.3-3). These transitional spaces are characterized with diversified microclimates so that students can choose where to stay to a certain degree. They are air permeable and do not block the south summer wind completely. The classrooms mainly get high quality daylight from north with some supply from the south patios.

Group works and discussions can be well extended to the adjacent transitional spaces.

OTHER RESOURCES

COMPUTER LAB

LIBRARY

MUSIC

ART GROUP WORK

CLASS ROOMS

CLASS ROOMS SOCIAL

CLASS ROOMS

SOCIAL

Fig7.3-1 Functional arrangement

Site area: 10384 m2 Floor area: 4000 m2 Students: 630 (person) Staff: 30 (person)

Classroom: 936 m2

-18 class rooms (35 students): 52 m2

Specialized classroom: 300 m2 -Art: 90 m2 -Music and dance: 120 m2 -Science lab: 90 m2

Fig7.3-2 Typical section 1 (for classrooms in the north and flexible activities in the south transitional spaces)

Common space: 960 m2

-Group area: 432 m2 *18 small (16 m2) + 3 large (48 m2) -Library: 100 m2 -Entrance: 100 m2 -Computer area: 50 m2 -Social, play and discussion area: 280 m2

Staff area: 150 m2

-Open area: 90 m2 -Small offices: 3*20 72 m2

Outdoor sports:

-Playground: 2800 m2 -Shaded play ground: 1000 m2

Fig7.3-3 Typical section 2 (for specialized classrooms and north breakout spaces)

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EXTENDING SPACES AND FADING BORDERS

7.3 THE PROGRAMME BRIEF

The program brief is derived from the previous research and Code for Design of Schools 2011 published by Ministry of Housing and Urban-rural Development of P. R. China.

The public resources and facilities are dispersed and located near the group work areas for better accessibility and to promote active personal investigations (Fig7.3-1). These activities, typically with much more personal freedom and varied metabolic rates, are organized in the transitional spaces between and to the south of the closed classroom boxes (Fig7.3-2 and Fig7.3-3). These transitional spaces are characterized with diversified microclimates so that students can choose where to stay to a certain degree. They are air permeable and do not block the south summer wind completely. The classrooms mainly get high quality daylight from north with some supply from the south patios.

Group works and discussions can be well extended to the adjacent transitional spaces.

OTHER RESOURCES

COMPUTER LAB

LIBRARY

MUSIC

ART GROUP WORK

CLASS ROOMS

CLASS ROOMS SOCIAL

CLASS ROOMS

SOCIAL

Fig7.3-1 Functional arrangement

Site area: 10384 m2 Floor area: 4000 m2 Students: 630 (person) Staff: 30 (person)

Classroom: 936 m2

-18 class rooms (35 students): 52 m2

Specialized classroom: 300 m2 -Art: 90 m2 -Music and dance: 120 m2 -Science lab: 90 m2

Fig7.3-2 Typical section 1 (for classrooms in the north and flexible activities in the south transitional spaces)

Common space: 960 m2

-Group area: 432 m2 *18 small (16 m2) + 3 large (48 m2) -Library: 100 m2 -Entrance: 100 m2 -Computer area: 50 m2 -Social, play and discussion area: 280 m2

Staff area: 150 m2

-Open area: 90 m2 -Small offices: 3*20 72 m2

Outdoor sports:

-Playground: 2800 m2 -Shaded play ground: 1000 m2

Fig7.3-3 Typical section 2 (for specialized classrooms and north breakout spaces)

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AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

7.4 DESIGN DEVELOPMENT 7.4.1 BUILDING LAYOUT

Building Sun light Summer wind

Fig7.4.1-1 Building layout step 1

According to Code for Design of Schools 2011, all primary schools should have a standard playground of 2800 m2 with 400m long tracks, which takes 1/3 of the total site area. Local primary buildings are usually 4 floors high to create more outdoor learning and green areas. In this project, the building is arranged to the north of the playground so that it doesn’t block sunlight in cool period (Fig7.4.1-1). And in warm period, prevailing south wind can accelerate when passing the open area before reaching the building(Vallejo, Scofone, Zhu, Gong 2012).

Classroom Art and science space Service

Fig7.4.1-2 Building layout step 2

Based on the previous studies, class rooms are 2 and 2 coupled together with voids left in the middle for social and discussion use (Fig7.4.1-2). The specialized classrooms with more active activities are located to the south of the north breakout spaces so that they do not completely block south wind to the north classrooms when they need to be closed for noise issues. The services are at the east and west end to protect the building from hostile east wind and excessive solar radiations. The polycarbonate panels will also be stored at the part when not used.

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EXTENDING SPACES AND FADING BORDERS

Fig7.4.2-5 Geometry Configuration with flat surfaces (Source: Rhinoceros 5)

Form and Performance: Pedagogic Perspective Figure7.4.2-5 shows a typical configuration of the form picked with flat surfaces. The performance of the form in pedagogic perspective is analyzed using diagrams shown by Fig7.4.2-6. (a)

Figure7.4.2-6 (a) illustrates how the combination of the curved surface and flat surface help to define different activities and group areas. A sense of boundary and protection is created for each group without fragmenting spaces with walls.

(b)

Figure7.4.2-6 (b) shows how the space remains its unity and overall sense of one community. Different working areas are all connected, welcoming communications and exchanges in a fluid public space.

(c)

Different Activities/Group Sizes Fig7.4.2-6 Configuration analysis

The form also allow the user to redefine the boundaries, as explained byDifferent Fig7.4.2-6 (c). Activities can Activities/Group Sizesbe well extended, and small groups can merge into a large group. Flexibility of space is created.

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AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

Form and Performance: Environmental Perspective SE SUN

S SUN

SW SUN

Fig7.4.2-7 Shading analysis (Source: Rhinoceros 5)

Solar Radiation (W) 800 650 500 350 200 50

Fig7.4.2-8 Solar radiation at 10am (April) (Source: Ecotect)

-Shading Studies

Shading study is done mainly by observing the shadows of the geometry when rotated to different orientations (Fig7.4.2-7). When the geometry is built by bamboo mesh, it creates an area under it that receives around half of the global radiation; and assembling the meshes of different orientations can create various solar penetration levels. Fig7.4.2-8 shows the simulation results of solar radiation under one typical geometry configuration at 10 am on a typical April day.

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EXTENDING SPACES AND FADING BORDERS

Solar Radiation radiation on on a horizontal surface underroof roof shading shading (W) Solar a surface 2m 2m under (w)

10:00

500 500 400 400 300 300 200 200 100 100 00

13:00 500 500 400 400 300 300 200 200 100 100 00

16:00 500 500 400 400 300 300 200 200 100 100 00

Classroom location Class rooms location Fig7.4.2-11 Solar radiation under roof shading (Source: Ecotect)

Air velocity reduction % 0% 20% 40% 60% 80%

Fig7.4.2-12 Air velocity reduction (Source: WinAir)

Solar Radiation (w) 800 650 500 350 200 50

100%

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AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

7.4.3 ACTIVITIES ARRANGEMENT daylight more less

Cool period

solar exposure more less

mild and cool period

warm period

wind more less

Noise more less

mild and warm period

mild and warm period

teachers area library Overlay: Daylight Thermal condition lighter cool darker middle warm

Active group work social/play

Fig7.4.3-1 Environmental condition overlays and section study 1 60

computer discussions

EXTENDING SPACES AND FADING BORDERS

daylight more less

entrance Cool period solar exposure more less

mild and cool period

warm period

wind more less

Noise more less

mild and warm period

mild and warm period

art /science

art/science extension

Overlay: Daylight Thermal condition lighter cool darker middle warm

informal reading entrance Active group work

circulation /social

Fig7.4.3-2 Environmental condition overlays and section study 2 61

AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

(a) Section 1

(c) Section 3

(b) Section 2

(d) Section 4

Fig7.4.3-3 Sections with daylighting solutions

According to the overall layout of the building (see chapter 7.4.1), there will be 2 typical sections of the building. One with transitional spaces in south and classroom boxes in the north (Fig7.4.3-1); the other one with specialized open classrooms in south and breakout spaces between classrooms in north (Fig7.4.3-2). Since there will be various functions and facilities in the transitional spaces, arranging them rationally is a critical issue.

Although the environmental conditions will likely to be very complicated due to the geometry and material adopted, the general trend can always be obtained by simple logics. For example, daylight factor is lower in winter than other seasons when the building is protected by PC panels, and the areas near the openings always receives more daylight than the area relatively far from them. Daylight, solar exposure, air movement and noise conditions were analyzed using diagrams and then overlaid to get the basic environmental characteristics of each area.

Then activities were arrange into this overlaid section according to their requirements and priorities. For example, library needs to be quiet and have abundant diffuse light, while computer areas are better located in the area with more soft light and absolutely no direct sunlight. Children are more active when doing small group works and playing with toys so these areas should have more air movement.

The form of these spaces are also considered and shown in Fig7.4.3-1 and Fig7.4.3-2 according to the nature of each activities. Some voids are left for daylighting and vertical visual connections, and this finally lead to 4 typical sections (Fig7.4.3-3). The final layout of the functions and activities is illustrated by Fig7.4.3-4.

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AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

7.5 FINAL DESIGN OUTCOME

Fig7.5-1 Section1 mild period

Fig7.5-2 Indoor view 72

EXTENDING SPACES AND FADING BORDERS

1

1

Fig7.5-3 Section1 cool period

GROUP WORK

GROUP WORK

GROUP WORK

DISSCUSION REST DISSCUSION REST

CLASS ROOM CLASS ROOM RAMP GROUP WORK CLASS ROOM

ASSEMBLY&GYM ASSEMPLY / PLAYGROUND

Function

Daylight

Solar penetration (Dec and Jan)

Solar penetration (Jun and Jul)

Fig7.5-4 Section 1 analysis

TEACHER READING WORK AREA Section 1 (Fig7.5-1) shows the indoor condition when transitional spaces are located to the south of the LibRARY Creative Fineboxes during mild period. Fig7.5-2 zooms into the building and describes the environment classroom WORK ART and atmosphere on the mesh. The winter condition with the seasonal panels is shown in Fig7.5-3. FuncScience tions, solar penetrations and daylight solutions are illustrated in Fig 7.5-4. The south part is used as group EXPERIMENTS GROUP WORK work and discussion areas. It is much less dense with double height spaces to allow more daylight in the RAMP middle of the building VEGETATION PLAY on lower floors.

Function

Daylight

Solar penetration (Dec and Jan)

Solar penetration (Jun and Jul)

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AA MARCH SUSTAINABLE ENVIRONMENTAL DESIGN

A typical mild period scenario is depicted in Fig7.5-9. Students are enjoying the semi-outdoor spaces that blurred the border between indoor and outdoor.

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EXTENDING SPACES AND FADING BORDERS

Fig7.5-9 Perspective view - mild period 77

Architectural Association / Graduate School MArch Sustainable Environmental Design

MArch SED dissertation projects

Redefining Urban Living, in Central Athens February 2014 Mileni Pamfili

Redefining Urban Liiving in Central Athens

70

Fieldwork in Central Athens

71

Pre-design Analytic Work - Potentials and Limitations

77

Pre-design Analytic Work - Potentials and Limitations

79

Redefining Urban Liiving in Central Athens

88

DESIGN - Redefining Urban Living Environments

91

94

95

Redefining Urban Liiving in Central Athens

104

DESIGN - Redefining Urban Living Environments

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Redefining Urban Liiving in Central Athens

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DESIGN - Redefining Urban Living Environments

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112

DESIGN - Redefining Urban Living Environments

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116

117

126

127

Redefining Urban Liiving in Central Athens

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DESIGN - Redefining Urban Living Environments

131

Architectural Association / Graduate School MArch Sustainable Environmental Design

MArch SED dissertation projects

Crisis Architecture: colonizing existing concrete structures

February 2014 Juan Montoliu Hernรกndez

CHAPTER III: Precedents

Precedents were selected depending on their relation with the dissertation topic and the potential findings that could be extracted. In this way, the first two references were chosen in order for the reader to understand how deeply the topic of reusing unfinished buildings is marking the society. The last case, an informally occupied building was studied to gather the positive and negative aspects of this kind of phenomenon.

3.1 ‘SPANISH DREAM’: FROM PHOTOGRAPHY TO REALITY

‘Spanish dream’ is an interesting photography work accomplished by the group of architects Cadelasverdes which has been given several awards and exhibited in different locations throughout the country. The work is a critical reflection about how deeply the burst of the Spanish property bubble has hit the economy, the society and the urban environment.

It consists of a set of fifteen images (see Fig. 3.1) reproducing domestic settings performed by apparently normal families inside unfinished buildings showing the dramatic contrast between what it was supposed to be and what it has end up being.

3.2 PLADUR STUDENT COMPETITION Pladur is a trademark developed by the group Uralita mainly committed to the production of plasterboard panels. The entity proposes an annual student competition for Spanish and Portuguese students of architecture related to the social needs of the moment. In 2012, the twenty-second edition was launched proposing the occupation of a concrete structure in the centre of Madrid.

The site was the remains of the demolition of the Windsor Tower after the fire of 2005 which had been left abandoned until 2012 and consisted of a concrete structure of four floors and a total floor area of 1790m2. The brief comprised temporary residential units, working units and public spaces as Fig. 3.2 depicts.

At the very beginning of the research stage the competition was about to become the focus of this dissertation challenging the apparently successful students proposals.

However, this option was rejected based on the following three points.

Firstly, a new building housing the offices of one of the Spanish biggest chains of shopping malls is currently occupying the site. The structure was entirely demolished at the beginning of the year 2012 and at present a new glazed tower governs the space (see Fig. 3.2) thus making the competition not realistic. It was concluded that the center of the city always attract investment even during crisis periods and that this kind of temporary interventions in such areas seems to be not as profitable as others.

Secondly, the site was not the result of the burst of the accelerated property bubble but just the remains of a previous building destroyed by a massive fire.

Fig. 3.1: ‘Spanish dream’ photography work Source: http://espina-roja.blogspot.co.uk

III 24

Architectural Association School of Architecture

MArch Sustainable Environmental Design 2012-2014

“CRISIS Architecture. Colonizing existing concrete skeletons�

Fig. 3.2: Plaudur student competition (brief and site)

Architectural Association School of Architecture

III 25

CHAPTER V: Pre-design studies

5.1 SITE DESCRIPTION

The site that was selected to develop the design proposal is located in Castellón de La Plana, the capital of the region that became the area of intervention due to the high percentage of buildings that remain unfinished (see 1.8 AREA OF INTERVENTION). The site is a concrete structure located in a new urban development in the southern periphery between the existing city and the surrounding fields.

Figure 5.4 and Fig. 5.1 shows the location of the site and some recent images of the place whereas Fig. 5.2 reproduces a piece of the residential master plan including the location of the structure. Figure 5.10 an 5.11 (see next page) contains some pictures taken from inside the structure which give the reader an idea of how empty and lifeless the surrounding area has resulted.

The construction (that was initiated by a local development company in 2006) was paralyzed in 2007 due to the burst of the property bubble. In 2010, following the crash of the development company the banks took possession of the structure which has remained unused up to present.

Fig. 5.1: Site access. View from Calle Río Llobregat

The original design was intended for 76 dwellings of ten different typologies between 65m2 and 125m2 and a parking area for 160 parking spots (see Fig. 5.5). When the construction froze, only the concrete structure comprising the parking area, the staircases and some masonry walls around them had been completed.

Calle Río Llobregat

At the moment, the site is a bare concrete structure of nine floors and a total floor area of 6670 m2 (without including the parking area) governed by an irregularly distributed grid of columns. Figure 5.3 illustrates the size and area of the floor plan.

Fig. 5.2: Site location and residential master plan V 38

Fig. 5.3: Site floor plan (area and dimensions)

Architectural Association School of Architecture

MArch Sustainable Environmental Design 2012-2014

“CRISIS Architecture. Colonizing existing concrete skeletons�

Fig. 5.4: Site panoramic view and location of Sensal (new urban development)

Fig. 5.5: Original design of the building (proposed in 2005).

Architectural Association School of Architecture

V 39

CHAPTER VI: Design application

6.2 ENVIRONMENTAL HYPOTHESIS

Based on the fieldwork the first environmental hypothesis started to arise.

It was observed that during summer the temperature inside the structure remained quite stable staying within comfort throughout the daily cycle. Therefore, the design application should preserve this microclimate during this period of the year. In order to benefit from the environmental potential of the concrete the units must be coupled to the slab. In this way, during the warm period, the concrete slab would work as a thermal moderator steadily absorbing extra heat from the internal gains over the daytime and releasing it during the night hours when the outdoor temperature drops and night ventilation is implemented.

However, during the cold season, the outdoor temperature remains below comfort with averages ranging between 5ยบC and 15ยบC. Therefore an adaptive envelope should be provided in order to bring the temperature inside the structure closer to comfort.

In this way an adaptable skin would work as a solar collector during this period, letting the concrete absorb heat from the solar radiation during the daytime and release it during the night hours when the outdoor temperature drops keeping the temperature inside the units more stable and significantly warmer. Moreover, the existence of this transitional space between the skin and the dwellings would allow the possibility to preheat the air that needs to be introduced inside the dwellings for ventilation.

Figure 6.4 and Fig. 6.6 depicts the environmental hypothesis described above.

Fig. 6.4: Environmental hypothesis. Skin (cold and hot periodds)

6.3 SKIN As it has been previously explained, the main target of the envelope is to create a transitional space between the units and the outdoors. The temperature increase in this area in relation with the outdoors would allow the use of the space along the cold period apart from providing a thermal buffer for the dwellings. Furthermore the skin would house the temporary facilities that the intervention will require and provide architectural quality to the whole changing entirely the hostile aspect of the bare concrete structure.

As Fig. 6.5 and Fig. 6.7 illustrate, the envelope is materialized as a retractable skin that can be totally opened during the hot period maintaining the microclimate that was detected during the fieldwork and closed during the cold period in order to reduce the overall heat loss.

Single glazing and polycarbonate were selected as the two main materials to form this building element due to the following reasons: cost restrictions, their life-cycle and the target of finding a balance between the views and the overall thermal performance. As Fig. 6.8 the optimum proportions for these materials (1/3 for single glazing and 2/3 for polycarbonate) were defined through the following analytic work.

Fig. 6.5: Retractable skin. Floor plan VI 48

Architectural Association School of Architecture

“CRISIS Architecture. Colonizing existing concrete skeletons�

SUMMER

WINTER

MArch Sustainable Environmental Design 2012-2014

Fig. 6.6: Environmental hypothesis. Units (cold and hot periods)

Fig. 6.8: Balance between views (single glazing) and thermal performance (polycarbonate). Result from skin analysis.

Fig. 6.7: Adaptability of the skin Architectural Association School of Architecture

VI 49

CHAPTER VI: Design application

6.4 UNITS 6.4.1 DESIGN RESTRICTIONS

The design of the units was restricted by the built form of the existing structure (see Fig. 6.23).

Additionally, cost restrictions required the design of a modular system of units comprising a reduced number of different elements. Furthermore, the temporary nature of the proposal demanded a flexible system allowing the variation of the unit according to the following parameters: modification, addition and substitution (see Fig. 6.26).

Modification represents the idea of an adaptable indoor space that could be modified according to the users’ preferences.

Addition depicts the possibility for the unit to be extended or reduced according to the inhabitants’ demands. Finally, substitution considers the opportunity for a unit to be either removed or replaced by a new one.

The space constraints, cost restrictions, building regulations (see Fig. 6.24), flexibility requirements together with the investigation of minimum spaces (see Appendices B and C) led to the design of a square module of 12.9m2 (see Fig. 6.27) that due to the irregular structural grid was only able to fit in two strips facing east and west respectively leaving the rest of the space as communal area (see Fig. 6.25). However, this fact was considered as positive from the economical perspective since both orientations require similar design configurations consequently leading to a simpler design. Furthermore the existence a large communal area which promotes social interaction among the inhabitants was also considered as beneficial.

Fig. 6.25: Suitable area of the floor plan VI 56

Fig. 6.23: Space restrictions (stairs, columns, voids and spans)

Fig. 6.24: Spanish regulations with according to minimum spaces.

Fig. 6.26: Flexibility requirements Architectural Association School of Architecture

MArch Sustainable Environmental Design 2012-2014

“CRISIS Architecture. Colonizing existing concrete skeletons”

6.4.2 LAYOUT AND FLEXIBILITY Figure 6.27 illustrates the modular unit of 3.6m x 3.6m based on a square grid of 60 by 60cm in plan and section. This proportion was considered to suit residential design requirements according to the following reasons. Firstly, most of the appliances available in the market have a depth of 60cm. Secondly, pieces of furniture such as sofas have also a depth of 60cm whereas shelves and cupboards are usually 30cm or 40cm deep (1/2 and 2/3 of the modular grid). Thirdly, doors and other spaces such as hallways have a width of 90cm (1 and ½ of the modular grid).

12.9m2

The square form leads to simplicity making all the walls have the same size resulting in cost reduction. Each wall is formed by three panels and its configuration varies depending on the orientation. In addition, the coupling of the units to the concrete slab (apart from the environmental benefits that it provides) also contributes to further reduce the cost of the intervention.

Fig. 6.27: Modular unit (12.6m2). Floor plan and section.

Figure 6.28 shows the reduced number of different elements that the system comprises. Firstly, the slab connectors which are designed as transitional elements meant to link the vertical panels to the concrete slab. Secondly, the party walls formed by opaque elements and the external walls made of four different kinds of panels. Thirdly, the floor system which comprises a set of metal feet and beams besides the floor panels.

Finally, the bathrooms, kitchens and storage elements which are considered as pieces of furniture that can be easily adapted to the users’ layout preferences contributing to the flexible nature of the proposal.

Fig. 6.28: Building elements of the modular system.

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Fig. 6.69: Commercial and public spaces (ground floor).

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As Fig. 6.69 shows, the ground floor comprises commercial and public spaces which apart from providing diversity to the intervention would also attract visitors to the area reactivating this deserted part of the city. The lowcost commercial spots would be rented by small local businesses (cafes, food stores, newsagents, etc.). As for the outdoor area, the public space is shaped by different combinations of recycled pallets. Due to the economic recession, many local manufacture companies (mainly those ones related to the ceramic tiles sector) have a large surplus of pallets which remain unused and this intervention would offer a great opportunity for them to be utilized. Built precedents such as the Urban Coffee Farm for the Melbourne Food and Wine Festival provide evidence of how these elements can deliver different space configurations enriching the outdoor space diversity. In addition, the flexible nature of these elements enables the space to change thus making possible to host exhibitions or other social events.

Figure 6.71 shows the space for energy production located on the roof of the structure. Technical information related to the solar panels can be found in the next chapter (see 7.2 RENEWABLE ENERGY SYSTEMS).

0 1 2 3 4

Fig. 6.70: Commercial spaces and energy production area

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Fig. 6.71: Energy production (roof)

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Figure 6.77 shows different configurations of the retractable skin maximizing the adaptability of this element.

As it can be seen in the floor plans the modularity of the envelope follows the grid that governs the design of the residential units. In this way the distribution of single glazing and polycarbonate panels (which resulted in 1/3 and 2/3 respectively according to the analytic work presented previously) follows the window configuration of the dwellings. Therefore, single glazing panels are always opposite to the windows enhancing the views from the units whereas polycarbonate panels face opaque timber frame construction.

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Half of the units are oriented to the south-east whereas the rest faces north-west. Simulations were run in order to assess the impact of direct solar radiation on these orientations. Two thirds of the panels are made of polycarbonate so when the skin is retracted the two layers of polycarbonate act as vertical louvers making solar transmission almost negligible. However, in the case of single glazing panels, solar protection should be implemented taking into consideration cost constraints. In this way, each set of panels contain a protective opaque screen which can be released in the interior making the set work as a vertical shading device.

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Fig. 6.77: Diagram showing different skin configurations.

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Fig. 6.79: View from the plot located to the east of the site (architectural proposal and current scenario). 21st March, 9:00h.

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Fig. 6.82: View from Calle RĂ­o Llobregat (architectural proposa). 21st March, 9:00h.

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Fig. 6.83: View from Calle Río Llobregat (architectural proposa). 21st December, 9:00

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21st June, 15:00h

21st December, 15:00h

Fig. 6.88: Interior view 3. 21st June and 21st December, 15:00.

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21st June, 12:00h

21st December, 12:00h

Fig. 6.89: Interior view 4. 21st June and 21st December, 12:00.

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Residential

2.2 Historical Centre 2.2.1 Built Environment analysis The centre of L’Aquila can be considered a typical Italian historical centre, but it stands out for the big number of churches and the prosperity that the Catholic Church brought in the XV century.

Placed 30m above the suburbs, it covers an area of 4km featuring 4 neighbourhoods that originally were different territories of renowned families.

An area of 400X400 meters (fig_02.06) has been analysed in order to quantify the features (fig_02.07) of the place and draw a comparison between the previous lifestyle and how people live now in the new settlements. Before the earthquake, this square was the heart of the city, where all kind of functions took place. Small shops, banks, restaurants, offices, houses and public buildings were all in the same place, within a walking distance, offering a dense variety of build form and a quality of the space which are almost unique.

It had a limited car traffic because it was designed to host horses and pedestrian, and a “shared traffic system” allowed a good pedestrian flow where the traffic was heavier. People living in the suburbs used to go there anyway every day to reach their workplaces or just to take a walk in that nice environment. Being self-sufficient, walkable, dense and various are the qualities that made a good social environment.

It is acknowledge that the high density brings issues in term of environmental performance, such as lack of solar access both indoor and outdoor.

Nevertheless in many conditions direct solar gains are unwanted - like in offices, shops and outdoor during the summer. For this reason, it is worthwhile to explore the relation between sun access and building geometry and function.

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Fig_02.06: Isometric view of the historical centre.

THe area investigated is a square 400 X 400m, which is the common size of the new settlements.

Fig_02.07: Values used to evaluate the quality of the built environment.

From left to right : selfsufficency, building varayety, freedom of choosing paths, density, pedestrian based, human scaled, landscape respecting, green areas, viewpoints, ventilation and solar accces.

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Figure 2.11 displays the number of sun hours during a typical day of winter on a horizontal plane at 0,5m height: the only spots of solar penetration are squares and streets N-S oriented, where most of the activities are concentrated.

In Figure 2.12 it is showed that in the cold period residential streets, being narrower than the shopping avenue, are more protected than the open spaces.

The wind (Fig_2.13), due to the high dense environment, blows only when there are openings and it is absent in most of the area. This might be a desirable condition in the cold period, user can not benefit from summer cooling effect.

This Dense layout offers a variety of microclimates (Fig_2.14) which are very close one to the other, giving the choice to the pedestrian to walk different paths, to go to one point to the other, along with a variety of functions at the street level that are the starting point of a street life, but in terms the buildings the analysis shows that there is no relation between solar access and function hosted within them.

Fig_02.11: Sun hours on the 15th January at 0.5 m height (source: Ecotec). +5 hrs 4hrs 2 hrs 1h 0

Fig_02.12: Sun hours on the 15th July at 0.5 m height (source: Ecotec). +11 hrs

9 hrs 6 hrs 3 hrs 1h

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Fig_02.14: Sun hours+Wind in the cold period.

Fig_02.13: CFD Simulation with wind from north, speed10 m/s. height 2.5 m (source: Winair).

> 60% 30% 10 % 0%

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2.3 Progetto C.A.S.E. 2.3.1 Built environment analysis The Progetto C.A.S.E. consists 185 buildings distributed in 18 sites around the city of “L’Aquila”.

These buildings host 4,450 flats for a total amount of 14,000-15,000 people, depending on the necessity.

It is supposed that once the city Centre is going to be reconstructed in 30 years, most of the buildings will change into student accommodation, since L’ Aquila is one of the oldest and important University of Italy.

Fig_02.17: Isometric view of L’aquila and its surroundigs.

The new settlements are highlighted in red.

In order to not densify the suburbs and leave space for future expansions, the authority decided to spread the sites within a radius of 20 km.

Figure 2.17. shows the location of the settlements and the distance to the actual town. As it can be observed, the topography of the site does not allow easy and fast connections, and in order to supply an urgent housing need it was easier to sprawl the new accommodation around the territory.

It has been analysed how this choice influenced the user’s lifestyle. This has been clear through interviews taken place in august 2013 to authorities, building managers, engineers and inhabitant it was drawn a precise view of the overall impact.

“I live in the progetto CASE, in Assergi, one of the most distant from everywhere. I need to take the car just to buy some bread, and the highway to come here to the university. I spend almost one hour driving everyday” Paola C., Professor at the university of L’Aquila.

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Fig_02.18: Number of settlemts and distances to the town.

18 Sites

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types from the Distances centre

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The microclimatic condition created by the built form is homogenous: it can be seen in figure 2.29 the amount of sun hours in the cold period is generous in most of the area, the wind flow is intense (Fig_2.32) because buildings are placed in a slab 3.5 meters above the ground due to seismic reason.

In the warm period (fig_2.30), when protection from direct solar radiation is desirable, it is hard to find spots hidden from the sun, especially from 10:00 to 16:00 which are the hottest hours.

As showed in figure 2.31 in the warm period a pedestrian that wants to cross the all settlement has no choice rather than being exposed to solar radiation, which is exactly the opposite of what is preferable.

Even though, direct solar gains are needed inside the building, such a layout creates a homogeneous microclimatic condition that does not promote pedestrian movement, and distances can be reduced guaranteeing still a good solar access in the building.

Fig_02.29: Sun hours on the 15th January at 0.5 m height (source: Ecotec). +5 hrs 3 hrs 2 hrs 1h 0

Fig_02.30: Sun hours on the 15th July at 0.5 m height (source: Ecotec). +11 hrs 9 hrs 6 hrs 3 hrs 1h

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Fig_02.31 Sun hours+Wind, warm period.

Fig_02.32: CFD Simulation with wind from north, speed10 m/s. height 2.5 m (source: Winair).

> 60% 30% 10 % 0% 47

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4.2 Design process The available site consists of a slope oriented mainly south-east, but there are parts which also face north-east, east, south and south-west. The slope varies from a flat surface on the top to an inclination of 15째.

Such condition might be considerable convenient since inclination and orientation favour the solar access and due to the number cases it might be the key to generate variety in the settlement.

Figure 4.12 explores how solar access rules generate different scenarios once they are placed on the site: a height-to-width ratio range from 0.2 to 1.2 depending on the ground condition.

As it can be seen in figure 4.15 the most common slope in our case is 10째 SE oriented: This case was taken to test the feasibility of design criteria.

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Fig_04.12: H/W ratios for orientation, and terrain sloping.

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Fig_04.13: Slope analysis.

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Fig_5.13: View of a sunny square.

It is worth showing how the urban form is perceived from indoor, figure 5.22 portraits a view from the living room at the first floor (marked as A in figure 5.21) showing how a beautiful landscape is framed by a dense but intimate new urban environment.

This view embodies the quality of the urban design brought inside the building offering a new dense but open environment that will potentially be a feasible alternative to the centre once it will be operative again.

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Fig_5.22: View from a livingroom at the first floor 117

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