Master Thesis Alex Yeloyeva Knowledge Incubator by Alex Yeloyeva

KNOWLEDGE INCUBATOR

A n a l terna ti ve mod el of a 21st centur y high school for th e B ubný- Zator ý distr ict

Alex Yeloyeva | ARCHIP 2020

Mast er Dip lom a Proje ct A rch it ec ture Institute i n P ra gue Cz e ch R ep ub lic Mast er Progr am m e in Archi tecture a nd Urba ni s m S u mmer sem ester 2019 - 2020

A u t h o r: Ale x Yelo yev a S t u dio : Jaroslav Wer tig/ J akub Ko p e c k ý Co n su lting Professor f or tex t: Elan Fe ssler Co n su lting Professor f or gra phi c des i gn: Filip B lažek C o n su lting Professor f or s tructure: Vokáč Machalická Klár a Hojda Ondřej C o n su lting Professor f or a rchi tecture deta i l : Jan Holna Bo o k prod uc ed at: V oala.cz

KNOWLEDGE INCUBATOR A n a l terna ti ve mod el of a 21st centur y high school for th e B ubný- Zator ý distr ict

Ack n o w led ge m e nt I wi s h t o e xp r e s s my de e pe st grati tude to my pare nts - Yuri y and Kse nia Ry nt o v t , who a r e my ro l e mo de l s, i nspi rati o n and who suppo rte d me a l l t he t i m e . W i t ho ut the m no ne o f thi s wo ul d be po ssi bl e . I wi s h t o e xp r e s s my si nc e re appre c i ati o n to my studi o l e ade rs Jaro sl a v W e r t i g a nd J a k ub Ko pe c kĂ˝, who c o nvi nc i ngl y gui de d and e nc o uraged m e t o b e l i e v e i n myse l f , be mo re c re ati ve and hard wo rki ng. Wi tho u t t he i r p e r s i s t e nt he l p, the go al o f thi s pro j e c t wo ul d no t have be en realized. T hr o ug h m y a r c hi te c tural e duc ati o n, I have had the go o d f o rtune of b e i ng t a ug ht a nd gui de d by pe o pl e who have mo ti vate d me and f ro m who m I ha v e l e a r n t so muc h. In parti c ul ar, I wo ul d l i ke to e xpre ss my g r a t i t ud e t o wa r d s Pe tr NĂĄvrat and Zuz ana T i ttl , who have taught m e U r b a n P l a nni ng a n d i nspi re d me to al ways thi nk i n a bi gge r sc al e . I wo ul d l i k e t o p ay my spe c i al re gards to my f ri e nds f o r the he l p, s up p o r t a nd l o v e . T he y ke pt me go i ng o n at the harde st o f ti me s an d t hi s wo r k wo ul d n o t have be e n po ssi bl e wi tho ut the i r i nput. I wi s h t o t ha nk a l l the pe o pl e who se assi stanc e was a mi l e sto ne i n the c o m p l e t i o n o f t hi s pro j e c t.

CONTENT PART I – RESEARCH 1 T he s i s pr o p o si t i o n 2 T y p o l o gy P r o j e c t - B a s e d L e a r ni ng Sh a r i ng f a c i l i t i e s 3 D e s i gn Fr a me wo r k Sp a t i a l P r o g r a m D es i g n S t r a t e g i e s Tar g e t g r o up s Lo c a t i o n c r i t e r i a 4 Si te B a c k g r o u n d Lo c a t i o n H i s t o r i c a l d e v e l o p m e nt M o rp ho l o g y R ec e nt d e v e l o p m e nt Tr ans p o r t a t i o n Acti v i t i e s i n ne w Ma s t e r p l a n Fac i l i t i e s i n H o l ě š o v i c e 5 Si te

a na l ysi s Project site Cu rr e nt c o nd i t i o n Lo c a l s i t e a na l y s i s Str e e t c ha r a c t e r

6 Ca s e

s tu d i e s Site v i s i t Ar chi t e c t ur e p r o j e c t s Scho o l v i s i t

PART II – PROJECT 9

12 14

18 20 21 22

27 28 30 32 34 36 39

43 45 47 49

52 54 64

7 S p a t ial c on c ep t Mai n i de a Vo l ume tri c e xpl o rati o n Re f e re nc e s

69 70 72

8 Des ign evolu t ion S ke tc h de si gn D e si gn de ve l o pme nt I D e si gn de ve l o pme nt II Pre -f i nal

74 77 78 79

9 Fin a l Port folio Func ti o nal Re l ati o nshi ps Ke y e l e me nts Use o f the spac e s S i te pl an Exte ri o r vi sual i z ati o ns S o uth-We st axo no me try El e vati o ns Fl o o r pl ans S e c ti o ns Inte ri o r vi sual i z ati o ns No rth-East axo no me try

82 85 86 89 90 92 94 100 112 120 126

10 T ec h n ic al R eport C o ve r Re po rt S truc ture B ui l di ng T e c hno l o gy Arc hi te c ture D e tai l

128 130 134 136

11 R eferen c es L i st o f f i gure s B i bl i o graphy

144 145

12 Con c lu s ion

147

PART I RESEARCH This pa rt intro d uc e s the the s i s to p i c , the site, the typ o l o g y o f ‘s c ho o l , the detailed bui l d i ng p ro g ram . I t al s o rev iews a des i gn f ram e w o rk and str ategies u s e d f o r ‘s hare d f ac i l i ti e s ’ and go es o v e r c as e s tud i e s w hi c h served as in s p i rati o n and e xam p l e f o r the pr o ject. Ab out:

The initial g o al o f the p ro j e c t w as to l oo k i n t o the traditio nal e d uc ati o nal s ys te m an d c o m e up with a po s s i b l e ne w w ay ho w to app r o a c h ar chitecture f o r e d uc ati o n. A hi g h s c h o o l and pr o grams w hi c h c o ul d b e c o nne c te d t o i t wer e taken as the s ub j e c t o f the p ro j ec t . T h e hypo thesis o f thi s the s i s p ro j e c t i s t h a t t h e ar chitectural i nte rve nti o n o f a re - i ma g i n e d type o f scho o l c an m ak e an i m p ro ve m e n t t o t h e educa tio nal p ro c e s s and i nf l ue nc e c o m mu n i t y i n the ar ea .

The Ma ster’s The s i s i s p re f e rab l y re a d f r o m co ver to co ve r, b ut f o r tho s e w ho w ant t o r e a d so mething s p e c i f i c , thi s i s f ac i l i tate d b y h a v i n g a number o f c hap te rs d e d i c ate d to e ac h p a r t i n the pr o ject p ro c e s s . The re p o rt i s d i vi de d i n t o two pa rts: r e s e arc h and p ro j e c t.

f o l l o w e d b y a n e x p l a n a t i o n o f t h e s e l e c t i o n of this specific site. P a r t I o f t h e b o o k w i l l r e v i e w t h e d e t a i l ed e x p l a n a t i o n o f t h e p r o j e c t b a s e d l e a r n i n g s c h o ol typology and its associated academic approach, b r o a d a n d d e t a i l e d a n a l y s i s o f t h e s i t e a nd h o w i t i n f l u e n c e s s c h o o l p r o g r a m . T h e r e a d er c a n f i n d a d e t a i l e d d e s c r i p t i o n o f t h e c r i t e r ia for the choice of location, target group, design s t r a t e g i e s a n d d e t a i l e d p r o g r a m d e s c r i p t i o n. S u c c e s s f u l p r o j e c t s u n d e r t a k e n a r o u n d t he world have been studied, and the learning from these projects has been implemented in the p r o j e c t . In t h e e n d o f P a r t I c a s e s t u d i e s w h i ch have inspired design process are shown. These analyses of theory and place contributed to a design framework which generated a spatial concept for the building.

A s the the s i s b e gan w i th a g e ne ral i d e a o n educa tio n, the b o o k f i rs t i ntro d uc e s a r e v i e w o f the cho s e n ap p ro ac h ( o f ‘s hare d f ac i l i t i e s ’ ) ,

P a r t t w o c o n t a i n s t h e p r o j e c t . T h i s p a r t p r e s e n ts how research and analysis were turned into a result

“EDUCATION IS AT THE CENTER OF BUILDING HUMAN CAPITAL. DELIVERED WELL, EDUCATION – ALONG WITH THE HUMAN CAPITAL IT GENERATES – BENEFITS INDIVIDUALS AND SOCIETIES.“

1 C o l l age by W I S E

PA RT I â&#x20AC;&#x201C; R ESEAR CH

L oc a ti on: C apa c i ty

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S tud e nts ( 1 5 - 1 9 ye ar s o l d ) Te ac he rs R e s e arc he rs P e o p l e i n the ne w n e i g h b o r h o o d

T h es i s f oc us:

P ro j e c t- b as e d l e arni n g C o m m uni ty d e ve l o p m e n t C o nne c ti o n o f e d uc a t i o n a n d t e c h n o l o g y

P r ogr a m :

B ub ny- Zato ry m as ter p l a n , i n t e r s e c t i o n o f Ra j s k a a n d P l y n a r n i S t r e e t

H i g h s c ho o l R e s e arc h C e ntre C o m m uni ty c e ntre

1 THESIS PROPOSITION In tro ductio n O ur w o rl d i s c hang i ng rad i c all y , b u t s c h o o l s a s a p l a c e w h i c h s h o u l d p r e p a r e us f o r i t are no t k e e p i ng up w i t h c o n t e m p o r a r y n e e d s . T h i s t h e s i s i s c o n n e c t e d w i th l o o k i ng i nto a ne w s ys te m, w h e r e s c h o o l i s a n a c t i v e e l e m e n t i n t h e c i t y a n d co m m uni ty and c l o s e l y c o nne c t e d w i t h m o d e r n t e c h n o l o g i e s a n d i n d u s t r i e s . Th e the s i s s e e k s f o r a c re ati o n o f a “ h i g h s c h o o l f o r t h e f u t u r e ” t h a t g i v e s imp o rtanc e to p e rs o nal i nte res t s a n d a s p i r a t i o n s o f t h e s t u d e n t s a n d m a k e s the m p art o f the c o m m uni ty. T h e a i m o f t h e p r o j e c t w a s t o c o m e u p w i t h a n ar c hi te c tural d e s i g n o f a hi g h s c h o o l b u i l d i n g - t h e m a i n f u n c t i o n o f w h i c h w o ul d b e a s p ac e f o r s e l f - e d u c a t i o n a n d d e v e l o p m e n t w i t h t h e e n v i r o n m e n t that c o ns i d e rs the i nd i vi d ual n e e d s o f p u p i l s , w h i l e b e i n g v e r y c o l l a b o r a t i v e i n na ture . The go al o f the ne w s ch o o l i s t o b e a p l a c e w h e r e s t u d e n t s d o n ’ t h a v e to b e , b ut w ant to b e . H avi ng a c o nne c ti o n to the p ro bl e m s o f t h e ‘ r e a l w o r l d ’ i s o n e o f t h e p r o g r a m m a t i c cri te ri a o f the s c ho o l . Thi s i s wh y t h e b u i l d i n g p r o g r a m i n c l u d e s n o t j u s t s p a c e s fo r s tud e nts , b ut al s o re s e arch c e n t e r f a c i l i t i e s f o r p r o f e s s i o n a l s o f d i f f e r e n t sphe re s .

H yp o t h es i s 1

C o n t ext 2

Proposal 3

Th e p ro p o s e d arc hi te c tural i nt e r v e n t i o n w i l l a c t a s a s o c i a l a g e n t a n d a m e a n s fo r the c o nne c ti o n o f e d uc ati on , c o m m u n i t y a n d i n d u s t r y . An e d u c a t i o n a l h u b o f thi s nature w i l l s e rve as a c a t a l y s t f o r c h a n g e i n t h e t r a d i t i o n a l a p p r o a c h to e d uc ati o n and at the s am e t i m e i n f l u e n c e i t s u s e r s o n a p e r s o n a l l e v e l b y hel p i ng the m w i th f uture c are e r c h o i c e s a n d f a c i l i t a t e d a d a p t a t i o n i n t o t h e pr o f e s s i o nal w o rl d . Th e s i te o f the p ro j e c t w i l l b e l o c a t e d i n t h e n e w m a s t e r p l a n o f Bu b n ý - Zato rý d i s tri c t. Thi s s p e c i f i c l o c a t i o n w a s c h o s e n a s i t i s a n e w l y d e v e l o p i n g nei ghb o rho o d ’s ne e d o f a ne w s c h o o l ( w h i c h i s a l r e a d y c o n f i r m e d b y t h e l a n d us e p l an) as a b i g i nf l ux o f re s i d e n t s i s e x p e c t e d i n t h e f u t u r e . M o r e d e t a i l s o n the c ho i c e o f the l o c ati o n c an b e f o u n d i n c h a p t e r 5 D e s i g n F r a m e w o r k u n d e r su b c hap te r “L o c ati o n c ho i c e c r i t e r i a ” Th e p ro p o s e d p ro j e c t i s a m i x e d u s e i n t e g r a t e d e d u c a t i o n a l d e v e l o p m e n t w hi c h s e e k s to , w i th the i ns er t i o n o f a p p r o p r i a t e p r o g r a m a n d t h e c r e a t i o n o f m e ani ngf ul s p ac e s , p ro d u c e a s a f e e d u c a t i o n a l a n d c u l t u r a l s p a c e t o co nne c t c o m m uni ty, s tud e nts a n d p r o f e s s i o n a l s , w i t h o p p o r t u n i t i e s f o r n e w co l l ab o rati o ns b e tw e e n the c om m u n i t y i n t h e n e i g h b o r h o o d .

PA RT I â&#x20AC;&#x201C; R ESEAR CH

2 TYPOLOGY In tro d uc ti o n to the d e f i ni ti o n o f t h e p r o g r a m

A bo ut 8 5 % o f the ti m e s c ho o l s are u n d e r u s e d o r o n l y pa rtl y us e d , that i s w hy o ne o f t h e m a i n t a s k s o f the p ro j e c t w as the c re ati o n o f a p r o g r a m an d o rgani z ati o n o f the b ui l d i n g i n a w a y t h a t m axi m i z e s i ts us e thro ugho ut t h e d a y a n d t h e ye ar. Thi s c o ul d b e ac hi e ve d b y p r o v i d i n g i n scho o l f ac i l i ti e s w hi c h w i l l b e b i g g e r a n d m o r e equi p p e d , s o that o the r c o m p a n i e s c o u l d r e n t the m o ut at a l o w e r p ri c e . S t u d e n t s w i l l h a v e l e c ture s and use these l ab s for their projects, possibly in relation to the e xte rnal c o m p a n i e s . S u c h an ap p ro ach w o u l d a l l o w t h e b ui l d i ng t o b e u s e d m o r e and at the s a m e t i m e g i v e s tud e nts t h e o p p o r t u n i t y to und e rs t a n d b e t t e r t h e s p he re s th e y w a n t t o s t u d y / w o rk i n l a t e r , a s t h e y w i l l ha ve d i re c t ac c e s s to ne w te c h n o l o g i e s , c o m p l e x equi p m e nt and c o ntac t w i t h p r o f e s s i o n a l s o p e rati ng p e ri o d i c al l y w i thi n t h e i r o w n s c h o o l en vi ro nm e nt.

. . . i n a w ay that m a x im izes its use t h r ough out the d a y an d t he yea r.

S i m i l arl y to s c ho o l s , as s c ho o l s a l o t o f p u b l i c fac i l i ti e s i n the c i ty are unde r u s e d ( s u c h a s gal l e ri e s , c hurc he s , e ve nts halls, historic bu i l d i ngs , e tc . ) . A no the r w ay t o m a x i m i ze t h e su s tai nab l e us e o f the b ui l d i n g i s u s i n g p u b l i c fac i l i ti e s f o r l e ad i ng l e c ture s t h a t d o n o t h a v e spe c i al s p ac e re q ui re m e nts ( o r h a v e t h o s e w hi c h c o ul d b e f o und i n the a r e a ) . T h i s w i l l gi ve s tud e nts o p p o rtuni ti e s to g e t c l o s e r t o t h e co m m uni ty, ge t f am i l i ar w i th t h e s u r r o u n d i n g s an d at the s am e ti m e p ro vi de t h e s c h o o l w i t h the s p ac e to have l ab o rato ri es a n d w o r k s h o p s , w hi c h c o ul d b e re nte d as d e s c r i b e d a b o v e .

T h i s s c h o o l w i l l q u a l i f y a s n o n -compulsory s e c o n d a r y e d u c a t i o n - g y m n a s i u m ( ISCE D 3A ) a nd w i l l p r o v i d e g e n e r a l a c a d e m i c e d uca t ion wit h t h e P r a c t i c e Ba s e d L e a r n i n g p r o g r a m. I t s ma in a i m w i l l b e t o p r e p a r e s t u d e n t s f o r universit y s t u d i e s v i a c o n c e n t r a t i n g t h e i r s t u dies on t he p r a c t i c a l a p p l i c a t i o n o f t h e o r e t i c a l knowledge. T h e d u r a t i o n o f s u c h a p r o g r a m i s 4 yea rs a f t er 9 y e a r s o f b a s i c s c h o o l a n d a t y p i ca l a ge of a s t u d e n t i s f r o m 15 t o 19 y e a r s o l d . P r o j e c t -b a s e d l e a r n i n g ( P BL ) i s a st udent c e n t e r e d p e d a g o g i c a l m o d e l t h a t involves a d y n a m i c c l a s s r o o m a p p r o a c h i n which it i s b e l i e v e d t h a t s t u d e n t s a c q u i r e a deeper k n o w l e d g e t h r o u g h a c t i v e e x p l o r a t i on of rea lw o r l d c h a l l e n g e s a n d p r o b l e m s a n d get t o st udy t h e o r y t h r o u g h a p p l y i n g i t o n p r a ct ica l t a sks. S t u d e n t t a s k i s t o d e s i g n a s c h o o l so it f it s t he d e s c r i b e d a b o v e p r o g r a m , i n o t h e r words â&#x20AC;&#x201C; t o e q u i p i t w i t h c l a s s r o o m s p a c e s f o r PB S, t a king e x a m p l e s f r o m a l r e a d y r e a l i ze d p r oject s which have similar or the same program. F o l l o w i n g , p r o j e c t i n c l u d e s f o u r i n t erconnect ed elements: -s c h o o l f a c i l i t i e s o r i e n t e d o n p roject -ba sed l e a r n i n g w h i c h a r e s h a r e d w i t h r e s e arch cent er -r e s e a r c h c e n t e r w i t h l a b o r a t o r i e s a n d workshops w h i c h w i l l b e r e n t e d b y o t h e r c o m p anies a nd be partly accessible to students -i n d o o r a n d o u t d o o r p u b l i c s p a c e w i t h progra m s h a r e d b y c o m m u n i t y , s t u d e n t s a n d resea rchers -u n d e r u s e d n e i g h b o r h o o d f a c i l i t i e s providing students with spaces for classes

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supervised lab / workshops access, consultance, networking

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PA RT I – R ESEAR CH

2.1 PROJECT-BASED LEARNING 2 Project _Based L ea r n i n g Diagram by Magnif yLear n i n g 3 Photo from Škoda S c h o o l 4 Wicked Soap C ompan y advertisement post er 5 FI DS Diagram with i n fo r m at i o n from Design for ch an ge 6 Multiple I ntelligenc es — Ho ward Gardner. Diagram by W I S E

Sum m a ry o f WISE “ Work at Scho o l”

Th e c o nc e p t that s tud e nts w or k a t s c h o o l h a s a l r e a d y b e e n a r o u n d fo r a w hi l e and has b e e n s u c c e s s f u l l y u s e d b y m a n y e d u c a t i o n a l pr o g ram s s uc h as M o nte s s o ri s c h o o l . P e r h a p s n o w a d a y s t h e b i g g e s t re vo l uti o n i n e d uc ati o n i s c al l e d P r o j e c t -Ba s e d L e a r n i n g . T h e p r o g r a m w he re s tud e nts l e arn ab o ut th i n g s b y d o i n g r e a l -w o r l d p r o j e c t s a n d sol vi ng p rac ti c al p ro b l e m s i s g r o w i n g i n p o p u l a r i t y a r o u n d t h e w o r l d . In F i nl and , f o r e xam p l e , no w i t i s m a n d a t o r y t o i n t r o d u c e P BL i n a l l scho o l s ( s p e c i f i c al l y c al l e d p h e n o m e n o n -b a s e d l e a r n i n g ) . T h i s w a y o f l e arni ng i s b as e d o n p ri nc i pa l s o f d e s i g n t h i n k i n g a n d g o e s u n d e r di f f e re nt typ e s o f ac ro nym s . A n o t h e r g o o d e x a m p l e o f P BL w o u l d b e FI D S - D e s i g n f o r c hang e p ro g r a m . Th e re are m any re as o ns w hy P BL i s b e c o m i n g a n e w n o r m , h e r e a r e tw o o f the m o s t i m p o rtant: 1 ) PB L e ng age s d i f f e re nt type s o f i n t e l l i g e n c e s i n t o t h e l e a r n i n g pr o c e s s : S i nc e i t i s b as e d o n p r o j e c t w o r k , c h i l d r e n t h a t a r e g o o d a t re s e arc hi ng w i l l have the p o s s i b i l i t y t o e n h a n c e t h e i r s k i l l s , b u t s o w i l l the o ne s that are c re ati ve a n d i m a g i n a t i v e — b o t h t h e m a k e r s an d the tal e nte d s p e ak e rs h a v e m u t u a l l y c o n t r i b u t i v e p a r t s . An acti ve l e arni ng m o d e l l i k e PB L c o n t r i b u t e s t o t h e w h o l e s p e c t r u m o f m ul ti p l e i nte l l i ge nc e s . ( I m ag e 6)

2 TYP OLOGY

2) PB L ma kes lear ni ng m o re re l e vant and m e anin gful by a ctua l l y p ro vi d i ng s o l uti o ns to re al p ro blems: thro ug h PB L , c hi l d re n w i l l l e arn about so mething whe n the y w i l l ne e d to us e i t for a par ticula r purpos e o r ac ti vi ty i n a p ro j e c t. In t his wa y, they will as s o c i ate i nf o rm ati o n and t ools with a pro blem and the re f o re e nhanc e t heir lear ning exper ienc e .

It i s n o s u r p r i s e t h a t s o m e o f t h e m o s t i n t e r e s t i n g p r oject -ba sed p r o g r a m s h a v e e n d e d u p c r e a t i n g s u c c e s s f u l c o m p a n ies like t he W i c k e d S o a p C o . a t H i g h T e c h H i g h . F r o m a c l a s s r o o m a ct ivit y t o a s t u d e n t -r u n b u s i n e s s o f h a n d c r a f t e d s o a p , t h e c o m p a n y is inspiring s t u d e n t s a n d t e a c h e r s a l l o v e r t h e w o r l d . An d e v e n i n C zech R epublic t h e r e i s a l r e a d y a s c h o o l w h i c h w e c a n r e l a t e t o P BL , s u ch a s Ĺ koda V o c a t i o n a l S c h o o l , w h e r e s t u d e n t s g e t c o l l a b o r a t e w i t h p rofessiona ls o n t h e i r t a s k s a n d p r e p a r e f o r t h e i r f u t u r e c a r e e r . [ W IS E , 2019]

PA RT I – R ESEAR CH

2.2 SHARING FACILITIES T hi s pa rt is c o mp o s e d u s in g m a teri a l s f r o m 0 0 A r c h it e c t s ’ v id e o of the pro je c t S c a le f r e e s c h o o l

W hat i s a s c h o o l ? Is i t a b u i l d i n g , a

c r e a t e i s a p l a c e f o r m a s s lea rning.

uni f o rm , a g r o u p o f t e a c h e r s , a b o d y

T y p i c a l l y , w h e n t h i n k i n g o f new a rchi-

o f s tud e nt s , a c o l l e c t i o n o f f a c i l i t i e s ,

t e c t u r e o f s c h o o l s t h i s c oncent ra t ed

a c o l l e c ti o n o f b o o k s o r a t i m e t a b l e o f

a r r a n g e m e n t o f f u n c t i o n s is wra pped

c l as s e s ?

i n a b r a n d n e w i n s t i t u t i o na l building, c o n s t r u c t e d i n a s i n g l e one-off in-

W hate ve r s c h o o l i s , w e k n o w t h a t

v e s t m e n t . Of c o u r s e , t h a t requires a

w hat s c hoo l s d o i s c h a n g i n g . S h i f t i n g

h u g e a m o u n t o f u p f r o n t c ost s, bot h in

gl o b al m a r k e t , n e w s k i l l s f o r k n o w l -

t e r m s o f f i n a n c e a n d c a r b on f oot print ,

e d ge e c o n o m y , n e w s k i l l s f o r n e w s o -

w h i l e t h e f i n a l o u t c o m e o ft en doesn’t

c i al ne e d s , a n d t h e In t e r n e t – a l l o f

meet its full potential.

the s e thi n g s a r e e n s u r i n g t h a t h o w , w hat and w h y w e l e a r n i n 21s t c e n t u r y

On e o f i n h e r e n t p r o b l e ms wit h t his

i s g o i ng to b e v e r y d i f f e r e n t f r o m w h a t

m o d e l i s t h a t o n c e c o mplet ed t his

w e w e re u s e d t o i n t h e 20t h . T e a c h -

p h y s i c a l a s s e t i s o f t e n h ea vily unde-

e rs , vo te rs , e d u c a t o r s a n d p o l i c y m a k -

r u s e d : f a c t o r i n g e v e n i n g s , night t imes

e rs w i l l ne e d t o i n n o v a t e , t o t h i n k o f

a n d s c h o o l h o l i d a y s , a t y pica l school

ne w m o d el s f o r e d u c a t i o n , t o m a k e u s

c a n b e e m p t y f o r 85% of t he yea r

s m arte r by m a k i n g e d u c a t i o n s m a r t e r .

[ OE C D D a t a , 2018] . At t h e sa me t ime

W hat m i g h t a l l t h i s c h a n g e s m e a n f o r

l o t s o f b u i l d i n g s i n c i t i e s a re under-

the d e s i g n o f s c h o o l s o f t h e f u t u r e ?

u s e d a n d u n u s e d f o r m any hours a

S i nc e the 19t h c e n t u r y o u r a p p r o a c h

d a y . Ju s t t h i n k a b o u t t h o se buildings

to arc hi te c t u r e o f l e a r n i n g h a s b e e n

u s e d p r i m a r i l y a t e v e n i n g or week-

al m o s t i nd u s t r i a l . Al l t h e v a r i o u s a c -

e n d s , s u c h a s r e l i g i o u s b uildings, his-

ti vi ti e s as s o c i a t e d w i t h l e a r n i n g a r e

t o r i c b u i l d i n g s , c i n e m a s , music ven-

s ub d i vi d e d i n t h e d e s i g n a t e d f u n c -

u e s o r p u b l i c p a r k s . C u r r e n t ly schools

Sc al e f re e s c h o o l c o n c ep t d i a gr a m

ti o ns : l i b r a r i e s , d i n i n g h a l l s , a s s e m b l y

w o r k a s a s e p a r a t e e l e m e n t in t he cit y

b y 0 0 A rc h i t ec t s

hal l s , c l ass r o o m s , l a b s , s p o r t f a c i l i t i e s

s t r u c t u r e a n d t h e y d o n ’ t use exist ing

and c o m pr e s s e d o n t o a s i n g l e s i t e .

resources.

Thi s m o de l o f t h e s c h o o l h a s b e e n

ari s i ng f o r c e n t u r i e s . By c o m p r e s s i n g

W h a t i f t h i s c o u l d c h a n g e ? We would

al l the p ro c e s s e s o f e x c h a n g i n g k n o w l -

n o l o n g e r t h i n k o f t h e s c h ool a s a sin-

e d ge to g e t h e r i n o n e s p a c e w h a t w e

g l e b u i l d i n g , b u t a s a c i v i c inst it ut ion

2 TYP OLOGY

...we w o u ld n o lo n ger t h in k o f t h e s c h o o l as a s in g le b u ild in g , b ut a s a c ivic in s t it u t io n emb ed d ed in t o t h e c o m m u n it y... embedded

into

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community,

even

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p art o f th e l i f e o f t h e t o w n o r n e i g h -

c h a n g e t h i s m o d e l b r i n g s int o edu-

b o rho o d c e n t e r , d e s i g n e d a s c h a n g -

c a t i o n a l p r o c e s s e s . On e of t he cha l-

i ng,

which

l e n g e s f o r h i g h s c h o o l s t u dent s is t he

c an ad ap t a n d c h a n g e a c c o r d i n g t o

d e c i s i o n o f w h a t t h e y w a n t t o do in fu-

ho w i ts te a c h e r s a n d s t u d e n t s w a n t /

t u r e a n d w h i c h p r o f e s s i o n t hey should

ne e d to us e i t . T h e t o w n b e c o m e s t h e

c h o o s e . E v e n t h o u g h s c h o ols current ly

s c ho o l . [00 Ar c h i t e c t s , 2011]

p r o v i d e a l o t o f t h e o r e t i c a l knowledge,

re s po n s i v e

architecture,

i t i s r e a l l y h a r d f o r s t u d e n t t o rea lize O n the o t h e r h a n d , t h e r e i s a l r e a d y

h o w d i f f e r e n t s p h e r e s a r e opera t ing,

a te nd e nc y f o r s c h o o l f a c i l i t i e s t o b e

w h a t i s t h e s p e c i f i c i t y of different

re nte d p r i v a t e l y , w h i c h f o r b i d s s t u -

p r o f e s s i o n s a n d h o w t h e y a re int er-

d e nts ac c e s s t o u s e i t a f t e r -h o u r s ,

r e l a t e d . H a v i n g r e a l l i f e e x a mples a nd

f o rc i ng th e m t o g o e l s e w h e r e t o s t u d y

o p p o r t u n i t y f o r p r a c t i c a l experiences

o r s p e nd t h e i r f r e e t i m e [ P r a g u e 7,

w o u l d h e l p t h e m b e t t e r underst a nd

2 0 2 0 ]. B ut w h a t i f s c h o o l s c o u l d p r o -

w h a t t h e y a r e i n t e r e s t e d in a nd ma y-

vi d e f ac i l it i e s f o r t h e c o m m u n i t y , a n d

b e e v e n b e a b l e t o h a v e s ome works

at the s am e t i m e g i v e s t u d e n t s a n o p -

o r e x p e r i e n c e f o r t h e i r a pplica t ion t o

p o rtuni ty f o r s e l f -d e v e l o p m e n t i n t h e

u n i v e r s i t i e s w i t h a n i n c r e ased cha nce

s c ho o l at t h e i r f r e e t i m e ? A g o o d e x -

o f g e t t i n g i n . S u c h s t r a t e g y would di-

am p l e f o r i t w o u l d b e s o m e s c i e n t i f -

r e c t l y c o n n e c t s t u d e n t s t o t he com-

i c o r te c h n o l o g i c a l l a b o r a t o r y , w h i c h

m u n i t y a n d m a k e s c h o o l not just ele-

c o ul d b e r e n t e d o u t ( w h i l e i t i s n o t

m e n t s o f t h e c i t y , b u t i t s crucia l pa rt .

b e i ng us e d f o r c l a s s e s ) b y s t a r t -u p s and yo ung i n i t i a t i v e s a t a l o w e r p r i c e , w i th the c o n d i t i o n o f t a k i n g s t u d e n t s as i nte rns o r a l l o w i n g t h e m t o u s e t h e s p ac e s f o r s e l f o r s h a r e d e d u c a t i o n o n agre e d b e f o r e -h a n d t e r m s . T h i s w o u l d b e ne f i t th e l o c a l e c o n o m y b y s u p p o r t i ng l o c al bu s i n e s s e s .

PA RT I â&#x20AC;&#x201C; R ESEAR CH

3 DESIGN FRAMEWORK Re s e arc h p ro c e s s and i nf l ue nc e o f i t o u t c o m e s o n t h e pr o j e c t d e f i ni ti o n

Pro cess Fo r the d e ve l o p m e nt o f the p r o j e c t , t h e d e s i g n f r a m e w o r k h a d t o b e c r e a t e d . Th i s s e c ti o n o f the b o o k w i l l o v e r v i e w w h a t c o n c e p t u a l f a c t o r s h a d t o b e c o n si d e re d b e f o re m o vi ng to the a r c h i t e c t u r a l d e s i g n o f t h e b u i l d i n g . A f te r e s tab l i s hi ng a vi s i o n and m o d e l o f h o w t h i s t y p e o f s c h o o l w o u l d f u n c t i o n w i thi n the c i ty ( s e e p age 9 ) , t h e r e s e a r c h m o v e d t o t h e d e f i n i t i o n o f t h e p r o gram and i ts s p ac e re l ati o ns . F i r s t l y , a n a l y s e s o f b u i l d i n g f o o t p r i n t a n d h e i g h t re g ul ati o n w e re d o ne to d e f i ne m a x i m u m a r e a a v a i l a b l e a n d t h e n i t w a s s u b d i vi d e o n the m ai n p ro gram s an d t h e i r p a r t s . A t the s am e ti m e , m ai n targe t g r o u p s w e r e s e t f o r b e t t e r u n d e r s t a n d i n g o f h o w the b ui l d i ng s ho ul d s e rve i ts u s e r s a n d w h a t q u a l i t i e s i t s h o u l d h a v e . F r o m t h e vi s i o n and s p ati al p ro gram g e n e r a l d e s i g n s t r a t e g i e s f o r p r o j e c t d e v e l o p m e n t w e re f o rm e d . Fi nal l y, af te r d e f i ni ng al l o f the f u t u r e p r o j e c t p r o g r a m m a t i c e l e m e n t s , a n d t h e cri te ri a f o r i ts l o c ati o n w e re s e t , t h e b u i l d i n g w o u l d b e n e f i t t h e s u r r o u n d i n g a s m uc h as p o s s i b l e and at the s a m e t i m e f u n c t i o n p e r f e c t l y w i t h i n i t s e l f .

DESIGN FRAMEWORK

SPATIAL

TARGET

DESIGN

PROGRAM

GROUP

STRATEGIES

High School

Students

Max use

Project

Research Centre

Researchers

Connectivity

site

Public Space

Community

Spatial diversity

selection

Commuters

Technology

criteria

LOCATION

PA RT I â&#x20AC;&#x201C; R ESEAR CH

3.1 PROGRAM T h ese pro grams were d e f i ne d ac c o rd i ng to e xp l o ra t o r y and em pir ica l r esea rch d uri ng thi s the s i s . The ai m i s t o m e et t he needs o f a ll us e rs and try to w o rk f ro m i n s i d e out . Spa ce selectio n h as b e e n d o ne w i th the c o ns i de r at ion of using fa cilitie s o f o the r s urro und i ng f ac i l i t i e s .

LI B R A R Y A s a s p ac e w hi c h m ak e s k now l e d g e av ai l ab l e and re p re s e nts di f f e r e n t sphe re s , l i b rary i s a p e rf e ct p l a c e fo r uni ti ng p e o p l e . A t the s ame t i m e spac e s ho ul d p ro vi d e p l e nty of s p a c e s fo r s e l f - d e ve l o p m e nt i n a c o m f o r t a b l e at m o s p he re .

F OOD C OU R T F o r t h e f o o d b r e a k o f t h e s tudent s a nd r e s e a r c h e r s a n d f o r t h e v i sit ors of t he c e n t e r e v e n t s o r w o r k s h o p t he ca nt een w h i c h c o u l d c o o k l u n c h es, provide f o o d f o r e v e n t s a n d h a v e coffee f or u s e r s a n d v i s i t o r s i s n e c e ssa ry.

COM M UNI TY S P A C E O ne o f the e s s e nti al f uc nti o n o f t h e bu i l d i ng i s the c o nne c ti o n be t w e e n co m m uni ty and ne i g hb o rh o o d it pr o vi d e s , that i s w hy the re i s a n e e d fo r the the s p ac e w i th e xh i b i t i o n , m o vi e s c re e ni ng o r l e c ture s . E v e n t s w o ul d attrac t vi s i to rs and c r e a t e pote nti al f o r f uture c o l ab o rati o n .

L ABOR AT ORIE S P h y s i c s , C h e m i s t r y a n d B iologica l l a b o r a t o r i e s w i l l b e u n d e r t he cont ol o f t h e r e s e a r c h g r o u p s and provide o n l y p a r t i a l a c c e s s f o r st udent s. N e v e r t h e l e s s , t h e y s h o u ld be fully i n t e r w o v e n i n t o t h e s c h o o l f a bric.

W O R KS H O P W o rk s ho p l i k e P rus al ab o r F AB l a b sh o ul d have vari o us s p ac e s f o r m ac hi ne ry o f d i f f e re nt typ e s . As t h e w o rk s ho p i s al s o ac c e s s i b l e f o r p u b l i c , it s ho ul d have s e p arate e ntran c e , b u t at the s am e ti m e b e c o nne c t e d w i t h scho o l s p ac e s .

S T U D E N T S S T U D IO As s c h o o l h a s P r o j e c t -Ba s ed Lea rning, i t i s r e q u i r e d f o r s t u d e n t s ha ve plent y o f s p a c e s f o r d e v e l o p m ent of t heir p r o j e c t i n d i v i d u a l l y a n d in groups. T h e s e s h o u l d i n c l u d e o p e n floor pla n s t u d i o s a n d m o r e i n c l osed st udy b o o t h s f o r t e a m w o r k o r met ing wit h professors.

LEC TUR E R O O M S Le c ture ro o m s w i l l b e m ai n l y u s e d fo r s c ho o l ne e d s , b ut al s o a v a i l a b l e fo r b o o k i ng b y re s e arc he rs an d a f t e r hours f o r p ub l i c l e c ture . The y s h o u l d be o f d i f f e re nt s i z e and the b i g g e r o n e sh o ul d have c l o s e p ro xi m i ty t o t h e pu b l i c s p ac e .

T E C H N IC AL F AC IL IT IE S T e c h n i c a l f a c i l i t i e s i n c l u de spa ces r e q u i r e d f o r s u c c e s s f u l a nd sa fe f u n c t i o n i n g o f t h e b u ilding a nd i n s t i t u t i o n . T h a t i s m a i n t a i ns, services, s t o r a g e s , f i r e e s c a p e s , s e c u rit y rooms, r e c e p t i o n , l o c k e r r o o m s , a nd rest rooms.

3 D E S I G N F R AMEW OR K

R E C E P T ION 40 m ²

S C U L P T U RE 23 m ²

ST O R A G E 11 m²

CNC 24 m ²

L AS E RC U T 26 m ²

R O B O T I CS 23 m²

3D P RIN T IN G 33 m ²

M U S IC S T U D IO 40 m ²

WO O D WO R K 63 m²

LIBRARY 800 m²

E XHIBITI O N S P A C E 42 0 m ²

P H YS IC S L AB 223 m ² C H E M IS T R Y L A B 633 m ²

FOOD COURT 415 m²

KI TC H EN 291 m²

BIOL OG Y L AB 241 m ²

S TUD I O S 1440 m²

FIRE E S CAPE & A C C ES S 3 0 0 m²

TO I L ETS & L OC K E R R OOM S 300 m ²

G R E E N H OU S E 120 m ²

S T U D Y BOOT H S 300 m ²

T E AC H E R ’ S L OU NG E 138 m ²

S E R V IC E S 181 m ²

L E C T U RE RO O MS 260 m²

PA RT I â&#x20AC;&#x201C; R ESEAR CH

3.2 DESIGN STRATEGIES T h e design str ategies w i l l he l p w i th d e f i ni ng p hys i ca l aspec t s o f the building i n o rd e r to i nte grate the b u i l d i n g wit hin the built envir o nm e nt and to re ac h the o b j ec t i v e s and aim o f the pro ject.

M A XI M I ZI NG US E Th e m axi m i z ati o n o f the p hys i c a l u s e o f the b ui l d i ng i s the m ai n re a s o n f o r the s e l e c te d m i x o f the p ro g r a m . It is ne c e s s ary to re al i z e the ma x i m a l pote nti al o f the b ui l d i ng . I n o t h e r w o rd s , e ac h s p ac e s ho ul d be u s e d thro ugh o ut the d ay d uri ng al l s e a s o n s as m uc h as p o s s i b l e .

C ON N E C T ION T O T H E C OM MU NI T Y T h e d e s i g n s h e l l b e w e l coming for t h e p e o p l e f r o m t h e n e i g hborhood t o explore.

VI S UA L C O NNEC TI O N Fo r i ns p i rati o n and the s ha r i n g o f kno w l e d ge , vi s ual c o nne c ti o n b e t w e e n di f f e re nt s p ac e s i s ne e d e d . T h i s w i l l hel p to c re ate c o nne c ti o ns and a m o r e sa f e e nvi ro nm e nt.

F L E X IBIL IT Y F l e x i b i l i t y o f s o m e s p a c es ca n help i n t h e i n c r e a s e o f b u i l ding use a t d i f f e r e n t t i m e . It i s a l s o required a s t h e r e a r e m a n y d i f f e r e n t users.

S H A R I NG F A C I L I TI ES A s s c ho o l w i l l s hare i ts f ac i l i t i e s w i t h the c i ty, the s e have to b e re f l e c t e d i n the d e s i gn and s p ati al arran g e m e n t o f the b ui l d i ng. The trans i ti o n a n d leg i b i l i ty b e tw e e n p ub l i c and p r i v a t e spac e s i s ne c e s s ary.

T E AC H IN G BU IL D IN G H a v i n g s o m e o f t h e b u i l d i ng element s e x p o s e d , s u c h a s i t s s t ruct ure a nd m a i n t a i n s s y s t e m s ( H V AC, dra ina ge), s o s t u d e n t s c a n a l s o u n d erst a nd how it stands and functions.

3 D E S I G N F R AMEW OR K

3.2 TARGET GROUP T a r g e t g r o u p s a r e m e a n t t o m a k e s o m e o f the building r e q u i r e m e n t s m o r e s p e c i f i c , s o i t i s n o t l i mit ed t o one group.

S TU D E N T S T h e p ro ject sho uld o f f e r a m e ani ng f ul , c re ati v e a n d in n ovat ive a tmo spher e , i n o rd e r f o r yo ung p eo p l e t o d e ve lop themselves. The y s ho ul d b e p ro vi d e d w i th s p a c e s for soc ia liza tio n as we l l as s e l f - d e ve l o p m e nt.

R E SE A R CHE R S It i s n e c e s s a r y t o p r o v i d e p r i v a t e s p a c e s f o r e a c h la bora t ory, b u t a t t h e s a m e t i m e a l l o w s h a r i n g o f t h e f a c i l it ies. Spa ce for social networking is necessary.

C O M M U N IT Y T h e needs o f differen t s o c i al and age gro up s s h o u l d b e c onsid ered. These firs tl y s ho ul d b e s e e n i n the b arr i e r -f r e e opt ion of cir culatio n and i n vari e ty o f s p ac e s , w hi c h c a n b e u sed b y kids, elderly or f am i l i e s .

C O MMU T E R S As t h e s c h o o l w i l l b e l o c a t e d a b o v e t h e m et ro st a t ion, t h e e n t r a n c e h a s t o b e c o m f o r t a b l e f o r t h e c ommut ers t o transfer between tram and metro.

PA RT I â&#x20AC;&#x201C; R ESEAR CH

3.4 LOCATION CRITERIA T h e placement o f the b ui l d i ng i s d e c i d e d ac c o rd i ng t o a n u m ber o f criteria . The s e c ri te ri a d e f i ne the m o s t su it ab le lo catio n fo r thi s b ui l d i ng and hi ghl i g ht s e v e r a l d e sign challenges whi c h s ho ul d b e c o ns i d e re d d uri n g t h e d e sign phase.

SU PPORT LOCAL ACTOR Should invite diver se p o te nti al targ e t g ro up s . Place sho uld feel and g i ve the i m p re s s i o n that i t i s y o u r s a n d y o u b e l o n g h e r e .

V ISI B I LITY T h e im po rtance o f the i ns ti tuti o n s ho ul d b e hi g hl i g h t e d b y i t s l o c a t i o n a n d i t s v i s i b i l i t y i n t h e s u r rou n d ing, so it ca n be e as i l y d e s c ri b e d , f o und and m a y b e e v e n s e r v e a s l o c a l l a n d m a r k . Al s o h a v e visible activities to the o uts i d e and s p i l l e d o ut i nto t h e u r b a n s p a c e .

H I G H ACCESS IBILITY It should be ea sy to r e ac h b y p ub l i c and p ri vate tr a n s p o r t a t i o n f r o m o t h e r c i t y p a r t s a n d c a n h a v e easy ac cess thr o ugh the ne i g hb o rho o d f o r s tud e nt s t o b e a b l e t o t r a v e l t o t h e i r c l a s s e s i n t h e o u t sid e facilities.

N EW DEVE LOPMENT As t h e scho o l presents ab s o l ute l y ne w typ o l o gy an d p r o g r a m i t i s i m p o r t a n t n o t j u s t b e i n l o c a t i o n wh ere t here is need for i t, b ut i n the ne w o ne , s o th e g r o w t h o f t h e n e w n e i g h b o r h o o d c a n g o a l o n g wit h t h e gro wth o f a n e w g e ne rati o n and ne w typ e o f t h i n k i n g a n d c o n n e c t i n g . T h e c o n s t r u c t i o n i n t he develo ping a rea al s o al l o w s b i g ge r f re e d o m w it h a r c h i t e c t u r e d e s i g n .

FACI LIT IES & ACTIVITIE S NEA R B Y Following co ncept o f s c al e - f re e s c ho o l i t i s i m p o r t a n t t h a t i n t h e s u r r o u n d i n g t h e r e c r e a t i o n ( a s p arks and wa ter ) , cult ural ( as gal l e ri e s , c hurc he s , mu s e u m s ) a n d e d u c a t i o n f a c i l i t i e s c a n b e f o u n d .

3 D E S I G N F R AMEW OR K

S U P P ORT L OC AL AC T OR

V IS IBIL IT Y

HIG H AC C E S S IBIL IT Y

N E W D E V E L OP M E N T

F A C I L I T IE S & AC T IV IT IE S N E ARBY 23

PA RT I – R ESEAR CH

8 Sat e ll i t e i ma g e o f H o l ešovi c e wi th hig hli g ht ed s i t e a r ea

4 SITE BACKGROUND G e n e r a l informa t ion

A bo ut A f te r i d e nti f yi ng the p ro j e c t t y p o l o g y a n d t h e m e c hani s m s thro ugh w hi c h th e s c h o o l c o u l d b e o p e rate d , the re s e arc h has b e e n d o n e o n w h a t is the m o s t ap p ro p ri ate s i te f o r s u c h a s c h o o l . A s the the s i s l o o k s to c re ate a n e w t y p e o f s c h o o l o r â&#x20AC;&#x153;s c ho o l o f the f uture â&#x20AC;&#x153; i t w a s t h u s n e e d e d t o cho o s e a ne i g hb o rho o d w hi c h n o t o n l y r e q u i r e s an e d uc ati o nal f ac i l i ty, b ut wo u l d b e o p e n f o r new p o s s i b i l i ti e s and vi e w s . Bu b ny- Zato ry b e c am e a p e rf e c t o p t i o n . As t h e r e w i l l b e a l arg e i nc re as e o f re s i d e n t s i n t h e a r e a the ne e d f o r s c ho o l i s o b vio u s . Ad d i t i o n a l l y , it i s go i ng to b e an ab s o lu t e l y n e w f u t u r e

n e i g h b o r h o o d w h e r e n e w a r c h i t e c tura l f orms and approaches can be tried out. In t h i s c h a p t e r o f t h e b o o k w i l l be reviewed g e n e r a l i n f o r m a t i o n a b o u t t h e cont ext in w h i c h t h e p r o j e c t w i l l b e l o c a t e d ; i ts hist orica l d e v e l o p m e n t a n d h o w i t c h a n g e d i n pa st yea rs a s w e l l a s h o w t h e f u t u r e m a s t e r p l a n will work; p u b l i c a n d p r i v a t e t r a n s p o r t a t i o n and pla nned a c t i v i t i e s . Al l o f t h i s h a s d i r e c t i n f l u ence on t he w a y t h e p r o j e c t i s d e s i g n e d a s o n e of t he ma in t o p i c s o f t h e t h e s i s i s h o w s c h o o l s ca n be more c o n n e c t e d w i t h t h e i r c o n t e x t a n d c o mmunit y.

PA RT I – R ESEAR CH

9. Europe

10. C zech Republic

Březiněves Dolní Chabry

Čakovice Ďáblice Vinoř

Suchdol Lysolaje

Přední Kopanina Nebušice

Satalice Troja

Klánovice

Dolní Počernice

Běchovice

Štěrboholy Dolní Měcholupy

Zličín

Dubeč

Královice

Petrovice

Řeporyje

Slivenec

Velká

Újezd

Kunratice

Chuchle

Koloděje

Křeslice Benice

Nedvězí Kolovraty

Šeberov

Lochkov Libuš

Zbraslav Lipence

11. Prague districts 12. Bird’s eye view of Holešovice 13. Satellite view of Holešovice

4 S I TE B A CK GR OUND

4.1 LOCATION Prag ue , c a p i t a l c i t y o f t h e C ze c h R e p u b l i c , i s t r a v e r s e d b y t h e V l t a v a R iver. T he p o p ul ati o n P r a g u e i s a b o u t 1. 3 m i l l i o n p e o p l e , w h i l e i t s m e t r o p o l it a n a rea is e s ti m ate d t o h a v e a p o p u l a t i o n o f 2. 7 m i l l i o n . [ E u r o s t a t ] T h e c i t y h a s a t emperate o c e an i c c l i m a t e , w i t h r e l a t i v e l y w a r m s u m m e r s a n d c h i l l y w i n t ers. Pra gue i s a p o l i ti c a l , c u l t u r a l a n d e c o n o m i c c e n t r e o f c e n t r a l E u r o p e c o m plet e wit h a ri c h hi s to r y . The p ro j e ct s i t e i s l o c a t e d i n t h e P r a g u e 7 d i s t r i c t , w h i c h i s c u r r e n t ly undergoi ng d e ve l op m e n t o f i t s Bu b n Ă˝ -Z a t o r Ă˝ n e i g h b o r h o o d . T h i s a r e a i s surrounded f ro m 3 s i d e s b y t h e V l t a v a r i v e r , h a s g o o d c o n n e c t i o n t o t h e c i t y cent er, ma in p ub l i c am e n i t i e s a n d h a s i n i t 2 t r a i n s t a t i o n s w i t h t h e c o n n e c t i on t o ot her C z e c h c i ti e s a s w e l l o t h e r c o u n t r i e s .

PA RT I – R ESEAR CH

4.2 HISTORICAL DEVELOPMENT 1228 ﬁrst written mention of ﬁshing village Holešovice

1823 opening of Kartonka factory

1886 start of operation of Bubny train station

XIX rapid industrial development 1871 opening of power plant by F. Shlaﬀe

1840

1892 a modern shipping port was established

1891 Construction of Výstaviště Holešovice

1880

The a rea we k no w to d ay as Prag ue 7 w a s t w o v i l l a g e s b y t h e r i v e r . At t h e m i d d l e o f t h e 19th century the vi l l ag e s H o l e š o vi c e ( no r t h ) a n d Bu b n y ( s o u t h ) h a d a p o p u l a t i o n o f 830 a nd 291 inhab i tants re s p e c ti ve l y. B ui l d i n g t h e t e x t i l e f a c t o r y w e s t o f H o l e š o v i c e w a s t h e star t o f indu s tri al gro w th. The A re a s aw a m a s s i v e i n d u s t r i a l b o o m i n t h e 19t h c e n t u r y , with the two vi l l age s j o i ne d as H o l e š o vi c e -Bu b n y . L a r g e i n d u s t r i a l b l o c k s w e r e b u i l t a n d mo re pro pos e d . The re w e re 3 2 f ac to ri es a t t h e t i m e a n d t h e p o p u l a t i o n r o s e t o 11000 r esidents. A ro und 1 9 1 5 , the c o m p l e te d e -i n d u s t r i a l i s a t i o n o f L e t n a t o o k p l a c e a n d i t s a rea was divi d e d i nto s m al l e r re s i d e nti al b l o c k s , w h i l e m a n y o f t h e b u i l d i n g s i n t h e p r e v i o usly built b l o c k s w e re d e s tro ye d . The po p u l a t i o n g r e w t o 44000 i n h a b i t a n t s . 28

1895 opening of central slaughterhouse Pražská tržnice

1914

4 S I TE B A CK GR OUND

1928 opening of Veletržní palác

1927 construction of Electric Business Building

19 demolition of Holeshovice 60 ﬁshing village and construction of Prefa panel factory

1984 construction of metro and bus stop Nadraži Holešovice

1969 view on Plynarni street before the demolition for metro construction

1938

2015 demolition of the Bubny Train Depot

1985 openingof train station Holešovice

2016

By the midd l e o f 2 0 th c e ntury c an b e not i c e d c h a n g e i n t h e u r b a n p a t t e r n o f H o l e s o v i c e and Letna , po p ul ati o n gro w th to 5 9 1 5 0 i n h a b i t a n t s , t h e h i g h e s t i t e v e r b e e n i n t h e a r e a . The o ld Ho les o vi c e vi l l ag e i s p arti al l y i nt a c t w i t h i t s p a s t t r a c e s r e m a i n i n g a n d L e t n a a n d Ho leso vice have 2 d i f f e re nt typ e s o f c i t y b l o c k s . F i n a l l y i n 1989 w i t h t h e c o m p l e t e d e industr ia lisa ti o n o f the are a H o l e š o vi c e b e c o m e s a r e s i d e n t i a l a r e a . T h e p o p u l a t i o n h a s been stea di l y l o w e ri ng s i nc e the l ate 8 0s , s t a b i l i zi n g a t 15262 i n h a b i t a n t s i n 2011. W i t h the building o f ne w b ri d g e s and the tra i n s t a t i o n , t h e a r e a b e c a m e m o r e c o n n e c t e d t o the r est o f the Prag ue as w e l l as b e c o m i n g a t r a n s p o r t a t i o n h u b . In 2016 T h e Bu b n y T r a i n D epo t ha s be e n d e m o l i s he d m ak i ng the p r e v i o u s t r a i n y a r d a h u g e e m p t y b r o w n f i e l d . 29

PA RT I – R ESEAR CH

4.3 RECENT BUBNY-ZATORY DEVELOPMENT

T h e fu t ur e o f the Bubny b ro w nf i e l d has b e e n q ue s t i o n e d f o r m a n y y e a r s . M a n y s t u d i e s a n d t e n d e r s h ave b een do ne and the ne e d to i nte grate unus e d a r e a s i n t o u r b a n s t r u c t u r e s h a s b e e n d i s c u s s e d sin c e t he 1 9 9 0 s, but the urb an d e s i gns that aro s e f r o m t h i s i n t e r e s t w e r e o f a l t e r n a t i n g q u a l i t y . Som e were str ictly tr af f i c - e ngi ne e ri ng and d i d no t o f f e r s p a c e t o c r e a t e a t r u l y f u l l -f l e d g e d n e i g h b orhood [iprpr aha, 2 0 1 9 ]. I n S e p te m b e r 2 0 1 5 , a m a j o r p a r t o f t h e i d e n t i t y o f t h e a r e a w a s t h e B ub ny Tr ain D epo t, wh i c h w as ho w e ve r d e m o l i s he d i n 2016 t o c l e a r w a y f o r a m o r e m o r p h o l o g i c a l l y h om ogeno us new pla n [b l e s k .c z , 2 0 1 6 ]. I n No ve m be r 2016, t h e C i t y C o u n c i l a s k e d IP R t o s t a r t w o r k on t h e territo r ia l stud y o f are a. I n 2 0 1 7 I P R p re p are s a p u b l i c c o n t r a c t f o r H o l e š o v i c e Bu b n y -Z á t o r y and b y 20 1 8 co nducte d e xp e rt o p i ni o ns o n the te rr i t o r y a n d p r e p a r e d t h e a s s i g n m e n t f o r a n e w t e r rit orial study with a n e m p has i s o n p ub l i c s p ac e s , t r a n s p o r t , e q u i p m e n t a n d c l e a r e r c o m p o s i t i o n o f t he t errito r y as a disti nc t d i s tri c t. I n the M ay o f th e s a m e y e a r P r a g u e h a s a n n o u n c e d a t e n d e r f o r a t e rrit oria l study tha t w i l l l e ad to the re vi tal i z ati on o f t h e b r o w n f i e l d . T h e autho r s o f the terri to ri al s tud y are Pe l č ák an d p a r t n e r a r c h i t e c t s a n d T h o m a s M ü l l e r Iv a n Re in m an n ar chitekten Gm b H f ro m B e rl i n. The s tud y w a s f o c u s e d o n “ s t i t c h i n g ” t h e e x i s t i n g u r b a n 1:20 000

4 S I TE B A CK GR OUND

st ru c t ur es o f Letná an d H o l e š o vi c e . The “p atc h” i n t h e f o r m o f a n e w u r b a n d i s t r i c t t h u s re p e at s in a mo dern way the g ri d o f ho us e b l o c k s a d a p t e d t o t h e n a t u r a l c o n d i t i o n s ( i n wh ic h t he D epo t wa s r e m o ve d ) and c o nti nuo us tra n s p o r t r o u t e s . [ a s b -p o r t a l , 2019]

14 C onditio n 5 year s ago 15 C urren t c o n di t i o n 16 Winn i n g pr o po sal

B y O c t ober 15, 2019, ci ti z e ns w e re ab l e to c o m m e n t o n t h e s t u d y a n d n o w a l l s u g g e s t i o n s will b e evalua ted a nd p ro c e s s e d . B y 2 0 2 1 the c han g e i n zo n i n g p l a n s h o u l d b e a p p r o v e d and c onstr uctio n is pl anne d to b e g i n i n 5 ye ars . N e w d e velo pment is p l anne d to i nc l ud e : 2 5 0 0 0 i n h a b i t a n t s , 11 000 a p a r t m e n t s , 29 000 jobs, 5,000 pla ces fo r p up i l s i n s c ho o l s . [i p rp raha, 2019] T h e t er rito r ia l study c o ntrac to r, c o o p e rati ng w i th T H OM AS M Ü L L E R IV AN RE IM AN N AR CH I T EKTEN and Pelčá k and p artne r, f o c us e d o n “s t i t c h i n g ” t h e e x i s t i n g u r b a n s t r u c t u r e s of Le t ná a nd Ho lešo v i c e . The “p atc h” i n the f o rm o f a n e w u r b a n d i s t r i c t t h u s r e p e a t s i n a m odern wa y the grid o f ho us e b l o c k s ad ap te d to t h e n a t u r a l c o n d i t i o n s a n d c o n t i n u o u s t ransp or t ro utes.

1:20 000

PA RT I – R ESEAR CH

4.4 MORPHOLOGY

Holešovice

P roj e c t s i t e

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O ld town

Karli n

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80 m

For b e t ter understa ndi ng o f the s i te and i ts s c al e a b o v e a r e s h o w n d i f f e r e n t m o r p h o l o gies from o ther Pr agu e d i s tri c ts . A s m o s t o f the b u i l d i n g s i n t h e s u r r o u n d i n g p r o j e c t s i t e area will be new, it ca n b e s e e n ho w the b l o c k s t r u c t u r e , b y i t s s c a l e a n d f o r m a t i o n , i s d iffe re nt fro m o ther are as w i th s i m i l ar hi s to ri c al b a c k g r o u n d s s u c h a s H o l e š o v i c e , K a r lin , Le t na and S michov. Thi s m o rp ho l o g i c al d i f f e ren c e c a n b e e x p l a i n e d b y t h e p l a n n e d fu ll c lea ning o f the ar e a ( p re s e rvi ng o nl y s o m e f un c t i o n i n g h i s t o r i c a l b u i l d i n g s ) , w h e r e a s ot h er districts with in d us tri al b ac k g ro und have c h a n g e d g r a d u a l l y a n d h a v e a b s o l u t e l y d iffe re nt density withi n e ac h b l o c k , s o s uc h b l o c k s t r u c t u r e c a n b e m o r e e a s i l y c o m p a r e d t o V in ohrady. S treets are ve ry w i d e and i ns i d e o f th e b l o c k s i s p l a n n e d t o h a v e c o m m o n / open spa ce with so me re c re ati o n.

4 S I TE B A CK GR OUND

V inohrad y

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80 m

Zizkov

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Sm i chov

L etna

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80 m

PA RT I – R ESEAR CH

4.5 TRANSPORTATION

18 E xisting tr an s p o r t situa tion Mai n r o ads S ec o n dar y r o ads T r am l i n e Met r o l i n e F er r y Rai l way

O ve ral l P rag ue 7 has a ve ry goo d t r a n s p o r t a t i o n c o n n e c t i o n t o t h e r e s t o f t h e ci ty and w i thi n i ts e l f , b ut the b r o w n f i e l d s e p a r a t e s t h e d i s t r i c t ’ s u r b a n b l o c k st ruc ture as w e l l as i ts i nf ras t r u c t u r a l c o n n e c t i o n s . D u e t o t h e c l o s e d a n d u n av ai l ab l e are a i n the m i d d l e , H o l e š o v i c e h a s o n l y t w o c o n n e c t i o n p o i n t s w i t h Le tna. Tho ugh o ut the w ho l e d i s t r i c t c y c l i n g p a t h s a r e m i s s i n g a n d t h e h i g h w a y ar o und H o l e š o vi c e trai n s tati o n m a k e s t h e p l a c e s e g r e g a t e d f r o m t h e r e s t o f the c i ty and unp l e as ant to g e t t o o r b e i n . A l tho ugh the are a aro und V l ta v a i s l i k e l y t o r e m a i n a b u s y r o a d , t h e a u t h o r s o f the s tud y p ro p o s e s e ve ral c h a n g e s i n t h e h i e r a r c h y o f t r a n s p o r t m o d e s t o re turn the urb an e nvi ro nm e nt t o t h e s e p l a c e s . It i s p l a n n e d t o b r i n g t h e s t r e e t s ar o und the f o rm e r El e c tri c Ent e r p r i s e s t o o n e l e v e l , s o t h a t t h e r e e v e n t h o u g h it w i l l re m ai n b us y, the e nvi ron m e n t i s g o i n g t o b e m o r e h u m a n s c a l e . . Ca r traf f i c i s to b e tak e n al o ng t h e w a t e r f r o n t a n d t h e n t o Ar g e n t i n s k á S t r e e t , w ho s e ap p e aranc e i s al s o to un d e r g o m a j o r c h a n g e s . It i s n o w t o b e c o m e a n u r ba n s tre e t w i th tre e al l e ys , w h e r e t h e n e c e s s i t y o f p a s s i n g c a r s i s w e l l b a l a n c e d by re s p e c t f o r p e d e s tri ans and c y c l i s t s . ( 2 + 2 l a n e s , c y c l e p a t h , t r e e l i n e , w i d e si d e w al k s ) .[as b - p o rtal , 2 0 1 9 ] Bu b e n s k á s t r e e t s p e r f o r m s t h e t r a n s p o r t f u n c ti o n o f c o nne c ti ng the H l áve k a n d T r o j a b r i d g e s , b u t t h e t r a f f i c i s d e s i g n e d w i t h a l o w e r c ap ac i ty ( 1 + 1 l ane ) an d t h u s a l l o w s t h e u s e o f t h e s t r e e t a s r e s i d e n t i a l . Th e tram l i ne s and b us ro utes a r e g o i n g t o b e e x t e n d e d t o i n c l u d e Bu b n y Zato ry are a, c re ati ng m o re c o n n e c t i o n s w i t h L e t n a . N e w r o a d s t h r o u g h t h e n e w di s tri c t are go i ng to b e ad d e d a s w e l l , w h i c h w i l l d e c r e a s e t h e a m o u n t o f c a r s o n B ub e ns k e nad raz i and Praz s k y o k r u h r o a d s .

4 S I TE B A CK GR OUND

Public transportatio n T rain li n es T ram li n es Metro l i n e Ferry 400m r adi u s

C yclist and main pedest r i an connections C yclist Pedestri an connec t i o n s

Public r ec r eat i o n zones

C ar traffic Main ro ads Second ar y r o ads T ertiary r o ads

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4.6 ACTIVITIES IN&AROUND NEW MASTER PLAN 10

6 7 2 4

11 9 8 5

14 19 Master plan Holešo v i c e-B u bn y12

Zatory by Muller Rei n m an n architekten 20 Activities in Prague 7

T h e m ain public spa ce o f the ne w l y d e s i gne d d e vel o p m e n t i s t h e c e n t r a l p a r k , w h i c h i s c onn ec ted to the main urb an axi s l e ad i ng no rth- s o u t h t h r o u g h t h e t e r r i t o r y a n d c o n n e c t in g t h e Vlta vská and Ho l e š o vi c e rai l w ay s tati o ns . T h e s q u a r e i s d e s i g n e d i n f r o n t o f t h e H láve k Br idge, a ro und the m o num e nt o f s i l e nc e a n d a t t h e H o l e š o v i c e r a i l w a y s t a t i o n . Ped e st ria n zo nes in Jate č ní and D ě l ni c k á / V e l e trž n í s t r e e t s a r e p r o p o s e d . Re v i t a l i za t i o n of b ot h embankments ( no rthe rn and s o uthe rn) i s p r o p o s e d .

4 S I TE B A CK GR OUND

PA RT I â&#x20AC;&#x201C; R ESEAR CH

4 S I TE B A CK GR OUND

4.7 FACILITIES IN HOLEŠOVICE On e o f t h e r e a s o n s w h y t h e m a s t e r p l a n o f Bu b n y -Z a t o r y wa s chosen f o r t h e s c h o o l s i t e i s t h a t i n e v e n t h o u g h i t i s g o i n g t o b e a n a bsolut ely n e w n e i g h b o r h o o d , i t h a s a g r e a t c o n n e c t i o n t o t h e o l d e r dist rict s of Letna and Holešovice. As c a n b e s e e n f r o m t h e c o l l a g e m a p o n t h e l e f t , m a n y p u b lic a ct ivit ies c a n b e f o u n d i n t h e s u r r o u n d i n g d i s t r i c t s w h i c h t h e s c h o ol ca n use t o m i n i m i ze i t s i n n e r p r o g r a m a n d t a k e a d v a n t a g e o f t h e n e ighborhood. T h e m a p h i g h l i g h t s 3 s u b c a t e g o r i e s t h a t r e l a t e s t o s c h o ol a ct ivit ies: S p o r t - a s t h e r e a r e m a n y f o r m o f s p o r t f a c i l i t i e s i n P r a g u e 7 which ca n b e u s e d , n o t e v e n i n c l u d i n g t h e n e a r b y s c h o o l s , t h e s p ort progra m within building has been eliminated; C u l t u r a l - f a c i l i t i e s i n c l u d e c i t y a n d p r i v a t e l y o w n e d p l a c e s wit h which t h e s c h o o l c o u l d c o l l a b o r a t e i n l e a d i n g e v e n t s o r h a v ing lect ures which do not need special requirements. E d u c a t i o n a l - h i g h l i g h t s a l l s c h o o l s a n d u n i v e r s i t y i n t h e a rea where f a c i l i t i e s c a n b e e x c h a n g e d . T h e s e a l s o a p p l i e s t o t h e o r e t i ca l subject s w h i c h d o n o t h a v e s p e c i f i c r e q u i r e m e n t s f o r s p a c e o r e q u ipment .

Facilities in and around Bubny - Zátory neighborhood

Sport

C ultural

Education

PA RT I â&#x20AC;&#x201C; R ESEAR CH

5 SITE ANALYSIS

Lo cal Th i s c hap te r w i l l b e an o ve rvi e w o f t h e p r o j e c t i n a c l o s e r c o n t e x t , u s i n g a n a l y ses f o r b e tte r und e rs tand i ng of t h e p r o j e c t s c o p e . Fo r the s c ho o l b ui l d i ng , the c h o s e n p l o t i s o n t h e i n t e r s e c t i o n o f P l y n a r n i a n d Raj s k a s tre e t, w he re s c ho o l b u i l d i n g i s p l a n n e d t o b e i n t h e zo n i n g o f M a s t e r pl an. Thi s p l o t m e e ts al l o f the r e q u i r e m e n t s n e e d e d f o r t h e p r o j e c t d e s c r i b e d in the c hap te r b e f o re . O w i ng to i ts p ro xi m i ty to 4 di f f e r e n t d i s t r i c t s ( L e t n a , Bu b n y , H o l e ĹĄ o v i c e a n d Tr o j a) i t c an i nvi te d i ve rs e s o c i a l g r o u p s . As i t i s o n t h e c o r n e r o f t h e b l o c k an d has p ub l i c s p ac e i n f ro nt o f i t s w e s t f a c a d e , i t i s h i g h l y v i s i b l e f r o m s e v er al s tre e ts and i t has a gre at c o n n e c t i o n t o t h e p u b l i c t r a n s p o r t a t i o n -m e t r o , tram s , b us e s and e ve n trai ns .

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2 . S I TE ANALYS IS

5.1 PROJECT SITE

As can be seen fr o m th e c ut o ut o f the B ub ny -Zato r y master p l an ab o ve , the p lot is pa rt o f a newl y c re ate d b l o c k wit h a f o o tba ll field in the c o urtyard . It s w e st side will be fa c i ng the p ri m ary sc h o o l building a nd the q ui te l ane Rajska s tr eet with tre e s o n i t. A s the p rim ary scho o l buildin g has a s l i ghtl y sh ift e d faca de o n the s o uth, a s m al l sq uare with trees i s c re ate d . Thi s open in g highlights the c o rne r d e d i c at ed t o the pr o ject and m ak e s i t an act ive atmo spher e in t he s tre e t.

A t the s o u t h -w e s t i n t e r s e c t i o n o f Pl ynární s t r e e t s a n d Ra j s k á , t h e e x i s t i ng p ark a r e a w i t h a p l a y g r o u n d a n d o l d tre e s r e m a i n s i n t a c t . A c ro s s the s o u t h f a c a d e t h e H o l e š o v i c e B us i ne s s Ac a d e m y b u i l d i n g b u i l t i n 1 8 8 4 i s l oc a t e d . It h a s a v e r y c l a s s i c al e nve l op e a n d s u r r o u n d e d b y a c t i v e ve ge tati o n . O n the nor t h e r n c o r n e r o f t h e b l o c k , the re i s a n o f f i c e b u i l d i n g w i t h 15 f l o o rs . B e h i n d i t a c r o s s t h e P r a zs k y o k ruh s tr e e t a n d i n f r o n t o f t h e

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H o l e š o v i c e t r a i n s t a t i o n , a pla nned p u b l i c s p a c e w i t h s m a l l pa rk will be d e v e l o p e d . F o l l o w i n g t h e Ma st erpla n r e g u l a t i o n s , t h e p r o j e c t s hould not be h i g h e r t h a n 21 m e t r e s a nd ha ve a pp r o x i m a t e l y 5-6 f l o o r s . It c a n b e c o n c l u d e d t h a t considering e d u c a t i o n a l b u i l d i n g s a n d a ct ive vege t a t i o n a r o u n d t h e p l o t ma kes a perf e c t l o c a t i o n f o r a h i g h s c hool, providi n g t h a t t h e r e w i l l b e o p p ort unit ies t o c o l l a b o r a t e w i t h o t h e r f a c ilit ies in t he area.

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PA RT I â&#x20AC;&#x201C; R ESEAR CH

2 . S I TE ANALYS IS

9 8 1

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3 4 5

5.2 CURRENT CONDITION

The current c o nd i ti o n o f the s i te i s ve ry d i s r u p t e d . W h i l e i t h a s a g r e a t t r a n s po rt co nnne c ti o n to the c e nte r, i t gi ve s a c h a r a c t e r o f a r u r a l -u r b a n f r i n g e , w i t h the amo unt o f j unk s p ac e s and und e rd ev e l o p e d p l o t s . T h e d e n s i t y i n t h e a r e is v er y lo w, w hi c h i n c o m b i nati o n w i th ma n y o p e n e m p t y p u b l i c s p a c e s i m b u e a n unsa fe and d e s o l ate f e e l i ng . W hi l e th e r e s e e m s t o b e a n u m b e r o f p u b l i c o r gr een a rea s , the y e i the r have b arri e rs a r o u n d o r s i m p l y n o p r a c t i c a l u s e . T h e current co nd i ti o n c an b e s um m e d as s p a c e o n l y u s e d f o r t r a n s i t i o n .

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c i te a t the c ur r e nt sta t e

doc um e nta ti on

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Satellite view of the project site

PA RT I â&#x20AC;&#x201C; R ESEAR CH

5 S I TE ANALYS IS

5.3 LOCAL SITE ANALYSIS

The site is lo c ate d i n H o l e š o vi c e , ab o ve t h e N a d r azi Ho lešo v i c e m e tro s tati o n. The b ui l d i n g i s l o ca ted at the c o rne r o f a b l o c k i n the p r o p o s e d master plan. The b ui l d i ng’s Eas t f ac ad e, w h i c h fa ces the blo c k c o urtyard , w e l c o m e s the s u m m e r sun rising f ro m the Eas t. Thi s m o m e nt c a n b e a dv antageo us w he n o p e ni ngs are i m p l e m e n t e d in this faca d e , i l l um i nati ng the i nte ri o rs o f t h e building. Th e S o uth and W e s t f ac ad e s , w h i c h

face the streets, will receive the most sunlight. Re d u c i n g t h e a m o u n t o f o p e n i n g e n s u r e s a c o mfortable studying space. While the dominant N o r t h -W e s t e r l y w i n d s a n d t h e S o u t h -E a s t e r ly w i n d s d o n o t c o n t r i b u t e t o w a r d s t h e f o r m , t he l o c a t i o n o f t h e s c h o o l i t s e l f i s a n a d v a n t a g e. The courtyard is protected from both sides and the corner of the building will not be subject to strong direct winds.

PA RT I – R ESEAR CH

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Plynarni street Section BB’

Plynarni street Section C C ’

5 S I TE ANALYS IS

III

5.4 STREET CHARACTER By l o o k i ng at the s e c ti o ns o n t h e l e f t i t c a n b e s e e n t h a t t h e p r o j e c t s i t e h a s a ve ry d i f f e re nt s tre e t c harac te r i n e a c h s i d e . On t h e AAâ&#x20AC;&#x2122; s e c t i o n s , t h e s c a l e a n d cal m c harac te r o f the R aj s k a s t r e e t i s v i s i b l e , w i t h o n e w a y r o a d a n d s p a c e s f o r ped e s tri an, c yc l i s ts and tre e s . F r o m t h e s a m e s e c t i o n t h e r a d i c a l d i f f e r e n c e i s noti c e ab l e i n the s c al e b e tw e en s t r e e t a n d w i d e s c h o o l c o u r t y a r d w i t h f o o t b a l l pi tc h i n i t and trans f o rm e r s ta t i o n a c r o s s i t . S e c ti o n B B â&#x20AC;&#x2122; s ho w s the o the r cu t o f t h e c o u r t y a r d h i g h l i g h t i n g t h e d i f f e r e n c e in he i ght o f the tw o b l o c k c o r n e r s . H e r e i s a l s o s h o w n P l y n a r n i s t r e e t s e c t i o n w i th the re l ati o n to the B us i ne s s Ac a d e m y b u i l d i n g a c r o s s t h e s t r e e t a n d p u b l i c trans p o rtati o n w i th i t. O n the thi rd s e c ti o n, the d i f f er e n c e i n s t r e e t w i d t h s a n d t h e s c a l e o f n e w o p e n spac e as w e l l as s m al l p ark o n i n t e r s e c t i o n o f R a j s k a a n d P L y n a r n i s t r e e t a r e sh o w n. A s c an b e s e e n f ro m s k e tc he s , t h e b u i l d i n g i s l o c a t e d o n t h e v e r y d o m i n a n t a n d imp o rtant c o rne r i n the are a a n d t h a t i s w h y i t s h o u l d b e t r e a t e d w i t h r e s p e c t to the o l d b ui l d i ng i n the c o nte x t a s w e l l u r b a n g r i d , b u t a t t h e s a m e t i m e h i g h lig hti ng the f unc ti o n and i nvi ti n g p e o p l e i n s i d e .

PA RT I â&#x20AC;&#x201C; R ESEAR CH

6 CASE STUDIES T h i s s e c t i o n p r e s e n t s t h e c o r e r e s e a r c h d o ne t o a r r i v e a t a h o l i s t i c u n d e r s t a n d i n g o f t he p r o j e c t , i t s i m p l i c a t i o n a n d i m p l e m e n t a t i o n.

Exte nsi o n o f Jara C i mrman S c ho ol Kamyaran S c ho o l -to -c i ty Fac i l i t y Mo nte S c ho o l C o mpl ex C MR EKYA S c ho ol B ri ghto n C o l l e ge S c ho ol Khan L ab S c ho ol Ri ve rsi de sc ho o l vi s it

PA RT I â&#x20AC;&#x201C; R ESEAR CH

6.1 EXTENSION OF JARA CIMRMAN SCHOOL Type: E ducati o nal b ui l d i ng Place: Pr agu e - L ys o l aj e , C z e c h R e p ub l i c A rchitects: P ro g re s A te l i e r A rea : 1 1 2 4 Yea r: 2 0 1 8

Site visit Th e s c ho o l i s a g re at e xam p l e o f q u a l i t y c l a s s r o o m s a n d a t t h e s a m e t i m e a d i ve rs i ty o f s p ac e s w hi c h ca n b e c r e a t e d w i t h i n t h e e d u c a t i o n a l f a c i l i t i e s . D uri ng the s i te vi s i t I have no t i c e d e x c e p t i o n a l a t m o s p h e r e i n a l l o f t h e r e n o vate d s p ac e s . The s e w e re ac h i e v e d b y g i v i n g e a c h s p a c e s s p e c i f i c f e e l i n g i m pr o ve d b y the us e o f ap p ro p ri a t e a n d d i f f e r e n t m a t e r i a l s . T h e s e c a n b e s e e n i n the s e c o nd i m ag e w he re i ns ta l l e d a c o u s t i c p a n e l s p e r f e c t l y w o r k w i t h i n t e r i o r des i gn and at the s am e ti m e pr o v i d e p e r f e c t s o u n d i n t h e s p a c e , s o t h a t a t a n y poi nt s tud e nts c an he ar the tea c h e r . Th e m o s t i nte re s ti ng p art and a t t h e s a m e t h e o n e w h i c h r e l a t e s t o m y t h e s i s to p i c i s the c o urtyard i n the ce n t r e o f t h e f a c i l i t y . It i s e a s i l y a c c e s s i b l e f r o m the s c ho o l s c l as s ro o m s and c or r i d o r s a s w e l l a s f r o m s t r e e t t h r o u g h t h e n e w l y add e d c i rc ul ati o n s p ac e . The s e a d d i t i o n s a r e n e e d e d f o r s c h o o l s e c u r i t y a n d a t the s am e ti m e o p e nne s s to the o u t s i d e . As t h e s c h o o l i s l o c a t e d o n t h e h i l l , t h e co urtyard has a he i g ht d i f f e re n c e , w h i c h w a s s u c c e s s f u l l y u s e d b y a r c h i t e c t s a s pu b l i c s e ati ng f o r s c ho o l e ve n t s a n d k i d s t o p l a y .

6 C A S E S TUD IES

Ar chitects “The o ri gi nal b ui l d i ng o f the e l e m e n t a r y s c h o o l w a s c o m p l e t e d i n 1934 a c c o r d in g to the d e s i g n o f the arc hi t e c t s V . V o n d r á š e k a n d J. K u b í n . Ov e r t h e c o u r s e o f i ts e xi s te nc e , i t has go ne th r o u g h s e v e r a l m o d i f i c a t i o n s o f v a r i o u s t e c h n i c a l an d arc hi te c tural q ual i ty. W e p ro p o s e a ne w e xte ns i o n a b o v e t h e e x i s t i n g g y m . L a r g e s p a n s t e e l f r a m e s fo rm d o ub l e he i ght atti c s p ac es f o r a r t , c h e m i s t r y a n d p h y s i c s c l a s s r o o m s a n d afte r s c ho o l ac ti vi ti e s . S p e c i al i ze d c l a s s r o o m s a r e g e n e r o u s l y s t r e t c h e d t o t h e seve n and hal f m e te rs hi gh ro o f t o p . P l e a s a n t s t u d y e n v i r o n m e n t i s s u p p o r t e d by d ayl i ght c o m i ng f ro m tw o di r e c t i o n s a n d a c o u s t i c p a n e l i n g m a d e o f w o o d fi b e r b o ard s . Th e l arge s t 7 5 m 2 c l as s ro o m o f t h e s c h o o l c l u b i s l o c a t e d o n t h e g r o u n d f l o o r an d i s c o nne c te d to the p ave d a r e a o f t h e i n n e r a t r i u m w i t h a n a m p h i t h e a t e r . Th i s c o urtyard s e rve s as a m u l t i f u n c t i o n a l s p a c e f o r v a r i o u s s c h o o l a n d a f t e r scho o l ac ti vi ti e s ( s e m i nars , w o r k s h o p s , m e e t i n g s e t c . ) ” [ Ar c h d a i l y ]

PA RT I – R ESEAR CH

6.2 KAMYARAN SCHOOL-TO-CITY FACILITY Type: E ducati o nal b ui l d i ng/P ub l i c s p ac e Place: Ka my aran, I ran A rchitects: C A A T S tud i o A rea : 3 0 0 0 m 2 Unr ea lized

A na lysis A f te r the e arthq uak e i n the K u r d i s h c i t y o f K a m y a r a n , t h e c i t y n e e d e d t o re al i z e s e ve ral p ub l i c p ro j e c ts t o i m p r o v e c i t y ’ s c o n d i t i o n w i t h r e l a t i v e l y l i m i t e d re s o urc e s . W i th the s e l i m i tati o n s , C AAT S t u d i o s u g g e s t e d a n e w c o n c e p t b y m e rg i ng an e l e m e ntary s c ho ol a n d a p u b l i c s p a c e i n t o o n e l a r g e f a c i l i t y . T h i s sol uti o n w o ul d e l i m i nate the nee d f o r t h e c o n s t r u c t i o n o f t w o d i f f e r e n t p r o j e c t s o n tw o d i f f e re nt s i te s and w o u l d t h u s i m p r o v e t h e s o c i a l a n d c u l t u r a l l i f e o f i t s re s i d e nts . Fro m the d i agram s o n the ri g h t i t c a n b e s e e n h o w t h e b u i l d i n g w a s d e s i g n e d to s e rve d i f f e re nt p ro g ram s a n d s e r v e d i f f e r e n t u s e r s t h r o u g h o u t t h e d a y . In the f i rs t hal f o f the d ay, th e p r o j e c t s e r v e s a s a s c h o o l , w i t h a c o u r t y a r d an d a p l ayg ro und f o r s tud e nts , s e p a r a t e d f r o m t h e c i t y b y a t h r e s h o l d . In t h e sec o nd hal f o f the d ay, the c ou r t y a r d s e r v e s a s a s p a c e f o r m e e t i n g s o f l o c a l en tre p re ne urs , a s p ac e f o r c e r e m o n i e s , o r a p u b l i c p a r k o p e n t o a l l r e s i d e n t s . Th e w ay s p ac e s are d e s i g ne d t o m e e t d i f f e r e n t n e e d s i s r e m a r k a b l e n o t j u s t bec aus e i t w o ul d gre atl y re du c e t h e c o s t a n d l a n d u s e , b u t t r a n s f o r m t h e pr o j e c t f ro m a te m p o rary f unc t i o n , w h i c h i s a c t i v e o n l y h a l f a d a y , t o a v i b r a n t an d d ynam i c urb an s p ac e . Fro m the arc hi te c ture p o i nt o f v i e w i t i s i m p o r t a n t t o n o t i c e h o w t h e a r r a n g e m e n t o f s p ac e s thro ug ho ut the b ui l d i n g s u p p o r t i t s a c t i v e p u b l i c a c t i v i t y a n d p r o v i d e s nee d e d f o r s c ho o l p ri vac y. Ar chitects “O ur s tud i o has ac hi e ve d the i m p o r t a n t t h i n g i n t h e f a c e o f t h e s e t w o i s s u e s , that i ns te ad o f d e s i gni ng tw o d i f f e r e n t p r o j e c t s o n t w o s e p a r a t e s i t e s , a c c o r d in g to the c i ty d w e l l e rs b e havi o r i n t h i s d i s t r i c t , i t c o u l d b e p o s s i b l e t o m e r g e the s e tw o , and w i th the c o m b i n i n g t h e m t h e y w i l l b e c o m e a r e a s o n f o r d e v e l o p in g e ac h o the r. I n ad d i ti o n, i t wo u l d b e p o s s i b l e t o p r o p o u n d a n e w c o n c e p t o f scho o l - to - c i ty o r c i ty- to - s c ho o l c o m m u n i c a t i o n “ [ Ar c h d a i l y ] 54

6 C AS E S TUD IES

PA RT I – R ESEAR CH

6.3 SCHOOL COMPLEX AND MULTIPURPOSE HALL Type: Educa ti o nal b ui l d i ng Pla ce: Sant’and re a I n M o nte , I tal y Ar chitects: M o D us A rc hi te c ts Ar ea : 4 9 9 5 .0 m ² Year : 2 0 1 6

Analysis Th e ad d i ti o n o f the s c ho o l c o mp l e x a n d m u l t i p u r p o s e h a l l e n g a g e s t h e u r b a n fab ri c i n the to w ns hi p o f S . A n d r e a , r e d e f i n i n g t h e c o m m u n i t y t h o u g h s e v e r a l acti vi ti e s that i s no t e nti re l y de p e n d e n t o n t h e s c h o o l ’ s p r i m a r y f u n c t i o n .

Analysis “S o c i al e ve nts , f e s ti val s , l o c al c h o r a l a n d t h e a t r e a s s o c i a t i o n s , t h e b o o k c l u b an d m any m o re e ve nts , p e o pl e a n d i n i t i a t i v e s a r e g a l v a n i ze d t o g e t h e r i n a bu i l d i ng s o m uc h m o re than s i m p l y a s c h o o l . ” [ Ar c h d a i l y ]

6 C AS E S TUD IES

PA RT I – R ESEAR CH

6.4 CMR EKYA SCHOOL Type: Educa ti o nal b ui l d i ng Pla ce: Bengal uru, I nd i a Ar chitects: M i nd s p ac e Ar ea : 8 0 2 0 m ² Year : 2 0 1 6

A na lysis A c hi l d ’s e ne rge ti c and c uri o u s m i n d i s p o r t r a y e d i n t h e E k y a S c h o o l ’ s c o n ce p t, f o rm and m ate ri al us e , a s t o c o m p l e m e n t e a c h o t h e r a n d p r o v i d e a s a f e an d e xc i ti ng s p ac e f o r the s tud e n t s , f u r t h e r i m p r o v i n g t h e i r p s y c h o l o g i c a l a n d ph ys i c al w e l l b e i ng . Thi s s c ho o l , d e s i g n e d i n In d i a b y M i n d s p a c e , a d v o c a t e s t h e spi ri t o f e xp l o rati o n. C l e arl y a c o n t r a d i c t i o n o f g e n e r i c f o r m , t h e p l a y f u l s h a p e s al l o w s l i g ht and s had o w to s e e p i n t o t h e b u i l d i n g , f o r m a l a n d i n f o r m a l s p a c e s fo r c hi l d re n and s tud e nts to wa n d e r a n d f i n d a s p o t f o r t h e m t o e n j o y . T r u l y , a dy nam i c b ui l d i ng b re e d s f re e do m i n a c h i l d ’ s m i n d .

6 C AS E S TUD IES

A rchitects â&#x20AC;&#x153;W hi l e d e s i g ni ng f o r c hi l d re n, a n i m a g e o f c h i l d r e n e x p l o r i n g a s p a c e w i t h n o bound ari e s c an b e ve ry i ns p i r i n g - w h e r e t h e y h a v e t h e c h a n c e t o t o u c h a n d fe e l m ate ri al s , re s p o nd to them . E y e l e v e l s c a n a l s o b e e x p l o i t e d a n d b e m a d e ex c i ti ng f o r c hi l d re n. The re a r e a l s o d i f f e r e n t k i n d s o f n e e d s a n d c u r i o s i t i e s that have to b e m e t - to al l o w t h e y o u n g c h i l d t o t r y a n d c a t c h a r a y o f s u n l i g h t in the i r hand s , f o r o l d e r c hi l d r e n t o h a v e s p a c e f o r s t u d y i n g a l o n e o r i n g r o u p , spac e s f o r i nd i vi d ual te ac hi ng . â&#x20AC;? [ Ar c h d a i l y ]

PA RT I – R ESEAR CH

6.5 BRIGHTON COLLEGE SCHOOL OF SCIENCE AND SPORT Type: Educa ti o nal b ui l d i ng Pla ce: Brigh to n, Eng al nd Ar chitects: O M A , El l e n van L o o n Ar ea : 7 4 2 5 m ²

A na lysis Tr ans p are nc y i n arc hi te c ture i s u s u a l l y p e r c e i v e d a s a d o u b l e e d g e d s w o r d , o n o ne e nd , i t d e trac ts p ri vac y a n d t h e b u i l d i n g ’ s o w n i d e n t i t y , o n t h e o t h e r , it o p e ns up and p ro vi d e a s e ns e o f f r e e d o m a n d w o n d e r . T h e Br i g h t o n C o l l e g e S c ho o l o f S c i e nc e and S p o rt, d es i g n e d b y R o t t e r d a m b a s e d OM A, i s o n t h e l a t t e r en d o f the s w o rd . I ts o p e nne s s t o w a r d s t h e s e a a n d t h e c i t y i s f u r t h e r a u g m e n t ed b y the o p e ne s s i n the c l as s r o o m s a n d c i r c u l a t i o n s p a c e o f t h e b u i l d i n g i t s e l f . Th e g l as s w al l s i s a c l e ar d e pa r t u r e f r o m t h e t r a d i t i o n a l s o l i d w a l l s t h a t o t h er w i s e s e p arate c l as s ro o m s al o n g a s c h o o l ’ s c o r r i d o r s . T h e b r i g h t , i l l u m i n a t e d spac e s c o ntrad i c ts the s c ho o l ’ s s e t t i n g w h e r e m o r e g o t h i c h i s t o r i c a l s c h o o l s w o ul d b e f o und . The s o c i al an d s t u d e n t c i r c l e s h i e s a w a y f r o m t h e t y p i c a l h i er arc hy, e nc o urag i ng a m o re o p e n i n t e r a c t i v i t y b e t w e e n o n e s t u d e n t a n d a n o the r.

Ar chitects Th e S c ho o l o f S c i e nc e and S p o r t s a t Br i g h t o n C o l l e g e d e f i e s t h e c o n v e n t i o n a l charac te r o f e d uc ati o nal b ui l d i n g s – o n e o f e n d l e s s e m p t y h a l l w a y s a n d i m pos e d s i l e nc e – and i ns te ad c o m b i n e s t h e t w o d e p a r t m e n t s t o c r e a t e a v i b r a n t bu i l d i ng w i th l i ve l y s p ac e s w h e r e a c t i v i t i e s a r e n o t n e c e s s a r i l y d i c t a t e d b y a scho o l ti m e tab l e . O b s e rvi ng th a t p r o c e s s e s o f l e a r n i n g t a k e p l a c e o u t s i d e a s m uc h as i ns i d e o f the c l as s ro o m , t h e d e s i g n a r t i c u l a t e s a n e w i d e a o f e d u c a ti o nal s p ac e b o l s te ri ng i nte rac t i o n a n d e x c h a n g e . [ OM A, 2012]

6 C AS E S TUD IES

PA RT I – R ESEAR CH

6.5 KHAN LAB SCHOOL Type: Educa ti o nal b ui l d i ng Pla ce: Mo untai n V i e w , C al i f o rni a Ar chitects: Kurani A rc hi te c ts

A na lysis Kh an L ab S c ho o l i s a no n- p rof i t i n M o u n t a i n V i e w , C a l i f o r n i a , s t a r t e d b y S a l Kh an, f o und e r o f o nl i ne l e arni n g p l a t f o r m K h a n Ac a d e m y . It i s a t e s t i n g g r o u n d fo r ne w l e arni ng d e s i gns and p r a c t i c e s . T e a c h e r s h e r e t a k e a n o p e n -s o u r c e app ro ac h to e d uc ati o n and sh a r e t h e i r f i n d i n g s w i t h t h e b r o a d e r e d u c a t i o n co m m uni ty. H o w the d e s i gn w o rk s Th i s c am p us m ay b e the f i rs t o f i t s k i n d — a h y b r i d m i x o f s c h o o l a n d l a b o r a t o ry. I t i s a p l ac e w he re e d uc ati o n a n d e x p e r i m e n t a t i o n h a p p e n s i m u l t a n e o u s l y . Cl as s ro o m s are uni q ue l y d e s i g n e d zo n e s t o s u p p o r t d i f f e r e n t m o d e s o f w o r k in g and l e arni ng. The d i ve rs e e n v i r o n m e n t s e n c o u r a g e f a c u l t y t o t e s t d i f f e r e n t learni ng e xp e ri e nc e s . Larg e i nte ri o r w i nd o w s al l o w e v e r y o n e t o s e e t h e e d u c a t i o n a l e x p e r i m e n t s l i v e . Th e b re ak o ut ro o m s , c o m m o n s , a n d c a f e g i v e p e o p l e p l a c e s t o c o n v e n e a n d di s c us s . A nd j us t l i k e a l ab w h e r e s c i e n t i s t s a r e e x p e c t e d t o s h a r e t h e r e s u l t s o f the i r te s ti ng , the s c ho o l i s e q u i p p e d w i t h d i s p l a y s f o r s t u d e n t a n d f a c u l t y w o rk . Ne arl y e ve rythi ng i s m o b i l e a n d a d a p t a b l e . T h e c a m p u s i s d e s i g n e d w i t h change , e vo l uti o n, and e xp e ri m e n t a t i o n i n m i n d . A rchitects “eac h o f the s e ‘z o ne s ’ s up p o r t s a d i f f e r e n t m o d e o f w o r k i n g o r l e a r n i n g . S o , th e re ’s a C hat L ab f o r w he n th e l e a r n i n g i s h a p p e n i n g t h r o u g h d i s c u s s i o n , d i a lo g ue , p re s e ntati o n, and i nte rpe r s o n a l e x c h a n g e ; a n Id e a t e L a b f o r b r a i n s t o r m ing ; a M ak e L ab f o r d e s i gni ng , b u i l d i n g , p r o t o t y p i n g ; a n d a v a r i e t y o f o t h e r sp e c i al ty are as . Gi ve n ho w f req u e n t l y s c h o o l s c h a n g e c u r r i c u l u m a n d p e r s o n ne l , thi s c l as s ro o m m o d e l m ak e s s e n s e f o r t h e f u t u r e o f e d u c a t i o n . F o r n o w , a l l we c an b e t o n i s that s tud e nts w i l l c o n t i n u e l e a r n i n g t h r o u g h d i a l o g u e , b r a i n sto rm i ng, m ak i ng , p re s e nti ng . ” [ Ji l l Be r k o w i c z a n d An n M y e r s , 2018] 62

6 C A S E S TUD IES

PA RT I – R ESEAR CH

6.7 SCHOOL VISIT Riv er side S c ho o l - S e ni o r H i gh and A rts C e n t r e Pr ague, Cze c h R e p ub l i c Flo o r ar ea : ap rx. 3 5 0 0 Ca pa city: a p rx. 1 0 0 s tud e nts and 3 0 s taf f

Analyzes Fo r the b e tte r und e rs tand i ng of h o w s c h o o l f u n c t i o n s , t h e Ri v e r s i d e S c h o o l h a s bee n vi s i te d as i t has s i m i l ar ca p a c i t y , l o c a t i o n a n d p a r t l y u s e s P r o j e c t -Ba s e d Le arni ng i n i ts p ro g ram . Th e s c ho o l has l e c ture ro o m s o f d i f f e r e n t s c a l e d e d i c a t e d t o d i f f e r e n t s u b jec ts . The art s tud i o s w e re o f t h e s p e c i a l i n t e r e s t a s t h e y h a v e a l o t o f s p a c e fo r s tud e nts f re e d o m i n the w a y t h e y w a n t i t b e a r r a n g e d , t h e r e a r e p l a c e s f o r the c re ati ve and e xhi b i ti o n o f s t u d e n t s w o r k . It w a s o b v i o u s t h a t s u c h s p a c e i s nee d e d , as e ve n tho ug h vi s i t w a s a f e w h o u r s a f t e r s c h o o l d a y e n d , s t u d e n t s w e re s ti l l i n the re w o rk i ng o n t h e i r o w n p r o j e c t s . In the c e nte r o f l o ng i tud i nal l a y o u t c a n b e f o u n d c o m m o n s p a c e w h e r e s t u d e n t s spe nd the i r f re e ti m e and e ve ry w e e k t h e y h a v e s c h o o l e v e n t . At t h e s a m e p l a c e the y have k i tc he n w i th ap p l i an c e s f o r c o o k i n g c l a s s e s o r c a t e r i n g o f t h e e v e n t s .

LR studio

common space

rec LR

lounge

S c ho o l i s l o c ate d ne xt to H rad č a n s k á m e t r o o n t h e 3r d a n d 4t h f l o o r o f o f f i c e bu i l d i ng. To e ns ure s tud e nts s e c u r i t y t h e c a r d s y s t e m t o e n t e r t h e b u i l d i n g i s us e d .

office LR

6 C AS E S TUD IES

PART II DESIGN This sectio n p re s e nts the i m p l e m e ntatio n o f the re s e arc h o utc o m e , d e s i gn pr o cess and the f i nal re s ul t o f the pr o ject.

A fter the re s e arc h o n the typ o l o gy and s i t e a n a l y s i s i s d o n e , t h e p r o j e c t m o v e s into the des i g n s tage . D ue to the ne i ghb or i n g n e w b l o c k s a n d f u l l r e f u r b i s h m e n t o f the ar ea , c e rtai n d e s i gn f re e d o m w as a l l o w e d . At t h e s a m e t i m e , t h e l o c a t i o n o f the pr o jec t has a b i g i nf l ue nc e o n the u r b a n f a b r i c a s i t h a s a p u b l i c s p a c e in fro nt a nd i t i s l o c ate d o n the o p e n c or n e r , i n f l u e n c i n g t h e s u r r o u n d i n g a n d taking place i n m any vi e w p o i nts . A d d i t i o n a l l y , i t i s a n a c t i v e p a r t o f t h e c i t y functio ns, a s the m e tro e xi t i s l o c ate d di r e c t l y u n d e r n e a t h t h e b u i l d i n g a n d a tram sto p b y the s tre e t. One o f the go al o f the p ro j e c t w as c r e a t i n g a n o p e n a n d w e l c o m i n g inter na l pu b l i c s p ac e f o r the c o m m u n i t y a n d t o e x p r e s s d i v e r s i t y a n d co nnectivity o f the p ro g ram thro ug h th e d e s i g n . On t h e o t h e r s i d e a s i t i s pa rt o f the b l o c k , l o c ate d ne xt to h i s t o r i c a l b u i l d i n g s a n d i s i m p o r t a n t fo cal po int, the p re s e rvati o n o f e xte r n a l c a l m s t r e e t f a c e w a s c h o s e n . In this par t of the b o o k w i l l b e re vi e w e d t h e d e s i g n p r o c e s s o f r e a l i zi n g m e n t i o n abo ve tasks , the m ai n s p e c i al c o nc e p t o f t h e p r o j e c t a n d t h e o u t c o m e - f i n a l design with the e xp l anati o n o f the s truc t u r e , b u i l d i n g t e c h n o l o g y a n d e x a m p l e s o f ar chitect ure d e tai l o f p ub l i c s p ac e w i t h i n i t .

PA RT I I â&#x20AC;&#x201C; DESIGN

7 SPATIAL CONCEPT

Main idea A s the b ui l d i ng i s m e ant to a c c o m m o d a t e m a n y d i f f e r e n t p r o g r a m s a n d t a r ge t g ro up s , the c hal l e ng e o f t h e s p a c e f o r m a t i o n w a s t o c r e a t e a b u i l d i n g that w o ul d no t o nl y b e an e n v e l o p e t o t h o s e p r o g r a m s , b u t u n i t e t h e m a n d al l o w p e o p l e o f d i f f e re nt ages a n d b a c k g r o u n d s t o c o l l a b o r a t e a n d n e t w o r k . D e s p i te m any d i f f e re nt s p he re s i n c l u d e d i n t o t h e p r o g r a m , t h e r e i s a u n i t i n g el e m e nt w i th the m i s s i o n to d e v e l o p , e d u c a t e a n d s h a r e k n o w l e d g e . T h a t i s w hy i t w as d e c i d e d to c re ate a s p a t i a l l y u n i t i n g e l e m e n t r e f l e c t i n g t h e v a l u e s o f the f ac i l i ty, s e rvi ng as a ne e d e d c o n n e c t i o n a n d b e c o m e a f u n c t i o n a l e l e m e n t . Th i s e l e m e nt w as c ho s e n to b e t h e l i b r a r y , w h i c h w o u l d i n t e r w e a v e t h r o u g h o u t the w ho l e b ui l d i ng , c o nne c ti ng d i f f e r e n t l a b o r a t o r i e s b e t w e e n e a c h o t h e r , m a k in g i t e as y to s hare f ac i l i ti e s a n d c r e a t e a s p a c e f o r m e e t i n g a n d n e t w o r k i n g . Th e l i b rary w o ul d s e rve as a c i r c u l a t i o n c o r e a n d a u n i t i n g e l e m e n t , w i t h p r o gram s and s p ac e s that as c e rta i n v a r i o u s a t m o s p h e r e s .

PA RT I I â&#x20AC;&#x201C; DESIGN

7.1 VOLUMETRIC EXPLORATION

Librar y As can b e se e n fr o m th e co n c e p t ua l s k e t c h mo d e l , t he l i b ra ry/ ma i n ci r cu l ati o n co r e fl o w s d i ag o n al l y t hro ugh t he w ho l e b ui l d i ng. S t a i rc a s e s wi l l p r o v i d e a v ar i e ty o f d i f f e re nt a t mo s p he re s : c o z y i nd i vi d ua l s pace s fo r stu d y i n g , b r i d g e s fo r c i rc ul a t i o n, o r p ub l i c s i t t i ng t o w a t c h pe r fo r m an ce s an d to co m m u n i c a t e .

7 S P A TI A L CONCEP T

food court

administration

studios

classroom

laboratory

workshop

Labs and classes Th e p ro j e c t w as i ni ti al l y d ev e l o p e d t h r o u g h t h e s e c t i o n v i e w , w he re a l o t o f atte nti o n i s p l a c e d o n h o w d i f f e r e n t b u i l d in g e l e m e nts m e e t, the vi s u a l c o n n e c t i o n b e t w e e n t h e m a n d the d i f f e re nt f e e l i ng s w hi c h c o u l d b e c r e a t e d i n b e t w e e n . Fro m the p ro gram m ati c s k e tc h c o l l a g e a b o v e t h e d i v e r s i t y a n d c o n nec ti vi ty o f p l anne d s p ac e c an b e s e e n a n d h o w s t a i r c a s e / l i b r a r y i s su p p o s e d to f i t w i thi n i t.

PA RT I I â&#x20AC;&#x201C; DESIGN

7.2 REFERENCES

Librar y Th e d e s i g n o f the l i b rary s p ac e a r r i v e d u s i n g r e f e r e n c e s f r o m d i f f e r e n t l i b r a r ies o ve r the w o rl d . The i d e a is t o c r e a t e a s p a c e w h i c h i s n o t c o n n e c t e d w i t h o ne s i ngul ar e l e m e nt, b ut rath e r u n i t e d s y s t e m o f e l e m e n t s , w h i c h w o u l d b e co nne c te d b y i ts f unc ti o n and m a t e r i a l i t y , b u t d i f f e r e n t i n a t m o s p h e r e a n d u s e . A l l o f the l i b rary s tai rc as e s w i l l b e c o v e r e d w i t h t i m b e r a n d , j u s t a s i n p r o v i d e d abo ve e xam p l e s , s o m e w o ul d i n c l u d e s h e l v i n g s y s t e m s w i t h i n r i s e r s , o t h e r s w o ul d j us t s e rve as a s e ati ng a r e a .

27, 28, 29, 30, 31

7 S P A TI A L CONCEP T

32 , 33, 34,35, 36

PA RT I I â&#x20AC;&#x201C; DESIGN

8 DESIGN EVOLUTION STAG ES:

Sk e tc h d e s i g n D e si g n d e v e l o p m e nt I D e si g n d e v e l o p m e nt I I Pr e - fi na l

Ove rall, the pr o ject too k 2 s e m e s te rs - 8 m o nths f or c o m p l e t i o n . T h e first se mester was ded i c ate d to the d e f i ni ti o n o f t h e b r i e f , t y p o l ogy an d site, a s well d e tai l e d anal ys i s o f i t. I n the b e g i n n i n g o f t h e sec ond semester , the f i nal p ro gram w as d e f i ne d a n d w o r k s o n t h e d e sign s ta rted. As can be seen o n the l e f t d i ag ram s , the d e s i gn o f t h e b u i l d i n g s t a r t ed inside-o ut by wo r k i ng i n the c o nne c ti o ns b e twe e n d i f f e r e n t p r o gram s. On this sta ge, the l i b rary as a m ai n e l e m e n t h a s b e e n i d e n t i fied .

PA RT I I â&#x20AC;&#x201C; DESIGN

S k et c h de si gn

Workshop

A f te r the d e f i ni ti o n o f t h e m a i n p r o g r a m m a t i c c o n n e c t i o n , t h e v o l u m e t r i c e x p l o rati o n s tarte d w it h t h e 3d m o d e l i n g o f t h e b i g s p a c e s w o r k i n g w i t h t h e v o id and s o l i d s p ac e w i th i n t h e b u i l d i n g . In t h i s s k e t c h , t h e s i l v e r t u b e r e p r e s e n t s l i b rary s p ac e /c i rc ula t i o n .

Wor kshop

Caf e t e r i a

L aboratory

Studio

Study O ff i c e

Lounge

booths L ibrary

Ci r c ua l ti on Lec t u r e E xh i b i t i o n

L ibrary

room

L ecture M e tr o

1 D es i g n d evel opm e nt

L aboratory

room

The s k e tc h d e s i g n w a s d e v e l o p e d t h r o u g h m a n u a l s k e t c h e s a n d m o d e l l i n g. Fro m thi s s tage the m a i n c i r c u l a t i o n b e c a m e m o r e c l e a r . T h o u g h t h e d e s i gn w as s ti l l to b e c o rre c t e d , a s t h e s t r i c t o r t h o g o n a l l a y o u t d i d n â&#x20AC;&#x2122; t r e p r e s e n t t h e f l ui d and ac ti ve p ro g r a m o f t h e i n s t i t u t i o n .

8 D E S I G N EVOLUTION

2 D es i g n d evel opm e nt

B I M 3 d m o d e l i ng m o v e d d e s i g n i n t o t h e r e a l s c a l e a n d h e l p e d u n d e r s t a n d t h e b ui l d i ng re l ati o ns hi p t o t h e s u r r o u n d i n g . T h e p i t c h e d r o o f w a s i n t r o d u c e d ro re l ate to e xi s ti ng c on t e x t a c r o s s t h e s t r e e t , b u t i t s e e m e d t o o t r a d i t i o n a l a nd the f ac ad e o p e ni ng w e r e n â&#x20AC;&#x2122; t p r o p o r t i o n a l .

PA RT I I â&#x20AC;&#x201C; DESIGN

3 D es i g n d evel opm e nt

The w o rk c o nti nue d w i t h m a n y t r i a l s , c o n n e c t i n g b e t w e e n t h e e x t e r i o r v o l u me p l ac e d at the c o rne r o f t h e b l o c k a n d t h e m u l t i l e v e l e d a n d i r r e g u l a r i n t e r i o r .

8 D E S I G N EVOLUTION

4 P re - f i na l

A s i n p re vi o us d e s i g n , t h e o p e n i n t e r i o r c i r c u l a t i o n , r o o f a n d e x t e r i o r v o l u me have no t b e e n w o rk i n g t o g e t h e r , s o i t w a s d e c i d e d t o c r e a t e a f a c a d e w h i c h w o u ld f i t w i thi n the b l o c k o n t h e s t r e e t f a c a d e a n d u n w r a p i t s i n t e r i o r a t m o s p h e re f ro m the c o urtyard . F o r t h i s t h e t r i a n g u l a t i o n t e c h n i q u e h a s b e e n u s e d .

PA RT I I â&#x20AC;&#x201C; DESIGN

9 FINAL PROJECT

Func ti o nal Re lation sh ips Ke y elemen ts Use thro ugh o u t th e time

Site plan Exte ri o r vi su alization s S o uth-We st axon ometry

Elevation s Floor plan s Section s

Inte ri o r serial vision

PA RT I I â&#x20AC;&#x201C; DESIGN

9.1 FUNCTIONAL RELATIONSHIP Fr o m the di agram o n the ri ght, the c o n n e c t i o n b e t w e e n t h e d i f f e r e n t p r o g r a m s a n d i t s r elatio nship to the p ri vac y l e ve l s i s s ho w n . The building has 4 p ri vac y l e ve l s : - Fully publi c z o ne s i nc l ud i ng p ub l i c s p a c e a n d f o o d c o u r t o n t h e g r o u n d f l o o r , w h i c h i s o pen to the c o m m uni ty and ne i ghb o rs a t a l l t i m e s . T h e r e t h e y c a n e n j o y t h e i r m e a l s i n a dyna mic atmo s p he re o f the b ui l d i ng, c hec k t h e o n g o i n g e x h i b i t i o n , c o m e t o w a t c h s c r e e n ings o r just s e at and re l ax. - Limited Pu b l i c A c c e s s are tho s e w hi c h a r e b e h i n d t h e s e c u r i t y g a t e s a n d w o u l d n e e d v er ificatio n s uc h as m e m b e rs hi p o r a ti c k e t t o a n e v e n t . - Libr ar y, le c ture ro o m s and s tud i o s are a v a i l a b l e o n l y t o s c h o o l a n d r e s e a r c h c e n t e r s . They ar e o pe n at al l ti m e s and f re e to us e , b u t p e o p l e f r o m o u t s i d e c a n â&#x20AC;&#x2122; t g e t i n . - The la bo r ato ri e s and w o rk s ho p have l i m i t e d a c c e s s t o s t u d e n t f o r t h e s a f e t y r e a s o n s . As there a re d ange ro us m ac hi ne ry and c h e m i c a l s , s t u d e n t s c a n b e i n t h e s e s p a c e s o n l y with super vi s i o n.

Fully p ubl i c

Li m i ted Pu bl i c Ac c ess

R e se a r c he r s & S t ud e nt s

L imit e d S t ud e nt Ac c e ss

9 F I N AL P R OJECT

Greenhouse Chemistry Lab

Biology Lab

Physics Lab Library

Study booths

Workshop

Lecture rooms

School oﬃce

Teachers’ lounge

Studios

Music studio

Courtyard

Food court

Entrance

Exhibition space

Metro

PA RT I I â&#x20AC;&#x201C; DESIGN

9 F I N AL P R OJECT

9.2 KEY ELEMENTS Th e p ro j e c t c an b e s ub d i vi d e d o n t h e d e v e l o p m e n t o f f o u r i n t e r c o n n e c t e d el e m e nts : Pub l i c s p ac e o f the g r o u n d w h i c h c o n n e c t s c o m m u n i t y i n t h e nei ghb o rho o d and the i ns ti tut i o n . H e r e p e o p l e c a n c o m e t o l o o k a t w o r k s o f the s tud e nts i n the e xhi b i ti o n s p a c e , v i s i t p u b l i c e v e n t o r v i s i t t h e f o o d c o u r t . L i b rary i nte g rate d i nto t h e m a i n c i r c u l a t i o n s p a c e , w h i c h g o e s f r o m 1s t fl o o r to the g re e n ho us e und e r t h e r o o f . M i xe d p ro g ram o f l ab o r a t o r i e s a n d s c h o o l , w h i c h i s s p r e a d o n d i f f e r e n t leve l g i vi ng the b ui l d i ng m o r e d y n a m i c a n d o r g a n i c a l l y c o n n e c t i n g t o t h e st ai rc as e s . Po l yc arb o nate b ui l d i n g e n v e l o p e , w h i c h a s w h o l e e l e m e n t s m a n a g e s to re l ate to the urb an gri d o n t h e s t r e e t f a c a d e s a n d r e f l e c t d i v e r s e a n d a c t i v e bu i l d i ng p ro gram o nto the c o u r t y a r d .

LIBRARY

C O M M U N IT Y SPACE

STUDENTS S T U D IO

F O O D C O UR T

L A B O R A T OR IE S

W OR K S H OP

T E C H N IC AL F AC IL IT IE S

L E C T U R E ROOM S

PA RT I I â&#x20AC;&#x201C; DESIGN

9.3 USE OF THE SPACES

10 11 12

Food

Laboratories

WOR

86 GSEducationalVersion

9 F I N AL P R OJECT

2 13 14 15 16 17 17 19 20 21 22 23 24 LIBRARY PUBLIC SPACE

d court Lecture rooms

students studios

RKSHOP

9 F I N AL P R OJECT

9.4 SITE PLAN 1:500

F r o m t h e t o p v i e w o f t h e p r o j e c t t h e c o n n e ct ion t o t he n e i g h b o r i n g b u i l d i n g s a n d p u b l i c s p a c e c a n b e seen. A pa rt i c u l a r h i g h l i g h t i s t h e f l a t f a c a d e w h i c h f a c e s R a jska a nd P l y n a r n i s t r e e t s , f o l l o w i n g t h e u r b a n g r i d a n d t he explode d c o u r t y a r d f a c a d e a n d r e f l e c t i n g t h e i n n e r st ruct ure of t h e p r o j e c t a n d c o n n e c t s t h e m i d d l e s c h o o l b u ilding a t t he t o p a n d t h e r e s i d e n t i a l b l o c k o n t h e l e f t b y w r apping t hem together to the courtyard.

PA RT I I â&#x20AC;&#x201C; DESIGN

9.5 STREET VIEWS Plynar ni str e e t f ro m p e d e s tri an p aths

Fr o m the stre e t vi e w , the o p e ni ng o f th e s t r e e t f a c i n g f a c a d e a t t h e g r o u n d flo o r can be s e e n. Thi s w as m e ant to w e l c o m e p e o p l e i n s i d e a n d g i v e a h i n t o f what is happ e ni ng i n the p ub l i c s p ac e s , w h i l e t h e s o l i d p a r t a b o v e c o v e r s t h e priv ate pr o gram s s uc h as l ab o rato ri e s an d s t u d e n t s t u d i o s . E ven tho ugh the b ui l d i ng vo l um e i s d i vi d e d o n s o l i d a n d v o i d p a r t s , d u r i n g t h e night time bl urre d s i l ho ue tte s o f the ac ti v i t i e s i n s i d e b e c o m e v i s i b l e t o t h e p e destria ns d ue to the s l i ghtl y trans l uc e n t p o l y c a r b o n a t e f a c a d e m a t e r i a l . T h i s co ntributes to the c o m m uni c ati o n o f the b u i l d i n g w i t h t h e c o n t e x t .

9 F I N AL P R OJECT

1 W es t P L yn a r n i s t r ee t vi e w

2. Ea s t P L yn a r n i s t r e e t vi e w

3 Site plan 1:2500 w i t h ma r k ed vi ew poi nts

PA RT I I â&#x20AC;&#x201C; DESIGN

9 F I N AL P R OJECT

PA RT I I â&#x20AC;&#x201C; DESIGN

9.7 WEST ELEVATION Scale 1:250

The fla t faca d e f o l l o w s the urb an gri d an d c o n t i n u e s t o t h e s l o p e d r o o f , m a d e fr o m the sam e m ate ri al . The s l o p e re s p e c t s t h e h i s t o r i c a l b u i l d i n g o f t h e m i d dle scho o l a c ro s s the s tre e t b y ho w the h i g h e s t p o i n t o n t h e s o u t h -w e s t m e e t a nd highligh ts the c o rne r and the s i d e s , t h u s o r g a n i c a l l y f i t t i n g i n w i t h t h e buildings o n b o th s i d e s .

9 F I N AL P R OJECT

9.7 SOUTH ELEVATION Scale 1:250

On the so ut h f ac ad e the re are tw o o p e n i n g s : t h e b i g g e r o n e o p e n t o w a r d s t h e scho o l publ i c s p ac e and m ai n c i rc ul ati o n c o r e , a n d t h e s m a l l e r o n t h e r i g h t i s a n entr ance to the m e tro s tati o n.

PA RT I I â&#x20AC;&#x201C; DESIGN

9.7 EAST ELEVATION Scale 1:250

The ma ter ia l s e e n f ro m the s tre e t f ac ad e o v e r f l o w s t o w a r d s t h e c o u r t y a r d f a ca de and wh i l e the f o rm und e rgo e s a tr i a n g u l a t i o n , a g l a s s m a t e r i a l c a s c a d e s fr o m the r o o f l i ne , re ve al i ng the i nte rw e a v i n g c i r c u l a t i o n a n d c o m m u n i c a t i o n s spa ces.

19 20 18

17 2

15 17 13 14

8 10 11

9 4

6 5

100

9 F I N AL P R OJECT

9.8 GROUND FLOOR PLAN S c a l e 1: 250 Level 0

The gro und f l o o r i s p u b l i c l y a c c e s s i b l e . T h e m a i n e n t r a n c e t o t h e b ui l d i ng i s f ro m the c o r n e r . On t h e r i g h t , t h e e x h i b i t i o n s p a c e w h e r e c an b e s ho w n s tud en t s o r r e s e a r c h e r s p r o j e c t s a n d d i f f e r e n t p u b l i c e ve nts as m o vi e s s cr e e n i n g a n d p r e s e n t a t i o n t a k e p l a c e , w i t h d i r e c t ac c e s s to the c o urty a r d . On t h e l e f t i s f o o d c o u r t a n d c o f f e e b a r . D i re c tl y ac ro s s the c o r n e r e n t r a n c e i s s t a i r c a s e l e a d i n g u p t o i n s t i tuti o n f ac i l i ti e s . A t t h e n o r t h e r n s i d e o f t h e b u i l d i n g i s a s e p a r a t e e ntranc e to the w o r k s h o p r e c e p t i o n a n d a d r i v e -i n f o r d e l i v e r i e s o f s up p l i e s and w as te p i c k u p .

1 2 3 4 5 6

Met ro entrance Fire e scape Exh ib i tio n space Court yar d Sch ool o ffice Pu b lic r est ro o ms

7 Fo o d c o urt 8 C o f f e e b ar 9 Ki tc he n 1 0 R e f ri ge rato r 1 1 F re e z e r 1 2 F o o d s to rag e

13 14 15 16 17 18

Kitchen staff lounge Kitchen office Staff locker rooms Workshop reception Laboratories' storages Surveillance room

19 20 21 22

D r i v e -i n Waste Water tank Bi k e p a r k i n g

101

14 16

18 19

13 15 2

9 11 10 3 8

2 1

102

9 F I N AL P R OJECT

9.8 FIRST FLOOR PLAN S c a l e 1: 250 3 and 4 metres above the ground

F ro m the f i rs t f l o o r s c h o o l f a c i l i t i e s b e o n l y a c c e s s e d b y p a s s i n g thro ugh turns ti l e s or e l e v a t o r w i t h t h e ID c a r d o r a n i n v i t a t i o n i n c as e o f p ub l i c l e c tu r e i n t h e b i g g e r l e c t u r e r o o m . H e r e a r e a l s o l o c ate d the m ai n s p ac e o f t h e w o r k s h o p , m u s i c s t u d i o a n d t e a c h e r s l o unge .

1 2 3 4 5

B ig lecture r o o m Fire e scape St u d y Bo o th Lib rary technical ro o m Lib rary

6 S e c uri ty turns ti l e s 7 Te ac he rs l o ung e 8 D e ans o f f i c e 9 W o rk s ho p l o c k e r r o o m s 1 0 R e c o rd i ng s tud i o

11 12 13 14 15

Ceramic studio 3d p r i n t i n g Robotics lab Laser cut Wood working

16 17 19 20

CNC Storage Spray room Dust room

103

2 5 4 7

3 6

6 6 5

2 1

104

9 F I N AL P R OJECT

9.8 SECOND FLOOR PLAN S c a l e 1: 250 6, 6. 8 a n d 8 m e t r e s a b o v e t h e g r o u n d

O n the s e c o nd f l o o r , c i r c u l a t i o n s p a c e u n w r a p s i n t o t h e b i g l i b r a r y atri um w i th s he l vi ng s y s t e m s i n t h e o p e n s p a c e s a s w e l l a s i n a n d b e l o w the s tai rc as e s . E v e n t h o u g h s p a c e s h a v e h e i g h t d i f f e r e n c e s i n up to tw o m e te rs , th e y a r e c o n n e c t e d b e t w e e n e a c h o t h e r w i t h r a m p s al l o w i ng f re e m o ve m e n t f o r p h y s i c a l l y c h a l l e n g e d p e o p l e .

1 2 3 4 5 6 7 8

B ig lecture r o o m Fire e scape Med ium lecture r o o m St u d e nts lo cker ro o m St u d io St u d y bo o ths Com puter bo o th Lib rary

105

10 8

4 7

8 4

3 3 6

4 5

1 2

106

9 F I N AL P R OJECT

9.8 THIRD FLOOR PLAN S c a l e 1: 250 8, 9, 10. 5, a n d 11. 3 m e t r e s a b o v e t h e g r o u n d

L i b rary s p ac e c o nti n u e s t o t h e t h i r d f l o o r w h e r e t h e r e a r e m o r e b o o k s he l ve s and a bi g s t a i r c a s e w i t h s e a t i n g o f d i f f e r e n t s c a l e s f o r i nd i vi d ual s and g rou p s . As s t a i r c a s e l e a d s u p t o t h e g r e e n h o u s e , f ro m thi s l e ve l the g r e e n e r y c a n b e a l r e a d y s e e n .

1 Ch emica l a na lysis la b o rato ry 2 Fire e scape 3 Pre p ar ato r y 4 St orage 5 Analytica l chemica l l ab o rato ry 6 Organic chemistr y la b o rato ry 7 Ph y sical chemistr y la b o rato ry 8 Cloakro o m 9 Lib rary 10. Phy s ics labo rato r y 107

7 6

3 5 3

4 1

108

9 F I N AL P R OJECT

9.8 FOURTH FLOOR PLAN S c a l e 1: 250 15. 6 m e t r e s a b o v e t h e g r o u n d

Thi s f l o o r c an b e s e e n a s a f i n a l d e s t i n a t i o n o f t h e c i r c u l a t i o n a s o n e w o ul d re ac h the gre e n h o u s e a n d a v e r y s u n n y l i g h t a t m o s p h e r e w i t h c o uc he s b e tw e e n p l a n t s .

1 Sm all lectur e r o o m 2 Fire e scape 3 St u d y bo o th 4 St u d io 5 PC room 6 Cloakro o m 7 B iological la bo r ato r y 8 Refrigerato r 9 G reen ho use 10 B iologica l wa ste co m p o s t 11 Librar y 109

110

9 F I N AL P R OJECT

9.8 FIFTH FLOOR PLAN S c a l e 1: 250 19 m e t r e s a b o v e t h e g r o u n d

O n the atti c f l o o r i s l o c a t e d v e r y l i g h t a n d a i r y s t u d i o s p a c e f o r b i g te am p ro j e c ts . The a t t i c a l s o c o n t a i n t e c h n i c a l f a c i l i t i e s f o r t h e f u n c ti o ni ng and m ai nte n a n c e o f t h e b u i l d i n g .

1 St u d io 2 T ec gnical facilities 111

PA RT I I â&#x20AC;&#x201C; DESIGN

9.9 CROSS SECTION Scale 1 :2 5 0

+16m

+11.3m +9.3m

+6m

+3m

- 8m

112

9 F I N AL P R OJECT

+16m

+8m +6m

+3m

-8 m

113

PA RT I I â&#x20AC;&#x201C; DESIGN

9.9 CROSS SECTION Per spective

114

9 F I N AL P R OJECT

115

PA RT I I â&#x20AC;&#x201C; DESIGN

9.9 LONGITUDINAL SECTION Scale 1:250

+19m

+16m

+10.5m

+6.8m

-8m

116

9 F I N AL P R OJECT

+16m

+11.3m

+8m

+4m

117

PA RT I I â&#x20AC;&#x201C; DESIGN

9.9 LONGITUDINAL SECTION Per spective

118

9 F I N AL P R OJECT

119

9.10 INTERIOR VISUALIZATIONS Per spective vi e w - gro und f l o o r

120

121

PA RT I I â&#x20AC;&#x201C; DESIGN

9.10 INTERIOR VISUALIZATIONS

Perspective v iew - fir s t f l o o r

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Cover Repo rt Id e nti f i c ati o n d ata Nam e : Kno w l e d g e i n c u b a t o r Pro g ram : Ed uc at i o n a l L o c ati o n: Prag ue , C ze c h i a C l i e nt: A R C H IP A rc hi te c t: A l e x Ye l o y e v a S tud i o : W e rti g - K o p e c k y Y e ar: 2 0 2 0

Cont e xt & Pro ject

Th e p ro j e c t s i te i s a p art o f a n a p p r o v e d 2019 M as te r p l an f o r B ub ny- Zato ry d i s t r i c t , d e s i g n e d by M ul l e r R e i nm ann arc hi te k t e n . T h e s i t e i s l o cate d i ns i d e the ne w b l o c k a t t h e n o r t h -e a s t o f the i nte rs e c ti o n o f the R a j s k á a n d P l y n á r n í st re e ts . I t i s a c o rne r b ui l d i n g o n t h e p r i m a r y north- s o uth axi s . O n the no rth e r n f a c a d e b u i l d in g i s c o nne c te d to m i d d l e s c h o o l , o n t h e e a s t er n to the re s i d e nti al . A c ro s s Ra j s k a s t r e e t o n the w e s t a p ri m ary s c ho o l i s p l a n n e d . Ac r o s s Pl ynarni s tre e t o n the s o uth th e Bu s i n e s s Ac a d emy b ui l d i ng , b ui l t i n 1 8 8 4 , i s l o c a t e d . Th e p ro j e c t s i te i s l o c ate d o n t o p o f t h e m e t r o st ati o n Nád raž í H o l e š o vi c e and h a s a m e t r o e x i t in c o rp o rate d i nto the d e s i g n a t t h e s o u t h -e a s t co rne r w i th s tai rs and e s c al at o r s l e a d i n g t o t h e southe rn s i d e o f the p l atf o rm . Th e b ui l d i ng i s o n the s i d e o f t w o s t r e e t c a t e g o ri e s [Pub l i c S p ac e D e s i gn M an u a l ] . On t h e w e s t is the q ui te and traf f i c c al m 20m w i d e Ra j s k a st re e t w i th tw o - w ay m o ve m en t , b i k e l a n e , a v er ag e s i d e w al k s , tre e s o n b o t h s i d e s a n d b i k e / car p ark i ng b e tw e e n the m . O n t h e s o u t h i s 32 m w i d e i m p o rtant traf f i c - c al m ed P l y n a r n i s t r e e t w i th tw o - w ay m o ve m e nt and t r a m l i n e s . R i g h t by the b ui l d i ng Nád raž í H o l e š o v i c e t r a m s t o p i s loc ate d .

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As t h e p r o j e c t s i t s r i g h t a b o v e t h e m et ro t unnels a n y u n d e r g r o u n d p a r k i n g w o u l d n ’ t be possible. F o r t h i s r e a s o n t h e s c h o o l s t a f f a n d resea rch c e n t e r e m p l o y e e s w i l l b e s h a r i n g u nderground p a r k i n g w i t h t h e p r i m a r y s c h o o l a c ross t he R a jska street. Bi k e p a r k i n g i s l o c a t e d b e t w e e n t r ees on t he p a v e m e n t o f Ra j s k a s t r e e t . D e l i v eries t o t he l a b o r a t o r i e s a n d k i t c h e n a s w e l l a s wa st e pick u p w i l l b e d o n e u s i n g t h e d r i v e -i n a t t he ground f l o o r o n t h e n o r t h e r n s i d e o f t h e b uilding from the same street. Bu i l d i n g f o o t p r i n t i s 1200 m 2 . As h as been des c r i b e d . In d e s i g n f r a m e w o r k c h a p t er, t he buildi n g h a s 8 m a j o r p r o g r a m s , t h e s qua re met er a r e a f o r t h e s e i s ( f o r f u r t h e r d e t a i l s plea se ref er p . 17) : -l i b r a r y - 800 m ² -w o r k s h o p - 283 m ² -f o o d c o u r t & k i t c h e n - 706 m ² -p u b l i c s p a c e - 420 m ² -l a b o r a t o r i e s & g r e e n h o u s e - 1218 m² -s t u d e n t s s t u d i o - 1878 m ² -t e c h n i c a l f a c i l i t i e s - 781 m ² -l e c t u r e r o o m s - 260 m ² M a i n c i r c u l a t i o n i s r e a l i ze d t h r o u g h t he st a irca se c o m b i n e d w i t h t e r r a c e s a t r i u m / l i b r a ry lea ding f r o m g r o u n d f l o o r e n t r a n c e t o t h e fourt h floor green house.

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Substr ucture

10.1 STRUCTURE Th e m ai n d i f f i c ul ty d uri ng the d e s i g n w a s t h e p r e s e n c e o f t h e m e t r o t u n n e l b e low as 7 5 % o f the b ui l d i ng i s s t a n d i n g r i g h t a b o v e i t a n d m e t r o s t a t i o n i s o n l y 7 m e te rs b e l o w the g ro und f l oo r l e v e l . It i s as s um e d that c urre ntl y ab o v e t h e m e t r o s t a t i o n e v e r y 7 m e t e r s t h e r e a r e st e e l trus s e s to s up p o rt e xi s ti n g b u i l d i n g o f t h e m e t r o a n d b u s s t a t i o n . As t h e bu i l d i ng w i l l b e d e m o l i s he d an d m e t r o s t a t i o n w i l l g o t h r o u g h r e n o v a t i o n , t h e st ruc tural p ro p o s al f o r the b u i l d i n g i s t o s t r e n g t h e n m e t r o s t a t i o n t r u s s e s b y pl ac i ng b e tw e e n the m ad d i ti o n a l e v e r y 7 m e t e r s . In t h i s c a s e t h e r e w i l l b e 2. 7 m e tre hi gh trus s e s e ve ry 3 ,5 me t e r s p a n n i n g o v e r t h e 22 m e t r e w i d e t u n n e l t o su p p o rt the b ui l d i ng. Th e d e e p f o und ati o n w i th l ar g e d i a m e t e r p i l e s w i l l b e u s e d t o t r a n s f e r t h e load i ng to a d e e p e r s trata. I n a d d i t i o n t o t h e s t r u c t u r a l s u p p o r t , p i l e s a r e a l s o us e d to anc ho r the s truc ture a g a i n s t u p l i f t i n g f o r c e s a n d t o a s s i s t s t r u c t u r e s i n re s i s ti ng l ate ral and o ve rturni n g f o r c e s .

Su p erstr ucture To re d uc e p e rm ane nt l o ad o f t h e b u i l d i n g , a s t e e l f r a m e s t r u c t u r e w i l l b e u s e d . S te e l c o l um ns w i l l b e s up p o rti n g t h e r i b -d e c k c o n c r e t e f l o o r ( w h e r e m e t a l d e c k in g i s c o rrug ate d to i nc re as e i t s s t i f f n e s s a n d s p a n n i n g c a p a b i l i t y ) . T h e c e l l u l a r dec k i ng w i l l s e rve as ac o us ti c c e i l i n g b y f i l l i n g i n p e r f o r a t e d c e l l s w i t h g l a s s fi b e r. A b o ve o p e n s p ac e s ( as gr o u n d f l o o r e n t r a n c e a n d l i b r a r y s p a c e a s g r o u n d fl o o r e ntranc e and l i b rary s p ac e o n t h e s e c o n d f l o o r ) w i l l b e u s e d s p a n s y s t e m w i th trus s e s . Fo r the p re ve nti on o f l a t e r a l m o v e m e n t o f j o i s t s c h o r d s , h o r i zo n tal b ri d gi ng w i l l b e us e d . O p e n w e b s t e e l j o i s t s w i l l b e s u p p o r t e d b y b e a m s . S o m e o f m e c hani c al s e rvi c e s w i l l b e i n c o r p o r a t e d w i t h i n i t . In t h e l a b o r a t o r y spac e s the c e i l i ng w i l l b e s us p e n d e d o n o n e m e t e r a l l o w i n g a d d i t i o n a l s p a c e f o r ve nti l ati o n and o the r ne e d e d s e r v i c e s .

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W e at he r s e al ant Al um i ni um L -s t r i p 4 . 2 x 1 3 m m ' L ' P an he ad s t ai nl e s s s t e e l s cr e w W e at he r s e al ant wi t h b ack e r r od F l as hi ng b l ack p a i n t e d 1 . 2 m m Thi ck al um i ni um s he e t Rock wood i ns ul at i on 5 0 k g / m 3 d e ns i t y

1 6 m m D anp al on P ane l

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10.2 BUILDING TECHNOLOGIES

1 El e c t rici t y/ W a t er / Ga s

2 Pre c ip itatio n managem e nt

3 Wast e Management

The p i p i ng f o r e l e c t r i c i t y , w a t e r a n d g a s h a v e t w o s y s t e m s o f t r a v e l l i n g ; v e rti c al l y and ho ri z o nt a l l y . T h e p i p e s a n d c a b l e s a r e g u i d e d t h r o u g h t h e e n t i re b ui l d i ng us i ng p re p l a n n e d s h a f t s t h a t a r e i n t e g r a t e d i n t o t h e w a l l a n d s t r u ctural s ys te m . The y a r e t h e n t r a n s p o r t e d h o r i zo n t a l l y t h r o u g h t h e s u s p e n d ed c e i l i ng s and d ryw al l s , w h i c h a r e n o t s t r u c t u r a l d u e t o a c o l u m n s s y s t e m u s ed i ns te ad . D ue to the s u s t a i n a b l e a s p e c t o f t h e b u i l d i n g , m o s t o f t h e g a s c o ns um p ti o n i s re d uc e d t o a m i n i m u m . T h e h o t w a t e r s u p p l y c o m e s f r o m t h e m u ni c i p al w ate r s up p l i es , s i n c e a o n s i t e v a r i a n t w o u l d b e l e s s e f f i c i e n t f o r s u c h a l arge s c al e p ro j e c t. P art o f the ai m o f th i s p r o j e c t w a s t o r e d u c e t h e w a t e r c o n s u m p t i o n i n g e n e r al f o r b l ac k and f o r gre y w a t e r . T o a c h i e v e t h i s , t h e p r e c i p i t a t i o n d o w n f a l l i s l ed f ro m al l the ro o f s to t h e t a n k o n t h e g r o u n d f l o o r w h i c h s t o r e s a n d f i l t e r s t h e w ate r c ap ture d . Thi s w a t e r i s t h e n u s e d m a i n l y a s b l a c k w a t e r , b u t a l s o t o w a t er the gre e ne ry i n the g r e e n h o u s e . T h e T a n k c o n s i s t s o f t w o p a r t s â&#x20AC;&#x201C; a w a r m a nd a c o l d w ate r tank . A t the no rth s i d e o f t h e g r o u n d f l o o r c a n b e f o u n d w a s t e s t o r a g e w h i c h i s e m pti e d b y the m uni c i pa l w a s t e a g e n c y w h e n f u l l u s i n g d r i v e i n f r o m t h e R a j s ka s tre e t. I n the gre e n h o u s e a r e a f o r c o m p o s t i n g o f o r g a n i c m a t e r i a l i s p l a n n ed and af te r i t i s us e d a s o r g a n i c f e r t i l i ze r a n d s o i l f o r p l a n t s . D u e t o t h e u n i v e r s a l re c yc l i ng are a, no ar e a w i l l b e p o l l u t e d b y f r e e s t a n d i n g l i t t e r .

4 H V AC

The ve nti l ati o n i s m a i n l y d r i v e n b y H V AC s y s t e m , w h i c h i s p l a c e d u n d e r t h e ro o f s o n the f i f th f lo o r . T h e s u s p e n d e d c e i l i n g i s d e p e n d i n g o n t h e s p a c e r eq ui re m e nt. I t i s i ntr o d u c e d s o t h a t a l l t h e n e c e s s a r y f u n c t i o n s o f t h e H V AC s ys te m s c an b e b ac k e d i n i t . T h e H V AC s y s t e m i s o n c e a g a i n p o w e r e d b y t h e e ne rgy s up p l y c o m p a n y .

5 Circu latio n

M ai n c i rc ul ati o n o f t h e b u i l d i n g i s m a n a g e d b y a s e t o f b i g s t a i r c a s e s g o i ng thro ug h the p ro j e c t a n d i n t e r c o r p o r a t i n g i n i t s e l f l i b r a r y a n d s e a t i n g p l a c es. Ne ve rthe l e s s , 9 0 % o f t h e s p a c e s a r e a c c e s s i b l e t o d i s a b l e d p e o p l e d u e t o ele vato rs l o c ate d i n th e n o r t h e r n a n d s o u t h -e a s t e r n p a r t s o f t h e b u i l d i n g . W h e r e l e ve l s b e tw e e n f l o o r a r e c h a n g i n g u p t o 2 m - r a m p s a r e p r e s e n t .

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36 6 Fi re s af e t y

The f i re s af e ty m ana g e m e n t i s h a n d l e d b y t h e m u n i c i p a l d e p a r t m e n t o f P r a g u e 7 and the f l e e t. D ue t o t h e l a s t f l o o r h e i g h t o f 24 m e t e r s , t h e f i r e d e p a r t m e n t w i l l s ti l l have the p os s i b i l i t y t o a c c e s s e a c h f l o o r w i t h t h e i r l a d d e r s . T h e f i r e s af e ty i ns i d e the b ui l d i n g i s e n s u r e d b y t h e s t a i r c a s e s , r e g u l a t i n g t h e a i r f l o w. I n ad d i ti o n to that, s p r i n k l e r s a r e m o n t a g e s w h e r e n e e d e d , a n d f e d b y t h e m uni c i p al w ate r s up p l y a n d t h e w a t e r t a n k i n t h e g r o u n d f l o o r . Egre s s s ys te m w as d e s i g n e d i n a c c o r d a n c e w i t h e g r e s s r e q u i r e m e n t o f t he m o d e l b ui l d i ng c o d es . Bu i l d i n g w i l l h a v e t w o e n c l o s e d e x i t s t a i r w a y s a n d e l e v a to rs i n a s m o k e p ro of s h a f t f o r t h e d i s a b l e d p e r s o n s . Bo t h f i r e e s c a p e s a t t h e gro und f l o o r w i l l ha v e e n c l o s e d p r o t e c t e d c o r r i d o r s l e a d i n g t o t h e s t r e e t . T h e d i s tanc e b e tw e e n th e m i s m o r e t h a n o n e -h a l f o f t h e d i a g o n a l m e a s u r e m e n t of the b ui l d i ng. [A l l e n a n d Ia n o , 1995] Al l o f t h e p l a c e s i n t h e b u i l d i n g h a v e t r a v el d i s tanc e to the ne a r e s t e x i t b e l o w t h e m a x i m u m p e r m i t t e d ( 76m ) f o r e d u c ati o nal f ac i l i ty, m e as u r i n g f r o m t h e m o s t r e m o t e p o i n t i n t h e r o o m . Al l o f t h e s p ac e s are e q ui p p e d w i t h m e c h a n i c a l s m o k e e x t r a c t o r s a n d s p r i n k l e r s y s t e ms, w hi c h ge t ac ti vate d b y s m o k e d e t e c t o r s a n d t h e p l a c e d T 30 d o o r s r e g u l a t e t he s p re ad o f s m o k e aro u n d t h e b u i l d i n g s .

7 Facad e

The b ui l d i ng e nve l o pe i n c l u d e s t w o s t r u c t u r a l f a c a d e s - g l a ze d a n d p o l y c a r b o nate . The p o l yc arb o n a t e s f a c a d e c o v e r s a p p r o x i m a t e l y 75% a n d a s i t d o e s n 't have o p e ni ng . A D an p a l p o l y c a r b o n a t e w i t h C o n t r o l i t e s y s t e m i s u s e d . It a d a p ts to c hang i ng l i g ht c o n d i t i o n s t h r o u g h o u t t h e d a y f o r e f f e c t i v e c o n t r o l o f i n d o or l i ght, s had e and s o l a r h e a t g a i n . It s i g n i f i c a n t l y r e d u c e s e n e r g y u s e f r o m a irc o nd i ti o ni ng , he ati n g , a n d a r t i f i c i a l l i g h t i n g . ( S e e i m a g e s a b o v e )

F o r the s e c uri ty o f t h e b u i l d i n g s e v e r a l m e a s u r e s h a v e b e e n i n t r o d u c e d . T he s c ho o l f ac i l i ti e s ab o v e t h e g r o u n d f l o o r c a n b e a c c e s s e d o n l y t h r o u g h t h e t u r ns ti l e s and e l e vato rs , b o t h h a v e c a r d a c c e s s . On t h e g r o u n d f l o o r p r o v i d e d s u rve i l l anc e ro o m f o r se c u r i t y g u a r d a n d b y t h e t u r n s t i l e s r e c e p t i o n i s t c o n t r o l l i n g e nte ri ng p e o p l e c an b e f o u n d . F o r s tud e nts s af e ty, t h e a c c e s s t o t h e l a b o r a t o r i e s a n d w o r k s h o p s w i t h d a n g ero us e q ui p m e nt al l o w e d o n l y w i t h s u p e r v i s i o n o f t h e s u p e r v i s o r s .

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10.3 ARCHITECTURE DETAIL Fo r the s ub j e c t o f A rc hi te c ture D e t a i l w e w e r e a s k e d t o d e v e l o p d e t a i l e d d r a w in gs o f the s o m e p art o f the b u i l d i n g w h i c h w o u l d b e r e l a t e d t o t h e b u i l d i n g co nc e p t and re f l e c t the atm os p h e r e . T h e f o c u s i n t h i s w o r k w a s o n t h e a e s the ti c o f the o b j e c t and i t d o es n ’ t i n c l u d e d e t a i l s n e e d e d f o r t h e c o n s t r u c t i o n o f the s truc ture . Fo r thi s d e tai l w as c ho s e n s tai r c a s e w i t h t h e s e a t i n g a t t h e g r o u n d f l o o r o f t h e bu i l d i ng. Thre e d raw i ng s w e re c r e a t e d t o e x p l a i n t h e d e t a i l s o f t h e e l e m e n t : 1 . S e c ti o n A A ’ w i th the d e tai l o f t h e r a i l i n g 2 . S e c ti o n B B ’ thro ug h the s tai r c a s e s o n t h e s i d e o f t h e s e a t i n g 3 . S e c ti o n C C ’ thro ug h the p ubl i c s e a t i n g A l l m ad e f ro m re i nf o rc e d c o nc r e t e s t r u c t u r e w i t h t i m b e r f i n i s h w h i c h a t t a c h e d w i th the g l ue . The uni ti ng e l e me n t i s t h e a t m o s p h e r e l i g h t e n i n g a d d e d t o t h e botto m o f the ri s e r i n the s e ati n g s a n d s t a i r c a s e , a n d t o t h e r a i l i n g w h i c h i m p l e m e nte d i nto the w al l . D raw i ng s h o w h o w L E D l i g h t s t r i p f i t a n d t h e i m p o r t a n t vi s i b l e j o i nts . A f te r the d raw i n g s m a t e r i a l a n d a t m o s p h e r e r e f e r e n c e s c a n b e fo und .

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S ec t i o n A A â&#x20AC;&#x2122; 1: 1 0

139

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100

P l an 1 : 10 0

810

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140

495

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T hermal insulation

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1 0 TE C H N I CAL R EP OR T

T imber Reinforced concrete P l an 1 :1 0 0

30 30

Ti m b e r LE D strip - 1.1

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Reinforced concrete

De ta i l 1:2, 5

S ec t i o n C C â&#x20AC;&#x2122; 1: 10

165

495

810

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T hermal insulation

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141

PA RT I I â&#x20AC;&#x201C; DESIGN

39 Example of atmosphere of railing 40 Example of the seating steps lightning 41 Example of the walking steps lightning

LED light strip A s c an b e s e e n f ro m the d raw i n g f o r t h e a t m o s p h e r e l i g h t i n g L E D s t r i p s o f 2 thi c k ne s s e s w i l l b e us e d . The fi r s t o n e i s 17 m m w i d e a n d w i l l b e i m p l e m e n t e d at the b o tto m o f the ri s e s i n t h e w a l k i n g s t a i r s . T h e a l u m i n i u m p r o f i l e o f t h i s st ri p w i l l c o m e i n d i f f e re nt l e n g t h a n d w i l l h a v e t o b e c u t o n s i t e a s t h e s t a i r cas e i s c hangi ng and g e tti ng na r r o w e r u p w a r d s . An o t h e r o n e i s 43 m m w i d e a n d w i l l b e us e d i n the rai l i ng and a t t h e b o t t o m o f t h e s e a t i n g s t a i r c a s e â&#x20AC;&#x2122; s r i s e r . W hi l e i n the s m al l s tai rs i t i s u s e d c o n t i n u o u s l y , a t t h e b i g g e r o n e s i t i s o n e a c h leve l , b ut c hange s i ts l o c ati o n b y t h e h o r i zo n t a l a x i s . W i d e L ED s tri p us e s thre e p a r a l l e l l o c a t e d L E D s t r i p s w h a t g i v e s a s t r o n g e r lig hti ng e f f e c t . I t w o ul d have m i l k y t r a n s l u c e n t d i f f u s e r ( c o v e r ) w h i c h m a k e s lig hti ng m o re ge ntl e . The p ro f i l e i s s o l d i n s t a n d a r d l e n g t h s o f 1000 m m . On t h e ri g ht i s s ho w n as s e m b l y s c he m e f o r t h e e l e m e n t s o f t h e l i g h t i n g s y s t e m u s i n g S O L I S p ro f i l e and ( 1 ) a W I D E c ov e r , ( 2) t h r e e L E D s t r i p s , ( 3) e n d c a p w i t h o u t h o l e ( 3 a) e nd c ap w i th ho l e .

142

1 0 TE C H N I CAL R EP OR T 4 3 LED s t r i p - 1. 1 - F l a t R GB LE D S tr i p Al um i ni um

4 4 LED s t r i p - 1. 2 - S O L I S Al um i ni um 4 3 m m Wi de Ar c hi te c t ural Profile

143

11 REFERENCES N o.

IMA GE NAM E

P AG E

S OU R C E

01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

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05 10 11 11 11 11 12-13 22 24 24 24 24-25 24-25 28 28-29 29 30-31 32 34 35 40 40 41 42 43 48 50-51 52-53 54-55 56-57 58-59 60-61 72 72 72 72 72 73 73 73 73 73 129 129 136 136 136 137 137

W IS E MagnifyLearning Škoda School W i c k e d S o a p C o mpa ny F ID S W IS E 00 Ar c h i t e c t s Google Earth G o o g l e Im a g e s G o o g l e Im a g e s G o o g l e Im a g e s Google Earth Google Earth M u l l e r R e i n m a n n a rchit ekt en M u l l e r R e i n m a n n a rchit ekt en M u l l e r R e i n m a n n a rchit ekt en P r a g u e g e o p o r t al S h e r i n S u n n y V a rikka t t M u l l e r R e i n m a n n a rchit ekt en G o o g l e Im a g e s M u l l e r R e i n m a n n a rchit ekt en M u l l e r R e i n m a n n a rchit ekt en M u l l e r R e i n m a n n a rchit ekt en G o o g l e Im a g e s Google Earth Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y K u r a n i Ar c h i t e c ts Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y Ar c h d a i l y e -Ar c h i t e c t G o o g l e Im a g e s Ar c h d a i l y G o o g l e Im a g e s e -Ar c h i t e c t designboom Danpal Danpal G o o g l e Im a g e s G o o g l e Im a g e s Ar c h d a i l y MKshop Ledbe

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8,12,13

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Wha t will th e H o l e š o vi c e B ub ny- Záto ry a r e a l o o k l i k e ? P r a g u e c o m m i s s i o n e d a s t u d y , ( 17 N o v 2016 ) Blesk.cz, Re tri e ve d No ve m b e r 3 , 2 0 1 9 , f r o m h t t p s : / / w w w . b l e s k . c z

WISE, ( 2 0 1 9 ) W o rk at S c ho o l / L e arn at W o r k , M e d i u m , Re t r i e v e d N o v e m b e r 30, 2019, f r o m h t t p s : // medium.co m /w o rk - i nno vati o n- s p ac e - e d u c a t i o n / w o r k -a t -s c h o o l -l e a r n -a t -w o r k -a e e 4e 536168b

10-11

145

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12 CONCLUSION

The g o al o f thi s p roj e c t w a s t o c r e a t e a s p a c e w h e r e e d u c a t i o n m e e t s i n n o v a ti o n and p e o p l e m e e t i n g e a c h o t h e r m o v i n g b o t h f o r w a r d , a n d b y t h e c r e a t i on o f the s p ac e w hi c h w a s p r e s e n t e d i n t h i s p o r t f o l i o I b e l i e v e t h i s c o u l d b e p o ssible. I have d e c i d e d e xac t l y o n t h i s p r o g r a m a s i t i s w h e r e I s e e m y s e l f w o r k i n g i n f uture and thro ugh r e s e a r c h a n d d e s i g n o f t h e t o p i c , I h a v e l e a r n e d a l o t . F or m e , the m ai n o utp ut f r o m t h i s w o r k c a n b e t h a t t h e r e a r e n o l i m i t s t o h o w e d u c ati o n c an l o o k o r w o r k , a n d t h a t o u r r e s p o n s i b i l i t y a s a r c h i t e c t s i s t o m o v e it f o rw ard thro ugh tho r o u g h r e s e a r c h , i n n o v a t i o n a n d d e s i g n .

147