The Meeting Place - Thesis Book

The Meeting Place

Master of Architecture Thesis

ABPL90169 Semester 1 2022 Studio 07 Amber Young 914452

“ Canberra

Kanberri, Koyanberra - Ngunnawal Language Meeting place, a traditional gathering place where Indigenous clans had ceremonies, arranged marriages, shared news and traded goods.

“

CONTENTS

PART 1: THESIS PROPOSAL Preliminary Research

04

Thesis Statement + Research Question Thesis Elaboration Creative Exploration PART 2: SITE ANALYSIS Site Analysis

33

PART 3: CONCEPT DESIGN Key Design Drivers

48

Massing + Master Plan Connection to Existing Primary School PART 4: SKETCH DESIGN Architectural Response

63

Landscape Strategy PART 5: DETAIL DESIGN Architectural Expression

63

PART 6: FINAL DRAWINGS

108

Bibliography 124

1

Thesis Proposal Historical research, defining the thesis question, literature reviews, precedent studies

“ The Story of The Meeting Place Aranda, Canberra

a gang gang cockatoo squarks amongst the tall snow gums spring sun warm against my back the crunch of dried eucalyptus bark underfoot the smell of fresh wattle passing by along the track of the suburban bushland there it is the once thriving community heart mum once said it was a place for an after school snack but my only memory is of a derelict brick skeleton as a child I asked questions about what made the place come alive a supermarket a takeaway a sports goods hire but none of those stood the test of time so there it sits cascading tiled roof crumbling brick exterior like an artefact waiting to be rescued

“

Research Question

“ How can existing neighbourhood shops be optimised to facilitate positive social capital for the post covid suburban neighbourhood through life-learning pedagogies and cross-community engagement?

“

6

Thesis Statement

“

From the late 20th century, changing suburban demographics has spurred neglection of Canberra suburbs’ community and retail amenities. Community infrastructure that was designed for the 1960’s suburb is no longer fit for purpose. In addition, the literature concurs that community facilities, including schools, are often stand-alone and lack porous boundaries to the wider community (Miles, 2020; Cleveland, 2016).

The impact of COVID on teaching pedagogies, shifting daily routines and the rise of the gig economy has resulted in a need for local community infrastructure to be revitalised and become fit for purpose for the postCOVID suburban lifestyle.

Nestled within the suburban landscape of Aranda in the bush capital of Australia, the meeting place is where all generations can gather to exchange ideas and knowledge, much like the indigenous Ngunnawal people did on the lands where Canberra stands today.

The Meeting Place aims to facilitate the generation of positive social capital, education and well-being outcomes for a post-covid community including lifelong learning and collaborative experiences between students and others in the neighbourhood. The site’s adjacency to Aranda Primary School provides unique opportunities to integrate pedagogical approaches between the school curriculum, existing community groups in the area and the skills of local residents.

“

7

Thesis Evaluation Literature Review

The Need for Positive Social Capital

In addition, community facilities and schools in Australia are often standalone, offering little opportunities for neighbourhood integration during school hours (Miles, 2020). Opening school facilities to the public during the day threatens the safety of students on the campus. Rather than jeopardizing this safety, a community facility adjacent to the school can simultaneously facilitate positive social capital within the suburban community whilst retaining the security of the school.

From the late 20th century, changing suburban demographics has spurred neglection of Canberra suburbs’ community and retail amenities.

Community infrastructure was designed for the 1960’s suburb and is now no-longer fit for purpose. Within Canberra, the vacancy rate at local shopping centres increased from 8% in 1997, to 11% in 2005 (Quirk, 2008). This demonstrates that globalisation, and more recently - COVID, has shifted the way people live, socialise and work in Canberra’s neighbourhoods. During COVID, our community bubbles became increasingly smaller with the introduction of 5km radius limits and lockdowns.

Spending more time at home and within a localised radius encouraged people to interact with their neighbours they have otherwise not had the chance to.

The pandemic has created a need for localised community infrastructure that provides a place for both incidental and planned interactions, improving wellbeing, social engagement, and safety of the community. The revitalisation of once-derelict neighbourhood shops allows the site to provide something more than just a coffee shop – rather, an opportunity for inter-generational social exchange, promoting life-long learning and active lifestyles.

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Literature Review Community facilities and schools in Australia are stand-alone and lack “porous boundaries” that intersect and interact with the wider community (Miles, 2020; Cleveland, 2016; McShane & Wilson, 2017; Thompson & Kent, 2014).

Existing literature focusses only on the learning environment design, with little consideration of how the school impacts its surrounding community (McShane & Wilson, 2017). Further, there is limited data demonstrating how existing community facilities are currently utilised (Miles, 2020).

In conjunction, Miles (2020) explores how schools could become providers of social infrastructure but are often overwhelmed by issues surrounding school connectiveness and security, challenging the establishment of “schools as community hubs” (Miles, 2020). Consequently, school facilities are currently used sparingly outside school hours, on weekends and during school holidays (Cleveland and Woodman, 2009). Further, safety is often viewed as a fundamental in the design of schools (Miles, 2020). Consequently,

opportunities for the community to interact with the school and facilitate positive social capital is deliberately made challenging (Miles, 2020; Fisher, 1998).

The appearance of the surrounding built environment plays a crucial role in the perceived safety of a neighbourhood.

Signals of societal breakdown, including graffiti and derelict buildings negatively impact the perceived safety and connection to a place (Thompson & Kent, 2014). Similarly, the “Broken Windows” (Wilson & Kelling, 1982) and “eyes on the street” (Jacobs, 1961) theories discuss the idea of social cohesion, passive surveillance and positive sense of belonging. Revitalising neighbourhood centres improves the appearance of the suburb, therefore creating a safer built environment and greater passive surveillance. Due to the disconnect between school design and community infrastructure provisions, the challenges surrounding safety, security, openness and connection remain. To date, there is no comprehensive literature which addresses how community facilities and schools can be hybridised to create a neighbourhood centre that facilitates inter-generational learning.

Typical nineteenth century Australian school development follows a model that establishes a strong school identity and liberal learning through the utilisation of playing fields, classrooms and ancillary facilities (McShane and Wilson, 2017).

Traditional teaching methods emphasise didactic learning pedagogies, dismissing off-campus activities that aid in the development of life skills – including research, problem solving and working in teams (Chapman & Aspin, 2012).

Discussing modern methods, Jarvis (2007) explores the notion that humans are more effective at learning through social contexts and relationships.

Most literature concurs that gentrification and social dynamics have spurred suburban transformations (Pattison, 2015; Bailey, 2020; Quirk, 2008).

Historically, incidental interactions were the sole influence of social cohesion, often occurring at the local neighbourhood shops (Pattison, 2015). Today, globalisation, larger shopping malls and the internet have shifted local community needs to service-oriented businesses, rather than traditional convenience functions. This highlights the differing programs and social practices today than what the infrastructure was designed for in the 1960’s (Pattison, 2017; Quirk, 2008).

Some literature begins to discuss the notion of a “community-focused curriculum” (Shuttleworth, 2010).

However, this narrow interpretation refers to how students become aware of the “moral obligation towards fellow members of the community” and becoming “good citizens” (Chapman & Aspin, 2012). Current literature lacks an understanding of how intergenerational learning can occur as well as how informal learning can be just as impactful as formal education. A hybridised neighbourhood centre can facilitate inter-generational learning, creating formal and informal learning opportunities for students to engage with others in their community whilst being supervised learning real-world skills from others in the neighbourhood.

Pojani and Alidoust (2021) argue that suburbs lack the infrastructure to support opportunities for socialising outside the workplace, especially with working from home becoming prominent due to COVID. Banerjee & Rai (2020) elaborates that in this digital era, social isolation is more prominent due to “virtual connectedness”. However, we have lost touch of what it means to really connect with others (Banerjee & Rai, 2020). In addition, a shift of social cohesion from incidental to scheduled interactions has been largely influenced by social media (Pattison, 2015). This shift in social dynamics and technology have created a challenge surrounding how inter-generational social interactions can be engaged and facilitated.

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LIFE-LONG LEARNING

The gap in literature that this thesis aims to explore

Teo, 2019 Gupta, 2021

Craft et. al, 2014 Kivunja, 2015

EDUCATION

Communities + Social Capital x Neighbourhood Shops x Life-Long Learning

RETAIL

Bailey, 2020

Shuttleworth, 2010

Mortimer et. al, 2020 Cleveland, 2016

McShane + Wilson, 2017

COMMUNITY + SOCIAL CAPITAL

Miles, 2020 Pattison, 2015

Francis et. al, 2012 Landy, 2016

Quirk, 2008

URBAN HISTORIES NCDC, 1965 NCDC, 1970

Fields of literature within the scope of this thesis

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Site Choice + Justification Aranda: The First Suburb of Belconnen

Aranda, the first suburb of Belconnen, is where my Mum and two uncles grew up in the house that my grandparents still reside in. As a child, every time I would visit their house, I would drive past the Aranda shops site, and for as long as I can remember, it has been dubbed “an eyesore”.

Growing up, I occasionally heard stories about what it was like growing up in the area and I was intrigued by the history of the Canberra

suburb. Every time I went to visit, nothing ever changed - until recently, when the neighbourhood shops has slowly being brought to life again. The shops’ unique proximity to Aranda Primary School provides a unique opportunity to re-invent this precinct, creating a true community hub for all ages.

Figure 1: My Mum (right) and 2 uncles who attended Aranda Primary School in the 1980’s

12

Figure 2: My Grandparent’s house in Aranda, 1970’s. They still reside in this house today

“

We are not only defined but actually sustained by our social networks.

We thrive on being part of a community

“

- Hugh Mackay ‘The Art of Belonging’

13

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History of Canberra + Aranda Historical Analysis

Following Walter Burley Griffin and Marion Mahoney Griffin winning the Canberra design competition in 1911, the National Capital Development Commission was established in 1957 to plan the urban expansion of Canberra namely the new towns of Belconnen (1966), Woden and Tuggeranong. Each of these new towns was planned to be self sufficient, complete with employment and shopping

amenities (Department of the Interior, 1972). The town centre of Belconnen was designed to have a series of suburbs surrounding it, with each suburb centred around a pre-school, primary school, a small shopping centre and mothercraft centre (Department of the Interior, 1972).

The design of Aranda in the late 1960’s was an example

“

The neighbourhood size was determined by residential density, walking distance from shops and schools, traffic patterns, topography, and the required size of an infants’ and primary school co-located with ovals

“

- Aranda Primary School (2012)

Aranda Shops Site

Aranda Primary School

Figure 3: Image from the National Archives of Australia, Aerial view of Aranda, a Canberra suburb (8.2.1968)

Aranda Shops Site

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Figure 4: Image from “Tomorrow’s Canberra!”, a view of Belconnen, Canberra’s Second New Town (1970)

of “modern town planning”, with many design principles still used in Canberra suburb design today (Aranda Primary School, 2012). This included the primary school being seperated from the local shops, with both located along a spine of green parkland on the main feeder road (New Towns of Canberra, 1971).

The Aranda Neighbourhood centre was designed by Dutch Architect, Dirk Bolt in the late 1960’s. He was part of the National Capital Development Commission and designed a large amount of single dwellings townhouses and local shops around Canberra - including the units located behind

the Aranda shops. The original Aranda Neighbourhood Centre contained a supermarket, post office, hair dresser, butcher and restaurant. The supermarket was located at street level along Bandjalong Crescent, with the other tenancies only being accessible from the rear carpark.

Figure 5: Rear of Aranda Shops (Post Office) (National Archives, 1968)

Figure 6: Clipping from “New Towns of Canberra” (1971), ACT Archives

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Figure 7: Clipping from “Canberra Past Present and Future” (1972), ACT Archives

History of Aranda Current Aranda Shops The master lease of the current Aranda shops was aquired by the owner of the Two Before Ten cafe in 2014. Since then, the shops’ interior has been extensively renovated to provide a cafe, bar, yoga studio and handmade store in place of the original functions.

TWO BEFORE TEN The Two Before Ten cafe was the original revitalised program at the shops, acting as an anchor for both locals and

people outside the suburb to gather on the site. They source produce for their cafe food from their “Urban Farm” including fruits, vegetables, mushroom growing rooms, beehives and an on-site roastery. They also offer a variety of workshops including how to grow vegetables, beekeeping and mushroom growing. There is a strong opportunity for the expansion of the cafe into a dedicated co-working space

for those in the community who are studying or work from home, as well as the opportunity to collaborate with the Primary School to delivery hands-on life skill workshops teaching the students how to grow vegetables and fruit and composting etc. They are currently open from 7am2pm from Monday-Friday and 8am-2pm on SaturdaySunday.

Figure 8: Current Aranda Neighbourhood Centre view from rear carpark

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Figure 9: Aerial image of the Aranda Shops Site today

MAKE GATHER COLLECT The founders of Make Gather Collect have a background in interior and furniture design.

The store sells handmade goods from local artists as well as the opportunity to order custom made furniture.

The store offers workshops for art and crafts, including spoon carving workshops and watercolour painting. There is a strong opportunity to create a variety of workshops applicable for locals of all ages, such as the elderly teaching primary school students to knit or local craftspeople delivering woodworking workshops. They are closed on Mondays but

are open from 9:30am-4pm dance classes. The studio is currently open from 6:30amfrom Tuesday - Sunday.

8:30pm Monday-Friday and 8am-5:30pm on Saturday and ILLESSO STUDIO Illesso studio offers yoga, Sunday. boxing, remedial massage, personal training and THE BOLT BAR/10 YARDS dietetics.

However, the Although the bar area is 18+, it clinic is currently aimed creates an opportunity for the only at adults. There 18-25 year age group (who are is an opportunity to most likely away from the area accommodate younger during the day at university) age groups through yoga/ to re-connect with the suburb. strength and flexibility This program also allows the classes or for the elderly to site to become active at night, participate in classes aimed crteating passive surveillance. at retaining strength. There The bar is closed on Monday is also an opportunity to but is open from 4-9pm on collaborate with the Irish Tuesday-Thursday and 2pmDance Academy to offer 9pm on Friday-Sunday.

Figure 10: Current Aranda Neighbourhood Centre view from Bandjalong Crescent

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Figure 11: Watercolour Sketch of the Two Before Ten Urban Farm by local artist

Historical Timeline Key Events

1912

1957

Figure 12: Design Competition for the Nation’s Capital won

by Walter Burley Griffin and Marion Mahoney Griffin

Figure 13: Founding of the National Capital Development Commission (NCDC) to plan, develop and construct the Nation’s Capital

1960’s

Figure 14: NCDC begins p Canberra’s New Town Belconnen and Wod

2020

2025+ THE POST-COVID FUTURE:

- Working from home is the new normal - New ways to socialise - New purpose for local shops as neighbourhood hubs - New life skill-based pedagogical approaches for primary school students

20

DURING COVID

- students feel isolated dur online school

- new technologies such a are heavily utilised to conne others

- many people move to sho due to movement radius li

s

planning ns of den

D

1970’s

1990’s - 2000’s

Figure 16: Local shops become derelict due to globalisation and popularisation of the larger town centres

Figure 15: Residents move into the new suburb of Aranda, serviced by the local shops that provided convenience functions including a supermarket, butcher and hairdresser.

2010’s PRE-COVID

ring

as zoom ect with

- popularisation of the “gig economy”/ casualisation of the workforce

op locally imits

- understanding of new pedagogical techniques for students that steer away from traditional didactic teaching styles - online shopping and e-commerce platforms boom

21

Precedent Studies Form + Spatial Layout

Het Anker Community Centre / Moederscheim Moonen Architects This community centre in the Netherlands aims to invite the community into the building by creating a transparent and accessible building design that connects with the surrounding neighbourhood.

The building also utilises site level changes to allow the front of the building to have an open double-height space towards the street. The roof form also mimicks this surrounding landscape. The facades’ transparency also allows for visibility of the activities occuring inside.

Figure 17: Exterior view of roof form

How can it inform my project?

The roof form of this project can be seen as a modern adaptation of the original Dirk Bolt building on the site.

It also maximises transparency to the street which aids in creating passive surveillance and a safer neighbourhood at all times of day. In addition, the sloping landscape of the site can also be utilised in the design of the building - much like this precedent.

Single storey Double storey

Figure 19: Elevation showing sloped roof response to landscape

Transparent to solid Figure 20: Elevation showing facade transparency

22

Children’s House Dyrehaven / GinnerupArkitekter The building form of this project in Denmark creates secluded open spaces and nooks so each kindergarten and nursery space has a direct connection with nature. These pockets in the facade allow the surrounding forest to be seen from the interior spaces but also divide the building into smaller units, each with private entrances.

How can it inform my project?

The creation of secluded open spaces in the design can be adapted to the post-covid community centre model for the “spaces inbetween” that facilitate incidental interactions. These small spaces/circulation spaces inbetween buildings and programs allow for these interactions to occur.

Figure 21: Aerial view of building form

Figure 22: Secluded open space

Figure 23: Plan showing courtyard pockets and entries

Figure 24: Spaces in-between facilitate incidental interactions

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Precedent Studies

Spatial Layout + Connection to Community Wunderpark School and Community Centre/Archstruktura This precedent located in Moscow is a combination of both a school and a community centre with the programs shifting from day to night ot accommodate different users within the community. After hours, the school canteen becomes a cafe and the art and music classrooms become spaces to teach the wider community about the arts. There is also an emphasis on outdoor areas, such as the playgrounds, sporting grounds and spaces for outdoor learning.

Figure 25: Internal community facilities view

How can it inform my project?

Although the height and scale of the building is too large to be appropriate for the suburban context of my site, the shift of funcitonality from day to night is interesting. This activation of the site at all times of the day allows for passive surveillance and a safer neighbourhood.

Figure 26: Aerial view of building form

Music

Entrance

Multi-purpose

Art

SCHOOL Medical

SCHOOL COMMUNITY

Entrance FabLab

Canteen + Kitchen

Figure 27: Programmatic Ground Floor Plan

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Figure 28: Zoning of School and Community Section

Fraser Rise Community Hub/ Brand Architects The Fraser Rise Community Hub located in outer Melbourne is adjacent to the secondary college and sports reserve, together forming the Fraser Rise Community Precinct.. The centre includes 2 kindergarten rooms, 2 activity Figure 29: Internal circulation space spaces, a large community room, maternal child health suites, training rooms and sports change rooms. The community spaces are flexible and can be opened into one another, allowing for larger community gatherings.

How can it inform my project?

The community spaces being flexible Figure 30: Classroom space and adaptable for different group sizes is very important in allowing the facility to be fit for use for many years to come.

However, this centre seems to lack integration with the secondary college, with the school amenities remaining separate from this facility.

Figure 31: Exterior garden view

Single Detached Dwellings

Secondary School

SCHOOL Community Centre Single Detached Dwellings

COMMUNITY Sporting Fields + Pavilion

Single Detached Dwellings

Single Detached Dwellings

Figure 32: Precinct Plan

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Figure 33: Various sized spaces open into each other, allowing for many different programs

Thesis Evaluation Defining my Thesis

How my work will build on what has been done before Historical and archival documentation about Canberra’s planning strategies is utilised to gain an understanding of the original planning provisions for Belconnen’s suburbs and why the neighbourhood centres are no longer fit for use for the post-pandemic suburb.

In the 1960’s, the National Capital Development Commission (NCDC) planning for Canberra’s retail centres was based on a three-tier hierarchy comprising of neighbourhood centres, town centres and the Civic centre (NCDC, 1970). Within Canberra, the intended function of local centres is to meet “convenience shopping needs, community and business services within a walkable neighbourhood, especially for those with low mobility” (Quirk, 2008).

However, the composition of most neighbourhood centres has shifted away from convenience functions to be replaced by service functions (Quirk, 2008). The decline in popularity of the neighbourhood shopping centre is a case of the community infrastructure no longer being fit for purpose for today’s social practices and society.

Additionally, Census and population data was analysed to determine the viability of the site and to understand the people who reside in the suburb.

The wide demographic range of Aranda provides a unique opportunity for intergenerational community interactions, encouraging the elderly to socialise, alongside those who work from home and face loneliness and isolation. This thesis will explore what an appropriate community facility model that can facilitate positive social capital whilst

retaining the safety and security of a school campus. To ensure safety, the new neighbourhood centre allows for different demographic groups to interact at different times, creating passive surveillance whilst allowing minors to be supervised by school teachers when using the facilities during school hours. (see spatio-temporal diagram).

A summary of this historical documentation, census data and its impact on the site can be seen through a critical mapping and collage exercise.

It aims to synthesise how covid has impacted daily lifestyles and education, thus leaving an opportunity to create new community meeting places that foster inter-generational social exchange and life-long learning. To further understand the gap in the existing literature, a “postcovid neighbourhood centre model” has been developed to determine the key points lacking in existing literature that will be explored spatially in this thesis.

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Conclusion This thesis will explore the site of the Aranda Neighbourhood Shops in Canberra and its adjacency to Aranda Primary School. It aims to facilitate the generation of positive social capital, education and well-being outcomes for a post-covid community including life-long learning and collaborative experiences for students and others in the neighbourhood. Applications of this research and its subsequent proposal include using the model to revitalise other local suburban centres and neighbouring schools in the ACT as well as aiding the planning of new suburbs and housing estates within a broader Australian context.

Indigenous Significance Aranda and Canberra

The chosen site is situated on the lands of the Ngunnawal People. In addition, the name “Canberra” was derived from the Ngunnawal word “Kanberri”, meaning ‘meeting place’.

1

The suburb of Aranda was named after the Arrernte people of Central Australia (Aranda Primary School, 2012). All of the street names within Aranda are named after Indigenous language groups from around Australia (Aranda Primary School, 2012).

Black Mountain, located to the East of Aranda, is a site of Indigenous significance and is today a Nature Reserve with a Telecommunications tower situated on top (“Telstra Tower”)

Gu ng ah

lin Driv e

Figure 44: Black Mountain and Tower

Lake Ginninderra

n onne Way Belc

Belconnen Town Centre inderra Drive Ginn

Bruce Ridge Nature Reserve Aranda (Suburb)

Aranda Bushland Nature Reserve

Black Mountain Nature Reserve

National Arboretum Canberra

Figure 45: Site in relation to significant bushland27reserves

1

N

0m

500m

1km

1.5km

Demographics

Surrounding District and Suburbs

01

35

Belconnen Area (Overall “New Town”)

Median Age

$1915 Median Weeky Household Income

02

$370

Average Children per Family: 1.8 Average Motor Vehicles per Dwelling: 1.8 Population in Primary School: 25.5% Population born outside Australia: 10.7% Households where English isn’t spoken: 23.8%

Median Weeky Rent

02

41

Aranda Suburb (Location of Site)

Median Age

$2414 Median Weeky Household Income

Average Children per Family: 1.9 Average Motor Vehicles per Dwelling: 1.8 Population in Primary School: 32.9% Population born outside Australia: 11.6% Households where English isn’t spoken: 18.6%

$418 Median Weeky Rent 28

Resident Demographics

ANALYSIS Aranda has one of the highest median ages in the Belconnen area, 6 years older than the Belconnen median. This indicates the population in Aranda is consisting of original residents or those ageing in place. In addition, the resident demographics are very even from age 0-4 thorugh to 75-79 years. This creates the opportunity to integrate all ages of the suburb more successfully due to this even mix.

On average, Aranda is also of a higher socio-economic status than the average Belconnen suburb, with a higher median weekly income and rent. However, there is less households where a language other than English is spoken at home and a lower proportion of the population was born overseas when compared to the Belconnen area. Due to the large demographic mix, there is a larger proportion of children living in the suburb that attend primary school and 23.8% of the residents attend university (ABS, 2016).

The population of Aranda is generally well educated, with 56% of residents holding a Bachelor’s degree (ABS, 2016). The most common profession is a “professional” at 39.4% closely followed by “managers” at 20.5% (ABS, 2016).

Government administration is the most prominent industry of employment.

These demographics suggest that parents value children’s education.

Aranda, Canberra

80-84 years 2%

85+ years 2%

75-79 years 4% 70-74 years 5% 65-69 years 6% 60-64 years 5%

0-4 years 5%

5-9 years 8% 10-14 years 6% 15-19 years 6%

55-59 years 7%

20-24 years 6% 25-29 years 5% 30-34 years 4% 45-49 years 35-39 years 7% 40-44 years 6% 7%

50-54 years 8%

Data Source: ABS Census Quick Stats Aranda, 2016

FUTURE GROWTH Aranda was initially planned to house a population of 5,000 people (Department of the Interior, 1972). In 2016, the suburb had a population of 2,393 (ABS, 2016). As the Canberra population are expected to grow to 500,000 people by 2030, it is crucial that the community facilities can accommodate this growth. In addition, it is important that the facilities are approporiate for uses in years to come, so the centre will remain “fit for purpose”.

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Demographics + History Aranda Primary School

Aranda Primary School was established in 1969 and caters for studetns from kindergarten to Year 6. There is a preschool adjacent to the school that caters for children aged 3-5 years.

The existing programs in the school include a hall, gym, playgrounds and typical classrooms. Although they have a focus on the arts, they lack dedicated music and art specialist teaching spaces as well as a performance venue.

There is an opportunity to connect with the neighbouring Irish Dance School to provide dance classes in the new community centre. There is also an opportunity for members of the community to be involved in the music tutoring, enabling interactions between a variety of ages over a shared interest.

The school student population has been rising steadily over the years, increasing on average by 12 students each year. The teacher population seems to stagnate around 38 in total. Additionally, in 2020, 68% of students spoke English as their primary language at home, with 30% of students speaking another language at home (Australian Curriculum, Assessment and Reporting Authority, 2021).

In 2014, Paul Barnett Design Group completed a master plan of the school The school as a strong focus on the arts, and reccommended the following with a Music Program organised by the upgrades are made in the next 3-5 years: P&C Association. This program provides - Classroom refurbishment tutoring for a range of instruments and - Landscaping upgrades drama, art and singing classes. Lessons - Upgrading the school hall due to are held at the school each afternoon student population increasing between 3:30-6pm. Concerts are also held (Paul Barnett Design Group, 2014) twice a year (Aranda Primary School, 2012). These new facilities can be provided in my proposal, whilst also creating an amenity for the wider community to use.

Aranda Primary School Shops

Figure 34: Aerial view of Aranda Primary School in relation to shops site 30

School Population

Aranda Primary School, Canberra

572

542

556

540

499

500

566

600

400

300

200 Students Teachers 38

2016

2017

2018

39

39

2015

37

37

0

32

100

2019

2020

Data Source: Aranda Primary School, myschools.gov.au

Students Who Speak LOTE at Home Aranda Primary School, Canberra

80%

68%

65%

64%

65%

60%

67%

67%

70%

50%

30%

35%

36%

35%

32%

30%

32%

40%

20% Yes No

10% 0

2015

2016

2017

2018

Data Source: Aranda Primary School, myschools.gov.au

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2019

2020

Government Policy

2021-22 ACT Government Local Shop Revitalisation

As a result of community consultation about what residents want from local shops around Canberra, the ACT Government has realised that residents want to use local shops for longer periods of time, rather than just for convenience functions. The ACT government has recently created provisions for street tree upgrades, installation of public toilets and new paving in some local shops around Canberra however this is not enough! There is a missed opportunity to create a local centre thay provides more than just basic amenities, but a place where locals can connect

and interact. Most local centres have no physical or pedagogical connection to adjacent schools and most sites are mostly carpark.

FUNDING The ACT Government is in charge of maintaining and upgrading existing public space infrastructure at local shopping centres (ACT Government, 2022). As Aranda Primary School and public community facilities are operated by the ACT Government, this project will be funded by the local government with upkeep by the local community and tenants.

32 by ACT Government (Gwydir Square, Kaleen) Figure 43: Example of current local shop upgrades

“

The neighbourhood size was determined by residential density, walking distance from shops and schools, topography and the required size of an infants’ and primary school co-located with ovals

“

- Aranda Primary School (2012) 33

2

Site Analysis Site analysis, massing form, key design drivers , programmatic design

Broader Site Context The City of Canberra

Canberra, also referred to as the “Bush Capital” is the capital city of Australia. It is surrounded by many significant national parks that lead from the Snowy Mountains to the south to the South Coast to the East.

The development of the Northern portion of the Nation’s Capital with the establishment of Belconnen “New Town” in the 1960’s and the subsequent development of Gungahlin in the 1990’s has led to an overall increased population of Canberra. Many residents are still chasing the dream of owning a large block of land and a detached home, leading to an increase in urban sprawl. In highly sought after suburbs such as Aranda (due to it’s proximity to the civic centre and

Belconnen town centre), duplexes and townhouses have begun to be developed in the place of original 1960’s homes. This has led to an overpopulated suburb an thus placing pressure on the local primary school enrolment capacity.

Lake George Gungahlin Belconnen Civic

Brindabella National Park

Woden Tuggeranong

AUSTRALIAN CAPITAL TERRITORY Namadgi National Park NEW SOUTH WALES

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Broader Site Context The Suburb of Aranda

Gu ng ah

lin Driv e

Bound on two sides by nature reserve and bushland, the architectural language of the original residences in Aranda have been heavily influenced by the natural landscape and materiality. The extensive bushland around the area is the habitat of many native flora and fauna, providing an immersion of sound, smells and views within the site.

Lake Ginninderra

Belconnen Town Centre

n onne Way Belc

Ginn

Bruce Ridge Nature Reserve Aranda (Suburb)

Black Mountain Nature Reserve

Aranda Bushland Nature Reserve

National Arboretum Canberra

N

0m

500m

1km

1.5km 36

inderra Drive

Site Analysis

Existing Community Facilities Jamison Oval

Belconnen Tennis Club

Community Oval

Canberra High School

Big Splash Water Park Rotary Club Trash + Treasure Canberra Southern Cross Club

YMCA Early Learning Centre

Aranda Sports + Recreation Fields

Holy Covenant Anglican Church

Childcare Teague St Playground

Aranda Preschool

0m

50m

100m

LEGEND Early Education

Temporary Space

Secondary Education

Community Groups

Religion

Retirement Village

Outdoor Recreation

Group Size (1 icon = 20 people)

MONDAY

TUESDAY

WEDNESDAY

Irish Dancing

Scout Hall/Irish Dance School

Aranda Primary School

5 min

10 min

Canberra Korean Catholic Church

N

Greening Australia

St Vincent’s Primary School St Vincent Villas Retirement Village

SITE

There are a variety of existing community facilities and public spaces that surround the site, catering for different group sizes and age groups. Some existing facilities (eg. Scout Hall) are very run down and require refurbished facilities. This creates an opportunity for this building to accommodate not only for the school’s learning spaces but also spaces for the wider community.

A break down of the weekly activities are shown below:

THURSDAY Irish Dancing

FRIDAY

SATURDAY

SUNDAY

Irish Dancing

Greening Aus Korean Church

Korean Church

Anglican Church

Anglican Church Big Splash Water Park (Summer: Dec - Feb)

Trash + Treasure Jamison Oval Sport Aranda Fields Sport Canberra Southern Cross Club Belconnen Tennis Club Aranda Primary School Playground, Hall, Basketball court Canberra High School Gym, Canteen, Oval

37

Site Analysis

Environmental and Climatic Conditions Site Topography + Planting RAIN Wettest month October, dryest month June (Bureau of Meteorology)

St Vincent’s Primary School Retirement Homes Church

Daycare

Noise Noise M A

NOISE Little noise on site due to suburban context

d

in W

ARANDA PRIMARY SCHOOL

ire

D io ct n

Noise PM Wind

WIND NW winds in the morning, stronger NW/Westerly winds in the afternoon (Bureau of Meteorology)

Direction

TREE PLANTING Many existing native eucalyptus and gum trees on site

Noise ARANDA PRESCHOOL

CLIMATE ZONE Mild/warm summer, cold winter (Bureau of Meteorology) TOPOGRAPHY Site was originally on a slope, however the site has been flattened. There is also an existing retaining wall at the rear of the site.

Shadow Diagram and Sun Path St Vincent’s Primary School

Retirement Homes

Church

Summer Solstice

Daycare

ARANDA PRIMARY SCHOOL

September 1st

ARANDA PRESCHOOL

Winter Solstice

38

Shadow Study - 1st September 2022 9am, 12pm and 3pm

OVERSHADOWING Due to the low-rise suburban context and topography of the site, there is no overshadowing from adjacent residences.

Site Analysis Access

The existing site has car access with a carpark at the rear of the site. There is a bus route that services the site and connects the suburb to Belconnen Town Centre. There is an existing underpass to the left of the site connecting

the nature reserve across Bandjelong Cres.

There is very little visual connection tot he street, with most physical access being from the rear carpark as visitors would often drive.

Bus Route + Stops (No. 32)

St Vincent’s Primary School

Street Lights Pedestrian movement Physical connectivity to street

Retirement Homes Church

Visual connectivity to street

Daycare ARANDA PRIMARY SCHOOL

Existing Shops Carpark ARANDA PRESCHOOL

PEDESTRIAN ACCESS

Government Planning Legislation Aranda Playing Fields St Vincent’s Primary School

RZ1 Single Detached Dwellings RZ2 Townhouses, Duplexes and Single Detached

RZ1 Single Detached Dwellings Aranda Primary School

RZ2 RZ2 Aranda Pre-School

SITE (CZ4)

RZ2

RZ1 Single Detached Dwellings

RZ1 Single Detached Dwellings

RZ2 Townhouses, Duplexes and Single Detached RZ1 Single Detached Dwellings

The chosen site is a CZ4 zone (Local Centre Commercial Zone). There is no setback requirements however the maximum height 39 is 2 floors and the maximum floor area of a shop is 1000sqm.

10m 14m 14m

(4100sqm)

SETBACKS

Surrounding Context

Matrix of Housing and Materiality

The housing surrounding the site was constructed between 1965 1970. The architecture comprises mostly of single or doiuble storey detached dwellings with extensive front yard plantings. The architectural materiality mostly consists of terracotta roof tiles and brick with a gable roof - typical of the Australian post-modern style.

Due to the suburb’s large block sizes (often 800-1000sqm), proximity to Belconnen Town Centre and Civic and the suburb nearing 60 years old, there has been an increase in “knock-down re-builds”, renovations of the original homes and construction of new townhouses in the suburb. many homes are also not very visible from the street due to large setbacks and large amounts of vegetation, increasing privacy.

New townhouse development amalgamating 2 lots (approx. 2018)

Original duplex devel (approx. 1970

Original duplex brick housing (approx. 1970)

Original single storey (approx. 196

This study aims to evaluate the materiality and scale of the suburb the site is situated within in order to develop a built form that responds to its’ context. (see Figure 50-61)

Original rendered brick and weatherboard two-storey single dwelling with steep roof form - alike shops (approx 1970’s)

40

Original brick house partially view with vegetation (a

lopment 0)

Brick units designed by Dirk Bolt - same architect as shops (approx late 1960’s)

brick house 65)

Original double storey brick single dwelling (approx. 1970)

Original brick dwelling with ground floor garage + residence above (approx. 1970)

Knock-down re-build on single lot, contemporary rendered design (approx. 2019)

Original brick dwelling largely hidden by front setback vegetation (approx. 1970)

hidden from street approx. 1970)

Original duplex development (approx. 1970)

41

Site Analysis

ISSUE Only 1 existing pedestrian crossing

I Large am contain

1

2

Issues, Constraints + Opportunities

1

res

aC

ang

Jal

2 Aranda Primary School

Ba

nd

jal

on

gC

re s

5

5

6

OPPORTUNITY 42 OPPORTUNITY Large open space between school and Access to wider Canberra with road, could create pedestrian street bus service on site

7

OPPO Pedestrian U Bandj

ISSUE mount of site ning carparks

CONSTRAINT Little visual connection from existing programs to street

CONSTRAINT Low-rise suburban context

4

3

4 9

Gingana Street

SIT

E Aranda Pre-School

3 6 8

7

ORTUNITY Underpass below jalong Cres

8

43 OPPORTUNITY Involvement of pre-school

9

OPPORTUNITY Abundance of native bushland around the site

Historical Analysis Aranda Shops Figure 35-38

The original Aranda shops included a small supermarket, butcher, hairdresser and post office (ACT Archives, 2020).

1984

2009

2017

2021 44

After the shops’ “prime years”, it fell out of use due to the popularisation and competition from the nearby Jamison Centre in Macquarie and Westfield Belconnen. Over the years, the shops had an unusual mix of tenancies, including sports equipment hire and a Chinese Restaurant. However, the shops remained completely vacant for about 10 years.

In 2014, the master lease of the site was aquired by the owner of a local roastery called Two Before Ten (reference). The site underwent interior renovations in each tenancy to accommodate new service functions to revitalise the site. These new functions included a cafe, bar, yoga studio and a local handmade store.

Since the interior renovations, Two Before Ten have added beehives, veggie gardens, mushroom growing rooms and fruit trees to provide fresh produce for the cafe meals as well as adding more greenery to the site.

For this project, I have chosen to retain these programs on site as it is proven that the community already use them.

“

This is exactly how I remember the Aranda shops when I was a kid... I used to stop past the supermarket and buy snacks on the way home from school

“

- My Mum Aranda Primary School Student in the 1980’s

45

What Can Be Added to the Shops?

Existing Site Program Issues

The original 1960’s design only accomodated short term visits, such as buying some milk, posting a letter or school kids buying lollies from the supermarket on the way home from school. However, as stated by Pattison (2015), local shops have shifted from providing convenience functions to service functions.

These service functions require users to remain

for longer on the site. The facilities need to be upgraded to accommodate people staying for longer on the site (eg. getting a coffee with friends, having a meeting in the co-working space, going to a pilates class). This includes allowing for car, bike and e-scooter parking.

Two Before Ten Cafe Coffee!

“Since I work from home, I would love a dedicated space for freelancers to collaborate” WORKING FROM HOME PROVISIONS

Figure 39

“Urban Farm” Provides produce for cafe

INTER-GENERATIONAL PROVISIONS

Figure 40

Illeso Studio Yoga, Wellness, Physio, Pilates classes

Figure 41

Figure 42

“I am a bit of a green thumb and would love the opportunity to teach the young ones how to grow their own produce”

Make Gather Collect Custom made furniture, homewares and 46 workshops

“As a teacher, I think it is important for all ages to do physical exercise to reduce stress” MENTAL/PHYSICAL HEALTH PROVISIONS

“My Mum has bought some homewares from Make Gather Collect and they look so cool - I’d love to do some craft like that at school!”

PEDAGOGICAL PROVISIONS

“

...there are cars everywhere at the shops, parked up on the nature strip and along the sides of the road!

“ - My Grandparents Aranda residents since the late 1960’s

47

Spatio-Temporal Diagram User Groups

8AM

9AM

10AM 11AM 12PM 1PM

2PM

3

CAFE (existing) CO-WORKING

Addition of co-working for freelancers, students or locals who work from home, uni students can gain employment at the cafe

19-29 YEARS

30-40 YEARS

41-50 YE

VEGGIE GARDEN “Urban Farm” (existing)

Addition of workshops with primary school students allowing them to learn how produce is grown, produce is also used in cafe meals

51-60 YEARS 0-4 YEARS 5-13 YEARS

BAR (existing)

Socialisation space, activates the site after the cafe is closed, is open alongside the co-working space

MAKER SPACE

Extension of existing Make Collect Gather homewares store, allows elderly craftspeople to run workshops with younger people, primary school students can have art classes in this space

51-60 YEARS 61-70 YEARS

71-80 YEARS 0-4 YEARS 5-13 YEA

WELLBEING STUDIO

Extension of existing Illesso Studio, can run classes as part of PE program at primary school or classes/workshops for the elderly to remain healthy

81+ YEARS

61-70 YEARS 71-80 YEARS

PERFORMANCE SPACE

The addition of a performance space allows the primary school and Irish dance school to have their concerts. It can also be a space where markets can be held on weekends.

81+ YEARS 61-70 YEARS 5-13 YEARS 71-80 YEARS

48

5-13 YE 71-80 Y

This spatio-temporal diagram shows the peak times of a program’s aactivation as well as what user groups is utilising each program simultaneously. It aims to show how the programs in the building are selected to ensure the site is activated from the early morning to late night, increasing the safety and passive surveillance around the site.

PM

4PM

5PM

6PM

7PM

8PM

9PM

10PM 11PM

EARS

ARS

EARS YEARS

51-60 YEARS 41-50 YEARS 30-40 YEARS 19-29 YEARS

30-40 YEARS 19-29 YEARS

19-29 YEARS 30-40 YEARS

19-29 YEARS 30-40 YEARS

19-29 YEARS 41-50 YEARS

30-40 YEARS 5-13 YEARS 19-29 YEARS 41-50 YEARS

49

3

Concept Design Massing in response to site analysis, demographics and community needs

Key Design Drivers

The Post-Covid Meeting Place These key design drivers were determined from the existing literature and precedent studies. It was found that human interactions have become very organised and structured (eg. meeting your friend at a cafe for lunch at 2pm) compared to incidental interactions toat increased the social cohesian within a neighbourhood (Pattison, 2015). This change in

interactions as well as the pandemic making residents stay a lot closer to home calls for spaces that accommodate for both of these.

In addition, identified from the site issues and opportunities, the existing shops provide very little street activation and the abundance of bushland around the site allows a strong connection to nature.

Organised Spaces

Spaces In-between

For organised group interactions - the “new” form of social engagement

For circulation through the site, facilitating incidental interactions

Connection to Nature

Connectivity to the street

Physical and visual connectivity to nature allows natural light and air circulation (necessary post-covid) and highlights the significant bushland surrounding the site

Increasing the safety and passive surveillance around the site at night and during the day, also inviting the community in

51

Porosity

Existing Conditions and Proposed Programs The proposed programs are not existing around the site in current community facilities or the school. The new programs aim to bring the wider communtiy together through shared use of the spaces by the school and other community groups (for example, the Irish Dance School and Greening Australia).

Building off the key design drivers, the “formal spaces” (set programs) overlap to determine the circulation around the site. Where these programs overlap are “spaces inbetween” that connect to nature or activate the street.

The programs within the existing shops on site and the adjacent primary school were categorised in line with the key design drivers to determine gaps in the existing facilities. The existing shops have little visual connection to the street and are very “one-directional”.

Although there is a strong focus on the arts, the existing Primary School facilities are not fit for creative use as there are no dedicated arts teaching spaces. These existing teaching spaces are also not interconnected alike the shops. According to the 2014 Master Plan, the school also needs to upgrade school facilities as the suburb and ACT population grows.

SHOP PROGRAMS (existing) FORMAL SPACES - cafe (Two Before Ten) - bar (Bolt Bar) - Illesso studio (yoga/ physio) - Make Gather Collect (these activities are not visible from the street) SPACES IN-BETWEEN - Urban Farm

SCHOOL PROGRAMS (existing) FORMAL SPACES - didactic classrooms - hall + gym - LOTE classroom - art classroom - music classroom SPACES IN-BETWEEN - Playground/outdoor garden space

52

NEW PROGRAMS (proposed) FORMAL SPACES - co-working/study space - music space - maker space/art - practice rooms (yoga/dance) - performance hall SPACES IN-BETWEEN - informal breakout spaces

STREET

EXISTING SHOP POROSITY

EXISTING CLASSROOMS

STREET

NEW SPATIAL STRATEGY Physical connection - entry

Formal spaces

Visual connection

Spaces In-between - circulation

Incidental interactions Planned interactions

Spaces In-between - outdoor connections 53

Programmatic Heirarchy

Formal Spaces and Spaces In-between Within the organised spaces, primary and secondary spaces were created. The primary spaces are the key anchors of the site. Both primary and secondary programs overlap, creating spaces in-between. Spaces inbetween create circulation throughout the building and facilitate incidental interactions.

Each program type is clustered together, allowing each space to blend into each

other. The size of the programs takes into consideration the population growth of both the school and the suburb of Aranda.

STREET

Entry/Foyer 150 sqm

Maker Space 100 sqm

SPACES

Make Gather Collect 70 sqm

Greening Australia 70 sqm

Cafe (Two Before Ten) 100 sqm

Performance Hall 600 sqm

Art Workshop 70 sqm

PRIMARY PROGRAMS (Double height)

IN-BETWEEN

Illesso Studio 70 sqm

Yoga Room 70 sqm

Dance Practice 70 sqm

CoWorking/ Study 100 sqm

Music Room 70 sqm

SPACES

IN-BETWEEN

BUSHLAND

54

Informal Teaching 80 sqm SECONDARY PROGRAMS (Single storey)

Iteration Matrix

Site Response and Massing Height The three massing options were created in response to the program types and heirarchy. All of the options are created using programmatic blocks that reflect the surrounding neighbourhood character. Option 2 (Atrium) has the primary formal spaces surrounding a central atrium with the secondary options on the outer edge. Option 3 (Seperated) is the idea of bringing

Design Drivers

OPTION 1 Cluster

in more space in-between to further increasae the porosity of nature into the site. However, this creates a strong disconnect between the programs due to no overlapping.

Option 1 (cluster) was the chosen option as the clusters of programs are organised by “category” yet still overlap each other. This creates spaces inbetween that are “uncommon”.

OPTION 2 Atrium

Site Access + Porosity (Physical and Visual)

Location of Primary Programs

Introduction of Secondary Programs

Heirarchy and Wayfinding

Connection to Green Space + Spaces In-between 55

OPTION 3 Seperated

Final Massing Cluster Strategy

From the interation matrix, an atrium (from option 2) was added as a central space for all of the program types to feed into. Also, in addition to the three individual program entries, there is a main entry in the middle of the form to create a unified and clear wayfinding point - similar to that in option 2.

The result is this final massing form that responds to the local conditions of the suburban context.

res

aC

ng

Jala

g

on

el

dj

n Ba es Cr

ARANDA PRIMARY SCHOOL ARANDA PRE-SCHOOL

“I can’t wait to see what’s on offer at the School Fete this weekend”

“There’s nothing more relaxing than a Sunday morning walk to my local coffee shop!”

56

SUNDAY MORNING 10AM

Parti Diagrams

Programmatic Plan and Heirarchy Section This parti plan shows the relationships between the programmatic clusters of organised spaces as well as demonstrating the access points and spaces inbetween where the organised sapces overlap. The section highlights the heirarchy between the primary and secondary spaces when viewed from the street as well as their relationship to the spaces inbetween.

ARANDA PRIMARY SCHOOL

New Pedestrian Crossing New Pedestrian Crossing

“CREATIVE” ENTRY

“CAFE” ENTRY

“PERFORMANCE” ENTRY

Ban d

jelon

g Cr es

Jala

nga

Cres

MAIN ENTRY

ILLESO STUDIO

North Section Diagram

57

COWORKING + STUDY

ART WORK

MAKER SPACE

BETWEEN

PERFORMANCE HALL

SPACES IN BETWEEN

GREENING AUSTRALIA

SPACES IN BETWEEN

20m

10m

BETWEEN

0m

BETWEEN

N

Parti Diagrams

Massing in relation to key design drivers

Formal Spaces Each of the primary organised programs are organised around the central atrium and have direct physical and visual connections to the street.

Spaces In-Between Where the primary and secondary organised spaces overlap, spaces in-between are formed that invite multi-dimensional circulation and bring nature into the building.

Connection to Green Space Internal courtyards introduce the surrounding bushland into the site. A new green strip at the rear of the site increases privacy to the adjacent residences.

58

Access + Connection to Street Each of the primary programs have their own entry to the street as well as a main entrance in the centre of the site. The double height spaces along the street increase safety and activation.

Programmatic Massing Strategy Exploded Isometric

This exploded isometric shows the 3D relationships between the primary and secondary organised spaces. The Primary organised spaces are duble height to highlight the clusters of programs to the street, with the single height secondary programs surrounding these.

Atrium

PERFORMANCE HALL

CAFE

MAKER SPACE

Primary Organised Spaces (Double Height)

GREENING AUSTRALIA

DANCE YOGA FOYER

ILLESO COWORKING

CRAFT ART

MAKE WORKSHOP GATHER COLLECT

Secondary Organised Spaces (Single Height)

Spaces In-Between

59

Connection to Primary School Personas and Mapping

The map below describes the physical and programmatic connections between Aranda Primary School and the Meeting Place.

The programmatic connections are shown thorugh the use of personas, demonstrating the weekly activations of each organised space.

SPORTS PAVILLION

ST VINCENT’S PRIMARY SCHOOL RETIREMENT VILLAGE CHURCH

ARANDA PRIMARY SCHOOL

DAYCARE

ARANDA PRE-SCHOOL

N

0m

20m

40m

60

Schedule

MON

“After school we go to Irish dance class in the meeting place - we are getting ready for our end of year concert that is being held in the performance hall”

TUES

WED

THURS

FRI

Dance Practice

SAT

SUN

Performance Hall

Schedule

MON

“The year 3 students bring over vegetables grown in the school veggie garden to use in cooking classes”

TUES

Kitchen Garden with Students

WED

THURS

FRI

Kitchen Cooking Garden class for with Adults Students

SAT

SUN

Revitalising local flora/fauna with Greening Aus

Schedule

MON

“Once I’ve dropped off the boys at school I head to the co-working space, grab a coffee and be productive!”

TUES

WED

THURS

FRI

SAT

SUN

Coffee Help out making at school masterfete class

Work in coworking space

Schedule

MON

“On Tuesdays I go to a watercolour painting workshop where we paint the surrounding bushland”

TUES

Talk from local artist

61

WED

THURS

FRI

Run art Run art Attend class class painting with with class students students

SAT

SUN

Spaces In-Between

Facilitating Incidental Interactions + Circulation The spaces in-between are located where programs overlap, forming the circulation around the site as well as facilitating incidental interactions amongst locals. These spaces also play a strong role in connecting the formal programs to the surrounding bushland and activating the street frontage

Informal Meeting Spaces

of the site. Each of these spaces correspond with a key design driver, either physically connecting to an organised space, connecting physically and/or visually to outdoors, creating double height spaces that activate the street or creating spaces for both small and large group interactions.

Figure 63

LOCATION: Cafe, co-working space, makerspace

Activated Circulation

Figure 64

LOCATION: - Surrounding atrium - Foyer/entry space

INDOOR

TYPES: Facilitating different group sizes - Individual seating - Small group seating (2-4 people) - Larger group seating (6-8 people) Views to nature/natural light

TYPES: - steps/informal seating - double height spaces (visual connection to below and to outdoors)

Urban Farm and Native Planting

Figure 65

LOCATION: Visible from inside of building

Spilling out from Organised Spaces Figure 66 LOCATION: - Co-working large group breakout spaces - Outside makerspace - Adjacent to atrium TYPES: - informal lecture-type seating - temporary outdoor workshop space

62

OUTDOOR

TYPES: - fruit and vegetable garden - kitchen garden facilities - outdoor seating - beehives - native flora and fauna

Incidental Interaction Vinigettes Human Scale Spatial Strategies

After defining the types of spaces in-between, the following are examples of activations that can occur in each of these spaces. Each example is set at a different time of day/night and is not an exhaustive representation of all possible functions.

Informal Meeting Spaces

Urban Farm/Outdoor Space

LOCATION: Adjacent to Co-working + Cafe ACTIVATION ACTIVITY: Doing uni work before class

LOCATION: Greening Australia ACTIVATION ACTIVITY: Cooking lunch in the kitchen garden with school using produce from the farm

Spilling out from Organised Spaces

Activated Circulation

LOCATION: Maker Space spill out into informal learning space/circulation ACTIVATION ACTIVITY: Visiting local artist showcasing their work

LOCATION: Central Atrium vertical connection to primary programs and street 63 ACTIVATION ACTIVITY: Place to meet others and have informal conversations

Reuse of Existing Building Design Intent

RETAINING ORIGINAL CHARACTER

WHY REDEVELOP THIS SITE?

The former Aranda Neighbourhood Centre, the local shoppping centre for the suburb in the 1960’s, is no longer fit for use for the post-covid lifestyle and modern neighbourhoods.

This site presents a unique opportunity to create a new community hub that integrates the school within the existing suburb. Introducing community functions that activate spaces currently within the school site poses many security and safety risks for the school. Having these facilities located adjacent to the school means there can be a safe seperation between the school and strangers from accessing the site. However, the closeness of the sites create an opportunity for the school to utilise new specialist creative facilities (dance room, art workshop, maker space).

Howver, the shops’ architectural legacy, conditions and materialty will be carried forward and imprinted in to the new design. Most of these elements will be added into the scheme after the initial massing/concept design phase.

Materiality

Roof Form

To minimise construction waste, reuse materials, and pay homage to the original shops, the existing bruck will be retained and used in the new facade design

The iconic Dirk Bolt sloped roof form will be stylised in the new buildings’ architectural expression

Existing Programs

Wider Community Access

The existing cafe, yoga studio, handmade store and bar will be retained within the new building as the community already utilises and enjoys these functions

Alongside the existing bus stop on the site, the design will include basement parking for those visiting the centre from the wider community

64

4

Sketch Design Architectural form response

Connection to School Landscaping Strategy

The interior spatial strategy has been scaled up and adapted to provide guidance to the Aranda Primary School landscaping.

Organised Spaces

Spaces In-between

For organised group interactions - the “new” form of social engagement

For circulation through the site, facilitating incidental interactions

STREET

NEW SPATIAL STRATEGY (Massing/Interior)

NEW SPATIAL STRATEGY (Landscape)

Precedent Studies

Interiors + Detail Planning PLC Performing Arts Centre / Hayball The performing arts centre is designed as a space to discuss, teach and learn both formally and informally. The timber clad walls of the space act acoustically as well as aesthetically. The building provides facilities for the school as well as wider community functions such as a performance hall. The entry of the building is emphasised with the double height atrium space.

How can it inform my project?

The atrium in this building provided me with inspiration for the sense of scale and arrival I am aiming for in my building.

In my building, the central atrium is the main entry point in which all the primary programs stem from, hence why it is the largest scale. The central staircase with seating integrated encouraging students to linger and sit, with the floors overlooking the space providing visual connection to the atrium and outdoors.

Figure 67: Main staircase with visual connection to seating below, allowing connections between students and visitors (Gardner, 2020)

Figure 68: Showing the double height curtain wall facade with the feature staircase landings providing visual connection to each level in the building (Gardner, 2020)

Figure 69: Feature stair with double height atrium space and integrated seating

Precedent Studies

Interiors + Detail Planning Rong Bao Zhai Coffee Bookstore / ARCHSTUDIO The design of this coffee shop/ bookstore is for visitors to feel relaxed and at ease when in the space. The use of transparent shelving with greenery allows more light into the space as well as bringing the outside in.

How can it inform my project?

The natural materiality of the space coupled with the plants gives me inspiration for the co-working space and cafe in my building. The key takeaways from this interior design is how light the space is and the creative use of shelving as screening and balustrades.

Figure 70: Centralised coffee area providing coffee shop experience

Figure 71: Shelving adjacent to stairs acting as screening and balustrade (He, 2015)

Figure 73: View to outside with natural light, shelves used as screening rather than solid wall providing some privacy

Figure 72: Seating near window with abundant views and natural light (He, 2015)

Steno Diabetes Center Copenhagen/ Vilhelm Lauritzen Architects The ladnscape on the outside of this building acts as the wayfinding element.

There is also a landscaped staircase which leads to a terrace garden ontop of the building, allowing it to blend into the landscape. Each area in the building is small in scale to create a more intimite and cosy atmosphere.

How can it inform my project?

The interior views to the courtyard space gave me a lot of inspiration for my building’s atrium space and its visual connection to the adjacent bushland.

In addition, the timber soffit seamlessly blends the threshold between inside and outside, also bringing the warmness and domestic feeling into the building.

Figure 74: Green central courtyard with native vegetation (Santos, 2017)

Figure 75: Consistant views to courtyard throughout circulation (Santos, 2017)

Figure 76: Informal stair with shelving under creating clear wayfinding to L1 (Santos, 2017) Figure 77: Stairs with seating to allow informal gatherings and spaces to spill out from rooms above

Ground Floor Plan Experience

Preliminary Materiality + Spatial Experience

Co-working space: natural lig nature, using shelves as screen visual connection

Atrium/Co-working L1 Stair: integrated seating, grand staircase idea, co-working overlooking atrium

Cafe Veggie Garden

Outdoor Art Space

Lift

Maker Space

Art Workshop (Makerspace L1 could also overlook?? creating an informal learning/presentation space?)

MAIN ENT

Cafe

Make Gather Collect Cafe Veggie Garden

Co-Working Lift

Stair to L1 Coworking

Atrium

Yo View to bushland through curtain wall

In Atrium: introduce bushland to inside, blending both interior and exterior

Outside Atrium: Places to rest, paint nature, work

ght, views to ning to increase ns

TRY

Foyer Lift Lift Fire Stair Drama Studio

Dance Studio

oga Studio

o k

Spaces in-between: visual connection to bushland

Car Ramp

Performance Hall

Greening Australia

Retractable Seating

Greening Australia Gardening Space Kitchen garden space

Yoga Studio: Views to bushland

First Floor Plan Experience

Preliminary Materiality + Spatial Experience

Connection between cafe and using shelving as scree

Informal learning/sharing/presenting space connecting makerspace to atrium

Lift Lift

Co-Working L1

Makerspace L1 Informal learning/ sharing/presenting space

Stair to L1 Coworking

Atrium

Can danc room

Spaces inbetween - visual connectivity

Bringing nature into interior

d co-working ening

Rooftop bar overloooking street - passive surveillance

Performance Hall (Void) Retractable Seating

n use yoga room/ ce studio as green for performances

Could connect atrium through to performance space - physical entry from GF/main entry, act as lobby for performances, spill-out of markets etc.

Aranda Primary School Master Plan (2014) Recommendations and Solutions RECOMMENDATIONS

SOLUTIONS

1) An increase in flexible classroom space (large spaces) has decreased opportunities for small group/individual spaces - this large space increase is to meet population projections of the school and suburb - the ESL (English as a Second Language) now longer has a dedicated space due to the amalgamation of classrooms

- Upgrates to current classrooms to support small group and individual learning - eg. ESL classroom, individual practice rooms - can link to outdoor ampitheatre for performances and outdoor learning

2) The school’s pedigogigal framework includes supporting students individually in both large and small group settings and a strong emphasis on the connections between indoor and outdoor spaces

- Kitchen garden spaces in line with the school’s vision, veggie gardens to support this and supply produce to cafe/school canteen

3) The current school hall is too small for purpose due to growth in student numbers, the wider community and the after school care program

- new performance hall/sports facilities in the meeting place can provide larger capacities for school performances

4) There are plans for the school to have a bike program including bike storage and safe bike paths

- provisions for secure, accessible bike parking within school grounds, also encouraging an active lifestyle

5) It is recommended that the school’s landscape frontage be upgraded to better direct visitors and slow traffic flow in the area

- directing visitors between meeting place + school with clearer wayfinding using native flora and fauna

Paul Barnett Design Group. (2014)

Children’s University Program Victorian Government Program The Children’s Unviersity program was adapted into Victorian schools by Swinburne University with a focus on STEM education. This program aims to help students aspire to further tertiary education and improve educational outcomes.

It encourages students to complete 30 hours of co-curricular study, helping students to learn new skills. Research completed by the University of Adelaide found that, in participant schools,

there was a 2 month progression in students’ reading and maths compared to other schools.

It also found a strong improvement in learning engagement and behaviour in class.

75%

83%

of participants paid more attention in class after participating in the program

of students felt more confident about their classwork after participating in the program

Aranda Primary School appoints coordinator of learning destination program

Students receive learning passports and explore learning activities they want to participate in

Learning destinations are validated based on their learning offerings

Students repeat the program each year to continually learn and build their skills

Once students reach 30 hours of co-curricular learning, students can graduate from the program

Students begin collecting hours of co-curricular learning in their passport which is stamped by people at learning destinations

Children’s University (2021).

Collaborations between the existing community groups and the primary school has driven the types of programs on the site, whilst also aiming to add to existing programs in the area to create opportunities for inter-generational learning. The learning destinations program was established to allow students to become agents of their own learning through exploring their own co-curricular interests. These learning

destinations and organised programs were tested in a timetable to see how the site can be activated at all times of the day and to see how spaces are either public, private or priveliged.

The use of the building was also tested using personas to show the programmatic and physical connection the school, residents and wider community groups have to the site.

Learning Destinations

Integrating the school into the wider community This diagram details how the primary and secondary programs in the meeting place become learning destinations and encourage cross-community engagement and learning.

NEW MEETING PLACE dance classes

Irish dance school

DANCE STUDIO choir (junior and senior) handmade market

MULTIPURPOSE HALL performances Yr 5-6 concert band practice

existing instrumental music program

drama club art and craft activities

collab with Make Collect Gather shop

YOGA STUDIO

MAKERSPACE woodwork and textiles learning how to grow produce

KITCHEN GARDEN /CAFE

connection with Scouts

learning how to cook produce - cooking classes

existing Two Before Ten cafe

learning about native animals/habitats

GREENING AUSTRALIA gardening - planting native flora and fauna

connection with Scouts

EXISTING SCHOOL SPACES (REFURBISHED) kindy music classes individual music tuition (Yr 3 violin program, Yr 5-6 concert band program)

MUSIC ROOMS small group ensembles/choirs

locals help teach others

athletics club

OVAL soccer club/footy club

existing local clubs

bookclub, robotics club (existing)

LIBRARY SRC representative meetings (student leadership) extension French classes

LOTE CLASSROOM ESL classroom

existing community group in the area

Spatio-Temporal Diagram

Inter-Generational Learning and Learning Destinations

8AM 5PM

9AM 6PM

10AM 7PM

ATRIUM BOOK CLUB

CAFE/BAR (existing)

YOGA STUDIO

Also accommodates dance and music

11AM 8PM

RESIDENT ARTIST TALK

SOURDOUGH WORKSHOP

APS COOKING CLASS

YOGA PILATES ZUMBA SESSION SESSION SESSION

Also accommodates drama classes and concert band rehersals

Main programs include market space and performances

MAKER SPACE

UPSTAIRS BECOMES BAR

HANDMADE MARKET (selling items made in maker space/workshop)

2PM 11PM

3PM

PE CLASS APS

MENS SHED (woodworking collab class with APS Yr 5-6)

WORKSHOP (MGC collab)

ART CLASSES (MGC collab with APS Yr K-2)

ART CLASSES (MGC collab with APS Yr 3-6)

CAFE SERVING FOOD/DRINK FOR SHOW

AFTER PERFORMANCE BAR

YR 5 YR 6 BAND BAND PRACTICE PRACTICE

IRISH DANCE SCHOOL PRACTICE (APS collab)

DANCE STUDIO

MULTIPURPOSE HALL

1PM 10PM PRE-SHOW FOOD ETC.

SERVING FOOD/ COFFEE

YOGA PILATES ZUMBA SESSION SESSION SESSION

12PM 9PM

SCOUTS (APS collab)

DRAMA CLASS (APS collab)

DANCE PERFORMANCE (APS/IRISH DANCE SCHOOL)

SEWING WORKSHOP (MGC collab) APS ART EXHIBITION

ART WORKSHOP

WATERCOLOUR PAINTING WORKSHOP

Public Private Priveliged

Within the organised spaces, primary and secondary spaces were created. The primary spaces are the key anchors of the site and are located around the central atrium, allowing the activities to spill out into the space. Each program type is clustered together, with secondary

programs stemming off the primary programs.

All of these programs within a cluster overlap, creating spaces in-between that become activated circulation spaces, informal meeting spaces or internal pockets of bushland, linking to the landscape.

4PM

Spatial Strategy + Massing Concept Sketch Design Spatial Massing Strategy

Site Access + Porosity (Physical and Visual) Each cluster has its own entry from the street. There is also a main entry in the centre of the site allowing access to the large atrium.

Location of Primary Programs around Central Atrium The 3 primary programs are located around the central atrium, allowing visitors to progress from the atrium to a cluster of their choosing.

Introduction of Secondary Programs The secondary programs stem off the primary programs allowing a progression from large scale spaces to more domestic scale intimate spaces.

Heirarchy and Wayfinding The secondary programs were pushed down to create single storey massings to emphasise the double height primary programs

Connection to Green Space + Spaces In-between The existing bushland to the east and west of the site are connected through a green spine at the rear of the site, increasing privacy to the units behind. The spaces inbetween also reflect this bushland to the inside of the building.

Architectural Form Strategy

Materiality The materiality is similar to the surrounding residences, with the reusing of the original shops’ brick in the design as well as reusing timber in the roof soffits.

Although Canberra is a city of civic monuments, the suburban nature of the context means a monumental building would impede on the suburban character of the area and streetscape.

Original Shop Roof Form Due to the low rise scale of the building, the roof form is the main architectural expression.

The dramatic roof form of the original shops is replicated in the new design, whilst also taking reference from the suburban gable roof form.

This allows the building to take on a domestic scale and blend into the context.

Connection to Landscape The folding roof form references the surrounding Brindebellas and blends into the sloped site. The contrast between the single and double storey forms replicates the different mountain heights.

Brick Reused from original Aranda Shops

Timber Soffit of roof like original shops

Metal trim Windows and curtain wall

Timber floors Bringing the outdoors in

Site Isometric + Plan Sketch Design

Site Plan Retirement Village

Aranda Primary School Daycare

t ree

l St

de

Bin

Ban d

jelo

ng C

resc ent

Jala resc ent

nga C

Aranda Preschool

N

0m

10m 20m 30m 40m

Landscaping Strategy

Revitalising Native Flora + Fauna Aranda Primary School Landscape Strategy

Outdoor Sport Court

New Playground

Existing School Hall Sports Oval

Kitchen Garden Veggie Garden

Existing Playground

Future Music Centre

Music Ampitheatre

Native Discovery Garden

N

0m

5m

10m

15m

20m

FLORA

TREES

Planting Palette: Reviving Native Habitats

Eucalyptus rossii (Scribbly Bark)

Eucalyptus macrorhyncha (Rough Bark)

Eucalyptus polyanthemos (Smooth Bark)

Eucalyptus pauciflora (Smooth Bark)

Acacia buxifolia (Box-leaved Wattle)

Brachycome rigidula (Leafy Daisy)

Bursaria spinosa var. lasiphylla (Australian blackthorn)

Craspedia variabilis (Billy Buttons)

Dichelechne sieberiana (Plume Grass)

Epilobium sp.

(Willow herb)

Grevillea alpina (Mountain Grevillea)

Indigofera australis (Australian Indigo)

Figure 78: Friends of Aranda Bushland (2009)

The matrix of native flora is a representation of how the site’s landscaping strategy aims to reinvigorate the natural habitat surrounding the site. This planting will be used on the pedestrian street seating, Aranda Primary School landscaping strategy and the green spine linking the bushland to the east and west of the site. Additionally, the eastern portion of the site will feature a native discovery garden which will link to the Aranda Primary School landscaping across the road. This will assist in providing more habitat for local birds and frogs in the area. This strategy will occur in collaboration with Greening Australia and Friends of Aranda Bushland community groups.

Floor Plans

Basement and Ground Floor Basement Floor Plan

Lift

Store

Green Room

N

0m

5m

10m

15m

Carpark Entry Ramp

20m

Ground Floor Plan

Co-working

Nature Retreat

Make Gather Collect Illesso Studio

Cafe

Multipurpose Hall

Carpark Entry

Makerspace Beekeeping Greening Australia Office

Art Workshop Atrium Dance Studio Yoga Studio Nature Retreat

N

0m

5m

10m

15m

20m

Kitchen Garden/ Workshops Nature Retreat

Native Flora Revitalisation Site

Ground Floor Plan

Response from Programmatic Heirarchy Ground Floor Plan

Cafe

Multipurpose Hall

Makerspace

Atrium

N

0m

5m

10m

15m

20m

ACTIVATED MAIN ENTRY

BUS STOP AND OUTDOOR LEARNING SPACE

STREET ART

NATIVE VEGETATION POCKETS

First Floor Plan

Response from Programmatic Heirarchy First Floor Plan

Makerspace

Multipurpose Hall

Bar

Atrium

N

0m

5m

10m

15m

20m

INFORMAL LEARNING STAIRS Provides an informal meeting space, place for resident artists to talk about their work or other informal presentations

VOID ABOVE MAKERSPACE Visual connection to the activities below, also allows for workshops

BAR As the day becomes night, the upstairs cafe transitions into a bar, activating the site after hours

HALL The multipurpose hall has retractable seating, allowing the space to transform from a performance hall to a Sunday handmade craft market or school fete.

Short Section

Spaces In-Between and Street Activation

Pedestrian Street

Make Collect Gather

Bike Parking

0m

5m

STREET ACTIVATION: Street seating to activate street frontage and encourage lingering

Space In-between

Art Workshop

10m

SPACES IN-BETWEEN: Activated circulation + bringing bushland in

ART WORKSHOP: Outdoor space allows for outdoor classes and connection to bushland

Long Section

Spaces In-Between and Roof Heights

Space In-between

Make Collect Gather

Cafe

Illesso Studio (Physio)

Bar

Performance Hall

Main Entry

0m

CAFE/BAR Double height with space inbetween

5m

10m

ACTIVATED MAIN ENTRY LANEWAY Spill out space inbetween + passive surveillance

HALL Double height primary program space that is used for dance/drama performances by the school and other community groups as well as markets etc.

Perspectives User Experience

This view showcases the domestic scale of the building and how it blends into the surrounding streetscape. In addition, the folding roof form replicates the Brindabella mountain range beyond whilst drawing inspiration from the original shop sloped roof and the suburban gable roof form. A laneway draws visitors in from the street creating clear wayfinding to the main entry leading to the double height atrium.

This view highlights the contrast between the double height primary programs and the single height secondary programs. This articulation shows how the programmatic heirarchy has driven the architectural form of the building.

Perspectives User Experience

The atrium is able to host a variety of different functions thorughout the day such as XXXX. One of these functions is a temporary gallery space where artists and students from the school can showcase their work produced in the Makerspace or Art Workshop to the wider community. The informal learning space adjacent to the stair The double height space also highlights the exterior bushland, bringing the outside in.

This space is designed to be filled with natural light and have a strong visual connection with the bushland. The roof design exposes the timber soffit which is extrended to the exterior eaves, allowing the interior materiality to be expressed on the exterior. The angular roof form is also reflected in this space with the space in-between vegetation on the left providing some visual seperation to the adjacent dance studio.

5

Detail Design Materiality, facade expression and response to context

Architectural Expression Sydney School Style

The Sydney Regional Style, also referred to as the ‘Sydney School’ developed in the late 20th Century. The style was a response to international style and was heavily influenced by organic architecture, arts and crafts and brutalism (Piccioli, 2020).

Sydney School houses are characterised by the sloping bushland sites on which the residences were built. Originally located on the rugged landscape surrounding Sydney Harbour and the North Shore, the sites and it’s bushland had a significant influence on the architects. Typically, the houses followed the slope of the site thorugh split level planning with the roofs running parallel to the slope - creating interesting interior qualities. Additionally, double height spaces and large expanses of glass provided uninterrupted views of the bushland and let in abundant natural light. Natural materials were also heavily used to allow the residence to blend in to and become apart of the bushland it was constructed in. These materials included dark tiles, clinker or painted brick and timbers, creating a warm feeling within the houses. Often, the timber rafters were also expressed in the interior, emphasising the sloped roof form.

92

Figure 79: ‘‘Eltringham House’, 12 Marawa Place, Aranda. Robin Boyd (1969)

Figure 80: ‘Wilson House’, 38 Mirning Crescent, Aranda. Roger Pegrum (1971-72)

93

Figure 81: ‘Paterson House’, 7 Juad Place, Aranda. Enrico Taglietti and Associates (1970)

Architectural Expression Sydney School Key Features Key Features: -

influenced by sloping site followed slope of site split level roofs parallel to site slope house facing nature rather than street

-

asymmetrical massing

-

exposed rafters and beams

-

clerestory windows

-

skillion or flat roof

-

external terraces and decks

A Kit of Exaggerated Elements

(Eltringham House, Aranda - 1969)

(Paterson House, Aranda - 1970)

(Pettit & Sevitt Split Level, Fisher - 1970)

(Cook Housing Co-operative, Cook - 1974)

(Curry House 2, Bayview, Sydney - 1980)

94

(RAIA Headquarters, Reid - 1967)

Figure 82: Various Precedents of Sydney School Architecture

Architectural Expression

Modern Interpretations of Domestic Brickwork Materiality: -

clinker brick

-

dark timber/tiles

-

painted brick

-

stained timber

-

timber post and beam exposed

A kit of re-interpreted and playful raw materials

(low cost and raw materials)

95

Figure 83: Various Precedents of Reinterpreted Domestic Brickwork

Brick Precedents

Playful Expression of Brick Materiality

Figure 84: Bardolph Gardens, Breathe Architecture (2019)

This project celebrates the prominance of brick materiality within the project’s context by using recycled brick as a facade skin which allows light in. The pitched roof is also reminiscent of the surrounding streetscape, allowing the project to sit inconspicuously within the context.

Figure 85: Brick and Gable House, Breathe Architecture (2018)

The run down 1980’s extension to the rear of the house was demolished to make way for this contemporary brick structure that reflects the neighbourhoods’ brick garages and sheds. The recycled bricks are placed in a stack bond to reduce materials and streamline the construction process.

96

Figure 86: Arkadia, Breathe Architecture + DKO (2020)

The use of brick in this project pays homage to the clay and brick factories within the area during the 20th Century. Each of the 4 buildings have its own identity and community. The edge of the bricks was detailed with stacking the bricks vertically.

Figure 87: Nightingale Preston, Breathe Architecture (2023)

The ground floor of Nightingale Preston utilises bricks as both a solid and semitransparent element, allowing and blocking light on the ground floor amenities where appropriate. Brick was used on the ground floor to reflect Preston’s residential context.

97

Architectural Expression

Translation to Site - Combining with Programmatic Strategy MAKERSPACE CLUSTER PRIMARY PROGRAMS (Double height)

SECONDARY PROGRAMS (Single storey)

MOVEMEN

Perform 600

Maker Space 100 sqm

Make Gather Collect 70 sqm

Illesso Studio 70 sqm

Art Workshop 70 sqm

Yoga Room 70 sqm

Greening Australia 70 sqm SPACES IN-BETWEEN

SP IN-BE

Facade Articulation Elements

Materiality Palette

overlap

98

NT CLUSTER

CAFE CLUSTER

Cafe (Two Before Ten) 100 sqm

mance Hall 0 sqm

CoWorking/ Study 100 sqm

Dance Practice 70 sqm

Informal Teaching 80 sqm

Music Room 70 sqm

SPACES IN-BETWEEN

PACES ETWEEN

overlap

99

Building Occupation

Allowing for Population Growth

As the hall became focussed on the arts (performance, music, displaying and selling handmade goods), Illesso studio was relocated to allow for an additional green room connected to the hall

Each of the learning spaces (informal, art workshop, makerspace, kitchen garden) is able to seat at least 30 people at one time - equivalent to one Aranda Primary School class plus additional teachers/local tutors 100

The music tuition rooms can hold smaller groups of 2-3 but can open up to create 2 larger spaces

The music theory classroom is able to seat at least 25 students however it can occupy more by utilising the spill out spaces

As the rehearsal space can open to the outdoor ampitheatre, it has the capacity to hold 1 large event or 2 smaller performances simultaneously

The community hall has retractable seats which can seat 500 people - equivalent to the entire Aranda Primary School enrolment capacity

101

Urban Design and Landscape Strategies Indigenous Landscaping

Revitalising the existing bushland is a key component of this project. With this also comes the acknowledgement of Indigenous histories.

Canberra is derived from the Ngunnawal word Kanberri or Koyanberra meaning Meeting Place Aranda is the name of an Indigenous tribe from Central Australia. All of the street names within Aranda are named after Indigenous language groups from around Australia All of the flora placed in the landscaping strategy/Native Discovery Garden are native to the area, as documented by the Friends of Aranda Bushland website (https://www.friendsofarandabushland. org.au).

The Native Discovery garden aims to teach the Aranda Primary School students and wider community about the importance of native habitat conservation and the ancient Indigenous practices of the Ngunnawal People. This can be carried out in conjunction with local community groups Greening Australia and Friends of Aranda Bushland.

102

Kangaroo Wheat Grass Elymus scaber Used by Indigenous Peoples to make cord and string

Dolly Bush Cassinia aculeata Used by Indigenous Peoples for it’s medicinal properties

False Sarsaparilla Hardenbergia violacea Leaves eaten by Indigenous Peoples, also used for medicinal properties

Scribbly Gum Eucalyptus rossii Used by Indigenous Peoples for it’s medicinal properties

Kangaroo Paw Anigozanthos flavidus Used by Indigenous Peoples as a food source and for medicinal purposes

Veggie garden (collab with kitchen garden and cafe)

Paved and unpaved paths provide an adventure throughout the organised programs in the garden and facilitate incidental interactions

Native Discovery Garden

Outdoor urban seating./ learning area Sculpture garden (collab with makerspace)

The landscape strategy aims to connect both sites over the pedestrian street whist providing provisions for outdoor intergererational learning activities

Beekeeping (collab with Greening Australia)

Native Discovery Garden Veggie garden (collab with kitchen garden and cafe) 103

“

It’s not where you live it’s how you live

“

- Hugh Mackay (excerpt from Creating Vibrant Communities)

104

ESD Considerations Integrated Solar System To retain the shape of the roof, an integrated solar system will be used to ensure as much of the building can run off solar power. In integrated system also maximises the amount of solar power the roof can harvest.

The entire street frontage is North facing which also maximises solar heat gain within the brick veneer facade in winter and abundant natural light throughout the year.

Rainwater and Irrigation Due to the abundant landscaping in the scheme, there must be provisions in place for times of drought or reduced rainfall. As all of the plants are native to the Aranda area, they are able to survive in the Canberra climate. However, where watering is required, a water tank located in the basement is able to provide irrigation as well as grey water for flushing toilets.

Recycled Bricks As the original shop building is being demolished as it is no longer fit for purpose, the original bricks will be retained to become part of the facade of the Meeting Place.

This allows the old shops to be remembered

105

6

Final Drawings Resolved design drawings

106

107

lin Driv e

Gu ng ah

Lake Ginninderra

Belconnen Town Centre

n onne Way Belc

Ginn

inderra Drive

Bruce Ridge Nature Reserve Aranda (Suburb) Black Mountain Nature Reserve

Aranda Bushland Nature Reserve

National Arboretum Canberra

Wider Site Context - Belconnen

500m

0m

N

1.5km

1km

Bin

Daycare

Aranda Primary School

de

Aranda Primary School Oval

lS et

tre

Renovated Music Centre

Native Discovery Garden Pedestrian

Street

Ban

djelo

ng C

resc

The Meeting Place

resce

ga C

Jalan

an

shl

nt

Bu k

rac dT

Aranda Preschool

Site Plan 0m

10m

20m

30m

N

108

ent

Veggie Garden and Beekeeping

Nature Discovery Garden Renovated Aranda Primary School Music Centre

Pedestrian Street

Existing Aranda Primary School Oval

Pedestrian Bushland Track

North East Isometric 0m

10m

20m

30m

40m

109

Ground Floor Plan 1m 2m 3m 4m 5m

N

B

0m

110

A

111

04

01

05

03

01. Store 02. Fire Stair 03. Additional Green Room/Store 04. Lift to Foyer 05. Water Tanks for Landscape Irrigation

Basement Plan 0m

10m

20m

N

Primary Programs 01. Community Hall 02. Bolt Bar (PM), Cafe (AM) 03. Atrium 04. Makerspace

First Floor Plan 0m

10m

112 20m

N

02

Aranda Primary School Refurbished Music Centre with Native Discovery Garden

113

Long Section A 0m

5m

10m

15m

Roof form reflects original suburban shops as well as the Sydney School style

Bandjelong Street Elevation 0m

5m

10m

The doubl primary become do the streetsca

114 15m

le height programs ominant in ape

The contrast bewteen the single and double height forms blends the building into the suburban context

115

Short Section B 0m

5m

10m

15m

116

117

” es

“wo

w

at this w ri g h

t!”

ko any

le a

v

olyanthem o s

euca lyp tus

p

i

ob

“I wo n

tl e

ss

r if de

se the eat alas

ac

a ci

a bu x i f o l i a

i ssi ro us

eucalyp t

0m

30mm

60mm

90mm

“Do n 120mm

118

he

t

Intergenerational Interaction

“I lov e

g

9 y.o Aranda Primary School student Hanna and 75 y.o local resident Dorothy discuss Australian native flora in a bushwalking and craft class in the outdoor learning space

he euc a l y p tus ’t t

h”

in see

2pm Tuesday

s fre so l l me ss ve a e l

wa

ttl e b

loom every spring”

Imagined User Profiles

Matt

Charlie

Age: 22 y.o Occupation: Lives with parents, uni student Interests: Coffee, performing music and acting

Age: 30 y.o Occupation: Aranda Primary School Year 3 teacher Interests: Art and craft, pilates

Dorothy

Hanna

Age: 75 y.o Occupation: Local Aranda resident, retired Interests: Bushwalking, gardening

Age: 9 y.o Occupation: Year 4 student at Aranda Primary School Interests: Craft, outdoor activities

Makerspace Perspective Plan 0m

1m

2m

3m

N

119

integrated solar panel roofing system

exposed timber rafters on underside of sloped gable roof mimicing the surrounding Sydney School architectural style

curtain wall system with 300mm deep vertical timber mullions

brick veneer wall using bricks from old shops

timber suspended ceiling to mimic Sydney School rafters

Makerspace Detail Section and Interactions 0m

1m

2m

3m

120

Makerspace (Primary Program)

Yoga Studio (Secondary Program)

121

Gallery Atrium (Primary Program)

Green Spine Landscape

Kangaroo Wheat Grass Elymus scaber Used by Indigenous Peoples to make cord and string

Dolly Bush Cassinia aculeata Used by Indigenous Peoples for it’s medicinal properties

False Sarsaparilla Hardenbergia violacea Leaves eaten by Indigenous Peoples, also used for medicinal properties

Scribbly Gum Eucalyptus rossii Used by Indigenous Peoples for it’s medicinal properties

Kangaroo Paw Anigozanthos flavidus Used by Indigenous Peoples as a food source and for medicinal purposes

References Bibliography and Image

Journal Articles

Bailey, M. (2020). Urban disruption, suburbanization National Capital Development Commission (1970). and retail innovation: Establishing shopping centres Tomorrow’s Canberra! Planning for Growth and in Australia. Urban History, 47(1), 152-169. Doi:10.1017/ Change.

S0963926819000178 Pattison, C. (2015). Village gossip – stories of Banerjee, D., & Rai, M. (2020). Social isolation in Covid-19: Napoleon Street and the evolving community role The impact of loneliness. International journal of social of local shopping. Oral History Australia Journal, (37), 7–10. https://search.informit.org/doi/10.3316/ psychiatry, 66(6), 525-527. informit.519411151019180 Chapman, J. , & Aspin, D. (2012). Schools and Lifelong Learning: The Importance of Schools as Core Centres for Learning in the Community. In Second international handbook of lifelong learning (pp. 521-537). Springer, Dordrecht.

Shuttleworth, D. (2010). Schooling for Life: Community Education and Social Enterprise. University of Toronto Press

Pojani, D., & Alidoust, S. (2021). Lest we forget: media predictions of a post-Covid-19 urban future. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 1-17.

Thompson, S., & Kent, J. (2014). Connecting and strengthening communities in places for health and well-being. Australian Planner, 51(3), 260-271.

Cleveland, B. (2016). A school but not as we know it! Towards schools for networked communities, Quirk, M. (2008). Responses to Retailing Change in Australian Association for Research in Education Canberra. Urban Policy & Research, 26(4), 445–465.

(AARE) Conference 2016.

Wilson, J. & Kelling, G. (1982) Broken windows,Atlantic Cleveland, B. & Woodman, K. (2009). Learning from Monthly March. Reprinted in: McLaughlin, J. Muncie & past experiences: School building design in the 1970s M. Langan (Eds) Crimonological Perspectives, pp. 400and today, 58-67. In Newton, C. and Fisher, K. (Eds.). 412 (London: Sage).

TAKE 8. Learning spaces: The transformation of educational Spaces for the 21st Existing Community Facilities century. Manuka, ACT: Australian Institute ACT Government (2022). South Kaleen shopping of Architects. centre improvements. City Services. https:// w w w.c i t y s e r v i c e s . a c t .g ov. a u/ _ _ d at a /a s s e t s / Department of the Interior (1972). Canberra’s Past, image/0007/1881556/Kaleen-sm.jpg Present and Future. Australian Government Publishing Service.

Australian Sports Commission. (2022). Belconnen Tennis Club Bookings. Tennis Australia. Retrieved Fisher, K. (1998). Making Better Use of School Buildings: March 22, 2022, from https://play.tennis.com.

Schools as Social Capital. OECD/EIB Seminar. Appraisal au/BelconnenTennisClub/cour t-hire/book-byof Educational Investments. Indicators for Evaluating date#?date=2022-03-25&role=guest Educational Facilities and their Utilisation. Luxembourg.

Big Splash Canberra. (2022, January 29). Opening hours Jacobs, J. (1961). Jane Jacobs. The Death and Life of &; Events. Big Splash Water Park Canberra. Retrieved Great American Cities.

March 22, 2022, from https://bigsplashwaterpark.com. au/opening-hours-events/ Jarvis, P. (2007). Globalization, lifelong learning and the learning society: Sociological perspectives. Routledge. The Catholic Archdiocese of Canberra & Goulburn. (n.d.). St Vincent de Paul, Aranda Events. St McShane, I., & Wilson, C. K. (2017). Beyond the School Vincent de Paul, Aranda . Retrieved March 22, 2022, Fence: Rethinking Urban Schools in the Twenty First from https://cgcatholic.org.au/venue/st-vincent-deCentury. Urban Policy & Research, 35(4), 472-485. doi:1 paul-aranda/ 0.1080/08111146.2017.1310098 Kraft, M. E., & Furlong, S. R. (2020). Public Policy. CQ Press.

Greening Australia. (2019, January 25). Nursery Volunteer. Greening Australia. Retrieved March 22, Miles, N. (2020). Integration of Schools and Community 2022, from https://www.greeningaustralia.org.au/ Infrastructure: A Network Analysis. In B. Cleveland, events/nursery-volunteer/ P. Chandler, S. Backhouse, J. Clinton, I. McShane, & C. Newton (Eds.), Building Connections for Community Gregory Academy of Irish Dance. (n.d.). Gregory Benefit. Proceedings of Schools as Community Hubs Academy of Irish Dance Class Schedule. Gregory International Conference 2020. https://doi.org/ Academy of Irish Dance. Retrieved March 22, 2022, 10.26188/13291526 from https://www.gregoryacademyirishdance.com/ class-schedule National Capital Development Commission (1965). The Future Canberra.

Holy Covenant Anglican Church. (n.d.). Services and Images Events. Holy Covenant Anglican Church. Retrieved Pg. 5 March 22, 2022, from https://www2.holycovenant.org. Figure 1 & 2: Family Slide Images (circa. 1970) au/ Paul Barnett Design Group. (2014, December 9th).

Aranda Primary School Master Plan [Master plan drawing]. https://www.arandaps.act.edu.au/__ data/assets/pdf_file/0007/387592/1427_Aranda_ Masterplan_Report_R5_Dec_9_2014.pdf

Pg. 6 Figure 3: National Archives of Australia (08.02.1968). Aerial View of Aranda, a Canberra Suburb [photographic image].

National Archives of Australia. https://recordsearch. naa.gov.au/SearchNRetrieve/Interface/ViewImage. aspx?B=11718239

Rotary Club of Belconnen. (2022, January 13). Trash and Treasure Market Jamison. Retrieved March 22, 2022, Figure 4: from https://trashandtreasuremarketjamison.com.au/ National Capital Development Commission (1970).

Tomorrow’s Canberra! Planning for Growth and Change. Australian National University Press.

Demographics Data

Australian Curriculum, Assessment and Reporting Pg. 7 Authority. (2021, June 30). Aranda Primary School . My Figure 5: School . Retrieved March 22, 2022, from https://www.

National Archives of Australia (1968). Non Official myschool.edu.au/school/49883 Post Offices [NOPO] Queensland, New South Wales [And Canberra] - Aranda [photographic image].

Aranda Primary School. (2012, November 1). School National Archives of Australia. https://recordsearch.

Overview. Aranda Primary School. Retrieved March naa.gov.au/SearchNRetrieve/Interface/ViewImage.

22, 2022, from https://www.arandaps.act.edu.au/our_ aspx?B=5952641 school/school_overview Figure 6: National Capital Development Commission (1971).

Australian Bureau of Statistics. (2016). 2016 Census Belconnen Structure Plan [image]. ACT Archives.

QuickStats: Belconnen. Retrieved March 22, 2022, https://www.archives.act.gov.au/__data/assets/pdf_ from https://quickstats.censusdata.abs.gov. file/0009/562608/New_Towns_of_Canberra.pdf au/census_ser vices/getproduct /census/2016/ quickstat/80101?opendocument Figure 7: Department of the Interior (1972). Canberra’s Past, Australian Bureau of Statistics. (2016). 2016 Census Present and Future. Australian Government Publishing QuickStats: Aranda. Retrieved March 22, 2022, Service. https://quickstats.censusdata.abs.gov.au/census_ s e r v i ce s /g et p ro d u ct /ce n s u s /2 01 6/q u i c kstat / Pg. 8-9 SSC80019?opendocument Figure 8: Personal photograph, 2022 Get involved - Children’s University . Children’s Figure 9: University. (2021, May 31). Retrieved April 25, 2022, Two Before Ten. (2021). Aerial image of Aranda from https://cuaustralasia.com/get-involved-schools/ Shops [image]. Two Before Ten Website. https:// twobeforeten.com.au/cafes/aranda/

Sydney School Style

Three Enrico Taglietti houses revisited. (2019, May 7). Figure 10: ArchitectureAU. https://architectureau.com/articles/ Personal photograph, 2022 three-enrico-taglietti-houses-revisited/ Figure 11: Piccioli, T. (2020, March 27). Sydney School, the virtuous French Rose Studios. (2021). The Urban Farm case of Australian modernism. Www.domusweb. [image]. French Rose Studios Website. https://www. it. https://www.domusweb.it/en/architecture/ frenchrosestudios.com/gallery gallery/2020/03/26/what-is-the-sydney-school.html

Reeves, T., & Trickett, G. (n.d.). Canberra house | Sydney School architecture. Www.canberrahouse. com.au. Retrieved May 8, 2022, from http://www. canberrahouse.com.au/sydney-school.html

Pg. 10-11 Figure 12: Clough, R. (1911). Walter Burley Griffin Competition Entry 1911 [image]. Trove. https://nla.gov.au/nla.obj143691178/view Figure 13: Australian News and Information Bureau, Canberra (1958). Mr Fairhall at meeting (planning and development commission) [photographic image].

National Archives of Australia. https://recordsearch. naa.gov.au/SearchNRetrieve/Interface/ViewImage.

Pg. 18-19 Figure 17: Nobak, H. & Sipma, M. (2016). Het Anker Community Centre / MoederscheimMoonen Architects. ArchDaily. https://www.archdaily.com/ 781538/het-ankercommunity-centre-moederscheimmoonen-architects /56b2b821e58ecee7e10008a4-het-anker-communitycentre-moederscheimmoonen-architects-photo?next_project=no Figure 18: Nobak, H. & Sipma, M. (2016). Het Anker Community Centre / MoederscheimMoonen Architects. ArchDaily. https://www.archdaily.com/ 781538/het-ankercommunity-centre-moederscheimmoonen-architects /56b2b7fbe58ecefad30007e9-het-anker-communitycentre-moederscheimmoonen-architects-photo?next_project=no

Figure 31: Wong, L.Y. (2019). Fraser Rise Community Hub. Brand Architects. https://www.brandarchitects.com.au/ projects/fraser-rise-community-hub/ Figure 32: Author’s own diagram. (2022) Nearmap. (2022, February 19). [Aerial map of Fraser Rise, Melbourne]. https://apps.nearmap.com/ maps/#/@-37.6950200,144.7225600,15.00z,0d/ V/20220219?locationMarker Figure 33: Author’s own diagram. (2022) Pg. 28

Figure 19 & 20: Author’s own diagrams (2022)

Figure 34: Google Maps. (n.d.). [Aranda Primary School and Shops]. Retrieved March 5th, 2022, from https:// goo.gl/maps/p3m4VrwjUALgVNyb8

Figure 21: Olesen, U. (2021). Children’s House Dyrehaven / GinnerupArkitekter. ArchDaily. https://www.archdaily. com/976314/childrens-house-dyrehaven-ginnerup arkitekter/61fdb5d244baf7016424bc04-childrenshouse-dyrehaven-ginneruparkitekter-photo?next_ project=no

Pg. 30-31 Figure 35: National Capital Development Commission (1984).

Aranda Local Shopping Centre - 1984 [image].

ACT Archives. https://www.archives.act.gov.au/ find_of_the_month/2020/april/previous-find-ofthe-month-42020

Figure 22: Olesen, U. (2021). Children’s House Dyrehaven / GinnerupArkitekter. ArchDaily. https://www.archdaily. com/976314/childrens-house-dyrehaven-ginnerup arkitekter/61fdb5f044baf7016424bc07-childrenshouse-dyrehaven-ginneruparkitekter-photo?next_ project=no

Figure 36-38: Google Maps. (n.d.). [Aranda Shops]. Retrieved March 5th, 2022, from https://goo.gl/maps/ GoKeBoifZgHa8roH8

Figure 23 & 24 Author’s own diagrams (2022) Pg. 20-21 Figure 25: Annenkov, D. (2020). Wunderpark School and Community center. Archello. https://archello.com/ project/wunderpark-school-and-community-center Figure 26: Maltzev, I. (2020). Wunderpark School and Community center.

Archello. https://archello.com/project/ wunderpark-school-and-community-center Figure 27 & 28 Author’s own diagrams (2022) Figure 29: Dere, R. (2019). Fraser Rise Community Hub. Brand Architects. https://www.brandarchitects.com.au/ projects/fraser-rise-community-hub/ Figure 30: Dere, R. (2019). Fraser Rise Community Hub. Brand Architects. https://www.brandarchitects.com.au/ projects/fraser-rise-community-hub/

Figure 39: Two Before Ten. (2021). Two Before Ten Cafe. Google Maps. https://goo.gl/maps/CWdiAHsADHD7iorN7 Figure 40: Two Before Ten. (2021). Two Before Ten Cafe. Google Maps. https://goo.gl/maps/vBsEJ4ou7bR8SVBB9 Figure 41; Google Maps. (n.d.). [Interior of Illesso Studio].

Retrieved March 22nd, 2022, fromhttps://goo.gl/ maps/DdRYwnstieBGdQxr9 Figure 42: Google Maps. (n.d.). [Interior of Make Gather Collect]. Retrieved March 22nd, 2022, from https:// goo.gl/maps/tL999K2tKPds9d8S7 pg. 32-33 Figure 43: ACT Government (2022). South Kaleen shopping centre improvements. City Services. https:// www.cityservices.act.gov.au/__data/assets/ image/0007/1881556/Kaleen-sm.jpg Figure 44: Wikimedia Commons (2015). Black Mountain from the south west, Canberra ACT. Wikimedia Commons. https://commons.wikimedia.org/wiki/ File:Black_Mountain_from_the_south_west,_ Canberra_ACT.jpg

Figure 45: Author’s own Map

com/803283/this-copenhagen-diabetes-centerconnects-patients-to-nature

Pg. 34-35 Figure 46-49: MapTiler (n.d.). [Aerial map of Aranda] Retrieved March 5th, 2022, from https://cloud.maptiler.com/ maps/6640f0f4-ffa4-4187-adea-affda0cd013e/

Figure 78: Friends of Aranda Bushland - Flora and Fauna. Friends of Aranda Bushland. (2009, May). Retrieved April 20, 2022, from https://www.friendsofarandabushland. org.au/flora-and-fauna/plant-list/

Pg. 36-37 Figure 50-61 Google Maps. (n.d.). [Houses of Aranda]. Retrieved March 22nd, 2022, from https://goo.gl/maps/ dUjm9E278BkogJyz7

Pg. 92-93 Figure 79 Boyd, R. (n.d.). 12 Marawa Place Aranda [Photograph].

Retrieved May 8, 2022, from http://www. canberrahouse.com.au/houses/12-marawa.html

Pg. 38-39 Personal Photos, (2022)

Figure 80 Australian Institute of Architects. (n.d.). 38 Mirning Crescent Aranda [Photograph]. Retrieved May 8, 2022, from http://www.canberrahouse.com.au/ houses/38-mirning.html

Pg. 40-41 Figure 62: MapTiler (n.d.). [Aerial map of Aranda and Black Mountain] Retrieved March 19th, 2022, from https:// cloud.maptiler.com/maps/6640f0f4-ffa4-4187-adeaaffda0cd013e/ Pg. 56 Figure 63: Wang, Ning. (2015). [Rong Bao Zhai Coffee Bookstore]. Retrieved April 2nd, 2022, from https:// www.archdaily.com/771740/rong-bao-zhai-coffeebookstore-archstudio Figure 64: UN Studio. (2019). [The Cloud @ Donaumarina]. Retrieved April 2nd, 2022, from https:// w w w.unstudio.com/en/page/13149/the-clouddonaumarina Figure 65: Adam Robinson Design. (n.d.). [An attractive community garden in New York]. Retrieved April 2nd, 2022, from https://www.adamrobinsondesign.com/ blog-posts/vegetable-gardens.

Figure 66: Dezeen. (2018). [Meditation Centre at Stanford University]. Retrieved April 2nd, 2022, from https:// www.dezeen.com/2016/05/23/aidlin-darling-designwindhover-spiritual-meditation-centre-stanforduniversity-california-ramme d-ear th-walls /?li_ source=LI&li_medium=bottom_block_1 Figure 67-68: Gardner, J. (2020, October 6). PLC Performing Arts Centre. Builtworks. Retrieved April 20, 2022, from https://www.builtworks.com.au/plc-performing-artscentre/ Figure 70-72: He, S. (2015, August 14). Rong Bao Zhai coffee bookstore / ARCHSTUDIO. ArchDaily. Retrieved April 20, 2022, from https://www.archdaily.com/771740/ rong-bao-zhai-coffee-bookstore-archstudio Figure 74-76: Santos, S. (2017, January 12). This Copenhagen diabetes Center connects patients to nature. ArchDaily.

Retrieved April 20, 2022, from https://www.archdaily.

Figure 81 Snape, D. (2019). Paterson House by Enrico Taglietti.

[Photograph]. https://architectureau.com/articles/ three-enrico-taglietti-houses-revisited/ Pg. 94 Figure 82 Piccioli, T. (2020, March 27). Sydney School, the virtuous case of Australian modernism. Www. domusweb.it. https://www.domusweb.it/en/ architecture/gallery/2020/03/26/what-is-thesydney-school.html Reeves, T., & Trickett, G. (n.d.). Canberra house | Sydney School architecture. Www.canberrahouse. com.au. Retrieved May 8, 2022, from http://www. canberrahouse.com.au/sydney-school.html Pg. 95 Figure 83 Breathe Architecture. (2019). Bardolph Gardens [Photograph]. https://www.breathe.com.au/ project/bardolph-gardens Pg. 96-97 Figure 84 Breathe Architecture. (2019). Bardolph Gardens [Photograph]. https://www.breathe.com.au/ project/bardolph-gardens Figure 85 Breathe Architecture. (2018). Brickand Gable House.

[Photograph]. https://www.breathe.com.au/ project/brick-gable-house Figure 86 Breathe Architecture. (2020). Arkadia. [Photograph]. https://www.breathe.com.au/project/arkadia Figure 87 Breathe Architecture. (2022). Nightingale Preston.

[Photograph]. https://www.breathe.com.au/ project/nightingale-preston

Acknowledgements Thank you to the following people and groups without your support this thesis wouldn’t have been possible!

The University of Melbourne: Faculty of Architecture Building and Planning Melbourne School of Design ClarkeHopkinsClarke Architects Architectus Learning Environments Applied Research Network (LEaRN) National Archives of Australia

And most importantly: My amazing friends, family and partner for the continuous support throughout my 5.5 year university journey!