EXPOROSITY - DINH TIEN NGUYEN by Fear Awe Wonder

[DINH TIEN, NGUYEN]

EXPOROSITY

Dinh Tien, Nguyen

This booklet is to decipher and explain the progress of my researches, explorations and design development through the whole semester toward the vision of the new RMIT Dockland Media Precicnt. All of the experiments focused on the idea of externalization of the new learning environment which re-establish the outdoor learning type in the new typology. The purpose of this is to engage and enhance the student connection with professional society not only within the building but also outside of the building. In addition, it also creates the observational condition within the building. So, the project named “EXPOROSITY”. “EXPOROSITY” is derived from the idea of “externalising learning environment” which was presented in mid-term review. “EXPOROUSITY” is the combination of two words “Exposed” and “Porous” when the final outcome was re-analysed the behaviour of theatre and palace typology. If the theatre seating space is exposed and porous for people which allow people from inside the building look at the stage from any corner of the building, the palace courtyard and groundfloor are exposed to the public as an welcoming element of the typology. Based on these behavior, the model from mid-crit was kept as a guideline for the new outcome. Experiment on theatre typology has created the form potential and program arrangement by using the kaleidoscope system. The overall form, circulation, programme arrangement and the ground condition were extracted through the experiment through the series of transformation for the form in which the porous and exposed condition was remained as the guideline. The outcome from extracting the privacy and publicness in the typology of theatre produces a strategy to blur the external and internal space in order to create the dynamic movement for public. Besides, preserving the central hall (auditorium)

Project Introduction

Theatre Typology

Palace Typology

EXPOROUSITY

and dispersing the other programs surrounding, the outcome also create a new form for the building as well as creating the formal civic space in between. Moreover, by lifting up all the private programs, leaving the opening groundfloor for civic space, and creating the dynamic movement from groundfloor to rooftop produces the intertwining of public and private can take place at anytime without interfering the private spaces. The idea of school in school in this experiment is also applied but not restricting the access of public like traditional type of this learning environment, the roof will be an indentity of the new media precinct as defining the publicness through the level of transparency. Experiment on palace typology with the plant growth system created the idea of dynamic facade and landscape strategy by disorientating the facade to create the habitable space within the facade as well as create the different access within the building and the space within the facade. “EXPOROSITY” is the new future RMIT Dockland Media Precicnt where people can learn from each other, the place for more than learning and studying. “EXPOROSITY” will become a place for enhancing the connection and knowledge of student with professional realms through the series of exposed programs within the building. An exposed and porous learning environment will engage the public to involve where will create the harmony life of Dockland, enhance the indentity for the building itself as well as the site and community of Docklands region.

Exporous Arena. This image visualise the arena which is used for the Esport event. This esport event can be a great chance for media student practice their skill in filming, editting,etc.

EXPOROSITY

Dinh Tien, Nguyen

Central Hall: An exposed hall as an gathering spot where students can observe what happenning in the hall as well as the space for students to meet professional realm as the space for exhibition, infromal learning.

Project Images

Exporous arena: An arena is used for multi-purpose as it can be used as an extension stage for Green Screen Studio so that people from public can observe what happening in the building.

EXPOROUSITY

Dinh Tien, Nguyen

Entrance from River Pearl Rd & Docklands Dr: There are 4 entrances to the building as an welcoming to public. Especially, at night time the building is more viral when all of the entrance and building are light up make the building more vitalising. The facade is porous when public can see through from all the corners of the building

Project Images

Main entrance (Bottom Image): The main entrance of the building is located at the main entrance to the Dockland Studios where there are adjacent car parks for public. The exporous stair is exposed as an greeting to the media center comes to the Media Precinct as well as public.

Learning pods (Top Image): The space is only used by students where they have quiet space for studying. The learning pods are porous and exposed to the central halls, arena and the landscape surrounding where they can observe and see what happening out there.

Workshop+Lecture Room: The space acts as a communal bridge connect two private zones (1 &2). It can be used for multiple purposes such as holding an event or workshop or lecture room for S.T.E.A.M Hub.

EXPOROSITY

Dinh Tien, Nguyen

SITE ANALYSIS & ISSUE

Site boundary Dockland Studio Dockland harbourtown Commercial area Residential area

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0120324040

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RESIDENTIAL

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Views from Docklands Dr

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DOCKLANDS DRV

PEAR RIVER RD

DOCKLANDS HARBOUR TOWN 0120324040

HIGHWAY

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EXPOROUSITY

Dinh Tien, Nguyen

TYPOLOGY RE-ANALYSIS

THEATRE TYPOLOGY

The theatre space play an important role in the structure of the typology which connecting all the space surrounding. The porosity in the type become a potential of the new media precinct in which the core will be remained as the connection of the programmes. In addtions, the circulation of the type can be extracted as creating the loop for public to experiene the transition of level of publicness through all the floors as well as create the link between building programs and arena.

PALACE TYPOLOGY

The palace typology has the potential to define the level of publicness and private sectors which can support the idea from theatre typology. The ground condition is thoroughly open to the public with landscape surrounding and ground level with the welcoming behavior to the inside of the building while top level become more private.

EXPERIMENT OUTCOME

ECOLOGICAL OUTCOME

TRANSITION OF PUBLICNESS MID-TERM OUTCOME

EXPOSED

CIRCULATION IDENTITY FOR THE BUILDING

WHAT AM I LACKING FROM THE MID-BREAK ?

COMMUNITY ENGAGEMENT

WHAT ARE THE IDEA BEHIND OF POROSITY?

POROUS

WHAT IS THE SPATIAL QUALITY OF THE NEW MEDIA PRECINCT ?

MORE THAN LEARNING OBSERVATION

OBSERVATION PROGRAM ARRANGEMENT

SCHOOL+EVENT SPOT

TRANSPARENCY

EXPOROSITY

Dinh Tien, Nguyen

With the feedback from mid-crit, I realized that I have not deeply understood and mistranslated the behaviour of the theatre and palace typology. So, I decided to look back and reanalyse the possibility of form and function of the theatre typology. By reusing the kaleidoscope system, I slowly re-processed the form in which the language of the design in mid-crit kept as a guideline to manipulate. The base form was transformed to 3 different blocks which represent 3 main zones of the building in which the ground floor remain the same behaviour as the public space (arena). The idea of externalising the learning environment is brought back in term of “EXPOSE” and “POROUS” which means all of zones can look at the atrium and arena and see all of the activities within the buildings as well as outside of the building. This is to engage people not only from inside of the building but also people from outside of the building. FORM GENERATION. 1. The typology is processed with 2 parts of the building (Blocks & Roof) in which the arena (theatre) will be remained the behaviour as a public space. 2. By reusing the kaleidoscope system, the building blocks are splitted into 3 parts by scaling and moving, which represented 3 different zones of the building. 3. The circulation of the building remain within the building as a loop which create the transition from ground to top of the building and acts as a core for building circulation. 4,5,6. The roof is processed as another part of the building in which firstly, to create the shelter of the building, secondly to transform it into a habitable elements penetrating in the building create the formal learning space for students. Finally, it also acts as an identity of the RMIT Dockland Media Precinct which the level of publicness is defined by the level of transparency. This means the more transparency of the roof element, the more publicness is.

STAGE 1: FORM REGENERATION

EXPOROUSITY

Dinh Tien, Nguyen

STAGE 2: FACADE DEVELOPMENT LANDSCAPE DEVELOPMENT

By looking at the outcome of experiment 5 procedural, the language of pixel facade can be applied for both building and landscape. The experiment 5 is applied by disoritentated the facade of palace typology, it is similar to the language of the pixelated by disorirenting (moving the grid in diffrentent direction and randomly choose the panels to create the transparency (glazing). By applying the language of pixelation, it creates the dynamic views from inside of the building as well as outside of the buildings without disrupting the division of privacy and publicness. For landscape, the pixel landscape can make the building more vibrant to public with some of the pixel pop-up from ground become seating nooks for people can take sit there and enjoy the Dockland landscape, especially the eventful life within the precinct.

EXPOROSITY

Dinh Tien, Nguyen

STAGE 3: ZONING

The programs of the buildings are analysed which based on the behavior of theatre and palace typology in which theatre created the loop circulation which people from all the corner of the building can look in the theatre. In addition, the program arrangement of this typology is also another aspect to delve into which the entrance (red), the theatre (pink) is connected as a public components while the blue and black components act as a private space within the type. Similar to palace typoloy in which the front yard act as a public and welcoming component to the building and the ground condition. With the roof of both typologies, they only act as a shelter for the space. However, it has a potential to transform into a functional space for learning envrionment and facade which I did the experiment for theatre typology.

Roof (Meeting rooms, Informal and formal learning space) Private components (Film Studios, Classrooms) Public (Entrance, Gaming Space, Lounge) Circulation (Informal Learning Space, GLAM) Event space (landscape, Arena)

1. Ground floor: Landscape + gaming arena + public component of zone 1 (Game & Interactive Media Department), Zone 2 (Student lounge, coffeeshop), Office.

2. Second floor: loop circulation also acts a part of and Zone 2 (informal learning corridor) & zone 3 (Exhibition corridor). Private components of Zone 1 (Film & TV departments, VFX & Animation Department, Sound & Digital Departments) & Zone 2 ( Classrooms, meeting room)

3. Third floor: Public components of Zone 1 & 2 ( Flexible workshop spaces, Maker Space) & Zone 3 (Library). Private Component of Zone 1 ( Green Screen Studio) and Zone 2 ( Computer lab, learning pods)

4. Mezzanine floor: Public components of Zone 1 & 2 ( Flexible workshop spaces, Maker Space). Private component of Zone 2 ( Computer lab, learning pods)

EXPOROUSITY

Dinh Tien, Nguyen

STAGE 4: EXPLODED PROGRAM DIAGRAM FURNITURE CATEGORIES

1. ZONE 1: DESIGN & PRODUCTION ZONE 2. ZONE 2: LEARNING PODS A. LEARNING POD CIRCULATION B. ROOF 3. EXHIBITION/ INFORMAL LEARNING CORRIDOR 4. ROOF/PUBLIC SHELTER 5. ZONE 2: CLASSROOMS, MARKER SPACE & LIBRARY 6. OFFICE & RMIT CONNECT 7. ZONE 1+ ZONE 2: STUDENT LOUNGE 8. COFFE SHOPS 9. PIXELATED LANDSCAPE 10. MULTI-EVENT ARENA. 11. ZONE 1+2+3: LECTURE ROOM/ WORKSHOP/ EXHIBITION C.LECTURE SPACE D. WORKSHOP SPACE

B 4

B 2

1 A

1 6

PRIVATE FURNITURE

(Learing pods, classrooms, zone 1)

LEARNING PODS Private pods 11

QUIET SPACE 6

XL size

2 CLASSROOM

7 S. M. L D

PUBLIC FURNITURE

(Corridor, workshop, marker space, RMIT Connect, Lounge)

CORRIDOR Singular unit

Combined unit

MARKER SPACE WORKSHOP

Singular unit

Combined unit (v1)

ARENA RMIT CONNECT 10

STUDENT LOUNGE

OUTDOOR FURNITURE

Combined unit (v2)

Popped-up from the ground create nooks for public taking rest to enjoy the life of new RMIT Media Precinct Combined unit (v3)

EXPOROSITY

Dinh Tien, Nguyen

Ground Floor

BB 01. Game Production Space 02. Physical Effect Workshop 03. Storage 04. E-Sports Arena 05. Administration

06. Tutorial Rooms 07. Meeting Rooms 08. RMIT Connect 09. Student Lounge 10. Coffee Store.

11. Coffee store 12. Outdoor Informal Learning Space 13. Control Rooms 14. Sound & Digital Music Experiment Lab 15. Editing Suite

6 7

7 5

16. Green Screen Studios 17. Server Room 18. Quiet Rooms 19. Classrooms 20. Student computer lab

21. Group meeting rooms 22. Event/Informal learning corridor 23. Learning pods 24. Marker Space 25. Kitchen

26. Workshop/Lecture rooms 27.Library GROUND PLAN (1:200) 0

EXPOROSITY

Dinh Tien, Nguyen

Second Floor

13 3

21 21

BB 01. Game Production Space 02. Physical Effect Workshop 03. Storage 04. E-Sports Arena 05. Administration

06. Tutorial Rooms 07. Meeting Rooms 08. RMIT Connect 09. Student Lounge 10. Coffee Store.

11. Coffee store 12. Outdoor Informal Learning Space 13. Control Rooms 14. Sound & Digital Music Experiment Lab 15. Editing Suite

13 17

16 12

22 19

16. Green Screen Studios 17. Server Room 18. Quiet Rooms 19. Classrooms 20. Student computer lab

21. Group meeting rooms 22. Event/Informal learning corridor 23. Learning pods 24. Marker Space 25. Kitchen

26. Workshop/Lecture rooms 27.Library SECOND FLOOR (1:200) 0

EXPOROSITY

Dinh Tien, Nguyen

Third Floor

20 21

23 18

BB 01. Game Production Space 02. Physical Effect Workshop 03. Storage 04. E-Sports Arena 05. Administration

06. Tutorial Rooms 07. Meeting Rooms 08. RMIT Connect 09. Student Lounge 10. Coffee Store.

11. Coffee store 12. Outdoor Informal Learning Space 13. Control Rooms 14. Sound & Digital Music Experiment Lab 15. Editing Suite

23 23 21

25 21

AA 26 22

16. Green Screen Studios 17. Server Room 18. Quiet Rooms 19. Classrooms 20. Student computer lab

21. Group meeting rooms 22. Event/Informal learning corridor 23. Learning pods 24. Marker Space 25. Kitchen

26. Workshop/Lecture rooms 27.Library THIRD FLOOR (1:200) 0

EXPOROSITY

Dinh Tien, Nguyen

LONGTITUDE SECTION CROSS SECTION

1. Pixelated Landscape 2. Entrance from Dockland Dr to Arena 3. Main Entrance

4. Exhibition/Informal Learning corridors 5. Lecture/Workshop space 6. Central hall

7. Open Workshop Space

10 9

9 10

6 12

7 2

1. Entrance from Docklands Dr to Arena 2. Entrance from Pearl River Rd 3. Entrance from Docklands Studio

4. Learning Pods 5. Classrooms 6. Exhibtion/Informal Learning Corridor

7. Green Screen Studio 8. Control Rooms 9. Green Screen Studio

10. Corridors 11. Storage 12. Editting Suite

6 7

1 2 SECTION AA (1:200) 0

6 5

SECTION BB (1:200) 0

EXPOROSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

EXPOROSITY

APPENDIX These pages are to show the process of the final outcome when each of the experiment gave me different aspects, purposes and propositions for my final outcome. The experiment on typology of theatre and palace shaped the guideline in building form, facade and lanscape while the experiments on car park, auditorium and casino gave me the ideas, propositions and visions for the final outcome. Especially, the behavior of theatre in defining the level of publicness and private (Program arrangement, circulation) set a core for for the whole design process for the project. The combination of experiments 2 and 4, 4 and 5 created a challenges for me when I reallised thise will make the building unique in aspect of identity as well as the form in Dockland.

WEEK 1: PROCESS ON FORM

WEEK 2: FORMING ABSENCE & TERRAFORMER CASINO COMPLEX

WEEK 3: ASSIMILATED LANDSCAPE

WEEK 4: HYBRID DISPOSITION

CAR PARK

WEEK 5: TECTONICS & IDENTITIES

THEATRE

PALACE

QUOTATION

TYPOLOGY

AUDITORIUM

The word type presents less the image of a thing of a thing to copy or imitate completely than the idea of an element which ought itself to serve as a rule for the model

It is necessary not only to consider generic function of form, but more importantly, it’s individuality and continuity of its form, which persists even after the original use cases.

Typology can therefore be seen as a method of reasoning and experimenting through type. It begins with precedents and proceeds via variations and differentiation in response to specific but shared demands and pressures

The artefact converts from an object of history to a subject of collective memory.

The techniques of ‘torquiring’, or the introduction of asymptotic or exponential ratios: in respect to the geometrical transformations characteristic of previous phases is that displacements, rotations or scalings were techniques aimed at the depletion of content of the ‘graft’, that is , techniques that operate fundamentally on a semantic level. The transformations applied to the data registering the existing buildings involve two types of operations: ‘displacements’ and ‘reorientations’, which are techniques that Eisemans had already used in previous projects; but here they will be applied through asymptotic or logarithmic ratios, rather than as constants. This means that the proportions of the latent traces wil be altered, deformed locally.

A school within a school offers an alternative building and pedagogical structure for learning. From outside, the school appears to be a single unit; inside the school might be organised into colleges or houses where memebers of each house undertake most activities in their own college building.

• A strip configuration, tilted in section, allows for the development of a new spatial type, using movement and program to activate the passage from one side of the valley to the other and from the top of the valley to the bottom

Purple 10.28°

19.35°

Red sides 12.00°

21.89°

12.00°

Green

SYSTEM

26 24

6 42

316

392

Rotation 19 19 19 19 19 19 19 19

System: NaCl Crystalisation 1. Labelling the number for each stage of the system. 2. Tracing the total blocks at each stage. 3. Cleaning up the intersecting lines. 4. Caculating the total area for each stage. 5. Generate the data of size-growth percentage. 6. Measuring the angle of the biggest area at each stage by setting up a horizontal line. 7. Start manipulating the generic operative form.

Stage 1 2 3 4

15240 19016 22788 24372

1&2

2&3

1315 (1&6)

86.2 (1&6)

Line

3776 (2&3)

24.8 (2&3)

3772 (3&4)

19.8 (3&4)

1584 (4&5)

7 (4&5)

1 2 3 4

Length

Growth

140

476 (1&6)

262

122 (2&3)

380

118 (3&4)

System: Kaleidoscope 1. Labelling the number for each stage of the system. 2. Drawing the circles as a representative of each element from the center. 3. Measuring the radius of circles at each stage. 4. Calculating the increase of radius at each stage. 5. Caculating the area for each stage. 6. Calculate the percentage of area increasearch at each stage.

Ave Percentage 5.7 10.8 15.6

462

82 (4&5)

26120

1748 (5&6)

7.2 (5&6)

575

113 (5&6)

23.6

28375

2255 (6&7)

8.6 (6&7)

616

25.4

18.9

COMPARISION

1&2

STAGE

Radius of Red (Rr)

13.2

Scale increase ratio of red (Sr) Area of red (Ar)

1 543

Increase percentage of Red (Pr) Radius of Purple (Rp)

25.6

Scale increase ratio of purple (Sp) Area of purple (Ap) Pp Radius of Green (Rg)

1.05 604

2&3 3 15 1.07 703 16.3 23.4

3&4 4

4&5

770 9.5

18.4 1.17 1062 37.9 47.7

6 21.9 1.19 1510 42.2 51.9

0.83

1.36

1.5

1.09

1720

3202

7149

8476

19.1

-29.9

86.2

123.3

18.6

48.6

49.7

44.4

5&6

15.7 1.05

31.9

1.08 2452

47.7

Scale increase ratio of green (Sg) Area of green (Ag) Pr

2 13.9

11.2 27.9

1 2058

45.6

1.02

1.03

0.87

1.02

7134

7628

7973

8381

6184

6535

6.9

4.5

5.1

-26.2

5.7

Red center

1&2

2&3

3&4

4&5

5&6

Area

100xArea

4800

5900

9400

Gap

41.09°

242

41.09°

Growth Percentage

136 107

41.04°

Growth

41.04°

341

39.40°

205 430 537 569 811

43.52°

Area

1127 1519

43.52°

32.83°

36.37°

44.48°

50.23°

Stage 1 3 4 5

The Function of Ornament

Blue 32.83°

36.37°

33.47°

36.63°

16.53°

34.91°

50.23°

59.90°

36.63°

39.18°

44.48°

16.53°

34.91°

39.30°

59.90°

34.80°

39.18°

22.07°

36.70°

57.76°

39.30°

21.89°

26.72°

57.76°

22.07°

26.31°

26.72°

25.49°

19.35°

25.49°

36.70°

34.80°

26.31°

15.00°

10.28°

19.11°

32.88°

15.00°

6.11°

19.11°

32.88°

33.47°

• Same material can produce different affects depending on the ornament it creates

Bernard Tschumi_Event Cities1_Typological Displacements-Cross Programming

Red

• Ornament can relate to depth in a number of ways. It can work with the entire form, with the load-bearing structure, or exploit the sectional depth of the cladding.

• The combination of the inhabited bridge with new surrounding context enables us to manintain a consistent density, allowing space for a linear park along south side of the valley. A new network of urban relationships results, without the imbalances of overdensification, supporting an urban center capable of intergrating programs of any variety.

6.11°

• Glass alone is unable to provide effective levels of environmental con-trol, and needs to be enhanced through layering or by providing areas of opacity that increase its thermal performance. This alters the use of glass in buildings in such a way that pure transparency cannot produce the building expression.

Bernard Tschumi_Event Cities1_Disprogramming

• Rooftops act as ground floors while the piano nobile can be found on any level. Building function as vertical passageways and bridges as multistory crossings.

9200

7800

7000

-2

-14

-8

23%

73%

-2%

-15%

-10%

Angle

6.11

10.28

19.11

26.31

32.88

36.7

Purple

1&2

2&3

3&4

4&5

5&6

Area

118

136

146

138

102

149

100xArea

11800

13600

14600

13800

10200

14900

Gap

-8

-36

Percentage

15%

-5%

-26%

46%

Angle

19.5

21.89

26.72

39.18

57.76

59.9

Red side

1&2

2&3

3&4

4&5

5&6

Green

1&2

2&3

3&4

4&5

5&6

Area

231

263

227

309

445

433

100xArea

1600

2600

4300

2400

3000

2900

20xArea

4620

5260

4540

6180

8900

8660

Gap

-19

-1

Gap

-36

136

-12

63%

106%

-44%

25%

-3%

Percentage

14%

-16%

36%

44%

-3%

16.53

22.07

34.91

50.23

Angle

32.83

33.47

36.37

39.4

43.52

Percentage

Percentage 12

25.49

1.6

1.4

2.24

2.4

1.3

3.12

0.7

1.2

1.1

1.32

1.7

2.5

1.8

4.5

3.5

2.4

8.4

2.3

1.1

2.53

1.9

1.6

3.04

2.8

1.6

4.48

3.3

2.1

6.93

4.4

3.1

13.64

2.8

1.5

4.2

2.3

2.7

6.21

3.8

3.4

12.92

3.4

2.4

8.16

4.4

3.6

15.84

3.1

1.9

5.89

2.5

3.2

3.5

4.3

15.05

3.6

2.2

7.92

4.2

3.1

13.02

3.3

2.1

6.93

2.8

3.5

9.8

4.7

18.8

4.7

14.1

5.2

2.6

13.52

3.7

2.8

10.36

3.8

2.5

9.5

4.7

2.6

12.22

RESULT

APPLICATION

Angle

Hub/Event Space -The intersection between hub, classroom and landscape opens up possibilities to create a mixed social situation between school and community. - Transitional spaces can be utilised as cafe or shop run by students, creating more civic interaction within school.

Classroom/ Design & Production Zone -The VIP area in casino can turn into classrooms or offices which require the privacy and security all the time.

Landscape/Entertainment Area -Bringing the landscape into learning environment has created a healthy learning environment and vitality for people in the school.

Civic Space Formal Learning Private Atrium/Informal Learning

Circulation

Semi-public Circulation

For the learning space such theatre, studying areas, the window will be in small sizes in order to allow the sufficent natural light.

For the private space for STEAM Hub such as lab, office and classrooms, it is required the sufficient windows for natural light penetration

By distorienting the facade, the roof become more functional which can be used an informal learning space

TRANSITION

IN BETWEEN

IN & OUT

DISORIENTATION

The outcome from extracting the way of zoning in casino complex propose the strong relationship between privacy, public and semi-privacy in layout of casino in order to breakdown the way of traditional school work which lack of

The outcome of extracting the civic space from the grid of collumn of the carpark produce the new typology of civic

The outcome from extracting the privacy and publicness in the typology of theatre produces a strategy to blur the

The facade is just not only an ornament in RMIT architecture but also represent the vision of the RMIT for future generation , especially for RMIT buildings. Looking at the ornament from the typology of palace, the ornament

collaboration and interconnectivity with industries, teachers and peers in the learning environment. Looking at how people in the casino communicate, play game and what they are doing in the casino complex which

IMPROVE THE INTERACTION BETWEEN STUDENTS, LECTURERS, INDUSTRY AND GOVERNMENT

space where student and teachers will have more interaction within the in-between civic space. In addition, the top part can also become an civic space for public access which will breakdown the traditional learning schools where the top part of the building are not used for civic space. By optimizing the rooftop and turn it into

outdoor learning hour access within civic space.

an informal learning space, this new learning environment will bring it back the idea of

environment in new type of civic space and turn it into the 24

FAIL IN FORM

can create the sense of collaborative learning environment by zoning to see how the space link and connect each other. In addition, the layout of casino area in the centre of the complex can act as a gathering spot where all of the informal learning space can take place.

STRATEGY

just the first experiment, the proposition will be reconsidered in the next few experiments.

Large atrium run along the precicnt act as an informal learning space and it is significantly interacted with civic space.

EMPHASIZING A COLLABORATIVE LEARNING ENVIRONMENT

24 HOUR ACCESS TO THE CIVC SPACE ON CAMPUS

external and internal space in order to create the dynamic movement for public. Besides, preserving the central hall (auditorium) and dispersing the other programs surrounding, the outcome also create a new form for

rooftop produces the intertwining

dynamic transformation habitable facade but still remaning the value and cultural elements on type of acess and spaces on

seems not to be habitable, but if we disorientate the facade, it will create the

the building as well as creating the formal civic space in between.Moreover, by lifting up all the private programs, leaving the opening groundfloor for civic space, and creating the dynamic movement from groundfloor to

on the facade and transform it into

the facade. Also disorientating the facde is able to produce different

of public and private can take place at anytime without interferting

the facade

the private spaces of the new learning environment. The idea of school in school in this experiment is also applied but not restricting the access of public like traditional type of this learning environment, the roof will act as a shelter to cover the building as well as give the new spatial arrangement on the top for public acess.

VISION

space which can act as a centre core for gathering people. In addition, dispersing and scaling the form of the auditorium which will allow the range of sizes for the idea of space being adaptable for users. However, this is

In-between privates spaces, the civic space open opportunity to improve the interaction between students and teachers.

IDEA

THE CORE The outcome from extracting spatial elements from typology of auditorium produce a series of interconnecting

IDEA

PROPOSITION

Double height space can become a lecture room or event room.

ENERGETIC, CREATIVE LEARNING ENVIRONMENT FOR FUTURE RMIT STUDENTS

CREATING A DYNAMIC MOVEMENT FOR PUBLIC

H O W T H E N E W R M IT D O C K L A N D M ED I A P R E C I N CT R E P R ES E NT T H E R M IT ’ S V I S I O N F O R F U T U R E G E N E R AT I O N ? Belonging to the community,

Flexible access and open

VISION

participating in campus life and connecting to the others

Engaging value knowledge

insititution to satisfy the demand of public need.

EMPOWERING STUDENT EXPERIENCE

Co-creative and collaborative

INDUSTRY INTERGRATION

for student and public to the wider community through digital excellent technology and workshop

COMMUNITY ENGAGEMENT

learning environment through the series of workshop, discussions, etc.

Healthy learning evnrionment

FUTURE GROWTH

by bringing the sustainable elements into learning environment

REMIX 4+5

REMIX

REMIX 2+4

EXTERNALISED ATRIUM & FORM GENERATION This superimpose produces an opportunity to produce a series of intersecting

to create the metaphor of RMIT

spaces which can produce new type/space for learning envrionment. The intersecting form create the porousity within space where those spaces can have a potential to transform into an civic space for public. The facade of this experiment will be a starting point vision for future generation: creative, energetic and willing learning attitude. Howvever, the outcome seem to breakdown the limitation of the height, area of the space but this experiment can be used as a judgement for the next few superimposing experiment.

MIXED ORNAMENT AND PROGRAMES This superimpose is the updated version of the superimpose 2+4 when it start clearly showing the vision of RMIT for future generation through the disoritating the facade to create the which produces the line of division

dynamic in spaces. The idea of externalised the atrium is also brought it back in this experiment and it is applied through the whole middle part of the building of privacy, public and semi. By creating the dynamic for the facade, the rooftop becoming more public accessible and the ground floor have more activities in it. The stairscape inside of the atrium opens the idea of all civc space can be used flexibily for both formal learning as well as informal learning.

EXPOROSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

[TYPOLOGICAL PROCEDURAL EXPLORATIONS 1]

IN & OUT

10.28°

19.35°

Purple 10.28°

19.35°

21.89°

12.00°

Red side 21.89°

12.00°

Green

-2

-14

-8

Percentage

23%

73%

-2%

-15%

-10%

Angle

6.11

10.28

19.11

26.31

32.88

36.7

Purple

1&2

2&3

3&4

4&5

5&6

Area

118

136

146

138

102

149

100xArea

11800

13600

14600

13800

10200

14900

Gap

-8

-36

Percentage

15%

-5%

-26%

46%

Angle

19.5

21.89

26.72

39.18

57.76

59.9

Red side

1&2

2&3

3&4

4&5

5&6

Area

100xArea

1600

2600

4300

2400

3000

2900

Gap

-19

-1

Percentage

63%

106%

-44%

25%

-3%

Angle

16.53

22.07

34.91

50.23

Green

1&2

2&3

3&4

4&5

5&6

Area

231

263

227

309

445

433

20xArea

4620

5260

4540

6180

8900

8660

Gap

-36

136

-12

14%

-16%

36%

44%

-3%

32.83

33.47

36.37

39.4

43.52

Percentage Angle

25.49

7000

Gap

7800

5&6

9200

4&5

9400

43.52

3&4

5900

43.52

2&3

4800

41.09

1&2

100xArea

39.40°

Area

41.09

Red center

34.91

41.04

59.90°

44.48

41.04

34.91

59.90°

57.76°

36.70°

50.23

57.76°

36.37

44.48

36.70°

50.23

32.88°

36.37

33.47°

39.30

3°

36.63

16.5

36.63

39.18°

3°

39.30

3°

32.8

16.5

34.80

39.18°

26.72°

3°

22.07°

26.31°

32.8

26.72°

25.49

26.31°

22.07°

19.11°

25.49

19.11°

Blue 34.80

6.11°

15.00

Red 6.11°

15.00

This experiment brings the new chance in term of creating form as well as program arrangement for the building. By using and observing the theatre’s program layout, I used it as a guidelines to create the private space surrounding while the quality of atrium of theatre remained to create the public connection with the building. The roof in theatre seems to be accessed by certain people which will be changed more accessible for public and people in the building.In term of form and program, this experiment’s outcome seems to be more potential than experiment 1,2 and 3. But, the problemts for this experiment is the scale and civic space.

• Rooftops act as ground floors while the piano nobile can be found on any level. Building function as vertical passageways and bridges as multistory crossings. • The combination of the inhabited bridge with new surrounding context enables us to manintain a consistent density, allowing space for a linear park along south side of the valley. A new network of urban relationships results, without the imbalances of overdensification, supporting an urban center capable of intergrating programs of any variety. Bernard Tschumai_Event Cities1_Typological Displacements-Cross Programming

Application 1.Draw 7 lines to divide the component into 6 part 2. Using Angle to rotate the section lines 4. Rotate by using gap 3. Using 100xArea move along y axis (Red, Purple & Red Sides), 20x Areas for Green and 50xArea for Blue 5. Using percentage to scale up or down along x and z axes

Raw result The raw result creates the sense of dynamic in form in which the roof has the potential to become an indentity for the project while the facade creates the intersection of the programmes.

Post Process The outcome from extracting the privacy and publicness in the typology of theatre produces a strategy to blur the external and internal space in order to create the dynamic movement for public. Besides, preserving the central hall (auditorium) and dispersing the other programs surrounding, the outcome also create a new form for the building as well as creating the formal civic space in between. Moreover, by lifting up all the private programs, leaving the opening groundfloor for civic space, and creating the dynamic movement from groundfloor to rooftop produces the intertwining of public and private can take place at anytime without interferting the private spaces of the new learning environment. The idea of school in school in this experiment is also applied but not restricting the access of public like traditional type of this learning environment, the roof will act as a shelter to cover the building as well as give the new spatial arrangement on the top for public acess.

EXPOROUSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

[TYPOLOGICAL PROCEDURAL EXPLORATIONS 2]

DISORIENTATION The experiment is to test the possibility of the facade in term of spatial quality and how it can be formed by the program layout. The contemporary facade not only acts as the ornament and aesthetic of the building but also bring the function for the facade. However, this experiment seemed to be failed for me when I cannot thoroughly manipulate the facade in post process. It has potential to revisit for further exploration

System: Plant Growth 1. Labelling the number for each stage of the system. 2. Drawing a bounding box at each stage 3. Calculating the length and width of the bounding box. 4. Calculating the area of rectangle at each stage 5. Measuring the angle of the diagnonal lines and horizontal line.

1.6

1.4

2.24

2.4

1.3

3.12

0.7

1.2

1.1

1.32

1.7

2.5

1.8

4.5

3.5

2.4

8.4

2.3

1.1

2.53

1.9

1.6

3.04

2.8

1.6

4.48

3.3

2.1

6.93

4.4

3.1

13.64

2.8

1.5

4.2

2.3

2.7

6.21

3.8

3.4

12.92

3.4

2.4

8.16

4.4

3.6

15.84

3.1

1.9

5.89

2.5

3.2

3.5

4.3

15.05

3.6

2.2

7.92

4.2

3.1

13.02

3.3

2.1

6.93

2.8

3.5

9.8

4.7

18.8

4.7

14.1

5.2

2.6

13.52

3.7

2.8

10.36

3.8

2.5

9.5

4.7

2.6

12.22

• Ornament can relate to depth in a number of ways. It can work with the entire form, with the load-bearing structure, or exploit the sectional depth of the cladding.

• Same material can produce different affects depending on the ornament it creates The Function of Ornament

Application 1. Divide each compenent with 10 components vertically and 5 components horizontally. 2. Using length and width to scale the components respectively (GF, SF and RF) along x and y axes. 3. Using angles to rotate the object axes.

Raw result By remaining the ground condition of the typology and disorientating the facade which open the potential for habitable facade for the new learning environment.

Post process The facade is just not only an ornament in RMIT architecture but also represent the vision of the RMIT for future generation , especially for RMIT buildings. Looking at the ornament from the typology of palace, the ornament seems not to be habitable, but if we disorientate the facade, it will create the dynamic transformation on the facade and transform it into habitable facade but still remaning the value and cultural elements on the facade. Also disorientating the facde is able to produce different type of acess and spaces on the facade

For the learning space such theatre, studying areas, the window will be in small sizes in order to allow the sufficent natural light.

For the private space for STEAM Hub such as lab, office and classrooms, it is required the sufficient windows for natural light penetration

By distorienting the facade, the roof become more functional which can be used an informal learning space

EXPOROSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

[TYPOLOGICAL PROCEDURAL EXPLORATIONS 3]

THE CORE This experiment allows the discorvery of new way for generating the form for me. The form was generated through the set of data collection which was generated throught the system analysis. The form seemed to give the opportuinites for varieties of intersecting space inside.

• The word type presents less the image of a thing of a thing to copy or imitate completely than the idea of an element which ought itself to serve as a rule for the model • Typology can therefore be seen as a method of reasoning and experimenting through type. It begins with precedents and proceeds via variations and differentiation in response to specific but shared demands and pressures Stage

Area

205

341

430

537

569

811

1127

1519

Growth

Growth Percentage

136

107

242

316

392

Rotation 19 19 19 19 19 19 19 19

• A school within a school offers an alternative building and pedagogical structure for learning. From outside, the school appears to be a single unit; inside the school might be organised into colleges or houses where memebers of each house undertake most activities in their own college building. The Function of Ornament

Application 1. The system is divided into two phases 2 with phase one (1-4) and phase 2 (5-8). 2. Each phase will have 4 blocks (represent each stage), then rotating each with the angle factor. 3. Using growth data to move each stage with the odd stages will move up and the even stages will move down. 4. Using the growth percentage to split each stage of phase 1 and phase 2, then using total area as a moving factor. 5. Applying the growth percentage to scale down (Phase 1) and scale up (Phase 2) the blocks which were splitted in step 4. 6. Connecting two blocks into one. Raw result -The raw result has the potential in creating spaces with different areas and hierachy. -The spaces which are rotating the core will be a potential to distinguish the private and public spaces in learning environment. -The space in between two cores of phase 1 and phase 2 can be designed as an semi-open space. Post process The outcome from extracting spatial elements from typology of auditorium produce a series of interconnecting space which can act as a centre core for gathering people. In addition, dispersing and scaling the form of the auditorium which will allow the range of sizes for the idea of space being adaptable for users. However, this is just the first experiment, the proposition will be reconsidered in the next few experiments.

EXPOROSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

[TYPOLOGICAL PROCEDURAL EXPLORATIONS 4]

TRANSITION Traditional schools and learning activties which has been restricted in traditional classroom. Traditional learners seems to be limited the creativity in traditional school because lack of the interaction and collaboration. This experiment focus on how the casino complex layout can inspired the new learning environment as well as allows the different interactions to occur.

• It is necessary not only to consider generic function of form, but more importantly, it’s individuality and continuity of its form, which persists even after the original use cases. • The artefact converts from an object of history to a subject of collective memory.

Stage

1&2

2&3

Length

Growth

15240

1315 (1&6)

86.2 (1&6)

Line 1

140

476 (1&6)

Ave Percentage 5.7

19016

3776 (2&3)

24.8 (2&3)

262

122 (2&3)

10.8

22788

3772 (3&4)

19.8 (3&4)

380

118 (3&4)

15.6

24372

1584 (4&5)

7 (4&5)

462

82 (4&5)

18.9

26120

1748 (5&6)

7.2 (5&6)

575

113 (5&6)

23.6

28375

2255 (6&7)

8.6 (6&7)

616

25.4

Application 1.Split the GOD by using the percentage of area growth. 2.Horizontally move each component according to addtional areas. 3.Using the Length to rotate the component in which the top part rotating with positive numbers and the bottom parts rotating with negative numbers.. 4.Using â&#x20AC;&#x153;Growth Percentage of Areaâ&#x20AC;? to scale up the red parts. 5.Rotating the step 4 according the the Length. 6.Adjusting the raw result in order to fit to the site. Raw result -The raw result has the potential in creating spaces with different areas and hierachy. -The spaces which are rotating the core will be a potential to distinguish the private and public spaces in learning environment. -The space in between two cores of phase 1 and phase 2 can be designed as an semi-open space.

Post Process The outcome from extracting spatial elements from typology of auditorium produce a series of interconnecting space which can act as a centre core for gathering people. In addition, dispersing and scaling the form of the auditorium which will allow the range of sizes for the idea of space being adaptable for users. However, this is just the first experiment, the proposition will be reconsidered in the next few experiments.

Circulation

Classroom/ Design & Production Zone -The VIP area in casino can turn into classrooms or offices which require the privacy and security all the time.

Landscape/Entertainment Area -Bringing the landscape into learning environment has created a healthy learning environment and vitality for people in the school.

Semi-public Circulation

EXPOROSITY

Dinh Tien, Nguyen

Procedural Explorations. Appendix.

[TYPOLOGICAL PROCEDURAL EXPLORATIONS 5]

IN BETWEEN The in-between space is the potential to break down the traditional function of the school which is the problem to create the interaction between students and teachers. This experiment seems to fail for me in conveying the proposition in the post process. But it will be the potential for new learning environment if it can be applied in another experiment.

COMPARISION STAGE Radius of Red (Rr) Scale increase ratio of red (Sr) Area of red (Ar) Increase percentage of Red (Pr) Radius of Purple (Rp) Scale increase ratio of purple (Sp) Area of purple (Ap) Pp Radius of Green (Rg) Scale increase ratio of green (Sg) Area of green (Ag) Pr

1&2

2&3

3&4

4&5

5&6

13.2

13.9

15.7

18.4

21.9

1.05

1.07

1.05

1.17

1.19

543

604

703

770

1062

1510

11.2

16.3

9.5

37.9

42.2

25.6

27.9

23.4

31.9

47.7

51.9

1.08

0.83

1.36

1.5

1.09

2058

2452

1720

3202

7149

8476

19.1

-29.9

86.2

123.3

18.6

47.7

48.6

49.7

44.4

45.6

1.02

1.03

0.87

1.02

7134

7628

7973

8381

6184

6535

6.9

4.5

5.1

-26.2

5.7

• The techniques of ‘torquiring’, or the introduction of asymptotic or exponential ratios: in respect to the geometrical transformations characteristic of previous phases is that displacements, rotations or scalings were techniques aimed at the depletion of content of the ‘graft’, that is , techniques that operate fundamentally on a semantic level. • The transformations applied to the data registering the existing buildings involve two types of operations: ‘displacements’ and ‘reorientations’, which are techniques that Eisemans had already used in previous projects; but here they will be applied through asymptotic or logarithmic ratios, rather than as constants. This means that the proportions of the latent traces wil be altered, deformed locally.

Application 1. Divide the GOD based on the colour percentage in Stage 6 of kaleidoscope. 2. Split each component based on the angles which created by colour component of kaleidoscope in stage 6. 3. Blue: •Moving splitted components along x-axis (x2) and scale additional height by using Ap •Using radius of Rp to scale components along x-axis •Moving components along y-axis by using Ap (x2) 4.Green: •Moving splitted components along z-axis (left-side is negative, rigth-side is positive) by using Ag •Using Ag to adjust objects along x and y axes •Scaling object along x axis regarding to Rg •Rotating object by using multiply 10 times with Sg •Multiplying 5 times with Pr to scale up object along z-axis 5. Pink and Red •Splitted pink based on angles of the pink elements in stage 6 of Kaleidoscope •Rotating the pink ones with Rp, then using Ap, Pp, Sp (x10) to scale along its own axis •Using Rr to rotate red components •Moving red component along y axis by multiplying 10 times with Ar •Multiplying 30 times with Sr and 10 times with Pr then scale along their own axis.

Post Process The outcome of extracting the civic space from the grid of collumn of the carpark produce the new typology of civic space where student and teachers will have more interaction within the inbetween civic space. In addition, the top part can also become an civic space for public access which will breakdown the traditional learning schools where the top part of the building are not used for civic space. By optimizing the rooftop and turn it into an informal learning space, this new learning environment will bring it back the idea of outdoor learning environment in new type of civic space and turn it into the 24 hour access within civic space.

Civic Space Formal Learning Private Atrium/Informal Learning

Double height space can become a lecture room or event room.

In-between privates spaces, the civic space open opportunity to improve the interaction between students and teachers.

Large atrium run along the precicnt act as an informal learning space and it is significantly interacted with civic space.

EXPOROSITY

Dinh Tien, Nguyen

[TYPOLOGICAL ECOLOGIES]

Procedural Explorations. Appendix.

EXPOSE & POROUS The experiment 4 gave the sense of intersecting space and the identity while the porousity of experiment 2 can enhance the lack of porousity in experiment 4. By combining these two experiments has reinforced the idea of externalising learning environment in the new aspect.

The post process of experiment 4 and 5 creates the unique feature of the roof which make it become habitable and standout on the site. However, I did not optimise this feature in midterm crit as it created the challenge for me in form manipulation and also in finding the way to transform the roof into an identy of the building as well as habitable element of the project.

EXPERIMENT 4 (POST PROCESS)

EXPERIMENT 5 (POST PROCESS)

This superimpose produces an opportunity to produce a series of intersecting spaces which can produce new type/space for learning envrionment. The intersecting form create the porousity within space where those spaces can have a potential to transform into an civic space for public. The facade of this experiment will be a starting point to create the metaphor of RMIT vision for future generation: creative, energetic and willing learning attitude. Howvever, the outcome seem to breakdown the limitation of the height, area of the space but this experiment can be used as a judgement for the next few superimposing experiment.

This superimpose is the updated version of the superimpose 2+4 when it start clearly showing the vision of RMIT for future generation through the disoritating the facade to create the dynamic in spaces. The idea of externalised the atrium and civic in between are also brought it back in this experiment and it is applied through the whole middle part of the building which produces the mix of privacy, public and semi. By creating the dynamic for the facade, the rooftop becoming more public accessible and the ground floor have more activities in it. The stairscape inside of the atrium opens the idea of all civc space can be used flexibily for both formal learning as well as informal learning.

IN & OUT

EXPOSE & POROUS

STAGE 1 STAGE 2

EXPOROSITY

EXTERNALISED LEARNING ENVRIONMENT

STAGE 3 STAGE 4