Name: Anthony Green 300227906 Project: The Ubran Papakainga Tutor: Tim Arci 311
Contents
Introduction Mana Party Vision History Of New Zealand Housing Schemes Maori Population Brief Education Philosophies Education Precedence Site Analysis Housing & Education Mapping Space Configuration Design Reflection Declaration Form
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Introduction: This research assignment explores housing policies from the political parties within New Zealand, as the state of NZ’s housing is degrading, from overcrowding, un healthy homes and high house prices. As New Zealand’s population grows there will be an increase in demand for housing. Construction needs to began to reach the demand of our future population. This project explores housing solutions from the visions and philosophies of Mana Party, led by Hone Harawira.
Mana Parties Vision: Mana party is about bottom up leading, making Aotearoa a better place for the everyman. They draw principles from their Maori ancestors to transform this nation. “In short, we will fight to bring voice of the poor, powerless and the dispossessed into parliament. And we will fight to give Te Tiriti o Waitangi the man and life that was envisaged by those Tupana who signed it in 1840” Mana wants to revitalise the Maori culture and language with one of their goals to have 100% of New Zealanders conversing in Te Reo Maori by 2040, and bring back government founding to Te Reo Maori providers. Their policies are about cleaning up New Zealand and help the people struggling. Banning advertising for fast food, alcohol and restricting the accessibility of tobacco products and also ensuring that no one leaves school without employment or training is part of their plan. With housing they plan to have the government investing in Papakainga (Maori village) and other community housing projects. Build 20 000 more state houses over the next two years and introduce a major papakainga housing program. As well they are willing to give support to third sector housing providers.
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New Zealand Housing Schemes
Maori Population
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Maori Population 2006
Key Worker’s Dwellings 1905
The 1919 Housing Act
5% - 8% 9% - 10% 11% - 15%
Railways Houses 1920s
16% - 23% 24 - 44
Raupo Clad
Maori Land Scheme 1930s
Prefabricated House 1940s
The State House 1950s
Medium Density Flats 1950s
First proper funding for Maori Housing
Maori Housing 1960s
New Zealand House 1960s Maori population is on the increase with high birth rates making their population rate of increase the highest within New Zealand. Today only a quarter of Maori can speak Te Reo Maori and that is declining with many not associating with their ancestry tribes. Most Maori people live in Urban centres making up 64% of their population. Maori have large household sizes which is greater than non Maori, with majority of their households having more than 4 occupants living in them. In recent years there has been a revitalisation of their culture through new Te Reo schools, Maori Tv and Maori radio. As well Maori are gaining increase of employement in wholesale, manufacturing, health and comunity services, education and construction.
Brief
The Maori people have been discriminated against government housing policies from the signing of the treaty, as a flow on effect this has caused a decline in the Maori culture. Because they have had to adapt to the Pakeha ways, in order to get better housing standards or to get employment. Often by breaking up their Whanua and other customs. Mana policies state that they want to revitalize the Maori culture in this contemporary age. The population of Maori is increasing at a faster rate the any other ethnic group in New Zealand and therefore their people will need housing which brings Maori rural culture and lifestyle to the urban environment, as well this housing needs to help revitalise Te Reo Maori. The brief is to design a Papakainga for central wellington that can house many Whanua, and individual apartments and as well this Papakainga is to have an education centre for Tamariki and Whanua to become educated for today’s modern society and also Maori language, culture and knowledge. And additionally have dormitory for tamariki from out of town to come learn. The Papakainga has to house between 25 - 30 Whanua homes, 8 - 10 single apartments and 20 students in a boarding house. The education needs to be flexible to accommodate 0 - 18 year olds and be able to support up to 120 students.
Home for the whole Whanua
Fresh Produce Growth
Te Reo Maori education centre
Dining Hall
Education for the Papakainga The education style adapted for the education centre uses principles from both Stiener and Montessori values. the facilities will be flexible to provide for different numbers in each age group. There will be a focus towards the library for study. The age groups will be split into 3 categories for learning with mixed classes teaching both English and Te Reo. With strategies of having older student helping and teaching the younger, this will help stop segregation between year levels.
Age Teaching method 0 -3 Learn the basics of independence, walking, toilet training etc 4 - 5 Become socially engaging, learn basic academic principles through play 6 - 12 One teacher for the whole 6 years - adapt informal and formal teaching styles for student needs 12 - 18 Encouragement of self learning and independenceÂŹ, to prepare for further education 3
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Largest independent alternative enducation Est 1919
Stiener Education Philosophy 14 and above
7 - 14
Christian values One Teacher per subject
Under 7
Academic Focus
Experiential and sensory based education
Students continue art, music and crafts Teacher stays with the class for many years Routine learning
ding tought at 6 Reading
Schooling allows the students to grasp the knowledge in their own times Creative and imaginational learning
go out into the world as free, independent and creative beings
Education Practices Infant and toddler programs 0 - 3 year olds
Preschool and Kindergarten 3 - 6 year olds
Elementary School 6 - 12 year olds
Middle & High School
Emphasis on independence, freedom within limits, and respect to a cjhilds natural psychological development
12 - 18 year olds
Idea of world peace
Est 1907
using material objects to learn, such as counting objects Few schools that practise with this age group
20 - 30 Students mix age Scaled objects to assist learning
Montessori education philosophy 4 planes of development
Table and chairs aranged in groups First Plane 0 - 6
Developing independence in simple tasks
Hand on activities to assist learning
Small group lesson then students follow up individual work
Sensorial learners
Second Plane 6 -12
Third Plane 12 - 18
Fourth Plane 18 - 24
Child experiences physical and psychological growth Experiencing pubity and adolescence
Study culture and sciences becoming leaders
learning culture and language through sensorial stimulia in their enviroment Imagination
As the students are going through adolescence it is helpfull to leave town and learn in a quite enviroment
develops social behaviors
Social organization 5
Becoming fully independent
6
Transparency breaks down boundries of space
Abbot-Downing School
Some Children learn best in Groups
Students to learn whatever wau suits their brain
Nooks allow different activites to take place
Learning by activity HMFH Architects
New Hampshire Hands on creative projects
Open Plan creates subdivision (not boundries)
20 story, high density urban context Voids on the exterior create outdoor green spaces
Connected green spaces as an alternative route than the lift
Hong Kong Polytechnic University
five lifts 2009 Wang Weijen Architecture
Outdoor areas create alternative study and chill out areas.
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No doors, no class rooms
Indoor & outdoor learning enviroments
School Structure Jasmax Architects
Teaching Methods
Te Reo Maori & English
Whanau involment and support
Te Whanau O Tupuranga “ You recieve learning, you share it, you give it back to other learners�
189 The day is divided into 3 1.5 hour blocks - there are no bells, teachers and students dont move about
Older student teaching to the young
Waka Years 7 - 10 Years 11 -13 Teacher and students are equal
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Site 1: Frederick St
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Tar ana ki S t
Vivi an St
53m
25m
1325 m2
Fred eric k St
Key Less than 2 levels Cafe/ Dining spaces Traffic Movement Pedestrian flows Site
North
The site is located on the corner of Frederick St and Taranaki St, it recently had an earthquake risk building demolished, and now only the 110 year old Chinese Mission Hall remains. It resembles the Te Aro Chinatown and after its use back then it has been used as a music venue (known as Freds). Today the heritage is threatened by demolishment. The site has two high multi storied blocks adjacent to it, which blocks sun light hours. The heritage building could be adapted for a new use within the Papakainga. There is close accesses to the high way via Taranaki st which is a very busy and dangerous for children, there are not that many people attractions close to the site. This site is not suitable for this project because the multi storied buildings boxing it in.
30m
Ma
rion St
Site 2: Marion St
900 m2
To Demolish red building Tar ana ki S t
30m
Key Less than 2 levels Cafe/ Dining spaces Traffic Movement Pedestrian flows Site
North
By demolishing the building high-lightened in red produces 900 m2 of land, which is still quite smaller than the other two sites. There are quite many low level buildings surrounding the site which creates opportunity for ventilation and sunlight hours. There is potential to expand out into the car park on Taranaki St. The site is located pretty close to Cuba St, which has high pedestrian flow and many social attractions. 11
Site 3: Lead St
Cu ba St
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50m
2 000 m2
Lea dS t
40m
Ghu zne e St
Key Less than 2 levels Cafe/ Dining spaces Traffic Movement Pedestrian flows Site
North
This site is located on the cusp of Cuba St’s heritage precinct and there are many low level buildings around the site making this the prime location. It has high pedestrian flows and would get high sunlight hours and ventilation. This site has been chosen for the project for all the reasons but as well it is the largest site which means potentially the design would be lower levelled then in the other sites, respecting the heritage.
Education programme
Architectural requirements education
Architectural requirements housing
Play area Communal Living spaces
Learning Spaces
Napping area Kindergarten
Private Bathrooms
Gardening - enviromental connection
Communal Spaces Gym
Lunch time play and other breaks jungle gyms
Sleeping
Swimming Pool Swimming Private Dining
Outdoor space
Running Motor schools established Physical exersise
Library
Primary School Maths, English, Social Studies taught by one teacher
Art, Music, drama are specialty subject taught
Football Rugby Netball
Study area
Art Room Private Living spaces
Tennis
Science Room
Hockey Enviromental connection
computers
School Weekend sports?
Cricket
Tech Room
Storage
Basket ball Communal Kitchen
Food tech room Athletics Jungle gym
Cross country
Private Kitchen
School Competitions Swimming
computers
Rugby?
Break Out spaces and project rooms
Communal bathrooms
University entrance Communal Dining
technology blocks Staff spaces
Full curriculam complex education types Science rooms Secondary School
Bathrooms NCEA Level 1 - 3 Sleeping spaces
P.E facilities to assist that learning Hall Music rooms
Residents and the community can use the education centres facilities after hours Lunch time activities 13
Spaces Configuration:
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Te Kura Kaupapa (Primary)
Library
Tai Wananga (Secondary)
Swimming Pool
Gymnasum
Kapa Haka room
Gymnasium
Pool Room 8m
20m
16m
extra play area Storage
26m
Section of the layer of spaces
30 Whanua apartments
Whanau apartments
10 Individaul/ couples apartments Both these facilities should be on the ground floor because of structural issues but also for the community to come in and use them.
120 Students
Education Centre
20 boarders Community space
The Complex should accommodate 30 Whanua, 8 - 10 individual and couples apartments, and 20 student boarders. The education centre is for the Tamariki (children) of the Whanua and the 20 students from the boarding school. The education centre will be at full capacity with 120 children.
The Library acts as the heart of the building, being the central core creating movement through the building. Whanau Apartments
Education Centre Community space
Creating outdoor spaces between levels creates ventilation and recreational space for the education centre and the Whanau to use.
Terracing the building for maximum sun hours on outdoor areas. The impact from this can cause less room for the functions of the building and could grow quite high in height, possible detracting from Cuba’s St heritage precinct.
Whanua Space (apartments) Mezzanine floor B3 B4 wc
O/D Living
Kitch B1
B2 Entry
WC
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Benifits from having a real field:
Playing field
Growing Plants
North Chill out zone
The placement of the field here makes it very open to Ghuznee st, student could easily run out onto the road. Or un wanted peopl could walk in
Spaces can open up onto the playing field for activities and shcool events Play The building defines the space
Key Outdoor Space Library Gym Pool Entrance Dentist Whanua Support Kapa Haka Room Toilet Activity Room Nursery Kitchen Dormetry
Staff Room Class Room Audio Visual room Tech Room Science Room Art Room Music Room Food Tech Hall Whanua Apartments
0 1 2 3 4 5 6 7 8 9
Ground Floor: Community learning
10 11 12 13 14 15 16
1st Level: Nursery/ Boarding
2nd Level: Learnig
4th Level: Learning
3rd Level: Practical Learning
5 11 4
12
0
1
2
7
6
3 9
8
14 10
16
15
13
5th Plus Levels: Whanua and individual apartments
Outdoor spaces between classroom and apartments and other facilities can be shared throughout the day.
Design Reflection This design could be very successful in the future when society becomes denser. The integration of the community into these schools would work well in urban centres because people living in town also need places to play, and a school would be a lot cheaper to go on the weekends for a swim then going to the public pools. The idea of integrating schooling and housing could have some positive effect from the use of facilities and also educating parents of the students, but if badly designed and planned it then would have the potential to become decrepit. Such as Dixon St flats in Wellington City and many other modernist buildings from that era. This design will need to be strongly developed to make this Papakainga prosperous.
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