Sneiton Creative Design School - Project 6 - Nottingham Trent University - 2016

SNEINTON CREATIVE DESIGN SCHOOL

BARBARA PAJTAK Nottingham Trent University Architecture Year 2 Project 6

CONTENTS

Chapter 1

PROGRAMME

Chapter 2

SITE ANALYSIS

Chapter 3

PRECEDENT STUDIES

Chapter 4

DEVELOPMENT PANELS

Chapter 5

PROJECT FINAL SCHEME

1 PROGRAMME

“You

can’t just give someone a creativity injection.

You

have to create an environment for curiosity and a way to encourage people and get the best out of them.”

KEN ROBINSON 2013

Image Reference: Primary Structure by Jacob Dahlgren

1

Programme Sneiton Creative Design School The creative process is essential for

creativity and help in learning, from

children. In this period, they are more

kindergarten to university, or even for

prone to allow themselves to commit

work environments.

mistakes, and learn with it, this way,

Thus, students experience the creative

when stimulating a child to became cre-

learning with their own designs pro-

ative, this characteristic can stay stron-

jects and with the school’s own method

ger when the child became an adult.

so they can transmit this through the

In adult life being creative is not only

products in the best way.

important for people who work in this

In the school, the students are challen-

area (like architecture, arts, design, etc)

ged to discuss instead of stay seated in

but for anyone, it helps you to find new

a chair hearing just from one person.

solutions to a problem, it allows you to

Tutors and students work as a group,

accept different opinions, to work bet-

as they will experience in their work

ter in-group activities, etc.

environment. One of the fundamental

This way, this project has the inten-

ideas of the school is the experience,

tion to expand the creative process to

this way the propose is to make the

everyone.

students experience their own products

The purpose of this it is to create a

and see if they really cause the effect

school that offers creative methods of

that it intends on the primary design.

teaching and learning.

With this, the students are encouraged

The Sneinton Creative Design School

to create creativity spaces and products

brings not only the proposal of educa-

to the whole school, making use of it.

ting their own students with dynamic and creative methods, but its focus is the design of products that stimulate 11

1

Programme Brief

The main idea for the brief was to create spaces for discussion, instead of having classrooms.

These spaces would work as points of meeting with the tutor in a way not too formal to create a more egalitarian relationship between tutor and student.

Different functions interlinked by a central space of discition.

Also, the intention of creating a central

Discution

courtyard where every element of the build could be somehow directed to this central space. Not only in person, but through views as well.

Another important starting point was the relationship with the community.

Community

Students

The region of Seninton is not very privileged, this way the school provide, for

Public space + internal space perio-

Relationship

with the

Community

the community, free simple technical courses of furniture construction.

Also, since the students need to experince their furniture and know if it is causing the effect proposed, to strengthen this study the school provides constants exhibitions where the community can let their opinion of the effects of the student’s products.

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Create Experience Through

the

Environment

dically open to the community.

As inspired by the D.S. Nursery from HIBINOSEKKEI + Youji no Shiro, the Sneiton Creative

Design School will have transitional spaces

not just for circulation, but also create in those spaces a social and living area, where the students can sit and discuss, read a book or just relax.

Image Reference:D.S. Nursery from HIBINOSEKKEI + Youji no Shiro ArchDaily.com

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1

Programme Techinical Information

The Sneiton Creative Design School

Since the students produce a lot of 1:1

counts with 2 entrances. One is more

furniture and products, the workshops

informal and used more by the stu-

need to have specific requirements.

dents, and the other is the main entran-

The main machines used are those

ce, where the community has access.

three images on the side.

In the ground floor the building has

According to the website: http://www.

a main entrance space, with a small

wikihow.com/Set-Up-a-Woodshop tho-

coffee shop,the staff, which have a

se machine need specific spaces, with

mezzanine to create more workspace,

this, the workshop will work propertly.

a community/staff toillet, a student/

The website was used as guide to the

staff toillet, a workshop for the commu-

specific techinical requirements to

nity, that can be used by the students

build a workshop.

when the community is not using it, a

Besides the space for the machines, the

big open general workshop, a library,

workshops need to have a height of at

the central garden space, a outside

least 3m, and need to have a very good

workshop and a exhibition space.

ventilation sistem.

table saws

miter saws

On the first floor is a living space for the students and the communit, a roof garden, a workshop for works without the machines, a storage material room, a computer area, a toillet and the main studio learning space.

band saws 14

The Super Desk

at the

Barbarian Group

was

one of the furniture inspirations to create a fun and interactive studio/workshop space.

Image Reference: The Super Desk at The Barbarian Group Dezeen.com

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2

SITE ANALYSIS

Image Reference: Old School Building next to the site.

Photo by Barbara Pajtak

2

Site Analysis Data Analysis

The site is located in a region of Nottingham called Sneinton Dale. The area is mainly residential. However, there are strong influences that could contribute with the site.

Right next to the site there is a Sport Field that could be used by the students in their free time. In front of the site as well is a bike store, which could be useful for the students to keep their bikes.

Other strong inflluence is the Victoria Park, a green area that can be used to alternative activities for the school.

These are the main points that have direct influence on the site.

The proporsal of this school is to be related with the context, this way, throught the development of the project studies where made to provide the best conection between Sneinton region and the building.

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2

Site Analysis Data Analysis Housing Types

Introduction The analysis below refer to the region of Sneinton Dale.

terraced

Through the graphics is possible to see the main necessity of the community

flat

annd how The Sneiton Creative Design

School would relate to the region. The

detached/ semi-detached

data from these analyses were taken from the web site “street check”

residence in comercial building

Age Groups CONCLUSION: Most of the housing are terra-

housing has a ssmall height. With this, for the

ced, this way their heights is mainly from 2 to

buildig be related with the context it shouldn’t

3 floor. With a small exception for the 2 houses

be to high.

on the conner of the block, the maiority of the

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CONCLUSION: Most of the population of this

the region has potential to grow. With this, a

region are adults, but the second higher age

techinical school in the area would be a positive

group is the young adults, which shows that

point for the growth.

2

Site Analysis Data Analysis

Social Grade CONCLUSION: Most of the housing are terraced, this way their heights is mainly from 2 to 3 floor. With a small exception for the 2 houses on the conner of the block, the maiority of the housing has a ssmall height. With this, for the buildig be related with the context it shouldn’t be to high.

semi-skilled and unskil-

supervisory, clerical

higher and intermediate

led manual workers;

and junior managerial/

manageria, administra-

those on state benefit/

administrative/ profes-

tive or professional

unenplyed and lowest

sional positions

positions

skilled manual workers

grade workers

CONCLUSION: Most of the population of this region are adults, but the second higher age group is the young adults, which shows that the region has potential to grow. With this, a techinical school in the area would be a positive point for the growth.

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2

Site Analysis Data Analysis

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3 PRECEDENT STUDIES

Image Reference: Raan Day Care Center ArchDaily.com

3

Precedent Studies Raan Day Care Center

Architects: Dorte Mandrup Arkitekter Location: Kustgatan 1, 252 70 Raa, Sweden Area: 525,0 sqm Project Year: 2013

Concept 4

different facades house

The building is based on the

landscape

landscape, with its flat slightly sloping dunes and the distinctive fishing houses

typology of the small fishermen houses.

The institution is linked to the

landscape

existing school and in the connection a cave-like space for war-

big windows

=

contact to the sea

+

natural ilumination

drobes are created. new day care centre

Through the diagrams analysis is noticeble that the visibility is one of the main focus on the project, not just in the inside, with the

spatial distribution

bookcases that work as “walls� facilitating the visibility of children, but also on the outside context and the main view, the sea.

linearity and relationship with the context

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3

Precedent Studies Raan Day Care Center

multiplies entrances

4

facades

-4

different age groups

relationship between spaces

The centre accets children four different group and each is housed under a separeted gable. Two facing the water and two pointe towards the original school house

main views

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3

Precedent Studies Raan Day Care Center

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Image Reference: Binh Duong School ArchDaily.com

3

Precedent Studies Binh Duong School Architects: Vo Trong Nghia Architects Location: Binh Duong City, Vietnam Area: 5300,0 sqm The building is located in 5300 square meter abundant land, consisting of a maximum height of five levels, with the intention of being surronded by the around.

Pre cast concrete louvers and pattern walls are used for envelop of the building. These shading devices generate semi-outside space, these open circumstances avoiding direct sunlight as well as acting like a natural ventilation system for corridor space. All the classrooms are connected by this semi-open space, where teachers and students chatting, communicating and appreciating nature.

Trough the analysis is possible to see that the relationship with the context is really important, and the shape of the building adapts in a way to fit the organic nature.

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3

Precedent Studies Binh Duong School

The design of the school is as a continuous volume in order not to disturb any school activities. This fluidity concept is inspired by the endless raining of the typical tropical climate, where raining season lasts from May to November each year.

This continuous volume has a gentle slope surrounding the two courtyards as a geographical hill, lessens the aggressive height between the building and the peaceful site.

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3

Precedent Studies Binh Duong School

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Image Reference: Smartno Timeshare Kindergarten ArchDaily.com

3

Precedent Studies Smartno Timeshare Kindergarten Architects: Architektura Jure Kotnik Location: Smartno pri Slovenj Gradcu, EslovĂŞnia Area: 1040,0 sqm Year: 2015

The Smartno Timeshare Kindergarten was designed to encourage interaction, peer learning and self-learning. It was an open floor plan, which merges poorly used spaces such as wardrobes, corridors and stairs into one learning landscape together playrooms.

GROUND FLOOR PLAN

By the analysis of the diagrams is noticible how the interaction between children, especially in the early years, is important for their development, not just social, but intelectual as well.

Besides of the actual function of the building, the timeshare concept applies not only to the youngsters but also to the local community: the upper hall, which separete acces for afternoon activities, is also used as a community FIRST FLOOR PLAN

main circulation

centre for meetings, seminars, yoga, bathrooms

circulation

dance and pilates lessons.

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3

Precedent Studies Smartno Timeshare Kindergarten

solid volume

The building is located in 5300 square meter

The building is located in 5300 square meter

abundant land, consisting of a maximum hei-

abundant land, consisting of a maximum hei-

ght of five levels,

ght of five levels,

displacments on the facade

providing shadow to the big openings

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The building is designed and built as a low energy house, the full wall timber construction is from local wood ensuring the highest standard in sustaintable construction. It is compact and has few openings on the north side, while south facade is fully open.

3

Precedent Studies Smartno Timeshare Kindergarten

Children in the Smartno Kindergarten spend at least two to three hours daily on average with a free choice of activity and company. This allows them to mix with peers from other groups and get to knnow younger and older children, as well as teachers from other groups.

The number os social contacts is essential, since benefits the development of the youngsters social skills, EQ, and IQ.

Children love to slide down it instead of using the stairs, while to reach it they unknowing overcome 22 stairs. The slide is a major passive element of exercise: children go down the slide 10-20 times each day on average. They slide alone and in groups of two or even three at a time.

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3

Precedent Studies Considerations Vittra School In the 30 schools of the Swedish free school organisation Vittra there are no classes or classrooms – instead, the students are taught in groups according to level based on the school’s pedagogical principles. They do not believe in regular classes and the school organisation’s vision is to create an everyday for the individual students where individual deveArchitects: Dorte Mandrup Arkitekter Location: Kustgatan 1, 252 70 Raa, Sweden Area: 525,0 sqm Project Year: 2013

lopment, a living cultural work and challenging learning environments are most important.

Green School The Green School, a giant laboratory built by PT Bambu, is located in Sibang Kaja, Bali, within a lush jungle with native plants and trees growing alongside sustainable organic gardens.

The proposal of the school is to bring the relationship of sustaintability through community-integrated, enArchitects: Dorte Mandrup Arkitekter Location: Kustgatan 1, 252 70 Raa, Sweden Area: 525,0 sqm Project Year: 2013

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trepreneurial learning, in a wall-less, natural environment.

3

Precedent Studies General Analysis - Interesting

points

Montpelier Community Nursery

Hakemiya Nursery School

D.S Nursery

Architects: Ay Architects Location: Kentish Town, London Borough of Camden, London NW5, UK Area: 136,0 sqm

Architects: rhythmdesign, CASE-REAL Location: Kumamoto, Kumamoto Prefecture, Japan Area: 778,0 sqm Year: 2014

Architects:HIBINOSEKKEI, Youji no Shiro Location: Ibaraki, Japan Area: 1464,0 sqm

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4

DEVELOPMENT PANELS

4

Development Panels School Proposal

The Sneiton Creative Design School has as its main porpose the experience. This way, the sudents go through 3 stages during their projects. The first one is the design fase, where they must try to use their criativity as much as possible. In this stage the student has a lot of tutorials and support from the tutor. The

design stage

model stage

prototype stage

second stage is the model fase, where the student start to build a small scale model of what would be their final product. And the last stage is the prototype stage. In this stage the student build a prototype of their own product, with help of the tutors and techinicitiants of the workshops.

In a way to avaliaty this products and see how they relly work, the school does constant exhibitions during the final projects so the community can test those products and let a comment about their experience. This way, the student really know how their product would work in the market.

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4

Development Panels School Proposal

To continiu the proposal of experience, the students not only would try this in the conception of their projects, but also in the architecture of the school.

As the project proposes, the creativity is stimulated by the exeperience, the differences of the environment.

With this, the principals of the building is to provoque different sensetions and different feelings. So the building work mainly with different levels and height, not only on the inside, but also on the outside. Another important point are the creative furniture that the building provides, which can be constantly changed by the students with their products.

The idea of the building’s architecture is to create a playfull and informal environment, so the criativity of the students can be stimulated.

In first studies of how the building could occupy the site, one of the criterias was to create not just one entrance, and also different yard spaces on the outside and a central garden on the inside.

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4

Development Panels School Proposal

This diagram show the conections between spaces in the building.

All the elements of the building conect in the central garden.

The spaces for discussion are actually the learning spaces, where there is this informal way to learn, where the tutors can have a more egalitarian relationship with the students.

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4

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Development Pannels Development Design

4

Development Pannels Development Design

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4

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Development Pannels Sketch Plans

4

Development Pannels Sketch Plans

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4

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Development Pannels Sketch Plans

4

Development Pannels Sketch Plans

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4

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Development Pannels Sketch Sections

4

Development Pannels Conceptual Sketchs

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5

PROJECT FINAL SCHEME

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5

Project Final Scheme Ground Floor Plan

General Workshop

Community Workshop

Library

Central Entrance Exhibition Space wc

Outside Workshop Staff

wc

0m

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5m

20m

5

Project Final Scheme First Floor Plan

Computer Space

0m

5m

20m

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5

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Project Final Scheme Sections

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Project Final Scheme Elevations

Frontal Elevation

Right Elevation 59

5

Project Final Scheme Axonometric

The axonometric shows how the entire building facing the central garding. Besides that its clear to see the too main entrances on the landscape.

The sitting steps creat a living space not just for students but for all the community.

The windows on the second floor are mainly facing the central garden, except for the main entrance spaces that conect with the coffe on the first floor.

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5

Project Final Scheme Perspective

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5

Project Final Scheme Key Elements

The main stair of the building is one of the key elements of this project.

Since it is at the main entrance, causes the first impact in the visitor, being of great importance to the first impression.

Besides, the stair is in a very light and double height space, highlighting its structure.

The structure of the stair is metal and concrete. To sustain the floating steps, the sheets of thin metal hold the strucuture together, giving the sensation of moviment.

The stair concets the main entrance to the cafe and roof garden on the first floor, where not just the students but the community have access.

Dancing Stair

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5

Project Final Scheme Key Elements

Starting from the idea of discution and

of a S which creates ronded spaces

communication during the workshops,

where the students can easely commu-

the S table was created to facilitate on

nicate with each other. The S shape

of the main focus of the school: the

was inpired by the school name: Sneir-

discution.

ton.

The table has its structure in a shape

The “S� Table 64

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5

Project Final Scheme Key Elements

Reading Steps 66

This bookshelf stair was inspired by

The stair create another transitional/

3XN, that won the the architectural

living space.

competition for a new educational

Its materiality is mainly wood. All the

building for Mälardalen University.

left space is used for bookshelfs.

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5

Project Final Scheme Key Elements

The sitting steps are basically in all

help to define the main entrances,

project, in the outside and the inside.

guing people for them. And the ones

The idea is to create different levels

in the private part work as well as a

and at the same timw to create living

learning and discussion space.

spaces.

In the public area, the stiing spaces

Sitting Steps

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References D.S. Nursery, Arch daily, available in: <http://www.archdaily.com/560345/d-s-nursery-hibinosekkei-youji-no-shiro> Access in 20/03/2016.

Binh Duong School, Arch daily, available in: <http://www.archdaily.com/199688/binh-duong-school-vo-trong-nghia> Access in 20/03/2016.

Elementary and primary school in Roldan, Arch daily, available in: <http://www.archdaily.com/446256/elementary-and-primary-public-school-in-roldan-estudio-huma> Access in 18/03/2016.

Nursery school in Berriozar, Arch daily, available in: <http://www.archdaily.com/321819/nursery-school-in-berriozar-javier-larraz-inigo-beguiristain-inaki-bergera> Access in 18/03/2016.

Montpelier community nursery, , Arch daily, available in: <http://www.archdaily.com/430388/montpelier-community-nursery-ay-architects> Access in 20/03/2016.

The Apollo school, available in: <http://integruseducationnow.com/2015/03/20/schools-we-like-apollo-montessori-willemspark-school-in-amsterdam/> Access in 12/05/2016. <http://www.dezeen.com/2011/12/06/key-projects-by-herman-hertzberger/> Access in 19/03/2016.

RĂĽĂĽ Day Care Center, Arch Daily, available in: < http://www.archdaily.com/570507/raa-day-care-center-dorte-mandrup-arkitekter> Access in 19/03/2016.

Green School, Arch Daily, available in <http://www.archdaily.com/81585/the-green-school-pt-bambu> Access in 10/04/2016.

Vitra School, Arch Daily, available in <http://www.archdaily.com/202358/vittra-telefonplan-rosan-bosch> Access in 10/04/2016.

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