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. 12
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. 31
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. 35
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
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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. 43
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
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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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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
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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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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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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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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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