HKU BAAS Design 3 - Flowing Learning Space

P O R T F O L I O XU BEN CELINE 3035329742 COLLABORATED WITH YANG JIE JESSICA TEACHER: LEUNG, ROSALIA H.C. ARCH2075 DESIGN 3 SEMESTER 2, 2018-19

THE UNIVERSITY OF HONG KONG DEPARTMENT OF ARCHITECTURE

Contents

/ Case Study / Site Analysis / Design Process / Design Proposal / Reflection

Case Study: Spatial Organisation & Circulation

The design studio starts with our case study on Hallfield Primary School by Denis Lasdun. The school features a unique spatial organisation in a plantlike form, with all programs branched off the main circulation, which facilitates the connection between programs and creates an integrated environment for students. In addition, the

vari-

ation and hierarchy of school circulation makes the in-between space more explorable and functional.

Explanatory drawing by the architect, Denys Lasdun

Assembly hall Administration

Junior wing’s classrooms Dining hall

Infants wing’s classrooms

Programme Plan

Circulation - class scale

Circulation - grade scale

Circulation - class cluster scale

Circulation - school scale

Corridor

Common playroom & lavatory

Courtyard

Frontal seating

Activity-oriented seating

Courtyard

Classroom details: sharing space, courtyard & flexible seating

Conceptual model of sharing space between classrooms

N

Site Analysis: Circulation Space Mapping & Typography Public Square

Public Circulation space

Vehicular road / Parking

Private Circulation Space

Vehicular Road

Paved pathway / Sidewalk

F

D D

F

E

B

E B

C

A

C

A

Section A - A

Sightseeing

Section B - B

Passage

Section C - C

Section D - D

Building extension from private to public

Current school entry

F We also studied the circulation in a urban scale, along the public space axis of Sai Kung from the hill to the waterfront. Th Section E - E Hybrid traffic system

mapping plan shows how the circulation between programs is working differently with various forms(alleyways, squares...) With sectional scenerios, we could understand the urban circulation typography as well.

Where do people need a public square? Where do people need a tiny passage? The spatial quality of circulation should always respond to people’s activities.

Section F - F

Public square

Design Process Concept & Practice

Before we move to our design stage, we took one step back to our original concept on circulation. The mind map illustrates fundamental ideas about our circulation design, like its spatial hierarchy for different functions and various experiences, and also our idea of transforming the current terrain to connect school and urban circulation. Then we developed a series of models and drawings to refine these concepts and put them into practice.

Varying Layers

Centralised Layout

Solid & Void Test for Potential Circulation Space

Topography

Circulation Vocabulary List

Physical

Boundary

Connection

Interaction

Soft - Rigid

Physical - Visual

Public - Private

Soft

Private

Public

Rigid

Visual

Conceptual Drawing

Massing Strategy Development

Washroom Classroom

Classroom Classroom

Private

Classroom

Classroom

Classroom Classroom

Classroom

Washroom Classroom Library

Library

Classroom

Classroom

Office Classroom

Assembly Hall

Assembly Hall

Public Front Office

Office

Changing Room Reception Washroom

Scale

Hierarchy

Aligned & Linear arrangement

Spatial arrangement & Transformation of terrain

Design Proposal School circulation as journeys of interaction and exploration N

1

2

For our final design proposal, we try to further develop the school circulation and make it as journeys, full of interaction and exploration. The school’s overall form is like a small city with its own topography, yet it’s not totally isolated from urban circulation. The circulation inside school could become various journeys depending on how students use it. For example, an outgoing student might choose more public circulation so that he/she could have more social interaction with others, while for an extroverted student, it might be typical for him/her to choose a more private route so he/she could enjoy some time staying alone.

A-2

A-1

A-3

Circulation Hierarchy Private

Public

Student A: A Journey of Public Circulation S

A-1 Divergent space of public and school people

A-2 Circulative gathering space

Space A-3 Play with facade

B-3

B-1

B-2

Circulation Hierarchy Private

Public

Student B: A Journey of Private Circulation

n Space

B-1 Library on terrain

B-2 Balcony for city view

B-3 Secret path to classroom

Rooftop Playing Area

Sharing Private Space

Playground

Sharing Space of A Classroom Cluster

Sharing Private Space

Penetration between indoor & outdoor

Playing Area

Program Plan with Column Grid

Circulation Hierarchy

2

1

3

4

5

6

7

8

9

10 11 12

13

14

15

16

A

B

C D

E

F

G

H

I

J K

L

M

N

1

2

3

4

5

6

7

8

9

14

15

16

1

2

3

4

5

6

7

8

9

10 11 12

13

14

15

1

16

A

B

B

B

C

C

C

D

D

D

E

E

F

F

G

G

H

H

H

I

I

J

J

J

K

K

K

L

L

L

M

M

N

N

N

+15m

B

A

C

Roof deck 1

Section B - B

Roof deck 2

4

5

6

7

8

9

10 11 12

13

14

15

16

+19m

Structural Hierarchy of Roof Decks

Section A - A

3

I

M

+12m

2

Public

E

F

G

C

B

13

A

+4m

A

10 11 12

A

N

Private

Section C - C

Roof deck 3

Overall Structure System:

Construction Details

for larger span and penetrable learning environment

1

2

3 A

4 5 6 B

7 8 9

C

10 11

12

13 14

D

15 16 17 18 19 21 22

E 23

23 24

25

F

26

27 28

G

29 30 31

H

32

33

34

35

Structure System Description The overall structure system adopts a beam-column system, which consists of I-Beams of different dimensions and forms according to the spatial hierarchy and quality of the learning space. To extend the span for larger outdoor playing area and create more column-free space, curved supporting components are added to conjunction of beams and columns. The form of these components are also developed with grid to enhance ventilation and interaction between different parts. This conjunction design is also consistent with the facade, which is in a curtain-like form and fixed on the overall structure system with cables. This structural system aims at enhancing students’ learning experience by providing more open and penetrable space for better interaction and fluidity.

Structure Components 1. 150*200mm I-Beam 2. 75*200mm I-Beam 3. 75*150mm I-Beam 4. 100*200mm I-Beam 5. 150*200mm I-Beam

Programs 6. 100*200mm I-Beam 7. 100*200mm I-Beam 8. 175*200mm I-Beam 9. 100*200mm I-Beam 10. 100*200mm I-Beam

11. 150*200mm I-Beam 12. 100*200mm I-Beam 13. 100*200mm I-Beam 14. 175*200mm I-Beam 15. 100*200mm I-Beam

16. White plastic floor paint 17. Concrete with steel bars 18. Metal deck 19. Concrete with steel bars 20. Metal curtain facade with cables

21. 100*200mm Curved I-Beam with grid 22. 200*200mm I-Beam 23. 100*200mm I-Beam 24. 150*200mm I-Beam 25. 100*200mm I-Beam

26. Column foundation 27. 100*200mm I-Beam 28. 200*200mm I-Beam 29. 100*200mm I-Beam 30. 100*200mm I-Beam

31. 150*200mm I-Beam 32. 100*200mm I-Beam 33. Column foundation 34. Concrete staircase 35. Ground

A. Roof shade(not accessible) B. Classroom cluster & Rooftop playground C. Classroom cluster & Rooftop playground D. Classroom cluster & Rooftop playground E. Entrance atrium & Rooftop playground

F. Library & Resource room & Teacher’s office & Balcony for urban view G. Changing room & Washroom H. Assembly hall & Extension

Reflection

This semester’s studio starts with a concept about circulation, which is extracted from case study. At first I felt like this topic was not concrete enough to some extent because it seemed to be more related to the efficiency rather than the experience for users from my perspective. After further studying on the circulation typography both in small and large scales, I came to realise that circulation as space between programs or spaces, is never just about connection and access. It’s space which should be multi-functional and responding to users’ various activities, with different spatial forms and spatial qualities. Then circulation spaces become not only connections but also journeys for students and teachers.

The development and justification of a design concept is always not easy for me. Yet after practices on interpreting this topic, I get a deeper understanding of the relation between a concept and a space. The essence of a design concept is its purity and applicability to a certain site and the design process is about how to refine this essence with our own interpretation and then apply it to the site. This is a profounding lesson for me, a beginner in designing something - to connect concept and design in a logical way.