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.