HON YEN CHONG BSC ARCHITECTURE
ACKNOWLEDGEMENTS
Grateful thanks to my parents and family for their continuous support over the years in pursuit of my dreams and to those who have inspired me and shared their invaluable experience with me throughout this project. Personal Tutor Head of Year Landscape Design Tectonic Design Structural Engineering Environmental Design Acoustics Building Regulations Review Critics
Julia Kashdan-Brown Martin Gledhill Tim Osborn John Griffiths Gennady Vasilchenko-Malishev Diana Ng Mike Barron Oculus Building Consultancy Jayne Barlow Graham Bizley Richard Frewer and other critics Bristol Steiner School Old Town Quarry Community Studio 4.23
CONTENT
1.0 INTRODUCTION The Notion of Childhood The Steiner Pedagogy Betwixt and Between Client Information Programme A Day In School 2.0 CONTEXT Steiner Schools in the UK Weston-super-Mare Weston Woods & Worlebury Camp Old Town Quarry Site Analysis 3.0 RESPONSE Individual
Children’s Spaces Metamorphosis Topographic Inspiration Sharing London’s Ambition
Collective Community Precedents Massing Development Materiality Concept
4.0 PROPOSAL Plans Whole Individual Collective
Spatial Sequence The Kindergarten & Classrooms Arrival The Street The Atrium Community Connecting Weston Woods Sports Hall General Structural Design Landscape
5.0 STRATEGY & EVALUATION Environmental Strategy Overview Part M: Access Strategy Part B: Fire Strategy Construction Design and Management Cost Evaluation 6.0 CONCLUSION Critical Analysis Conclusion
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“Our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility — these three forces are the very nerve of education.” Rudolf Steiner
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Metamorphosis I
INTRODUCTION 5
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19th century
THE NOTION OF CHILDHOOD
The notion of childhood emerged as a romantic response towards the poor state of children welfare during the Industrial revolution. Jean-Jacques Rousseau’s Emile which suggested the emphasis on developing a child’s character and moral in education was highly influential at that time. Johann Heinrich Pestalozzi also added that education should be based on developing the sensory perception and individuality of the child. Memory, attention and observation should be cultivated before a child exercise the art of judgement.
In early 19th century, the first child-centred schools for young children were established in the UK as means of social change in newly industrialized cities and strict discipline was at the very heart of the teachings in these schools. In 1837, Freidrich Froebel suggested that a safe environment for children to match their inner life with the outside world is crucial and subsequently opened the first kindergarten. His theories and educational toys inspired the likes of Frank Lloyd Wright and many more. The Elementary Education Act in 1870 also saw the building of hundreds of schools across the country, most of them which are still in use today. Mass education and more specialized curriculum also transformed the classroom and school layout.
21st century
20th century Perhaps the most influential modern pedagogies were the works of Maria Montessori and Rudolf Steiner where both emphasized on the understanding of children psychology and nature in education. Children were suggested to be given the opportunity to play freely within an imaginative and safe environment in order to develop their inner self . Technology development throughout two World Wars also resulted in the construction of prefabricated and standardized schools in the post war era. They are often dull and do not relate to the children’s and teachers’ needs.
We live in an era where every performance indicator is being scrutinized. All too often, schools are built with the lowest cost within the shortest time frame and with the hope of achieving the best results. Bearing similarities with the Industrial Revolution, modern schools are tuned to develop a generation equipped to contribute to the modern world immediately. Children are mostly devoid of freedom to develop their individuality in an environment where instructions and specific tasks are set for them at the offset. However, there is a rise in calls for a more child-centered education where children are free to discover their interests and develop their own personalities.
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“Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. � Jean-Jacques Rousseau, Emile
Most people today will interpret the scene in the painting to the right by Dutch artist Jan Steen to be chaotic and has no relevance to education at all. The 17th century village school at first glance shows hardly any child appears to be engaged in formal learning, but in fact such environment where children are allowed to explore and interpretation their environment imaginatively is crucial to the development of children during their early years.
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THE STEINER PEDAGOGY BODY, SOUL AND SPIRIT
EDUCATION TOWARDS FREEDOM
Rudolf Steiner exerted that Man consists of body, soul and spirit.
Steiner’s Philosophy of Freedom has a direct influence on his view on children education. What Steiner meant by freedom relates to the basis of which a human action arises. There are two sources for human action: on one hand, the driving forces springing from our natural being, from our instincts, feelings, and thoughts insofar as these are determined by our character; and on the other hand, various kinds of external motives we may adopt, including the dictates of ethical or moral codes. By responding to both these elements and orchestrating a fine balance between objective and subjective elements of experience can only one find the freedom to choose how to think and act.
Through his body he belongs to the world which he also perceives through his body; through his soul he constructs for himself his own world; through his spirit a world reveals itself to him which is exalted above both the other. The simplest sensation belongs to the realm of Man’s soul, and that such sensation give rise to feelings of pleasure and displeasure. But Man is not slave to such sensations and incitements, and he reveals his spiritual thinking inasmuch as he is a thinking being by thinking about his perception and reflecting about his action. The body, soul and spirit of a child develop at different stages and the aims of Steiner education is to bring up children to be human beings which are strong and sound in body, free in soul and lucid in spirit.
True freedom is absent as long as we are the slaves to our instincts or our actions stemming solely from the obedience to external moral codes. Freedom only arises when a human being becomes active in pure, spiritual activity (individualized thinking) and achieve genuine individualized intuitions that relates to the particular situation at hand. For Steiner, the highest morality exists when a person acts in the world through deeds of love realized by means of individually developed and contextually-sensitive moral imagination. Children in Steiner schools are firstly encouraged to develop and strengthen their will and subsequently their feeling. As their education takes place closely with nature, they developed a strong sense of sympathy with life and their surrounding environment. When children grow older and their ability to comprehend and think improves, they start to develop a sense of antipathy. The oscillation between sympathy and antipathy during their childhood is crucial in developing a balance between both subjective and objective thinking and subsequently allow them the freedom to exercise their own judgement.
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STAGES OF DEVELOPMENT
FOETUS - BIRTH The child is not exposed to his environment and the outer world has minimal effect upon him. The child as a descent of a spiritual entity into a material sheath is developing and awaiting to be born to a world of matter.
Feel + Think + Act
Feel + Think = Act Feel = Act
Feel, Think, Act
0-7 The body, soul and spirit of the child is one. He interprets himself as the extension of his environment and imitates almost everything. It is crucial to develop the will of the child at this stage to strengthen their instinct.
8 - 14 In this period, the child is a being of body and soul with a separate nature of soul and spirit. He is able to feel for his surrounding but starts to differentiate between himself and the surrounding. A child’s feelings is developed during this stage with a strong sense of sympathy.
14 - 21 The child is developing into a being where the body, soul and spirit are separated, He is able to develop his inner nature and gradually exercise his own judgement. The development of the spirit faculty involves one learning to balance between sympathy and antipathy. 11
BETWIXT AND BETWEEN
Self Education in the modern times can be seen as a rite of passage of a person from childhood to the full inclusion into the world. As Rudolf Steiner described, the child, as the descent of a spiritual entity into a material sheath undergoes this liminal period where the spirit and soul are being developed to bring the child into the physical world as a true human being. A being is only considered to be true when he obtains freedom through knowing the real basis of his actions in response to an immediate situation. The child is neither his pre-natal spiritual past nor the true being in his current world which he is yet to be: he is Betwixt and Between.
Rhythm: body, soul (will, feeling)
Education
Self Spirit (think, reflect)
World, Freedom
During this liminal period, the teacher’s task is to ‘divide’ the world into several parts and introduce them in rhythm to the children to ensure a rich and fulfilling learning experience. Throughout the development of the children’s will, feeling and spirit during their schooling period, they will acquire the knowledge and experience to enable them to find their position in the world and form a closer relationship with their surroundings. 12
LIMINALITY The word liminality originates from the Latin word ‘limen’ which means ‘a threshold’. It is used to described both the transitional process or a position on both sides of a threshold. The school environment plays a very important part in the liminal period of children education. On one hand, not only must the school establish a sense of home but it should also reflect the reality of our world; on the other hand, it serves as an interpretor between the child and the outside world, moderating its harshness and cruelty, regulating its joys and sorrow, enhancing its beauties and charms. . The concept of liminality will be explored both in the programme of this project and the form children spaces. Imagination / Reality
Self / Higher Worlds
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CLIENT INFORMATION
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CLIENT & STAKEHOLDERS
CONTEXT
HOW THE ACADEMY WORKS
Department for Education UK Steiner Waldorf Schools Foundation North Somerset City Council Weston-super-Mare Civic Society Weston-super-Mare Steiner Academy
Most Steiner schools in the UK are private and fee-charging schools. On average, the tuition fee ranges from ÂŁ4000 to ÂŁ6000 a year and hence these schools are widely perceived as elitist institutions and out-of-reach of most local communities. However until recent years, there is an increasing number of Steiner schools which are fully funded by the Department for Education (currently four) and for this project, I intend to establish the academy as an institution available for all where students regardless of background, ethnicity, race and religion are given equal consideration for a place in the school.
The proposed Weston-super-Mare Steiner Academy will be a statefunded school run by the Academy Trust and is independent from the Local Education Authority (LEA). The academy will obtain funding directly from the Department for Education and supported by the Steiner Waldorf Schools Fellowship as the sponsor. Qualified Steiner teachers and staffs are recruited directly by the Trust and the Academy will be registered as a charity. The new academy will work alongside with Weston-super-Mare Civic Society which currently manages the site owned by North Somerset Council to develop the Old Town Quarry site for community and educational functions.
PROGRAMME
CLASSROOMS
SUPPORTING SPACES
Kindergarten 60m2 x4 Lobby 15m2 x4 Classroom W.C. 10m2 x4 Shared Play Space 150m2 Storage 20m2 Utility 20m2
Library & Computer Area 100m2 Music Room 80m2 Workshop 200m2 Art Room 80m2 Laboratory 80m2 Food Technology Room 80m2 Landscape Room 50m2
Lower School 70m2 x8 Classroom WC 10m2 x8
Upper School 70m2 x2 Upper School Common Area 30m2 Classroom WC 20m2 1370m2
Eurythmy Area 100m2 Cafe 120m2 Kitchen 50m2 Sports Hall 320m2 Changing Room 80m2 Storage 100m2 Offices and Staff Facilities 180m2 W.C. 60m2 Plant Room 60m2 1740m2 Net Area 2700m2 Circulation (20%) 540m2 Non-Net Area (inc. circ.) 950m2 Total Area 3650m2 15
A DAY IN SCHOOL Kindergarten / Early Years (Ages 3 - 6)
STEINER CURRICULUM
- Free Play - “Making Activities”: baking, gardening, cleaning, woodwork, handicraft etc. - Tidying Up - Ring time: singing, recitation, eurythmy (linguistic and motor skills) - Snack time - Outdoor time - Story time: folk stories, puppet show, etc. - Leave / Extended day care: lunch, play, nap, etc.
As the body and soul serves as the agent to the spirit, a large part of Steiner pedagogy focuses in developing the body and soul of children. Steiner explains that the soul is comprised of three different faculties: willing, feeling and thinking, and each of these faculties are related to three different senses. In the kindergarten, activities are focused on developing the will, which is the instinct or impulse to act whereby activities which involve feeling and subsequently thinking are undertaken as the children develop and progress. The curriculum is also in accordance to the nature of a child’s development mentioned earlier. As it is important to establish a unique identity for each year group, the understanding of all 12 senses will be used to inform to design and reinforce how the building should relate to the children.
POLARITY A typical school day consists of a series of activities where children ‘expand’ and ‘contracts’ in a rhythmic pattern. This is particularly obvious in the early years of school. The child starts a day playing or baking (expand), followed by tidying up the classroom (contract), ring time (expand), snack time (contract), outdoor activities (expand) and finally story time (contract). Such rhythmic process is extremely important to vary the moods of children in order to achieve a balance in their character development. It also allows time for both individual and collective activities. 16
Balance
Touch
Movement
Life
Lower School (Ages 7 - 14)
Upper School (Ages 15 - 19)
- Core Subject Lessons: English, Maths, History, Geography, Physics and Chemistry. - Eurythmy, Modern Languages, Games, Painting, Drawing, Landwork, Workshop Sessions, Music and Drama
- General Subject Lessons: Similar to Lower School. - Four of the Steiner schools in the UK provide a full Steiner curriculum where students continue their studies at universities. However, for simplicity’s sake, this project will only provide two of the upper school classes (Class 9 and 10).
- Class 1: Writing introduced using pictures and form drawing; Reading (songs, poems); Listening; Speaking (stories, fairy tales) - Class 2: Cursive writing, composition; Stories on the natural world (movements); Maths and Geometry - Class 3: Practical projects (farming, building and field trips); Writing in full sentence, Maths (12 tables, money handling measurements) - Class 4: Local Geography and History (trips and exploration); Biology (body functions, animals); English (grammar); Maths - Class 5: History (early civilization, ancient and classical); Geography (regional); Botany; English (punctuations); Maths (compass geometry) - Class 6: Physics (optics, sound, thermodynamics); Geology; History (Roman Empire); Geography (European); Maths (interest, ratio) - Class 7: History (Middle Ages, Renaissance); Geography (world); Chemistry; Biology (health, hygiene, digestion) - Class 8: Project - Collective drama; Physics (electricity, magnetism); Chemistry (organic); Biology; Meteorology; History (western, biography), Maths (arithmetic, algebra)
Warmth
Taste
Sight
Smell
Apart from in-depth learning of the general subjects, sciences, history and geography, class trips (eg. to foreign countries) are important for students to learn the aspects of European culture and languages. The curriculum is based around developing independent thinking and fostering initiatives to explore ideas.
Ego
Thought
Word
Hearing 17
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Metamorphosis II
LOCALE 19
STEINER SCHOOLS IN THE UK
STEINER SCHOOLS IN THE UK The first Steiner school in the UK was set up in 1925 and currently there are 33 schools across the country. Over the recent years, Steiner’s pedagogy has become increasingly popular and the demand for school spaces rises dramatically especially in the South of the UK. The new academy in Weston-super-Mare will be one of the increasing number of state-funded Steiner schools in the UK which is available to all. 20
Truro (Proposed) 624 places
Stroud (Proposed) 624+ places Exeter (Under Expansion) 180 students (624 places by 2016)
Bristol Steiner Academy (Under Construction) 624 places by 2016
North Devon (Proposed) 300+ places Weston-super-Mare (Proposed) 320 places
Wynstone 252 students
South Hams District (Proposed) 300+ places South Devon 239 students
Bristol Steiner School 153 students Frome 160 students
Mulberry Tree 25 students
Ringwood 188 students
A STEINER SCHOOL FOR WESTON-SUPER-MARE Several researches and a visit to Bristol Steiner School indicated that there is a strong demand for Steiner education in the South-West of England. This demand saw the expansion and construction of larger schools in Exeter and Bristol to accommodate more than 600 students each by 2016. There are also several proposals to establish new Steiner schools to compliment the existing schools in the region. A new Steiner school in Weston-super-Mare seems appropriate, because it provides more school allocation slots to meet high demands from areas close to Bristol. It also serves as a catalyst to help regenerate the town into one of the education hubs in the South-West.
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WESTON-SUPER-MARE
BETWEEN URBAN AND NATURE The Steiner curriculum emphasizes on forming a strong relationship with the school’s immediate context and incorporating it in the learning process. During the early stages in school, children learn about the local history, geography, ecosystem and socio-economic conditions as part of their education. A protected site at the edge of the urban fabric in Weston-superMare was chosen at the beginning of the project to support the learning needs of children, taking advantage of its close proximity to Weston Woods, Sand Bay to the North and the town centre to the South. This enables children to not only connect closely with nature, but also gain a better understanding of the town they live in. 22
SCHOOLS AND CHILDREN CENTRES The adjacent plan shows the location of children centres, primary and secondary schools around Weston-super-Mare in relation to the site. Because most primary and secondary schools are located far away from the town centre, there is a general lack of youth and family activities in the vicinity, causing the population to decline over the years. As part of the regeneration plan by the North Somerset Council to revive the town centre and establish a new education hub in the South West, the new Steiner Academy hopes to serve the immediate community as well as contribute towards the regeneration of Weston-super-Mare. Site Children Centre Primary School Secondary School
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WESTON WOODS & WORLEBURY CAMP
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WESTON WOODS
WORLEBURY CAMP
Weston Woods was planted by the Smyth-Pigotts during the Victorian era as a hunting ground. English Oak, Beech, Hazle, Pine and Larch are among the tree species planted on Worlebury Hill, creating a rich ecosystem over time. Today the woods is a listed nature reserve and is frequently visited by local residents for leisure and educational purposes. In order to preserve the remains of Worlebury Camp, an iron age fort to the West of the woods, trees are fell annually to protect its fragile structure. This supplies the local communities with timber and wood chips.
Nearly a hundred ancient pits are still present at the top of Worlebury Hill. They are the remains of an Iron Age fort which once stood on the summit of the hill which providing an unobstructed view of Wales, Sand Point and Mendip Hills to identify any potential invaders. I am fascinated by the way these circular pits carved into the ground to protect the livestocks and store food. One can only imagine the sense of a close-knit community that lived on the hill when the ancient roundhouses were present during the Iron Age.
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OLD TOWN QUARRY
Quarrying at small-scale had been taking place at Worlebury Hill to serve the local area before 19th century. In 1815, the Enclosure Award allocated rights to the owners to win stone there and by 1875 as many as 200 people claimed such rights. Over the years, the economic boom of the seaside town saw a huge demand for the limestone quarried at Worlebury Hill to build houses and roads. Over the years, the facilities and technology at the quarry had been improved and it was only until 1953, the Council which had been gradually buying out local quarrymen decided to shut the quarry, as it was cheaper to obtain materials elsewhere. After several failed proposals including a 100 apartment luxury project to develop the site, the quarry was leased to the Weston Civic Society to restore and maintain the existing infrastructure. The site is currently occupied by a cafe, blacksmith and local artists. 26
SHADOW ANALYSIS Majority of the South-facing Old Town Quarry site is overshadowed during the day. This influenced the placing of the building towards the brighter area on site to create a better learning environment.
GREEN SPACE
SITE ACCESS & DISCONNECTION
SITE FORCES
There are two different green spaces present on site. The field towards the south receives natural daylight most of the time, whereas the woodland area to the North of the site is mostly overshadowed. These green spaces are separated by an existing steel and concrete structure at the centre of the site. There is a huge potential to connect these spaces and activate the woodland alongside the development of the site.
The site is mostly enclosed by the quarry cliff and could only be accessed through a singular point to the South. A 4m difference in levels between the open green field and the woodland denies access to the North of the site, resulting in the woodland being underused. The Old Town Quarry also has no direct vertical connection with Weston Woods at the top of the cliff, further isolating the site.
The site has a setting and atmosphere similar to those of an amphitheatre where it is being ‘looked into’ almost from all sides. As a result, the open field and the existing steel structure become the focal point of the site. When one places himself on the site, the huge disconnection created by the quarry cliff creates a strong desire for a vertical displacement to the top of the cliff and beyond. 27
SITE ANALYSIS
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Entrance Yard & Cafe
Open Field
Existing Steel & Concrete Structure
Path to Woodland
Residential Area
Shadow extent at 9am during winter solstice.
Shadow extent at 3pm during winter solstice.
Approximately 35m height difference
Shadow extent at 12pm during winter solstice. Entrance Yard
Open Field
Existing Structure
Woodland
Weston Woods 29
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Metamorphosis III
RESPONSE 31
INDIVIDUAL
CHILDREN’S SPACES
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CLASSROOM AS THE MICROCOSM OF THE WORLD
THE VIEW UPWARDS
It is important to create a protective and holistic environment that offers a natural sense of well-being and allows children’s imagination and learning to relate to the outer world. The space should reflect the beauty and moral of the natural world where children can imitate and feel respected. Each classroom should ideally have its own unique characteristics which reflect the particular class as a collective.
Children spend most of their childhood looking up upon their environment and the world, therefore the view upwards is important. It should be inspiring and imaginative instead of a cluttered one. As such, I would like to have each classrooms to be top-lit.
INDIVIDUAL
METAMORPHOSIS “In the study of Nature, you must always consider each single thing as well as the whole. Nothing is inside, nothing is outside; For what is within is also without. Rejoice in this true illusion, as well as in the serious game; Nothing alive is ever one, always is it a many.” Jean-Jacques Rousseau, Emile
NATURAL GROWTH Metamorphosis is a biological process by which an organism physically develops during the early stages of life. This involves a conspicuous and relatively abrupt change in the physical structure through cell growth and differentiation. In architectural terms, metamorphosis is an immaterial pattern of relationships that gives unity to parts that are spatially separate and morphologically different.
Bulb (Contract)
Initial Growth (Expand)
Shoot (Contract)
Leaves (Expand)
Flower Bud (Contract)
Flower (Expand) Daffodil Metamorphosis Study (Dec 14 - Mar 15)
Both Goethe and Steiner perceived that nature is always in the process of constantly forming and transforming itself through the interplay of archetypal polarities of darkness and light, contraction and expansion. This phenomena is best demonstrated through the sketch to the right. The school building should be treated similar to a living organism that ‘ripens step by step’. It should support and accommodate the need for different learning environment throughout various stages of Steiner education. In a way it could be said that the classrooms ‘grow and mature’ alongside the development of children.
Kindergarten (Contract)
Lower School 1 (Expand)
Lower School 2 (Contract)
Upper School (Expand) 33
COLLECTIVE
TOPOGRAPHIC INSPIRATION
HILL SETTLEMENTS In order to approach a design for the cliff site, I looked at several vernacular settlement across the world. The form and placement of the buildings in these towns are determined by the immediate ground condition. These buildings create a unique setting closely related to its place and define the characteristics of the local community. In some extreme conditions, settlements were built into carved cliff face. I am particularly fascinated by the streets among these closely-knitted buildings. These narrow streets create chances for encounters, enabling neighbours to form strong relationships within the community.
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Vernacular Settlement
Carving into the Cliff
The Community & the Street
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COMMUNITY
SHARING LONDON’S AMBITION LONDON’S GREAT OUTDOORS “Throughout history, cities, towns and villages have been places where people have come together to live, socialise and exchange goods and ideas. In so doing, they have contributed to tremendous human progress. The very word ‘civilisation’ is connected to the Latin word for a city and we would not be the sort of people we are today if we had not learnt to live together in towns and cities, those amazing engines of creativity and prosperity. Public spaces are part of what defines a city. They are the places where people come together to meet, talk, eat and drink, trade, debate or simply pass through. They shape the way communities and neighbourhoods mesh together. They inform the way everyone sees the city, and they contribute to the lives of its residents and the experiences of its visitors. Well designed and decently maintained public spaces can bring communities and people together and encourage physical and cultural activity, recreation and play. They can restore a sense of place, identity and pride in an area, and play a big part in attracting businesses and jobs.”
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Boris Johnson
SCHOOL FOR THE COMMUNITY I believe the success of a school is closely related to its relationship with the local community. It is my ambition at the start of the project to establish a school which is closely related to the local community, not one that stands alone as an introvert and elitist institution. Apart from providing places for local children to receive education, certain school facilities such as the sports hall and field could be shared with the people of Weston-super-Mare outside school hours. Close collaborations and partnership between the school and the community will no doubt benefit both parties as well as potentially improving the quality of education.
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PRECEDENTS
4
1
2
3
Classroom unit: 1. Teaching Space; 2. Entrance Lobby; 3. Outdoor Teaching Space; 4. Annexe
CITIES OF CHILDHOOD
GESCHWISTER SCHOLL, HANS SCHAROUN Scharoun’s schools can be interpreted as cities of childhood where fragmented forms with unique spatial qualities allowed children of different age groups to establish and embrace their own identities. The orientation of the classrooms are based on his view of children development. The youngest group are orientated towards the South to receiving sunlight for ‘spiritual growth; the classrooms of the middle school facing East and West, avoiding the distracting South light; and the upper school classrooms face North, extending the views towards the heavens and beyond.
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IMAGINATION & FANTASY
STUTTGART KINDERGARTEN, PETER HÜBNER Most contemporary schools are designed with defined geometries due to budget constrains and surveillance purposes. In this kindergarten, Hübner suggested a different approach, creating a building which allows children to impose their own imagination on the building and engage in their fantasy world. The play between levels, solid and void and the irregular roofscape relate to the scale of children, creating a sense of ‘home from home’. Some parts of the buildings are even too low for an adult to access. It is a place where richness and diversity are valued above consistency and the architect’s austere sense of taste, and where education is self-discovery and self-realisation rather than an overt imposition of discipline.
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PRECEDENTS
INTROVERT & EXTROVERT
STAVANGER STEINERSKOLEN, ARBEISGRUPPEN HUS The undulating external facade of the school changes in form when one approaches the building and the ‘extended arms’ created by the gabled roof welcome one’s arrival. The classrooms in Steinerskolen are not designed to be a machine for learning. The kindergarten has a womb-like quality, offering a sense of protection for the younger children. On the other hand, the classrooms for older children are top-lit with limited view outwards in order to create an immersive learning environment. Such contrast created by the introvert classrooms and the extrovert facade is crucial for the development of children as described earlier.
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INDIVIDUAL & COLLECTIVE HELLERUP SKOLE, ARKITEMA
The design of Hellerup Skole differs to those of most contemporary schools in the sense that pockets of intimate spaces are included within a large atrium. Apart from being a venue for assemblies, the stairs, plateaus, balconies and bridges form a rich internal landscape where children can sit, sprawl, stand or move about. It looks chaotic at first glance but the spatial variations allow children with different personalities to occupy the corner they prefer to play or learn independently.
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PRECEDENTS
FLEXIBILITY
DELFT MONTESSORI SCHOOL, HERMAN HERTZBERGER The classrooms in the Delft Montessori School are split into two different zones which enables different learning activities to take place simultaneously while under the supervision of the class teachers. Like most of his other school projects, independent learning spaces are also provided outside the classrooms of Hertzberger’s Montessori School. Children therefore have the choice to choose their favourite corners to study or play.
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TREE HOUSE
FUJI KINDERGARTEN, TEZUKA ARCHITECTS Tree houses and roof terraces among trees always capture the imaginations of children. Apart from allowing them to play imaginatively in the outdoor, getting closer to nature at different levels also enables children to understand the environment around them in several dimensions. Such building also reflects the mutual respect between Man and Nature, preserving the existing natural features such as trees and other plants while creating an rich learning environment.
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MASSING DEVELOPMENT
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INDIVIDUALITY
COLLECTIVE & LEVELS
Each classroom is designed as individual dwellings, each of them unique from one another and orientates differently. However, they retain the similar form and architectural language to ensure an overall unity. The porous walls blurs the boundary between indoor and outdoor, connecting the learning environment closely with nature.
As all classrooms are top-lit, they are arranged according to a unique grid at different levels. The irregular indoor and outdoor spaces formed by this arrangement create intimate spaces for individual learning as well as group activities.
EMBRACING THE SITE
CARVING INTO THE CLIFF
CONNECTION & THE STREET
All massing of the building is determined by the form of the site. The building sits closely to the cliff face to preserve the large open field in front of the building for outdoor activities as well as reducing the impact on the site. A huge open space in the middle of the building creates a heart for the building and a route up the cliff is proposed.
The concept of growth is embraced. The kindergarten is located on the ground floor and as the children progress, their classrooms are gradually located at a higher position to symbolize progression and the gesture of reaching to the outer world. Some of the classrooms are also carved into the cliff face, strengthening the building presence on site.
A circulation tower is proposed to address the disconnection between the site and Weston Woods. To improve the lighting condition, an external street is introduced to separate the building mass. A new has also replaced the existing steel structure and connects the open field and the woodland to the North of the site. 45
MATERIALITY CONCEPT
MATERIALS AND COLOURS Traditionally, classrooms in a Steiner school are painted with different colours depending on their age group. The kindergarten and younger classes tend to have a brighter and warmer colours, reflecting the active and extrovert nature of the young children. As they progress, the classroom transform gradually towards a calmer and cool environment indicated by colours such as green, blue and violet. The calmer and introvert environment encourages and helps children to engage in the discovery of oneself in relation to the world and connect them closer to the higher worlds. For this project, I intend to interpret and demonstrate the similar gesture using natural materials rather than paints in order to have a closer relationship to both the site and nature. Timber which has a relatively warmer tone will be used in kindergarten spaces and the lower school. Limestone which could be found on site will be gradually introduced to create a more introvert learning space in the upper school. The use of natural materials within the school is also vital in helping children to connect their learning and imagination with the surrounding environment and the world.
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The colour scheme of Kristoffer School by Erik Asmussen
Kindergarten Timber:: Warm, Active
Lower School Timber: / Stone
Upper School Stone: Calm, Introvert
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Metamorphosis IV
PROPOSAL 49
Building Parti
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51
ROOF PLAN
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ROOF PLAN
1:500
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PLAN: GROUND FLOOR
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9 8
10
7
11
6
4
5
12
3 13
GROUND FLOOR PLAN 0m
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10m
1. Kindergarten Play Area 2. Kindergarten Classrooms 3. Sunken Eurythmy Space 4. Refectory 5. Kitchen 6. Music Room 7. Laboratory 8. Food Technology 9. Wood / Metal Workshop 10. Clay Workshop 11. Plant 12. Storage 13. Sports Hall
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PLAN: FIRST FLOOR
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FIRST FLOOR PLAN 0m
10m
1. Classrooms 2. Art Room 3. Administrative Office 4. Greenhouse
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PLAN: SECOND AND THIRD FLOOR
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SECOND & THIRD FLOOR PLAN 0m
10m
1. Classrooms 2. Upper School Common Area
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PLAN: FOURTH FLOOR
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FOURTH FLOOR PLAN 0m
10m
1. Connection to Weston Woods 61
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WHOLE
SPATIAL SEQUENCE Nature
Collective
Individual
Nature
Community
NATURE, INDIVIDUAL, COLLECTIVE & THE COMMUNITY The primary arrangement of the spaces is based on Scharoun’s principle of gradually integrating individuals into the community through education and making them socially responsible without repressing their individuality. In addition, Steiner’s idea of assimilating learning with nature inspires the design of different spaces which are arranged carefully to create an enriching learning journey. A student first arrives at the entrance yard of the school which is part of a landscaped garden, which establishes the identity of a school in nature. In order to create opportunities for encounter and encourage interaction, one moves through a public area before reaching the classroom. These spaces are crucial to build a strong and harmonious school community. Each classroom also has a direct connection to the outdoor to provide an alternative learning environment in nature. The school is not an isolated entity and its relationship with the local community is important. Shared facilities such as the field and sports hall not only strengthen the identity of school in the town but also enables students to learn how to integrate themselves into the wider social context.
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INDIVIDUAL
THE KINDERGARTEN AND CLASSROOMS
FORM Apart from drawing inspiration from the metamorphosis of plants, the form of the classrooms is a result of responding to the practical aspects of a learning space and the Steiner’s philosophy on education. The transformation from a circular kindergarten to a more orthogonal upper school reflects the learning process at different stages. During the earliest stage of education, children need a more flexible space for free play and various other informal activities. The circular form therefore fulfil such learning nature. On the other hand, the latest stage of school is dominated by scheduled formal learning lessons. Children are most likely to remain in the same position throughout the lessons and hence the classroom is relatively orthogonal. Lessons in the lower school are a combination of formal learning and informal activities. The octagon form of the lower school classrooms is a balance between the circular and the orthogonal form.
KINDERGARTEN
LOWER SCHOOL
UPPER SCHOOL
An introvert space is created to establish the sense of a protective environment similar to a womb for the youngest children in the school.
The spaces within the classrooms of the lower school still retain a more grounded feeling created by the ceiling forms. Rooflights in these spaces suggest the notion of emergence and progression. Views out towards various directions indicate the exploring nature of this stage of learning.
The classrooms of the upper school resembles the form of a chapel to connect the children with the higher worlds. Views out from these spaces are towards specific directions, reflecting that children are matured at this stage and able to form their own opinions and judgements.
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INDIVIDUAL THE KINDERGARTEN 67
INDIVIDUAL
THE KINDERGARTEN
A HOME FROM HOME Throughout the design process of the kindergarten, I studied the works of Hans Scharoun and Herman Hertzberger. If a school is a small city as suggested by Scharoun, then each individual classroom can be seem as a ‘home’ unit. Such concept is especially clear in Hertzberger’s Montessori School in Delft. This also plays a role in providing a sense of security and assurance for the youngest children of the academy. Each kindergarten classroom has a cloakroom and washrooms which connect directly to the central learning space. The ‘home-base’ is crucial for the kindergarten as teachers and children bake very often. It also provides a much needed storage and a semi-private space for the teacher. The individual study area with a view into the classroom enables children to learn independently away from the classroom while still being under the watchful eye of teachers. Outdoor learning could also take place in the courtyard adjacent to the learning space and the shared play area.
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Typical kindergarten class unit 1:250 1. Shared play area 2. Independent study / activity area 3. Cloakroom 4. Courtyard 5. Learning space 6. ‘Home-base’
Shared play area
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INDIVIDUAL
KINDERGARTEN MATERIALITY
LARCH There is an increase supply of larch in the South-West due to the felling of larch in disease infected woodland. The disease (P. ramorum) only affects the bark of larch trees and there is no evidence that the structure is affected. Larch trees are also being felled annually at Weston Woods, making it one of the local source of timber for the school. Larch is a remarkably durable material and has a natural resistance to rot, making it the ideal material for external cladding. Larch also is relatively cheap and require low or virtually no maintenance.
Larch cladding
Larch (structure & internal finish)
Cross laminated timber
Limestone paving
LIMESTONE PAVING The paving for the shared play area and the exterior of the kindergarten is the same to blur the boundary between inside and outside, virtually bringing nature into the play area and vice versa. Apart from establishing a connection with the limestone cliff on site, the porous nature of limestone reduces the surface runoff of the site in the event of rain, reducing the flood risk of low lying areas in Weston-super-Mare.
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Section through kindergarten and lower school classroom
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INDIVIDUAL
KINDERGARTEN TECTONIC
1
3
5 4
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1:100
2
1. Kindergarten Roof Detail 1:25
a. Typical Roof Detail
200 x 50mm timber deck 75 x 75mm timber joist 2x waterproof membrane 250mm rigid insulation 100mm cross-laminated timber deck Vapour barrier 300 x 100mm glulam beam 2x 45mm suspended acoustic panel
b. Roof Access Detail
a
b
Triple-glazed toughened glass rooflight 150mm insulated timber frame 250 x 160mm glulam frame 100 x 50mm larch safety barrier bolted to steel plate 250 x 20mm supporting steel plate 300 x 100mm timber stair tread 73
INDIVIDUAL
KINDERGARTEN TECTONIC
2. Window / Facade Detail
3. Cloakroom Detail
50mm larch strip cladding, extending to form balustrade Waterproof membrane 75mm timber battens attached to 25mm plywood Zinc flashing 300mm insulation Damp proof membrane 300 x 50mm larch wall finish 300 x 100mm laminated timber as timber frame bracing Insulated timber window frame w/ triple-glazed window 300 x 5mm coated aluminium cladding Drainage channel
300 x 50mm larch wall finish 2x 12.5mm Gyproc acoustic insulation 300 x 100mm laminated timber frame 2x 8mm toughened glass 50mm timber shelve units 600 x 50mm timber bench bolted to vertical frame
1:25
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1:25
3. Overhang Detail 1:25
Timber flooring 75mm screed with underfloor heating Damp proof membrane 50mm acoustic insulation 100mm cross-laminated timber decking 300mm insulation between beams 50mm insulation suspended by steel channel 75mm timber batten 700 x 5mm coated aluminium cladding Vapour barrier Suspended larch ceiling finish
3. Shared Play Area Facade Detail 1:25
400 x 60mm timber shelves Triple glazed window units Drainage channel 450 x 5mm coated aluminium cladding Waterproof layer 25mm plywood boarding 350mm (50 + 300) insulation Internal larch finish
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INDIVIDUAL
KINDERGARTEN TECTONIC
1:50 Tectonic Model
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INDIVIDUAL
KINDERGARTEN ENVIRONMENTAL STRATEGY
SUMMER
WINTER
In the summer, the kindergarten classroom is ventilated through the windows on the facade. The heated stale air is expelled through an opening at the top of the stairs to the roof terrace. There is minimal need for artificial lighting for the classroom as the openings and the rooflight provides sufficient daylighting. The shared play area on the other hand, will require artificial lighting as its only source of natural daylighting is the diffused light from the street. The facade of the play area is mostly glazed to improve lighting conditions on the play area as well as ventilating the space.
In the winter, both the classroom and the play area will be heated through the floor, exploiting the thermal mass of the screed as well the limestone paving. Both spaces are heavily insulated to reducing heat loss.
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INDIVIDUAL THE LOWER SCHOOL 79
INDIVIDUAL
LOWER SCHOOL
5 4
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4 1
FOSTERING INDEPENDENT DISCOVERY At the lower school stage, children are beginning to differentiate themselves from one another and their environment. The solid and void of the walls are carefully manipulated to establish a balanced environment for learning. Whilst encouraging children to integrate into their class communities, different independent learning areas create opportunities for individual learning and self-discovery. The roof terraces not only bring children closer to nature but also enable them to look beyond the school compound.
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Typical lower school class unit (North)
Typical lower school class unit (South)
Typical lower school class units 1:250 1. Outdoor terrace 2. Cloakroom 3. Learning space 4. Independent learning area 5. Corridor
Section through lower school classrooms, refectory, street, food technology lab and administration office
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INDIVIDUAL
LOWER SCHOOL TECTONIC
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1:100
Terrace Floor Detail 1:25
200 x 50mm timber deck 125 x 50mm timber joist 2x waterproof membrane Drainage channel 10mm steel balustrade 100mm cross-laminated timber 200 x 100mm timber joist 75mm timber batten 800 x 5mm coated aluminium cladding 50mm insulation 300mm insulation between beams 50mm insulation suspended by steel channel Suspended larch ceiling finish 83
INDIVIDUAL
LOWER SCHOOL ENVIRONMENTAL STRATEGY
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SUMMER
WINTER
The larger rooflights in the lower school classrooms provide adequate diffused light for the learning spaces. In the classrooms on the second floor by the cliff edge, a blind is incorporated with the rooflight to reduce glare from the direct sunlight during summer. The ventilation strategy is also similar to the kindergarten. The sliding panels on the first floor of the building could also be opened to improve ventilation in the building during summer.
These classrooms are also warmed by the underfloor heating which is connected to the central heating unit during the winter. Thermal comfort is also further improved by having an entrance lobby for each classroom. This is especially important for the classrooms on the second floor as the corridor that connects them is not enclosed.
Rooflight and Blind Detail
(Second floor lower school classrooms) 1:25
Vent, Rooflight and Sedum Roof Detail (First floor lower school classrooms) 1:25
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INDIVIDUAL THE UPPER SCHOOL 87
INDIVIDUAL
UPPER SCHOOL
3
4
SELF AND THE WORLD Drawing from experiences and knowledge gained in their kindergarten and lower school periods, the development of children gradually shifts inwards from the discovery of their surroundings towards the discovery of self. This stage of education is important in helping them to identify their position and purpose in this world. Almost like a chapel, a relatively introvert space with a singular void expanding outwards is created for the upper school with the intention of inspiring and connecting children to the higher worlds. These classrooms are at the highest position of the school, allowing them to look far and beyond towards the sea. The common area and a gallery are also shared between these classrooms, encouraging interactions among children.
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Diagram indicating gallery level above W.C.
1
Typical upper school class units 1:250 1. Outdoor terrace 2. Common Area 3. Stairs to gallery 4. Learning space
Section through upper school classroom
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INDIVIDUAL
UPPER SCHOOL MATERIALITY
Larch cladding
Larch (structure & internal finish)
Cross laminated timber
Limestone Wall
LIMESTONE INTERNAL WALL One of the walls facing in the classrooms is constructed using the limestone found on site to draw a closer relationship with the place. In addition, the limestone wall creates an interior of a cooler palette to contrast the warm kindergarten learning space and strengthen the concept of signifying progression using natural materials. The wall will act as a thermal mass and regulates the internal environment of the classroom.
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INDIVIDUAL
UPPER SCHOOL ENVIRONMENTAL STRATEGY
SUMMER
WINTER
Both the ventilation and lighting strategies of the upper school classrooms are the same. The internal stone wall in the classrooms also serves as a thermal mass, absorbing heat in the classroom during the day and radiates it back into the space at night. This creates a regulated environment for learning.
In the winter, excess heat from the direct sunlight and activities within the classroom is being stored in the thermal mass of the stone wall and radiates it back until it achieves thermal equilibrium. This reduces the need for active heating during the winter. 91
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COLLECTIVE ARRIVAL THE STREET ATRIUM
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COLLECTIVE ARRIVAL
THE GARDEN The entrance yard of the school is designed as a garden to reinforce the identity of a school in nature. The low level exposed cliff face, water channel and the semi-formal landscape eliminate the sense of strict discipline and control that most contemporary schools have. Children are encouraged to play in this space before or after classes. The entrance of the kindergarten is located at the front of the building whereas access into the lower school and upper school is further down the street.
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COLLECTIVE THE STREET
THE STREET The landscaped street which separates the school into two different buildings provides a much needed protected and introvert outdoor space to contrast the big open field at the front of the school. The permeable wall conditions on the ground enables children to move freely between the atrium space and the street at all times. Most parts of the facade on the first floor are floor-to-ceiling sliding glass panels and could open up to the street especially in the summer. Festivals and gatherings which are a huge part of a Steiner school can be hosted in this space and supported by the refectory next to it Pockets of sheltered spaces along the street which serves as a threshold to the entrance of specialist learning spaces could also be used by children for social gatherings or independent learning.
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COLLECTIVE
THE STREET TECTONIC
WATER CHANNEL The water channel runs through the entire street as part of the landscape design on the ground level. Apart from reducing the risk of flash flooding in the event of a storm, the water channel also separates the public circulation from the laboratories, workshops and the music room. This allows lessons to be conducted with the least distraction.
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ADMINISTRATION OFFICE As the office on the first floor is located towards the North of the site and next to the cliff, the rear of the space receives limited natural daylighting. To improve the working condition of the school staffs, a light shelve is incorporated in the design of the facade to reflect light deep into the space. This also reduce the need for artificial lighting and providing shading for the space closer to the window. The glass wall is comprised of a series of sliding panels which can be fully opened in the summer not only for ventilation purpose, but also to create a more direct relationship between the office space and the open street. 99
COLLECTIVE THE ATRIUM
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THE ATRIUM Located at the very centre of the main building, the atrium defines the heart of the school. Taking inspiration from the Hellereup Skole, the atrium is designed so that it is more than just a large circulation space. Window seatings and the steps down to the eurythmy space form a rich internal landscape and become places where children gather outside learning hours. Partitions are also able to isolate the sunken eurythmy space if needed.
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Atrium Plan 1:250 1. Entrance 2. Stairs to lower school 3. Partition wall storage 4. Storage 5. Sunken eurythmy space 6. Study / Reading Area 7. Computer Area & Seating 8. Refectory
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COLLECTIVE
THE ATRIUM TECTONIC
1:50 Tectonic Model
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Facade/ Window Seating Detail 1:25
50mm larch strip cladding 75mm timber battens Waterproof membrane 25mm plywood 300mm insulation Damp proof membrane Internal larch finish Insulated window frame Double-glazed sliding window 75mm timber battens 500 x 5mm coated aluminium cladding Drainage channel
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COMMUNITY CONNECTING WESTON WOODS SPORTS HALL 105
COMMUNITY
CONNECTING WESTON WOODS
THE TOWER In order to address the disconnection between the site and Weston Woods, a 30m tower is incorporated into the scheme with the intention of activating the site. Children will benefit from the direct access to the woods and the remains of Worlebury Camp at the top of the hill, thus enriching their learning experience. The tower will remain open outside of school hours, providing an alternative access to Weston Woods for the community.
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COMMUNITY SPORTS HALL
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5
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THE SPORTS / COMMUNITY HALL The sports hall is one of the many school facilities which can be shared with the local residents outside school hours to build a strong relationship with the community. The ground floor of the hall opens up to the field and the gallery on the first floor connects directly to the woodland to the North-East of the site. It will be the main element of the scheme which activates the previously underused site caused by the difference in ground level. There is also a greenhouse as part of the hall which enables children to learn gardening and landscaping close to the woods.
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The existing steel and concrete structure has been the icon of the site since the working days of the quarry. Replacing the deteriorating structure, the sports hall should equally be a structure which define the site as a whole.
2
1
Sports Hall First Floor Plan 1:250 1. Entrance 2. Gallery (Changing Rooms on Ground Floor) 3. Greenhouse 4. Sports Area 5. (Storage on Ground Floor)
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COMMUNITY
SPORTS HALL STRUCTURE
ROOF FORM Designing the hall is perhaps the biggest challenge in this project. In attempt to blend its large volume harmoniously with the fragmented form of the rest of the building, the roof is broken up into several pitches. The main concept is to create a space which focuses on the centre of the hall, with a view out towards the enormous cliff face to the North. The irregular form of the roof not only creates an interesting internal environment, but also improve the acoustics within the sports hall.
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GENERAL STRUCTURAL DESIGN
TIMBER FRAME Most parts of the building is constructed using timber frame construction. The general strategy is to create a strong and rigid ground floor structure to serve as a plinth for the lightweight lower school classrooms on the first and second floor. The structural grid on the ground floor is indicated on the plan to the right. The structure of the kindergarten is independent of the general structural grid and acts as a support for the established grid.
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Lower school classroom primary timber frame
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Ground floor primary timber frame
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Concrete foundation
Typical Glulam Beam & Column Construction 1. 300 x 150mm glulam frame (lower school structure) 2. 300 x 100mm timber base plate 3. 450 x 200mm primary glulam beam 4. 250 x 150mm secondary glulam beam 113
LANDSCAPE
“Lead your child by the hand to the great scenes of nature; teach him on the mountain and in the valley. There he will listen better to your teaching; the liberty will give him greater force to surmount difficulties. But in these hours of liberty it should be nature that teaches rather than you. Do not allow yourself to prevail for the pleasure of success in your teaching; or to desire in the least to proceed when nature diverts him; do not take away in the least the pleasure which she offers him. Let him completely realize that it is nature that teaches, and that you, with your art, do nothing more than walk quietly at her side. When he hears a bird warble or an insect hum on a leaf, then cease your talk; the bird and the insect are teaching; your business is then to be silent.. � Johann Heinrich Pestalozzi
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LANDSCAPE Nature and the change of seasons play an important role in the Steiner curriculum. Since the beginning of this project, I strive to include a variety a landscapes in the scheme to create a rich outdoor learning environment. The primary strategy for the landscape design is to preserve and improve existing site features especially on-site mature trees. One particular site feature which I personally find it interesting is flow of water from Weston Woods through the site in the event of a rain. The permeable nature of the limestone hill causes water to penetrate the ground and accumulate at lower levels. By creating a water channel or rain garden, not only can it reduce the risk of flash flooding on the site, but also provide an additional feature for educational purposes
FIELD / COMMON GREEN The condition of the neglected field will be improved and enhanced, serving both the school and the surrounding community. As the field is 1.5m below the building level, landscaped steps and ramps will be provided to encourage activity. Instead of using balustrade as a barrier to the level difference, gentle slopes and flowering hedges are planted along the edge of the field. 116
GARDEN
COURTYARD
WOODS
The spaces from the entrance yard to the street is designed to be the garden of the school. Located between two building masses, the garden provides a more secluded and protected outdoor space for both individual and collective activities to take place. Ferns and grasses are planted towards the overshadowed edge whereas small trees and flowering plants are planted along the water channel which receives more sunlight.
The courtyards are created as a response to retain and conserve several existing trees. The kindergarten is build around these trees and these spaces allow younger children to play in a relatively secured space. Each courtyards which are jointly cared by two kindergarten classes reflects their identities and aspirations. Flowering plants are also planted in the courtyard to emphasize the changes of seasons.
Most part of the woodland to the North of the site and Weston Woods remain unchanged to preserve their characteristics. Paths and steps are added to allow public access to the previously restricted areas. It is hoped that through providing access to woodlands, both the school and local communities will be able to enjoy and appreciate the wonders of nature. 117
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Metamorphosis V
STRATEGY & EVALUATION 119
ENVIRONMENTAL STRATEGY OVERVIEW
120
EXISTING SITE FEATURE
BUILDING FORM AND ORIENTATION
CHOICE OF MATERIAL
Trees and other important plantings are carefully studied at the beginning of the project and the design involves building around existing trees, maing them an important part of scheme. A row of small trees which were planted by the council several years ago are carefully excavated and placed on other parts of the site according to the landscape design. The building footprint on site is also a response to minimize ground excavation and levelling. The minimal change in land form and soil removal from the site is crucial to fulfil the sustainability aspiration of this project.
The overall building is positioned on the part of the site which is least overshadowed and faces South. The semi-enclosed site also captures the South Westerly wind which the building could benefit from. Combined with the fragmented form of the building, each spaces within the school is able to take advantage of the natural daylighting and ventilation.
Timber and limestone were chosen as the choice of materials at the outset of the project with the intention to represent the progression using natural materials of different colours. The recent abundance due to the spread of disease and its durability makes larch the obvious choice of timber for the scheme.
Apart from the classrooms that sits on the cliff, the rest of the building footprint is designed to minimize the excavation of ground and ground level works. The concrete foundation drilled into the cliff face to build several of the classrooms also help stabilized the cliff face to prevent it from further deterioration.
In order to relate the learning environment with nature, timber frame construction was preferred. Most of the primary structural members are prefabricated glulam components as well as cross-laminated panels. Part of the classrooms for the eldest students are constructed using limestone bricks to draw a closer connection with the cliff site. Limestone is also used as the primary paving material for the ground floor as it is porous and reduces the surface run-off of the building. This subsequently reduces the flood risk at other parts of the site and Weston-super-Mare.
SITE ACCESS AND PUBLIC TRANSPORT
HEATING, LIGHTING AND ENERGY CONSUMPTION
WATER AND SEWAGE MANAGEMENT
The academy is located in close proximity to the high street of Westonsuper-Mare and could be easily reached by foot. There is also a network of pedestrian route connecting the site with the sea front as well as the surrounding neighbourhood, making the journey to the academy by foot relatively safe and encourages children to walk to school. The limited onsite parking space also reduces the amount of cars arriving onto the site. There is also a bus stop immediately next to the school entrance with frequent bus service to the city centre and the surrounding neighbourhood.
The spaces within the academy is designed to minimize energy consumption. All classrooms have sufficient numbers of windows and rooflights to maximize natural daylighting and ventilation. Blinds are also incorporated within the design of South-facing rooflights to prevent glare and overheating. On the other hand, the classrooms are also heavily insulated to reduce heat loss during the winter months. Most other spaces such as the administrative offices, specialist learning spaces, workshops and sports hall are to certain extent able to reduce energy consumption through utilizing natural daylighting and ventilation.
Due to the porous ground condition of Worlebury Hill, the site will experience flash flooding in the event of a heavy rain. A water channel or rain garden is introduced to the scheme to address this issue. The surface run-off is also being reduced by using extensive limestone paving for the exterior. Rainwater from the roof is harvested, filtered and used in the toilets throughout the school. Excess rainwater will also be stored and used for landscaping purposes.
To reduce the reliance of electricity, a biomass boiler integrated with a ground source heat pump provides the heating capacity for the school. The annual felling of trees at Weston Woods to preserve the fragile remains of the Worlebury Camp will supply most of the wood chips for the biomass boiler. Additional sustainable fuel could be sourced from local farms and nearby coppiced woodland. Solar panels on the large South-facing sports hall roof also generate part of the electricity that the school consumes.
Currently there is no viable means of introducing waste compost at a large scale for the school. However, in the future when an efficient waste composting system to accommodate the scale of the school is available, it is suggested that the academy adopt it to improve the sustainability of the school.
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PART M: ACCESS STRATEGY
ENTRANCE ACCESS
INTERNAL CORRIDORS AND DOORS
All public entrances to the school building are on the same level, allowing for disabled access from the on-site parking. Inside the building, the classrooms and specialist learning spaces are clearly indicated so that children can find their learning places easily. All main entrances into the building are at least 1200mm wide and are fitted with automatic door button for disabled access.
Corridors in the school are at least 1500mm wide, allowing easy wheelchair access. All doors along the circulation routes are either glass doors or timber doors fitted with a glass pane, allowing one to see the other side of the door.
STAIRS AND BALUSTRADE All public stairs are 1500mm wide and each steps are only 150mm to accommodate the scale of children. Balustrades throughout the school is 1150mm high to ensure the safety of the children.
LIFTS AND RAMPS There are two lifts in the school, one in the circulation tower and the other in the sports hall. The lifts in the tower connects all levels of the school building and the lift in the sports hall connect the court with the gallery as well as creating a link between the field and the woodland for the disabled. A series of ramps around the field enables the disabled to descend 1500mm to the field level.
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SANITARY ACCOMMODATION All classrooms in the school have two separate toilets and there are public toilets on both the ground floor and the first floor of the building to serve the public and the school staffs. Disabled toilets and changing rooms are provided on the ground floor of the school building and the sports hall.
Ramps and Lifts Primary Vertical Circulation Disabled W.C. Main Entrance
Ground Floor Plan
First Floor Plan
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PART B: FIRE STRATEGY GENERAL OVERVIEW
B2 & B3 - INTERNAL FIRE SPREAD (LININGS & STRUCTURE)
Although the school has a relatively high occupancy rate, the fragmented form of the building and direct access from each indoor space to the exterior allows for a straightforward fire strategy. As two of the classrooms on the first floor are only accessible to an outdoor point of safety through the atrium under normal circumstances, students and teachers of these learning spaces are each briefed and allocated one of the kindergarten roof access which connects directly to a courtyard as an evacuation route. Three of the classrooms which is partially carved into the cliff has an occupancy of more than 60 people and only share a singular evacuation route. Such circumstances breaches compliancy regulations. However, it is suggested that a sprinkler system for the classrooms and the spaces on the lower level and an early warning system will allow the children and teachers to evacuate safely. The tower which connects both Weston Woods on the top floor and the street on the ground floor also provides two different evacuation routes.
- All classrooms and corridors are compartmentalised. - All interior finishes and fixtures in communal areas to be fire retardant.. - Kitchen to have 60 minutes fire protection with automatically closing fire shutter on threshold between kitchen and dining area.. - Additional hand-held extinguishers provided in higher risk areas; kitchen, dining room and refectory. - All internal larch finishes to be treated to resist the spread of flames - Protected escape cores bounded by compartment with minimum rating of 60 minutes fire protection
B1 - WARNING AND ESCAPE
- Installed sprinkler system will reduce extent and intensity of fire. - The building stands alone with no adjoining property. - All external materials are fire resistant to at least a 30 minute fire rating.
- All parts of the building will be fitted with automatic heat and smoke alarms in accordance with BS5839-1 including the classrooms, allowing for sufficient time to evacuate and reach a point of safety. - All areas within the school are less than 45m in two directions, or 18m in one direction to a final exit. - All exits and routes are greater than 1000mm in width. - All doors at the junction between a corridor and communal space are to be fitted with automatic release mechanisms. - Level access on all ground floor to external refuge. - Hand held fire extinguishers found throughout building and in each communal area and corridor 124
B4 - EXTERNAL FIRE SPREAD
B5 - ACCESS FOR THE FIRE SERVICE - The street between the building and the cliff is wide enough for fire truck access up to the rear of the atrium. - Over 15% of perimeter is afforded with fire vehicular access to comply with Part B Section 17.4. - Serviced by fire hoses - Dry risers will be located in protected circulation cores for fire service use.
Second Floor Plan
Ground Floor Plan
First Floor Plan
Third Floor Plan
60min fire compartment Escape route Dry riser 125
CONSTRUCTION DESIGN AND MANAGEMENT
OVERALL MANAGEMENT
WELFARE
A CDM consultant would be appointed as part of the design team at an early stage of the project to ensure compliance with the regulations [ CDM (2007) ] throughout the construction process. Their role would be to brief all members of the design and construction teams regarding their respective roles and responsibilities and the relevant health and safety concerns specific to the site.
Facilities for the construction workers would be provided adjacent to the site, including toilets, changing rooms, meeting rooms and food preparation areas. All workers would be briefed thoroughly before construction begins and also provided with suitable personal protective equipment.
RISK MANAGEMENT
SITE MANAGEMENT
The main risk associated with the construction of the project would be the excavation of the cliff face at height and the temporary instability during the construction. After extensive study into the structure of the cliff face, reinforced scaffolding will be erected to provide a safe and stable platform to dig into the cliff.
The on-site car park could be used as a space for material storage and contractor offices. A temporary ramp will be provided to access part of the field as a temporary construction yard and building materials would be delivered to the yard. As the site only has a single point of entry, the construction site does not need any additional hoardings to ensure security.
Large structural members will need to be moved into place during the construction of larger volumes such as the sports hall and atrium. The structural integrity of these members will be ensured after the posts and beams are craned into position to address the issue of temporary instability. Temporary scaffolding will be used where appropriate.
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BUILDING MAINTENANCE The sedum roofs (both intensive and extensive) require very little maintenance, although where necessary roof access and harness fitting points are provided. For the glazed greenhouse volume, access for cleaning and maintenance is enabled with a harness.
CONSTRUCTION SEQUENCE
ASSOCIATED RISK
MEANS OF ELIMINATING RISK
Demolition, Site Clearance and Excavation
Subsidence and landslips Instability of existing structure Falling of trees during tree removal
Survey existing land to establish stability. Survey existing structure establish stability.
Safeguard public rights of way by providing hoarding adjacent to site works. Ensure PPE worn at all times. Safety harnesses to be worn by site workers. Ensure PPE worn at all times. Safety harnesses to be worn by tree surgeons.
Construction
Temporary instability of structure
Use of prefabricated components to attain structural integrity more quickly
Design temporary props and bracing to prevent collapse Restrict access to areas adjacent to components which are unstable
Falls from height
Use of prefabricated components which can be craned into position rather than assembled at height.
Before handrails are installed contractor must make safe edges. Stairs will be installed as early in construction as possible.
Falling object causing injury
Identify areas of overhead working and schedule work to avoid people operating within the high risk area.
Ensure PPE worn at all times.
Fire; spreading to surrounding woodland
Flammable materials should be carefully stored in designated areas in the compound.
An evacuation and assembly strategy must be updated to follow the changing nature of the site levels and personnel are to be regularly briefed on it.
Potential falls from height during cleaning
Window cleaning risks have been reduced as they are accessible from residential balconies. All other windows are below 8m high and can be cleaned with an extendable pole.
All roofs all accessible by ladder from corresponding higher courtyard garden, for access to gutters and roof lights
Maintenance of roofs and gutters
Use of durable, low maintenance materials such as zinc and European oak. Roof accessible from 3m
Provision of harness points where maintenance work at height is undertaken.
Falls from height
1150mm high barriers to be designed for all places where falling could be a possibility.
Maintenance
Use
REMAINING RISK REDUCED
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COST EVALUATION
Building
3650m2 x £3000/m2
= £10,950,000
+ Landscaping Costs
@ 7.5%
= £821,250
+ Site Complexity
@ 5.0%
= £547,500
[Green roofs, water channel, walkway & plantings]
[Excavation of cliff, stabilization of cliff face ]
= £12,318,750 Contractor Preliminaries + Profit @ 12% = £1,478,250 = £13,797,000 Design + Contingencies @ 10% = £1,379,700 Net Construction Estimate = £15,176,700 Consultant + Statutory Fees
@ 15%
= £2,276,505
Total Project Cost Estimate (excl. VAT)
= £17,453,205
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Metamorphosis VI
CONCLUSION 131
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CRITICAL ANALYSIS
Throughout, the reviews have been positive and encouraging, where the unconventional organic scheme was appreciated. I am quite happy with how the project evolved and developed. Taking inspiration from the site and several precedents that interest me, the scheme has evolved organically and resulted in spaces which are difficult to resolve. Perhaps the most difficult part of the scheme is to get the sports hall to share a coherent language with the rest of the building despite its large volume. Model making and sketching have been incredibly important in resolving certain aspects of this project. Although I am happy with the overall design, I would love to develop both the upper school classrooms which were not given as much attention as the rest of the building. There were also suggestions during the crit to demonstrate and illustrate some of the landscape ideas. As the scheme contains many different aspects, I would love to produce more drawings to convey the essence of each space more clearly if given more time.
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CONCLUSION
As a whole, I have greatly enjoyed the design process of this project although there are moments of dispair. At the beginning of this project, I set myself a challenge to give my best for every tutorials and crits in order to get the most out of this process. The opportunity and freedom to personally drive and develop this project has been immensely rewarding and I am very happy with the scheme that I managed to produced. Both tutors, Martin and Julia have been extremely helpful and constantly pushed me to further developed and enrich the scheme. I am grateful to have learnt a great deal especially from Julia over the past two years as her student. This project has allowed me to be more confident in my own judgements and decisions as well as strengthening my interest and passion in education architecture.
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