3002 16 ab masond 01 f1

STEALTH INTENSITY

Studio Reflection: The Stealth Intensity Studio inspired bottom-up approaches within the failed top-down context of the Docklands. In the face of overbearing bodies and interest groups vying for valuable real estate within the Docklands, the intention of several projects aimed to embed themselves into the existing and future context of Docklands. By doing so, they were able to visualise new trajectories and visions for the area, particularly at the community level - which is predominately nonexistent.

The notion of a single Point of Intensity for our group approach was questioned. Instead, we looked to introduce the idea of Points of Deviation as a stealthily dispersion of catalysts throughout Docklands, in order to grapple with the dynamic, transient nature of the urban condition. The transportable PODs connected our sites in a way beyond physical proximity and lend themselves to individual creativity and innovation within any context.

On my individual site - the Education Centre at The Dock - I aimed to find a balance between permanent and temporary program within a consolidated structure. By being transformable yet specific enough in form to suggest use, the project is able to evolve over time to fit in within future development strategies that often overshadowed the development of the site.

The challenge of the studio - and the growing challenge of urban design & planning - exists in the ability to explore a balance between the lack of control architects have within the volatile circumstances of the urban condition and conversely the opportunities we have - as Bernard Tschumi once said - to participate in the “careful agencing of spaces and events� to instill change.

1

Task A - Education First Floor Terrace Entry Bathroom Bedroom Kitchen Living Room

Project Type Location

Classrooms Student or Public Toilets/Amenities Staff/Private Toilet/Amenities Circulation Break-out/Outdoor Assembly Hall/Library/Gym

Completion Program

Project design

Ground Floor Entry Nursery Distribution Cloak room Maternal Activity Room Break Room Storage Kindergarten Playground Room Basic Activities Elementary Playground Technical Area Plastic Art Room Office Director Infirmary / Sick Bay Tea Room Staff Cloakrooms Toy Library Social Housing Access

Children’s House_MU Architecture

Immediate context

Single building configuration Briis-sous-Forges, France 2014 Primary school (after-school and summer-school facilities), low-income residential housing The shape and spacing of the building was based on the surrounding forest and trees Thin vertical battens enhance the look of the roof, which slides on and off from the walls, and accentuates the curved shape of the whole building Forest

Constraints

The local government stipulated that the building should include some low-income housing, so a small residence is situated on the upper storey.

Coloured Plan 3

Task A - Education

PROS Incorporation of Social Housing

Connections between program

Low-income social housing is incorporated into a second-storey tower within the school.

We can begin to translate these links between the primary school and other program within the Docklands.

Fluid and porous relationship between the spaces within each individual age group area.

CONS Circulation

Environmental aesthetic

Age Group Blocks

The school building is closely tied to the environmental aesthetic of the surrounding area.

A similar aesthetic may not work within the conservative context of the Docklands.

Children’s House_MU Architecture

Outdoor Play-Area

Parti Diagram 5

Task B - Primary School Strategy Report Overall Prediction

The Stage One analysis indicates that by 2031, there will be insufficient capacity within the surrounding areas of Docklands to accommodate the projected government primary school demand.

Significant shortfall

Reliance on relocatable classrooms

The local schools in surrounding areas are expected to have a shortfall of approx. 4,800 primary school enrolment places by 2031.

Plans for the future

Develop short, medium and long-term options to identify when, where and how additional needs should be met in the future.

Interim options

Consider interim options to provide access to primary and secondary education for Docklands families. Currently relocatable classrooms are being used to manage capacity issues.

Transport & access

Undertake further analysis of transport and access to better understand how people move through and around the Docklands. This should include the accessibility of existing and future school provision by different modes of transport including cycling, walking, driving and public transport.

Address issues raised in Stage One

Transport and access Factors influencing choice and reputation Inclusive of students with different abilities Supportive of the needs of families from different socioeconomic and cultural backgrounds The impacts of non-resident worker populations The use of relocatable classrooms on existing school sites.

Areas for expansion

Arden-Macauley, Fisherman’s Bend, Dynon Corridor, E-Gate, South Melbourne (important for accommodating future housing and employment growth)

The three key primary schools in this report currently rely on relocatable classrooms to achieve total capacity.

Relocatable classrooms vs. open space

The number of relocatable classrooms used to achieve current capacity within the network is a concern for families, in regard to the flow-on impacts, such as the lack of open space in school yards and the quality of facilities.

Insufficient public transport

The Docklands has significant access issues, including limited public transport connections to near-by schools, resulting in a high car reliance for existing families accessing surrounding schools.

Overall points of issue

Lack of community, high winds, pedestrian paths, transportation, access, proximity, reliance on car, pocketed yet passive hotspot, no open playing area, unequal distribution, lack of diversity/multiculturalism, high rise living.

Primary school debate

Conclusions from Report

This issue is a great example of the short-comings of the Docklands, but also the potential.

Considerations for Stage 2 7

Task C - Stealth Tactics

Precedent

Mimicry_JCB - Old House, Melbourne, AUS

Image of original house captured and printed on facade to hide non traditional configuration

Stage_Kikutaki - Sky House, Tokyo

Framework for a house designed to be filled in over time Parti Diagram 9

Task C - Stealth Tactics

Leverage_Justin Malia - Yan Lane, Melbourne

Precedent

Laneway housing leverages a disused laneway as a street to insert new independent housing

Parti Diagram 11

Task D - Planning ONE_DISTRIBUTION The primary school will be distributed throughout three key sites in the Docklands.

TWO_INTERACTION The primary school will be integrated within the existing environment, while overlaying a new transport system with the existing.

THREE_DOCKLANDS AMBITIONS Each of the three locations of the primary school (1), have been strategically positioned in regards to circulation/wayfinding/access (2) to the Docklands, in addition to maximising the waterfront destination (3) that makes the Docklands unique. The infrastructure will be a part of the Public Realm (4), as they will all accommodate for various businesses and attractions (5), while fostering a sense of community (6) with its inclusive programming.

FOUR_POINTS OF INTENSITY The primary school has been strategically positioned, taking into account land vacancy, proximity to greenspace, an equal distribution throughout Docklands, and in collaboration with existing public transport infrastructure.

FIVE_STEALTH TACTICS Reveal, embed, merge, intersect, reappropriate, stage, adapt, transform, inversion, mislead, graft, exploit, enigma, capacity, overlap.

Key Points

Overall Masterplan

PROPOSED PUBLIC TRANSPORT SYSTEM

13

Task D - Planning

1. Proposed Primary School + Public Transport Network

3. Existing + Proposed Tram Network

PROPOSED PUBLIC TRANSPORT SYSTEM

EXISTING + PROPOSED TRAM NETWORK - CONNECTIONS

2. Existing + Proposed Train Network (Underground Network)

EXISTING + PROPOSED TRAIN NETWORK - CONNECTIONS

4. Existing + Proposed Ferry Network (Yarra River + Victoria Harbour) EXISTING + PROPOSED FERRY NETWORK - CONNECTIONS (Melbourne Water Taxis)

15

Task D - Planning

5. Existing + Proposed Ferry Network (Port Phillip Bay + Upper Yarra River) PROPOSED FERRY NETWORK (THE BAY)

6. Primary School / Transport Hub Location (Distribution + Proximity)

7. Major New Infrastructure (Train Stations/Schools + River Crossing) MAJOR NEW INFRASTRUCTURE

8. Minor New Infrastructure (Tram Stops)

17

EXISTING + PROPOSED FERRY NETWORK Yarra River + Victoria Harbour

3

2

4

5

1

Existing

Proposed

Commuter Tourist

1

Portsea - Queenscliff Distance = Approx 10km Price = Max $22pp (return) Travel Time = 45min

2

Portarlington - Werribee Docklands Distance = Approx 48 km Price = Max $25pp (return) Travel Time = 2hrs approx

3

Werribee - Docklands Distance = 31km Price = Max $22pp (return) Travel Time = 1h 10 min

4

Mornington - Docklands Distance = Approx 48km Price = ?

Travel Time = 1h 50min

5

Geelong - Docklands Distance = Approx 67km Price = ?

Travel Time = 2h 40min

19

Task D - Planning

Precedent: Sydney Ferries

Sydney Ferry Network Opal Card

- Functionality within Google Maps - Trip Planning - Affordability (costs as little as $2.50) - Links with existing public transport network

21

Task E - Catalyst DURING SCHOOL HOURS

Classroom storage Classroom fit out

Tables Chairs Tubs/storage lockers White boards TV Stationary storage (craft items, paper) Student work

MODULE Task E - Catalytic Intervention

OUTSIDE SCHOOL HOURS Pop-up stores for iconic brands pop -up stores for developing brands Cafes Flowershop Farmers markets (generally only happen on weekends) Market -like stalls Bike repair stores Pop-up businesses of any kind

Yoga/fitness studio Location for public talks/presentations Rowing club for weekends clubhouse/changing rooms/sports room for games on at the oval Workshops Performances Installations Live music performances Art exhibitions/galleries

1. Site Dimensions: 319 x 50 m Area: 15,950 m2

1

North Wharf Rd Sheds SITE 3 - North3Wharf Road Library at the Dock

5

Dimensions: 175 x 30 m Dimensions: 28 x 60 m Task E - Catalytic Intervention Area: 5,250 m2 Area: 1,680 m2

2

Community Hub Dimensions: 50 x 50 m Area: 3,500 m2

4

Future Development Area Dimensions: 28 x 60 m Area: 1,680 m2

Buluk Park

x1 Open Module

Dimensions: 50 x 50 m Area: 3,500 m2

Dimensions: 10 x 4.55 m Area: 45.5 m2

1

3 2 4 5

SITE 3 - North Wharf Road MODULE

The Module

Task E - Catalytic Intervention

Task E - Catalytic Intervention

Site Analysis 23

2650.0

Task E - Catalyst 10000.0

2. Brief

Campus Area

16,000 m2

1000.0

15-20 students

2650.0

Class Sizes:

Dimensions: 15 x 2.65 x 3.4m Area: 40m2 Volume: 135m3

300.0

900.0

Grade Twos & Threes (Ages 7-9)

4650.0

Year Level:

1400.0

D-Class Tram

15000.0

Suggested Area Distribution

50% Permanent Structure, 50% Temporary/Open Space

Site Module Capacity

(50% area) 8,000 / 45.5 = 175 modules max

Possible Campus Size:

20 x 15 = 300 students (150 Grade Two + 150 Grade Three)

1000.0

600.0

10000.0

Module Closed Dimensions: 10 x 4.55 x 3.4m 2650.0

Group Statement: Each of the three locations of the primary school (1), have been strategically positioned in regards to circulation/wayfinding/access (2) to the Docklands, in addition to maximising the waterfront destination (3) that makes the Docklands unique. The infrastructure will be a part of the Public Realm (4), as they will all accommodate for various businesses and attractions (5), while fostering a sense of community (6) with its inclusive programming.

Volume: 90m3 10000.0

SITE 3 - North Wharf Road

1400.0

2650.0

MODULE

Task E - Catalytic Intervention

1000.0

Task E - Catalytic Intervention

3. Precedent Cedric Price Fun Palace (1960s)

Module Open

15000.0

Dimensions: 10 x 4.55 x 3.4 m Area: 45.5 m2

900.0

300.0

4650.0

Volume: 150 m3

600.0

1000.0

The Fun Palace would challenge the very definition of architecture, for it was not even a conventional ‘building’ at all, but rather a kind of scaffold or framework, enclosing a socially interactive machine - a virtual architecture merging art and technology. In a sense, it was the realization of the longunfulfilled promise of Le Corbusier’s claims of a technologically informed architecture and the ‘machine for living’. It was not a museum, nor a school, theatre, or funfair, and yet it could be all of these things simultaneously or at different times.

Area: 26.5m2

10000.0

2650.0

1200.0

Building F Studios Dimensions: 7.2 x 6.3 x 3.4 m

6300.0

900.0

Area: 45 m2 10000.0

Task E - Catalytic Intervention

1400.0

The Module - Size Comparison 15000.0

2650.0

7200.0

SITE 3 - North Wharf Road

Volume: 150 m3

MODULE Task E - Catalytic Intervention

25

Task F - Mid-Semester

1. Green Space

3.Vacant Land

2. Existing Built Amenities

4. Tram Network

27

Task F - Mid-Semester

5/6s

3/4s

5. Historical Sites

7.Year Level Distribution

6. Community Activation

8. Masterplan

0/1/2s

29

Task F - Mid-Semester

Original Rail Network

Urban Park - Module Rolling Masterplan

Urban Park Proposal - Ny Highline Sunday Market

Urban Rail Track Reclamation 31

Task F - Mid-Semester Site 2: Victoria Harbour Esplanade James Holston . The Modernist City: An Anthropological Critique of Brasilia . 1989 . p 52-3 “Architecture as the conductor and condenser of a new way of life...transform human nature as electrical condensers transform the nature of current.”

“Modernist architecture...instruments of social change on the basis of this central premise: that they would function as subversive set pieces within existing cities to regenerate the whole surrounding fabric of denatured social life.”

Year Level:

Years Three and Four

Class Size:

Approx. 15-20 students

Buluk Park

Program: Green Space Facilities: Grass field Playgrounds Sports courts Exercise equipment

Assumed Module 10 (l) x 2.6-4.5(w) x 3.5 (h) m Size:

History Off The Rack

No.1 Collins Wharf (Lendlease Incomplete)

Program: Retail/Arts Facilities: Costume design/sales Local arts and theatre contributions TAFE education

Program: Residential/Retail/Food Possible Facilities: Prestige Housing Retail shopping Food shops

Boat School

Boatsheds

Program: Water/Education Facilities: Teaching Spaces Boat Charters Storage

Program: Water/Social Facilities: Boat Repairs/Restoration Storage Communal Space Boating Clubs

Possible Campus Potentially 30-200 students Size:

Site 2: Victoria Harbour Esplanade

David Mason

Lendlease Development Program: Residential/Retail Facilities: Retail on lowest level Small green/seating space

Library at The Dock

Program: Library/Education/Arts Facilities: Reading Rooms Study Spaces Computer Labs Gallery Space Group Program Room

Site Plan Scale 1:2000

Community Hub at The Dock Program: Water/Social Facilities: Large Multipurpose Room for Hire Group Program Room Playgroup Terrace Playground 4 x Consulting Rooms Community Boating Clubs

Boat Cruises

Tram/Crane Lines

Program: Retail/Entertainment Facilities: Temporary Portables Administration

Program: Transport/Infrastructure Facilities: Tram/Crane Tracks

1

1

2 4

4

4

4

2

3 3 3

Lendlease Victoria Harbour Development Proposal (2013)

1

Sourced from Convesso-Concaso proposal (built) 1

- Proposal for high-rise apartments @ No.1 Collins Wharf (under construction)

2

- Medium-rise apartment blocks along South side of North Wharf Rd

3

- Small pockets of green spaces

1

Site Plan Scale 1:2000

Stage 1: Establishment (1-3 years) (30-40 students) 4 2 4

3

- North side of Victoria Harbour Esplanade will possibly remain low rise

1

Extend tramline, to connect to reclaimed tracks along Victoria Harbour Esplanade

2

Erect small section of shed structure, use modules in permanent location

3

- Use Community Hub as Administration and gathering area and additional classrooms - Green Space as Playground - Use Docklands Library facilities

4

Multi-use modules for boat cruise administration, pop-up book shop and markets for clothes/costumes Use of grocery store as canteen Intensify existing programs to then build on school

Suggested primary school intervention

Lendlease No.1 Collins Development (soon to be completed)

Tram Lines Modules

Open

Closed

33

Task F - Mid-Semester

4 5 3

1 2

3

Site Plan Scale 1:2000

Shed Axo Scale 1:300

Site Plan Scale 1:500

Stage 1: Overall Program Distribution

Stage 2 - Establishment (3-5 years) (40-100 students) 1

- Extend larger section of shed - Begin to build more permanent school specific facilities for modules to engage with

2

Extend tramline gradually towards end of North Wharf Road, to access further extents of shed site

Module

Administration

Storage

Reading/Literacy

3

Reduce Reliance on Community Hub and Library

Bathroom/Amenities

Function Space

4

Multi-use modules for boat cruise administration, pop-up book shop and markets for clothes/costumes store

Shared Gathering Space

Green Space

5

Use shed as public gathering space

Suggested school intervention

Lendlease Development (expected extent)

Tram Lines

Modules Open

Closed

Stage 1: Campus Distribution Module Storage Bathroom/Amenities Shared Gathering Space

30m

30m School Shed Plan Scale 1:150

Shed Connection Scale 1:300

Shed Extension Scale 1:1000

35

Task F - Mid-Semester 6 1 2

5 3

6 5 4

Stage 3 - Completion (5-10 years) (100-200 students) 1

Entire stretch of sheds erected

2

Extend tramline to end of North Wharf Road

3

Introduce large public hall/workshop area to service modules

4

- All different programs, community groups and retail all located within shed system - Begin to increase diversity of relations and layouts of modules

5

Introduce larger green spaces in between to break up enormity of site

6

Interaction between other campuses i.e. ferry, specific trams etc

Suggested shed intervention Lendlease Development (completed) Tram Lines Ferry Lines Modules Open

Closed

Green Space

5 Docklands Ambitions 1. Circulation/Wayfinding/Access - Tram network extension, ease of access to public transport, extending upon exisiting amenities and green spaces 2. Waterways - Boat clubs, cruises, workshop enhancement, improved connection to ferry system 3. Public realm - Improvement of infrastructure, connecting with history of Docklands sheds 4. Businesses and Attractions - Waterfront destination 5. Community - Engagement and enhancement of community groups

Precedent_Red Bull Music Academy Festival (2011) - Langarita Navarro Arquitectos

37

Task G - Reflection (SWOT Analysis) Mid-Sem Feedback: • How do modules move off tram lines to the sites? Rails to continue? On wheels?

Practicalities/logistics need further development o If module is separate from base wheel unit, possibly compact, transportable cranes to move each module on/off/around sites.

• Why do the classroom modules need to move? Unclear. Would be stronger if the classroom modules were fixed and the moveable element was the parts that activate/fine grain- such as music room, art spaces, etc. This makes more sense as these elements could activate public space on weekends. o Moveable classroom modules could double as mixed used spaces elsewhere, if designed in a way that they are porous and /transformable o Specific program spaces such as school music rooms, art classrooms, canteens, and other specific functions could be easily moved around school sites as needed or used for activation of public space. This may be the preferable and more logical solution o School installations and performances could also take place anywhere • Could the school move to where people work? o If it was to provide educational or other facilities to workers, yes.

• School bus? o School-specific trams would be part of the scheduling and also operate between the campuses • What happens to the sites when the modules aren’t there? Do they still work/operate? If so, how does the lack of modules impact on the operation? o See “Weaknesses” below • What do these sites each, and other ‘dead’ docklands spaces that need activation, lack? How can the modules supplement these? What hours should they be activated, thus how do they work as a network? Think about the scenarios and scheduling etc o There should be a constant state of activation, whether it be during school/work times or in off-peak/nightlife times to make Docklands an attractive prospect across the board o The networks should be in place to service the school and wider ambitions outside of these times o Simply, these spaces lack occupation and activity o More scenarios could be fleshed out further • Look into NORD architects o School projects investigate a wide variety of different programs and uses • Scale of moveable elements? Differences needed to accommodate the diverse uses o Series of iterations/individual designs for specific program that can be moved elsewhere o Is there something that can be repeated as a series of elements in multiple places at once?

Strengths: • What advantages does the concept have? What works well? o Extension and retrieval of existing transport infrastructure. o Proximity to existing amenities and significant sites within the city • What did the reviewers and peers identify as key strengths? o Clear unity and relationship between sites o Flexibility of school has a great deal of possibilities • What attributes of your concept make it better than other possible directions? o The minimal intervention upon existing conditions required o Use of existing amenities and green space o Dispersed nature of school activates multiple areas of Docklands1 o Ability to stage and develop the school over time with addition/subtraction of modules Weaknesses: • What could you improve? o Dave  Proposal doesn’t specify how it relates to surrounding area growth, how does it respond over time? Does it disregard it?

• There could be more research and consideration of the demographic moving into the Lendlease apartments and developments along Victoria Harbour Esplanade in future and respond to this  Activity within the shed does not contribute to Public Realm, how could this be further improved?

• Idea of shed was a place of investigating relationships and combinations of modules, perhaps it should be more porous and less monotonous • Introducing more permanent areas of the school on this site may assist within this rather than hiding it within a shed  What teaching activities are occurring within the modules and what within the shed itself? What space do you need for the different types of education activities • Specific teacher-student activities within individual class groups • Shed would be shared gathering/group spaces • Space required is relative to size of classroom  Why the three dispersed sites? What’s the benefit of spreading them out versus siting together?

• Each has a specific amenity/program that can be leveraged rather than constructing an entirely new building.

• I.e. Library for my site, sports courts and car museum for Rach, sportsfields for Luke.

• What isn’t working? o Constant moving of the modules, modules as classrooms o Solution for transporting modules and expanding/retracting for transport • What happens when the modules are removed from the spaces? o There is no clear indication yet of what will happen when the modules are removed from the school, the space seems to lose its value o Perhaps removal of a module would lead to the opening up of a view of Docklands or a different non-tangible/non-spatial condition

39

Task G - Reflection (SWOT Analysis)

Opportunities: • How can the existing site attributes be leveraged? o Existing amenities are already being utilised o Planning for future development and projection is lacking o Staging proposals o There is also The Harbour Family and Children’s Centre which provides early learning for ages 6weeks to 5 years. http://gowrievictoria.org.au/childrensprograms/docklands/ o Re-use existing materials from demolished piers • What is missing in Docklands? o Families, culture, nightlife, daylife, activity, access • Red Bull precedent is good –what did you learn from it? How will yours differ and why? o How clusters of modules can be grouped together and the relationships between them o Assembling of modules on site, individual fitouts Threats: • What obstacles do you face? o Limitations/constraints of tram lines  Scheduling, traffic, timing, size restrictions o Large developments occurring on surrounding sites o Different approaches/architectural interventions on each site using the same modules o Need to project and plan for growth of students in future. o Duty of care, transportation between schools • Does your project conflict with any of proposed development plans/strategies? o Victoria Harbour Esplanade  Lendlease plans along entire stretch could conflict with proposal  Land along North Wharf Road, forming the southern arm of Victoria Harbour, is the last place in Docklands awaiting development. It is still controlled by Places Victoria (formerly VicUrban) but will be transferred to Lend Lease in the next four to six years under development agreements.

Works are to be completed by 2021. http://www.theage.com.au/victoria/river-facelift-under-way-at-docklands20130304-2fgr2.html

41

Task H - Interact

Block

1.

Private / Permanent

School

Public Realm

Semi Private/ SemiPermanent

School

Public Realm

Teaching Space

Primary Classroom

After-Hours Classroom

Function Space

Assembly Hall

Community Events Hall

Amenities

School Bathrooms

Public Toilets

Music Module

School Music Room

Performance Space

Public/ Transient

School

Public Realm

Central Court

Play Area

Public Amenity / Walkway

Food Module

Canteen

Split

2.

Block

3. Integration

Split

Sightlines to City

Cafe

Sightlines to City

Computer Labs

ICT Programme

After-Hours ICT Space

Administration

School Admin

Events Admin

Arts Module

Art/Theatre/ Student Exhibitions

Community Art/Theatre/ Exhibitions

Library Module

Literacy

Book Shop

Sustainability Module

School Garden

Community Garden Connection to Tramlines

4.

Sport Module

Physical Education

Extension

Sports Clubs

5. Division

Axo 1:200

N

Proposed Residential Units Private/Permanent

Section 1:300

Semi-Private/Semi-Permanent Public/Transient

43

Task H - Interact Division

8 1

1

8 3

8 3 10

4

4

2 1

5

5

8 1 1

7

8

9

4

10 5

4

6 5

1 2

1

Classroom

6

Classroom

2

ICT Computer Lab

7

Administration/Staff

3

Semi-Permanent Room

8

Module

4

Safe Play Area

9

Break-out / Green Space

5

Toilets/Bathroom Amenities

10

Tramlines

10

Site Plan 1:200

Private/Permanent Semi-Private/Semi-Permanent

N Public/Transient Ground Plan 1:200

N

Security

3 Proposed Residential Units

4 5

1 4 5 5 4 2

1

Staff Offices/Break Room

2

Green Space

3

Proposed Residential Units

4

Safe Play Area

5

Trampoline Light Wells

First Floor Plan 1:200

N

Ground Plan 1:200

N

45

Task I - Scenarios 9am

11am

1pm

3pm

5pm

7pm

9pm onwards

Weekday

Weekday

Weekend

Weekend

School Hours Student/Staff

Ground Plan Scale 1:200

Public

Residential Approx 80-120m2 2 bedrooms+

1st Floor Plan Scale 1:200

School Break Times 47

Task I - Scenarios

Commercial Zone 1

E.g. modules, retail, community classes, night schools

Public Realm

Special Rates / Rental of Spaces

Residential School

Section Scale 1:300

Commercial Zone 1

Common Area Fees and Owners Corp Levies

$

E.g. green space, fucntions space

Levies School Working Bees

Weekends

Owners Corporation - Suggested Flowchart 49

Task J - Stealth Strategy Glenn Murcutt

CAMPUS DESIGN FORMULA

“[In the Southern hemisphere] one light level is serving to separate, one is serving to connect. We have to design buildings that modify the brightness of our light levels, hence the blinds and light shades that are fundamental in my designs, so I can shut the buildings down but not prevent ventilation. The buildings are modifiable. Like when you are sailing a yacht.”

PERMANENT

+

TEMPORARY

(facilities)

(facilities)

MAIN SCHOOL FACILITIES

P.O.D.s

- Generic classrooms (Daily use)

- Specialised classrooms (Occasional use)

- Other facilities...

EXISTING GROUND LEVEL USE FORMULA

External Force

Passive

Active

Permanent

Temporary

Resulting Force

Private e.g a building that is ‘closed’ for after hours

Point of Deviation

Object (Passive)

Participant (Active)

Yachts are in states of active and passive use as they are influenced by external forces (passive) and while also requiring particpiants to adjust them for an ideal use (active).

Active vs Passive Use

Public e.g a building that is ‘open’ for business

If we look at the ground level frontages of Docklands in the same way, we can begin to define new states of use between active and passive.

affected by some external force object of action rather than causing action not reacting not participating readily, inactive: inactive participation inert or quiescent.

exerting influence, effective causing activity or change action; work, participation, existence, progress, motion, physical effort quick motion; nimble volume, use

Existing Formulas 51

Task J - Stealth Strategy

PROPOSED GROUND LEVEL USE FORMULA

Passive

Points of Deviation

Active

Permanent

Enigmatic

Temporary

Private e.g a building that is ‘closed’ for after hours

Interstitial e.g intervention with multiple states

Public e.g a building that is ‘open’ for business

Stealth_Strategy How do constraints impact architectural form?

How can these constraints be leveraged or subverted for architectural expression?

GROUND LEVEL USE COMPONENTS

Passive

Points of Deviation

Built form

Participant

Active Occupant

The existing ground level facades are only active when there is reciprocal occupation within the shops, cafes or offices at ground level. This activity is only present during business hours, whereas beyond these hours the ground level is deserted, unlively and disengaging.

I am proposing a series of wall treatments and edge conditions that engage the public and make the ground level frontages truly ‘active’ while preserving the security and privacy of the school facilities.

- General public Physical Borders Furniture

- PODs (require occupation but also provide other uses) - Electronics/technology (have no off-state)

Tenants Shopkeepers Workers

- Modifiable structures

affected by some external force, object of action rather than causing action

Proposed Formulas

can be active or passive (can exert influnce or be influenced)

causes activity or change in participant (i.e. teacher/shopkeeper/ resident)

They are a series of interactive facades, follies and details that the public and students can interact with, while also enriching the interior spaces with natural/diffused light as well as focused views to the river and outer public. There is a target of at least 50% of frontages which must be ‘active’ in some capacity - all hours of the day.

We must now consider more successful examples, both in the context of Docklands and precedents from other contexts - at various scales.

The Docklands Library has seating to allow for fishing at all hours (Fig. 8), a nearby cafe provides different glazing finish levels corresponding to their use (i.e. seated at table vs transient service area and stool chairs outside) (Fig. 9). Or various level changes and furniture along the promenade between Medibank and NAB buildings on Etihad Stadium concourse (Fig. 10)

Stealth Strategy Explanation 53

Task K - Group Strategy

SCHOOL

Zone 1

1. Challenge current school typology x1 large school Permanent Consolidated in x1 location

Zone 2 Zone 3

CAMPUS 1

CAMPUS 2

CAMPUS 3

Concept Development Physically Segregated Zones Dominate Docklands

x3 smaller schools Permanent + temporary Distributed in x3 locations Years 0/1

Years 2/3

Years 4/5/6

Distribute intensity of School

3.Year level distribution Year levels correspond with a particular campus

Activate each zone at a large scale, with a minimal infrastructure.

Distribution Of Intensity Activate As Much Of Docklands As Possible In A Minimal Way, Equally Distributing Activity In All Zones.

Concept Development

2. Create new typology

GROUP MASTERPLAN + CONCEPT

School Structure 55

Yea

Task K - Group Strategy

Sports oval

Playground Playground

Park

Sports courts Playground Sports courts

1. Green Space A valuable asset in docklands as space is limited.

3. Activity Spaces

Community Building

Multiple tram routes

Community Hub Library Warehouse Community Hub

2. Existing Built Amenities The school facilities can utilise them and expand upon them.

4. Existing Tram Network This will be fundamental in transporting students to each campus.

57

Task K - Group Strategy

Campus 3 Campus 2 Campus 1

Proposed tram line

5. Proposed Tram Extension As Docklands develops further, the tram lines will be extended.

7. Site Locations The vacant land becomes the sites for each of the campuses

Zone 1 Zone 2

Undeveloped

Campus 3

Undeveloped

Campus 2

Undeveloped

Campus 1 Zone 3

6.Vacant Land Which is undeveloped and currently unused

8. Community Activation A school campus is located in each zone

59

CAMPUS DESIGN FORMULA

Task K - Group Strategy PERMANENT

+

TEMPORARY

(facilities)

(facilities)

MAIN SCHOOL FACILITIES

P.O.D.s

- Generic classrooms (Daily use)

- Specialised classrooms (Occasional use)

- Other facilities...

CAMPUS DESIGN FORMULA

Software (Technology based)

PERMANENT

+

(facilities)

TEMPORARY (facilities) GROUP MASTERPLAN + CONCEPT

MAIN SCHOOL FACILITIES

P.O.D.s

Transformable

P.O.D.s (Flash Animation Showing Movement) The PODs are a physical extension of each campus, enhancing the influence of the school in Docklands

Program changes outside school

- Generic classrooms (Daily use)

- Specialised classrooms (Occasional use)

CAMPUS DESIGN FORMULA

- Other facilities...

PERMANENT (facilities)

MAIN SCHOOL FACILITIES

- Generic classrooms (Daily use) - Other facilities...

+

TEMPORARY (facilities)

GROUP MASTERPLAN + CONCEPT P.O.D.s

- Specialised classrooms (Occasional use)

Stealth Tactics Enigma Overlap Transform Leverage Exploit

PODs

Transportable Relocatable throughout Docklands and between campuses

School campus

Points of Deviation

Hardware (material based) Art Drama Music Library Canteen

P.O.D.s The PODs are a physical extension of each campus, enhancing the influence of the school in Docklands

61

Final Presentation 1_Site_Victoria Harbour Promenade Existing Tram Stop

1_Site_Existing Development Sites Sun Path

Prevailing Winds From North and West

(to CBD)

High Rise Residences

Residential development due to be completed 2018

High Rise Residences Residential development to be completed 2020

r Yarra Rive

r Yarra Rive

arf Road

arf Road

North Wh

North Wh

enade

Victoria

r Prom Harbou

enade

Victoria

Harbour Victoria

Harbour

Victoria

Collins St

Bo

Bo

ur

ur

ke

ke

St

St

Collins St

r Prom Harbou

No.1 Collins Wharf

e ad en ro m rP rb

ou

1_Site_Business District

ia

Ha

N

to r

Vic

to r

ia

Ha

N

Vic

rb

ou

rP

ro m

en

ad

e

Residential development due to be completed 2018-2020

1_Site_Existing Amenities Library at the Dock

Existing Skyscrapers

Cafe, literature, hireable spaces and access to variety of media and technologies

Buluk Park

Retail on ground level Offices and residential above

Green space and playground

r

r

Yarra Rive

Yarra Rive

arf Road

arf Road

North Wh

Victoria

ur

Harbo Victoria

ade

r Promen

Harbou

Victoria

Collins St

Harbour

ke S ur Bo

Bo

ur

ke S

t

Collins St

Ha

t

Victoria

North Wh

e omenad rbour Pr

Community Hub at the Dock de en a ro m rP ou rb Ha ia to r

N

Vic

Vic

to r

ia

Ha

rb

ou

rP

ro m

en a

de

Family services and community groups Boat and sailing sheds for local clubs

N

63

Final Presentation 1_Site_Future Retail & Hospitality

1_Site_Future Green Spaces

Future Green Spaces

Possible sites for infill green spaces

r Yarra Rive

r Yarra Rive

arf Road

arf Road

North Wh

North Wh

enade

Victoria

r Prom Harbou

enade

Victoria

Harbour Victoria

Harbour

Victoria

Collins St

Bo

Bo

ur

ur

ke

ke

St

St

Collins St

r Prom Harbou

Future Hospitality and Retail

e ad en ro m rP rb

ou

1_Site_Future Residential

ia

Ha

N

to r

Vic

to r

ia

Ha

N

Vic

rb

ou

rP

ro m

en

ad

e

Expected to commence 2020-2025 Predominantly low-rise development

1_Site_Activation

Residential Development Medium-rise Due to commence 2020-2025

r

r

Yarra Rive

Yarra Rive

arf Road

arf Road

North Wh

Victoria

bour

Har Victoria

Collins St

ade

r Promen

Harbou

bour

Har Victoria

ke S ur Bo

Bo

ur

ke S

t

Collins St

Ha

t

Victoria

North Wh

ade

omen rbour Pr

Education Centre at the Dock

ad e en ro m rP ou rb Ha ia

N

Vic to r

Vic to r

ia

Ha

rb

ou

rP

ro m

en

ad e

Campus for Years 2/3 of Primary School Extend the community precinct of Docklands Provide flexible spaces for public and private program Activate surrounding areas of Victoria Harbour Promenade

N

65

Final Presentation

North

Whar

f Roa

d

ins Coll

2_Site Plan_Scale 1:500

et

Stre

50m

N 67

Final Presentation 3_Docklands Ambitions_School Hours

3_Docklands Ambitions_Public Realm

School Access Public Access Points of Deviation

Park and Green Space

Quiet Study Spaces

Staff/Administration

Computer rooms and quiet study spaces

Reception, offices, and break room

Flexible Pavilion Space

Traditional Teaching Spaces Teacher to student classrooms Materials and iPad storage

Toilets/Bathrooms Concertina doors expand and contract to enclose school and public spaces.

Breakout Space

Public Seating/Bike Racks

Enclosed by points of deviation for safety during school hours

Points of Deviation

Climbing Apparatus and Trampolines

Pedestrian Connections Shared Desk Space

Concertina Doors - expand and contract for use as school, public and thoroughfare spaces.

PODs - Temporary and transferable spaces combining school and public program.

Ampitheatre

Multi-functional assembly and performance space

3_Docklands Ambitions_Outside School Hours

3_Docklands Ambitions_Community

School Access Public Access Points of Deviation

Park and Green Space Staff/Administration Reception, offices, and break room

Community Pavilion Space Public Toilets/Bathrooms Concertina doors expand and contract to enclose school and public spaces.

Diverse Education Facilities

Public Space Breakout garden play space or gathering place

Points of Deviation Concertina Doors - expand and contract for use as school, public and thoroughfare spaces.

Shared/Hireable Spaces Community Gathering Spaces

PODs - Temporary and transferable spaces combining school and public program.

Ampitheatre Multi-functional assembly and performance space

69

Final Presentation 3_Docklands Ambitions_Business & Attractions

Park and Green Space

3_Docklands Ambitions_Waterfront Destination Community Pavilion Space

Small & Local Pop-Up Businesses

Visual Connection and Proximity to Victoria Harbour

Hireable Spaces for Boat Cruises and Clubs

3_Docklands Ambitions_Circulation, Wayfinding & Access

Tram Access 100m

Moveable Classroom Spaces Bike Racks

Sheltered Pedestrian Paths

71

Final Presentation 4_Sections_Long

A B C

Section A-A

Section B-B

Section C-C

73

Final Presentation 4_Sections_Short

D

Section D-D

E

Section E-E

F

Section F-F

75

Final Presentation 5_Stealth_Tactics Enigma

Points of Deviation introduce new uses and program through adjusting of form

Temporary

PODs on wheels to allow for dynamic installation and movement between campuses

Shift

Shifting of PODs increases floor space for each classroom or communal activity

Merge

School, public and green space overlaid over each other

Blank

Mask hidden green space and program behind facade

Transform

Concertina walls and doors expand and contract to define new spaces

Leverage

Existing built amenities and park space to alleviate demand on school facilities

77

Final Presentation EDUCATION CENTRE AT THE DOCK

Constantly shifting between states of school and public use, the Education Centre at the Dock forms a dynamic relationship with the population of Docklands. It aims to complement the existing built amenities and community facilities to catalyse the site adjacent to the Docklands Library and Community Hub as a key area for establishing community activity and services within Docklands.

Adjustable spaces expand and contract to define various public and private program. Just as the urban fabric around it is constantly changing and in a state of flux, the school hopes to continually adapt and transform over time to complement the influx of population and development within the area. Through integration of moveable PODs (Points of Deviation) to supplement the program and facilities of the school, the school by extension becomes itself a point of deviation to incite change.

The Education Centre aims to create an engaging ground level condition that provides both active and passive uses to the diverse population of Docklands at various times. The ‘roof’ floats a secure, hidden play area into the air above the street-scape below while establishing a visual connection with Victoria Harbour. It is connected to the ground level by a traversable staircase and masked by a waveform timber facade that forms a porous interstitial space beneath as passer-by are in constant states of experiencing inside and outside of the building.

79

Final Presentation

N

Ground Plan_Scale 1:100 Configuration_School Hours

School Use Public Use Points of Deviation

81

Final Presentation

N

Ground Plan_Scale 1:100 Configuration_Outside School Hours

School Use Public Use Points of Deviation

83

Final Model

85

Mid-Review Response: Bachelor Studio Review Response Name: David Mason Date of review: 01/09/16 Studio: ARC3001 Your Studio instructor: Alysia Bennett Studio review attended: Footscray Education Quarter, Peter Grove I. Give a brief description of the studio/ projects you observed at the review (2-3 sentences): The observed studio attempts to negotiate the expected population influx within Footscray over the next twenty years and beyond. By introducing various urban strategies, students intend to advance Footscray as an Education Precinct as well as service the wider interests of the culturally and demographically diverse community.

II. Provide a considered

reaction to the review you observed. (2-300 words) What did you learn from the review presentation(s)? Compare and contrast approaches to the theme with your current studio pursuits? What insights have you gained that might inform your studio pursuits?

Similar to Docklands, Footscray is built on a rich industrial history and both areas are expecting a large influx of population which necessitate urban planning for future provisions.

James Yan showed a similar interest in re-connecting with these industrial ideas in the contemporary city, which contradicted the approach of Shaun Ho seeking to move his project toward a technological and architectural upheaval. Docklands has already experienced mass overhaul of developments with little success, so perhaps therein lies a solution in James’ explorations.

There was a strong analysis of demographics and context within the area with regards to government and GIS data. Footscray has a strong multicultural heritage and history and this was detailed in a sophisticated and engaging manner by all. Conversely, Docklands has very little cultural significance that remains in the present day. The demographic is skewed, disjointed and removed from the surrounding fabric with a relatively higher socioeconomic standing. This is complete contrast to the harmony in which varied cultures of Footscray are able to co-exist, despite their apparent differences at face-value. Allowing a variety of catalytic interventions to co-exist but also maintain their own freedom is crucial.

A particularly thought-provoking approach was Eilidh’s engagement with program of a circus - supplemented by performance classes - which offers an interesting juxtaposition.

Much like the migrants inhabiting Footscray, circus performers often travel from various backgrounds of poverty and disrepair seeking a better life, protected and seeking refuge within their cultural identity through cuisine, performance and decoration – which consequently is catalytic to the context of Footscray.

87

MONASH ART DESIGN & ARCHITECTURE

ARC 3002, 2016 Bennett Student # 25965050