Design III by Dinah Adel El Abd

Course Outline COURSE OUTCOMES: After completing the course, students should be able to: • Fulfillment of UIA Objectives 5 and 12): Have the ability to assess environmental issues in a building in relation to sustainability (materials impact, energy consumption, recycling building components COORDINATORS: and materials, etc). Dr. Khaled Tarabieh • Fulfillment of UIA Objectives 6 and 9): Appropriately develop abilities to use writing & graphic TEACHING ASSISTANTS: skills, fundamental Arch. Mariam Amer, Arch. Mariam El Hussieny, Arch. Aya Tarek design skills, and critical thinking skills in relation to ecological and sustainable concepts. • Fulfillment of UIA Objectives 1,8 and 13): Acquire analytical skills through understanding, evaluating CATALOGUE DESCRIPTION : and comparing between existing and historic precedents in relation to sustainable design (western Studio on Environment and Sustainability. This studio will allow students to investigate various aspects and non-western) utilizing research capabilities of the environment and ‘sustainability’ as a force within the architectural profession. Recent increases • Fulfillment of UIA Objectives 11 and 16): Acquire means of assessing impact on community from a in global climatic and social pressures have necessitated environmental awareness as well as new social and ecological stand point. architectural design solutions. Using current sustainable design strategies as a foundation, students • Fulfillment of UIA Objectives 7): Understand the impact of site conditions on the architectural will analyze and implement their own environmentally responsible analysis and designs. Conservation decision making process and the ability to apply these criteria to building configuration and form and recycling of materials and waste management. Field trip to gain hand on experience on the generation. sustainable design and waste management is a requirement.

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE ARCH 3554 Architectural Design Studio 3 Spring 2020

PREREQUISITES BY TOPICS: • Architectural Drawing • Fundamentals of Architectural Design • Influence of climatic factors on architectural design • Components of Buildings • Behavioral analysis, activity mapping, and programming in the architectural decision process • Form, space and composition • Ability to produce Architectural presentations REFERENCES: • Aksamija A. Sustainable facades: Design methods for high-performance building envelopes. John Wiley & Sons; 2013. • Bradshaw, Vaughn. The building environment: Active and passive control systems. John Wiley & Sons, 2010. • Clark, Roger H., and Michael Pause. Precedents in architecture: analytic diagrams, formative ideas, and partis. John Wiley & Sons, 2012. • Crosbie MJ, editor. The passive solar design and construction handbook. John Wiley & Sons; 1998. • DeKay, Mark, and G. Z. Brown. Sun, wind, and light: Architectural design strategies. John Wiley & Sons, 2013. • Fathy, Hassan. Architecture for the poor: an experiment in rural Egypt. University of Chicago press, 2010. • Lechner, Norbert. Heating, cooling, lighting: Sustainable design methods for architects. John wiley & sons, 2014. • McDonough, William, and Michael Braungart. Cradle to cradle: Remaking the way we make things. North point press, 2010. • Mills, Criss B. Designing with models: A studio guide to making and using architectural design models. John Wiley & Sons, 2010. • Sinopoli JM. Smart buildings systems for architects, owners and builders. Butterworth-Heinemann; 2009. • Szokolay, Steven V. Introduction to architectural science: the basis of sustainable design. Routledge, 2014. • Yudelson J, Meyer U. The World’s Greenest Buildings: Promise Versus Performance in Sustainable Design. Routledge; 2013. SELECTED LINKS: • Earthship Bio-tecture: www.earthshipglobal.com • Biophilic Design: www.biophilicdesign.net • Biomimicry 101: www.biomimicry.org • Building with Bamboo: www.guaduabamboo.com COURSE OBJECTIVE: • Awareness of responsibilities toward human, social, cultural, urban, architectural, and environmental values, as well as architectural heritage. • Adequate knowledge of the means of achieving ecologically sustainable design and environmental conservation and rehabilitation

Grade C: student completed the work for the course and illustrated basic acceptable competencies in all required course outcomes Grade B: student completed the work for the course at a high quality and mastered new skills. Many literal issues from discussions, readings and lectures were applied. Grade A: student exceeded expectations of the course and applied many of the design issues from their discussions, readings and lectures to their course work. Grade R: As part of the Architectural Department’s assessment policy, each piece of design work submitted at any point by a student must fulfill the basic threshold pass requirements of that level. Failure to pass this threshold will result in the reward of an “R” grade and a request to resubmit the work until threshold performance is met. Work receiving an “R” grade will not be reviewed at that time until it is resubmitted at a satisfactory level of fulfillment of the design threshold rubric of that level. (see end of document for the threshold rubric). Repeated work will be graded at a lower grade as announced by the coordinator.

ATTENDANCE POLICY: Students in all courses at the Department of Architecture are required to abide by the University approved Attendance Policy. The following specifics pertain to the course: GRADING POLICY: - Students shall attend and participate in all classes except for a pre-authorized excuse from the Grade 1: Project One - Group: instructor. - Research Report on Earth Construction 15% - Students who have a pre-authorized excuse from the instructor shall coordinate with the instructor the time and place of submitting any missing assignment or taking an in-class missed quiz, test and/ Grade 2: Project Two - Individual: or exam. It is the sole responsibility of the student to follow-up with the instructor in this regard. - EDU-Lodge (Project brief attached): The project objective is to develop the necessary understanding Students who miss more than the maximum three-week equivalent of absences without an authorized passive design within the theme of new vernacular architecture, conduct analysis of end-user needs, approval of the instructor or not in compliance with the University Attendance Policy shall receive an and the alignment of the knowledge gained from project one to serve the design process of this F in the course. project. Students are expected to conduct a thorough analysis of the project with respect to the typical project constraints and achieve the optimum design proposal that fulfills client and university STUDIO CULTURE: needs, with cost analysis and understanding of the future needs to adapt to technology and energy Similar to your experience with ARCH 3553 studio, the design studio follows the exact format with constraints. few exceptions of the previous semester in grading, rubric structure and portfolio work. The studio is - Pin Up 1 & Progress Models 10% the core of the architectural academic process. The experiences in the studio should be the primary - Pin Up 2 & Progress Models (With External Jury) 10% mode of exploration, experimentation and learning. All projects will be presented and discussed - Pin Up 3 & Progress Models (With External Jury) 10% as a group/s at every stage and comments resulting from these discussions will be incorporated into the students work through one/one design development sessions with the academic team. Grade 3: This process will be supported with a series of lectures, guest speakers, video presentations, and - Mid term: Initial draft of the e-portfolio 5% readings- all within the studio environment to ensure integration of the presented information into the - Comprehensive Final Presentation PM [3DComputerModel] + FP * 25% design processes being learnt. Studio time is to be used efficiently and effectively for independent development of projects, peer review, class assignments and group discussions- not for waiting to Grade 4: have your project reviewed only. - Overall COP assessment as represented by and assessed through the portfolio (EP)** 15% During design development stages students will have their work reviewed on a rotating basis, with equal distribution of time for each student. Many of these discussions will be across the entire class, Grade 5: and all students are expected to attend, assess and discuss each others work. Students not engaged - Studio Participation and presentation of quality work 10% [Active participation, marked up studio in such in-class activity will not be allowed to have this time compensated for individually outside work + Punctuality in pin up timings and the final jury + use of standard sheet sizes (A1/A2) compliance of class. Office hours are available for questions and outside class support. Please email for an and overall quality of presented material] appointment. Students are encouraged to apply all the content and skills learnt thus far from his/her other courses - *PM: 3D Model - 5% of the grade, FP: Final Project Presentation to the Jury - 20% of the grade **EP: into the design process in studio. This will be supported with lectures and possible external reviews A curated Electronic Portfolio (both a continuation of Design II hardcopy and electronic portfolios – of the students work from the related faculty members. Such integration, participation in discussions 15% of the grade and design development sessions are a major factor in the student’s overall assessment. Process, - All assignments and projects will be discussed in studio and the students will be graded according rather than product, is to be focused on, where product is viewed as a cumulative reflection of that to their attendance, participation, and generation of new ideas. The majority of the project grade will process. This multi-disciplinary, comprehensive process will be required to be documented through be placed on the student’s ability to develop his ideas from concept to finished product, integrating a design journal, online and physical journal, to be submitted and graded throughout semester. information and critiques at each stage. Students are expected to refer to relevant issues from their discussions, readings and lectures during critiques and throughout assignments. ACADEMIC INTEGRITY ISSUES: For full definition of standards of academic integrity please refer to the University’s Code of Academic Students must receive a minimum grade of 60% in each of their individual works in order to pass Ethics www.aucegypt.edu/resources/acadintegrity/EthicsofAcadInteg.html. It should be noted that the course, regardless of their attendance, portfolio grade and group work. They must also receive given the creative nature of this studio particular attention should be given to plagiarism in any forma minimum of 60% in their overall Course Outcome Proficiency assessment as well as 60% of each i.e. presenting others work (professional or non-professional), whether in whole or in part, as your outcome criteria individually to pass the course. Rubrics are included at the end of this document. own, even with alterations. Failure to adhere to the university’s Code of Academic ethics in any form Students should read the supplemental rubric information in each assignment and the grade will result in severe penalties and failure of the course. For a broader understanding of principles breakdown of the assignment components accordingly. of plagiarism and copyright protection in international architectural standards refer to http://www. archdaily.com/772313/want-to-work-internationally-heres-what-you-need-to- know-about-copyright The grades will be assigned according to the following criteria. Grade F: student failed to complete the work for the course and/or failed to meet the minimum required competency in all the required course outcomes Grade D: student completed the work for the course at a passing level of competency in all required course outcomes

Project Introduction

Tunis Village is located on a hill facing Qaroun Lake. Until recently, it was an unknown fishing community that looked like thousands of average Egyptian villages. In the 1980s, a Swiss female potter –Evelyn Porret– visited Fayoum with Egyptian friends and decided to build her own country house there. It was built in a domed-ceiling design inspired by Hassan Fathy using local building materials. As a masterwork of eco architecture, It was an inspiration to the locals and a role model to follow. She started her pottery studio in her new country house. At First, the village children would come out of curiosity and some of them appeared very interested in Evelyn’s work, which encouraged her to help them unearth their talents. Consequently, she established a pottery school. Today, her students represent a new generation of independent potters who reflect the interaction of man and his surroundings, each of them has his/her own studio and display pottery works in local and international exhibitions. Gradually, the ordinary village turned into a reputable center of modern pottery and an open air museum of both eco and traditional rural buildings, which attracted investors and entrepreneurs who began to provide different facilities to meet the incessant demand on the place. The most important of such facilities are some ecolodges, a horse-riding center, in addition to guidance services for birdwatching and Safari. Perhaps when Evelyn decided to settle in Tunis more than 30 years ago, she didn’t know then that she would change the future and destiny of a small and unknown village called Tunis. *Note: Evelyn is currently mayor of Tunis Village.*

the ecosystem, as well as people’s health when they consume fish from the lake, as well as the crops themselves. Several research studies proved that chemical-infused crops have resulted in cancer, hormonal imbalance, ARCHITECTURAL DESIGN PROGRAM (4,000 SQ.M. MAX): neurological disorders, and other life-threatening diseases. ZONE 1: SMALL SCALE POST-HARVESTING FACILITY FOR AGRICULTURAL Accordingly, the lake is now suffering from alarming pollution levels that are PRODUCE (ISO 22000): threatening its status as a Ramsar Site. The UNESCO is currently considering - Sorting and Cleaning area revoking its status as a protected wetland as well as the funding that goes - Solar Drying area towards its conservation. - Processing area (locally made food products with significant added economic values, such as: tomato sauce, pressed dates, Jams, and pickles.) OBJECTIVES & CONCEPTUAL FRAMEWORK: - Packaging area - Storage area BENAA Foundation is a youth-led organization that aims at innovating and implementing sustainable development Projects in Egypt and MENA ZONE 2: INNOVATION/SERVICE CENTER:v region. The Proposed project is composed of an organic farm with post It has 2 main components: Re-art innovation hub - an innovation center harvesting facilities, a fish farm and a learning/innovation center, an outlet/ that aims at producing prototypes for high value products primarily out of exhibition for products and local crafts and an eco-lodge, all complementing wastes (Agricultural waste from farm and solid wastes from eco-lodge such each other with one purpose of creating a sustainable, profitable model for as plastic, glass, cartons, etc) to eliminate waste from the entire complex. agricultural practice. The recycling facility will consider all wastes as valuable materials. Locals will learn how to think, test and invent new products that are needed. The Our approach introduces a change in farming techniques for maximum second component is the Entrepreneurship hub: a center to support local production in the cropping pattern and optimal utilization of resources. entrepreneurs to start their own micro-businesses and guide them towards All wastes under the system are recycled for productive purposes in the mastering them. integrated permaculture system. A judicious mix of agricultural business models suited to the given agro-climatic conditions would bring prosperity - 2 workshops in farming as well as food security to the tourists and local community by - Lecture Room providing clean, organic produce. - Work space with individual as well as group work areas - Associated Services: toilets, storages, etc. The Eco lodge will build knowledge, experience and economic capacities of people in El fayoum Governorate Through capitalizing on Tunis villages’ ZONE 3: ECO-LODGE: strengths to create a sustainable farm/lodge model that teaches the local - Guest rooms: 15 guest rooms with private toilets and 15 guest rooms with community more sustainable farming practices around Qaroon Lake and shared toilets. to provide the community with financial stability on the other hand. An - Reception, lobby and backroom interdisciplinary approach to raise the community’s social awareness toward - Administration the necessity of applying the basic principles of Permaculture, Responsible - Facilities: gallery for local products, restaurant, MPU, clinic Tourism, and Knowledge Transfer. It also aims at creating opportunities - Associated services: kitchen, laundry, storages, electricity room etc. for innovation that aims at producing, prototyping and implementing engineering solutions for a sustainable built environment suitable for the natural protectorates.

PROBLEM DEFINITION:

STAKEHOLDERS:

Having the advantage of operating in such a raw, rural environment comes with its challenges. Like 60% (official numbers) of Egyptian villages, the villages surrounding the Lake have no sewage or solid waste management systems. This leads to the common practice of people dumping all their waste water directly or indirectly in the lake. Also there is a Lack of regulations on local farmers’ usage of large doses of pesticides, herbicides and fertilizers, which are all eventually drained in the lake. These practices are ruining

- NGO: BENAA Foundation. - Private Sector: Ebtekar Farm (Farm Owner). - Government: Ministry of Agriculture and Ministry of Environment - Local community: Farmers and Tunis community. - Tourists, students.

EDU-LODGE; A Touristic Educational Farm at Tunis Village BACKGROUND & CONTEXT: Qaroon Lake is an ancient lake in the northwest of the Faiyum Oasis, 80 km (50 mi) southwest of Cairo, Egypt. It persists today as a smaller saltwater lake called Birket Qarun. The lake’s surface is 43 m (140 ft) below sealevel, and covers about 202 square kilometers (78 sq mi). Over the past few centuries, due to the rapid evaporation rate, the water has suffered from increasing salinity. Remarkably, the wildlife has adapted, and today the selfproclaimed ‘world’s most ancient lake’ supports a unique ecosystem. The lake and surrounding area is a protected area and has been designated as a Ramsar site since 2012. It is a source of fish for the local area. The lake is now an important bird area where thousands of migratory birds rest during their winter migration pattern south.

Main Research Findings + Site Visit Fathy built and designed the thicknesses of the walls just right to endure the lateral loads exerted by the domes and vaults resting on the walls. Domes was the type of roofing chosen by Fathy for this building and hence the walls needed to be thick. NEW GOURNA VILLAGE: (HOUSING PROJECT IN LUXOR BY HASSAN FATHY) The house was built to use the mediterranean breezes to its advantage. The pyramid shaped All of the buildings within the village were built using materials from the earth. These materials were openings in the building (fig.4) served to direct cooling draughts through the building. The water either adobe, which is material made from earth and organic materials, or baked mud bricks. A brick well found in fig. 5 is cooled by prevailing winds passing through the openings. production yard was set up on site along with water sources to supply the materials for building. The water supply came from the holes excavated in order to get mud to make the bricks. The village used the ancient nubian vault technique which allowed roof vaults to be used without the use of wooden framework to support the roof. Inspired by the technique of ancient Egyptians in structural massing, Fathy has used dense brick walls to build the buildings and has provided traditional courtyard spaces that act as buffer zones and provide passive cooling. The structures have the ability to remain cool during summer and retain heat during winter. Fig.2 (3D plan view of the mosque shows thick walls and the vaults that separate units of the prayer hall from each other.) Fig. 4 (Pyramid shaped openings) Fig. 5 (Water well) DAR IL ISLAM MOSQUE: This mosque was built entirely with mud bricks and was built with low technology building techniques such as vaults and domes. The mosque’s structural system is load bearing walls that carry the arches The design of the roof was a group of outdoor rooms and open courtyards, joined together by stairs and domes covering the prayer hall. Each dome acted as a single unit within the large prayer hall. as seen in fig. 6. This made sure that a pleasant view was ensured and that winds creating breezes Dar El Islam was built in Abiquiú in New Mexico and aimed to return the use of adobe in structures and cooling in the area. (adobe is is material made from earth and organic materials).

Hassan Fathy Case Study

Fig.1 (one of the single units within the mosque.)

ORIENTATION: The entrance of the building is on the western/north-western facade, which faces the sea. This is the facade with larger openings and a huge courtyard. Considering this was built to be Fathy’s summer house, there was a conflict of interests whether he wanted to take into consideration the sun or the wind, with his choice of zoning and openings. The sun’s vertical angle is greater in the winter than in the summer, therefore is strongest in the east and west facades where it is perpendicular to the facades. The most pleasant areas for use in the summer would be in the northern facade, where fathy builds no openings or courtyards. With this interest of conflict, Fathy may have possibly preferred using the western facade as his main one, to make use of the wind breezes from the sea that travel throughout the house to cool it, despite it being subjected to direct sunlight. WIND: In the west facade lies a fountain in the courtyard, this fountain creates an evaporative area that is cooled by the wind coming from the sea. This wind is carried throughout the house. As for Fayoum, Hassan Fathy’s theory can be implemented by using the special location of the project. The site lies on the coast of Lake Karoun and this can be used for environmental and visual aspects. By building to respect the lake and make advantage of it, and by using local materials of fayoum, the project can follow his theory and can achieve vernacular architecture. The design of the house is made so that blank walls are built facing the public side with minimum openings for ventilation and daylight for privacy. However, the sea front facade has openings as it does not face neighbors that would affect privacy. For water supply a pump room is placed six meters underground in front of the house to supply the well. This room uses a wind escape application for ventilation. The room for the water pipes was built with an opening overlooking the well for inspection and for air movement to be steadily generated. The room’s roof was a slanted vault with its end higher towards the leeward side with a wind catcher of a bell like shape for air to flow in that covers the well. The vaulted roofing arrangement has a low pressure zone and creates a strong air flow that draws air through the well shaft opening at the ground.

Fig. 6 (Sidi Krier roof house)

On the right are the plans and elevations of the sidi krier house. Plan shows the thick walls while the elevations show the uses of domes and patterned openings. The top elevation is the one facing the The mosque’s prayer niche (the mihrab) is placed under a large dome on squinches (from the medditaranian sea and hence has more openings and windows to allow for breeze and prevailing sasanian empire) known as the sassanid dome, which is flanked by two catenary vaults. The rest of winds. While the lower elevation has a more solid facade and is facing the road. the mosque’s roof is covered with 6 Byzantine domes on pendentives. All of which are supported by the thick load bearing walls. Sidi Krier House - Alexandria 1979: This was Hassan Fathy’s personal summer home that he built for himself on the North Coast of Egypt in an area called Sidi Krier. The difference in this building was that this site had no mud. The landscape in Sidi Krier is composed of sand and soft stone which is agglomerated (large mass accumulation) sand. It was found in this area that all bedouin houses were built of this material, which proved its durability and strength. Fathy wrote about this sand and sent samples to Cairo University to have it tested for strength and absorption. Results proved high strength and low absorption which Fig. 7 (Architectural drawings of Sidi Krier) led Fathy to build using this material. He simply attempted using it as though forming mud bricks by making wall thicknesses larger. Once again, Fathy used material that is available on site, cutting down on costs and on producing polluted materials. SIMILARITIES: In New Gourna Village, Dar Il Islam and Sidi Krier, despite the difference in material, thick walls were built to support vaults and domes which seemed to be the apparent style in the three buildings. The use of courtyards whether on roofs or on ground floors was used to create pleasant prevailing winds and passive cooling by acting as buffer zones. Both New Gourna Village and Dar Il Islam were built using mud brick as it was available on site. DIFFERENCES: The difference between the three buildings was the use of mud brick and stone/limestone. This can be seen as a difference as well as a similarity. As Hassan Fathy wrote in his essay, his theory was strengthened by making use of the available material on site. Stone and sand were the available Sidi Krier is the first example of Fathy’s “stone phase”. A ban on mud brick was taking place in Egypt materials. There was also a ban on using mud brick in Egypt during that time so Hassan Fathy therefore using stone brick was Fathy’s response. By building the house with local limestone and worked his way around this, while still creating similar structures by building thick walls. plaster finishing, Fathy proved that his theory was not restricted to using just mud brick. It is about Sidi Krier preliminary freehand plan and elevation adapting to local conditions such as the stone outcrops he found in Sidi Krier. Fig.3 (Final plan in freehand by Fathy)

Sidi Krier 3D Model

Concept, Bubble Diagram & Program Breakdown After analysing the precedents, the importance of visual connection to the outside was apparent through the use of faรงade exposure. Building from context not only means to embrace the material but to embrace the landscape and its natural form, as seen by Hassan Fathy. By using the form of maximised facades and the shape of the land, the concept I will attempt to build and design on is a feeling of bringing nature inside by branching outside. This will be through bridges, pathways, courtyards, large openings, as well achieving visual connection with the surroundings using the form.

Zone

Space Processing Area Sorting and Cleaning Drying Area Packing Zone 1 Storage Greenhouse Store Circulation Workshops Lecture Room Workspace Zone 2 Storage Bathrooms Socialising area Circulation Private Rooms Shared Rooms Shared Bathrooms Common Room Reception + Lobby Gallery/Mini Market Zone 3 Restaurant Kitchen Clinic Laundry Storage/electricity Circulation

Area (m^2) 150 60-80 60-80 60-80 50 150 50 60 150 200 50 60 70 40 30 100 80 150 50 80 70 50 50 50

Quantity

Total Area (m^2) 150 60-80 100 60-80 50 150 50 100 2 120 150 200 50 60 70 130 15 600 15 450 100 80 150 50 80 70 50 50 50 346 Total Area (m^2) 3456

3D Ground Floor Model using the roads, pathways and bridges to connect all zones together while keeping them exposed to nature and the outside is the application of the concept of branching out and embracing nature. All zones are separated but joined by means of connection (â&#x20AC;&#x153;branchesâ&#x20AC;?)

Overall site view resembles that of tree branches where the roads are reaching all 3 zones in the case that some visitors will not be using the lodge or staying several days. All paths intersect to encourage interaction with the outside

Scale 1:200

Workshop 45

Storage

Workshop

Pa th wa y

Path way

Greenhouse & Market

Restaurant

Stairs

way Path

Kitchen

Bathrooms

Clinic

Pa thw ay

Reception Area

g Brid

Processing Area

Sorting and Cleaning

Ro ad s

Stairs

B rid ge

Pa th wa y

Packing and Storage

Drying Area

15 a ds Ro Roads

s Road

Concept Statement;

Embracing Nature After analysing the precedents, the importance of visual and physical connection to the outside was apparent through the use of faรงade exposure. Building from context not only means to embrace the material but to embrace the landscape and nature, as seen by Hassan Fathy. By physically and visually connecting to the outside, the concept I will attempt to implement is a feeling of bringing nature inside. This may be through bridges, pathways and courtyards. All areas will be somehow connected to outdoor space, giving the sense that nature is within the building every place you go. It is like luring nature in by creating the inside out effect.

Conceptual Model showing white masses (representing the building) with emerging leaves to show that nature is embedded within the masses and between them. This aims to be achieved through using courtyards and bridges between and within the areas created.

Bubble Diagram & Program Breakdown Zone

Space Processing Area Sorting and Cleaning Drying Area Zone 1 Packing Storage Greenhouse Circulation Workshops Zone 2 Storage Circulation Reception + Lobby Bathrooms Restaurant Zone 3 Kitchen Clinic Circulation

Zone

Space

Lecture Room Workspace Zone 2 Bathrooms Socialising area Circulation Private Rooms Shared Rooms Shared Bathrooms Zone 3 Common Room Laundry Storage/electricity Circulation

Ground Floor Area (m^2) 150 80 80 80 50 120 50 25 150 50 150 45 30

First Floor

Area (m^2) 150 200 60 70 40 30 100 80 50 50

Quantity

Total Area (m^2) 150 70 60 50 50 120 100 3 150 2 50 40 150 50 150 45 30 85 Total Area (m^2) 1350

Quantity

Total Area (m^2) 150 200 60 70 96 15 600 15 450 100 80 50 50 266 Total Area (m^2) 2172

g& Sortin ing Clean Area

nhou

Gree

ssing

g Dryin Area

Proce Area

ing Pack Area

yard

Court

Storag Room

urant

Resta

hop

Works

Kitch

Storag

ption

Rece

Clinic

yard

Court hop

Works

WC hop

Works e

Storag

Greenhouse

Sorting & Cleaning Area

Processing Area Drying Area Restaurant Storage

Courtyard

Workshop

Storage Room

Kitchen Workshop

Packing Area

Courtyard

Reception Storage

Workshop WC

Clinic

Massing Studies The massing study aims to show the connection between the courtyards and the buildings. Each and every single area is connected to an outdoor space, including the 2nd floor with bridges which is to be designed. Areas overlook a courtyard or the lake or surrounding greenery. The model is placed north west to gain advantage of the prevailing winds that will cool the lodge through the courtyards and inside out effect. A greenhouse (transparent glass) can be seen as the different element, as it is what is overlooked by the main area and is the main source of production for the harvesting (grows fruit & vegetables)

Kitchen

136 Room

158 Restaurant

Room

Workshop

Storage

105

137

157

Room

159 Storage

106

Reception

Workshop

108

175

176 Storage

177

Workshop

Room

178

179

Clinic

Greenhouse

103

156

109

Ground Floor

Zone

Space Trimming/Washing/Cutting Blanching/Steaming/Cooling Belt drying/Pressing/Packing Zone 1 Storage Greenhouse Circulation Reception + Lobby Bathrooms Restaurant Zone 3 Kitchen Clinic Private Rooms Circulation

Zone

Standing in work courtyard overlooking main courtyard (clear view to attract people to main courtyard)

Space

Lecture Room Workspace Bathrooms Zone 2 Socialising area Workshops Storage Circulation Private Rooms Zone 3 Common Room Circulation

Area (m^2) Total Area (m^2) 100 100 75 75 75 75 30 30 135 135 80 100 100 60 60 130 130 50 50 30 30 40*8 320 205 Total Area (m^2) 1390

First Floor

Area (m^2) Total Area (m^2) 100 100 130 130 60 60 100 100 70*2 140 30 30 300 40*7 280 60 60 150 Total Area (m^2) 1350

Second Floor Zone

Space Shared Rooms Shared Bathrooms Laundry Zone 3 Common Room Outdoor Seating Circulation

Area (m^2) Total Area (m^2) 30*15 450 70*2 140 25 25 60 60 130

130

350 Total Area (m^2)

Total Area (m^2)

1155

3895

Standing in main courtyard overlooking private courtyard (showing ďŹ&#x201A;ow with privacy)

Kitchen

Restaurant Trimming/Washing/Cutting

Private Room Private Room

Private Room

Main Courtyard

Private Room

Blanching/Steaming/ Cooling

Public Work Courtyard Private Courtyard

Clinic

Reception

Private Room Greenhouse

Private Room

Belt drying/Pressing/ Packing Storage

Ground Floor Plan Scale 1:100

Workspace/MPH Private Room

Lecture Room Private Room Common Room

Private Room

Workshop Socialising Area

Private Room

Storage

Workshop

First Floor Plan Scale 1:100

Outdoor Seating Area Shared Shower Area Shared Room

Shared Room

Shared Room Shared Room

Balcony Seating

Shared Room

Shared Shower Area

Shared Room

Laundry Room

Shared Room

Second Floor Plan Scale 1:100