R E I M A G I NI NG ED UCAT IO NAL E N V I R ONMENT S IN VI ET N AM: P R IM A R Y S C H O O L I N S A I G O N
D I A NA N GUYE N | ADVI S OR: J EF F KRIEGER | D REXEL U N IV ERSITY | SE N IO R PR O JE C T 2021
H O CH I M IN H C ITY ( SA I G O N), V I ET NA M
SHOP SPACE
PARKING
36’ WIDE ROAD
16’ SIDEWALK
PARKING
SHOP SPACE
GATED PORCH 10’
16’ SIDEWALK
ĐƯỜNG PHỐ - MAIN STREET - COMMERCIAL + RESIDENTIAL
11 6 8
GATED PORCH 10’
20’ WIDE ROAD
GATED PORCH 10’
HẺM - ALLEY STREET - RESIDENTIAL
Binh Thanh S I T E 20’ WIDE ROAD
10
5
GATED PORCH 10’
3 1
4
7
9
2
S I TE A N A LYS I S N
Commercial Street
Residential Zone
Residential Street
Mixed-Use Zone
Ex’g Greenery
Industrial Zone
WINTER WINDS
156
’
Education Zone
212
Built Edges
’
60,8
68 S
Open Site Edges
F
Foot Traffic
70’
M SU
ME
R
SO
L
I ST
C
E
SUMMER WINDS
IN EQU
WINTER SOLS TIC
OX
E
My site is in southern Vietnam in the dense city of Ho Chi Minh City, also known as Saigon. The site is in the Binh Thanh district next to the Saigon River, and my family lives in the Phu Nhan district and district 1, so I know this area very well. These pictures depict the colors and textures on the streets of Saigon. Since I want the school to be relatable to kids, I took a lot of cues from the street scapes such as the gates at every front porch, the street patterns, and textures throughout my design. Because my program is a primary school, I wanted to think about site safety so I looked at the edges on the site to see where there are built edges, existing green edges, and open edges as well as areas of heavy foot traffic and vehicular traffic.
STAN DARD S C H O O L IN G STANDARD LAYOUT
PRIMARY GRADES 1-5 AGES 6-11 GRADES 1-5 AGES 6-11
3.97% ECONOMIC BARRIERS Out of School
HIGHER EDUCATION COLLEGE
AGES 11-15 GRADES 6-9 AGES 11-15
AGES 15-18 GRADES 10-12 AGES 15-18
AGES 18+ COLLEGE AGES 18+
11.17% 37.31% LOW-QUALITY SCHOOLS Out of School Out of School 11.17% 37.31% 688,849 Kids 1,313,038 Kids Out of School Out of School
80%
SOCIO-C
262,648 Kids
688,849 Kids
1,313,038 Kids
GRADES 1-5 AGES 6-11
GRADES 6-9 AGES 11-15
GRADES 10-12 AGES 15-18
COLLEGE AGES 18+
3.97% Out of School
11.17% Out of School
37.31% Out of School
262,648 Kids
688,849 Kids
1,313,038 Kids
CLASSROOMS
playspace
UPPER SECONDARY GRADES 10-12
Fail University 80% Entrance Exam Fail University Entrance Exam
3.97% 262,648 Kids Out of School
entrance
LOWER SECONDARY GRADES 6-9
PLAY CLASS
80% Fail University Entrance Exam
classrooms
After studying the standard schooling system in Vietnam, it’s downfalls, and where students drop out of school, I decided to move forward studying specifically primary schools because there is a loss of interest in education at a young age. Students left school due to economic barriers, low quality schools, and social issues. Using architecture I am tackling two of the three main issues by focusing on primary schools as my program, I hope to instill the value of education into students at a young age by creating child-centered school environments.
PLAY
corridor
STANDARD HALLWAY MODEL
“There are not even enough desks for all the children. At best, three of them have to crowd around one desk.” 1,677,000 pupils in 2018, 67,000 higher than 2017. Primary schools will see more new pupils than other grades at 26,812 new pupils. - HCM City Department of Education and Training HOME BASE MODEL
UNENGAGING LEARNING ENVIRONMENT
The classrooms are typically large spaces, and students usually stay in the same room for all of their subjects. The classrooms tend to be extremely overcrowded with students sitting three to a desk for two.This led me to look at a different way students can move around a school Treating the school like the streets of Saigon led to the homebase diagram where students have a homebase (aka living room), and then, they move through different classrooms that can be more catered to the subject being taught. This movement instills community values by looking at a school as if it was a minicity. The flexibility and central space was used to mitigate the overcrowded classrooms.
C A SE ST U D IE S OVERVIEW: 15,069 SF | BUILT 2019 | GARZA, COSTA RICA PROGRAM: PRESCHOOL & PRIMARY SCHOOL MATERIAL: STEEL, WOOD, & THATCHED ROOF STRUCTURE: SIMPLE STEEL & WOOD MODULES, SHELL STRUCTURE SITE & CLIMATE: OPEN CLASSROOMS & VIEWS SUSTAINABILITY: LOWER IMPACT ON SITE, EMBRACES NATURE
C A SA D E L AS ESTR EL L AS WAL DO RF SC HOOL | SALAGNAC ARQUIT EC T O S
OVERVIEW: 381,473 SF | BUILT 2013 | BARCELONA, SPAIN PROGRAM: OPEN AIR MARKET, PUBLIC SPACE, & CIRCULATION STRUCTURE: EXPOSED STRUCTURE & ROOF
ME R C AT EN C ANTS | FER MIN VAZQUEZ ARQU IT EC T OS
OVERVIEW: 23,681 SF | BUILT 2019 | HÒA BÌNH, VIETNAM PROGRAM: KINDERGARTEN & PRIMARY SCHOOL MATERIAL: UNBURNT BRICKS, METAL ROOFS, & PLASTER SITE & CLIMATE: OPEN CLASSROOMS & VIEWS SUSTAINABILITY: RAINWATER COLLECTION & CROSS VENTILATION
DA H O P KI N D E R GAR TEN & PR IMA RY SC HOOL | 1+ 1> 2 ARC HIT EC T S
HO W DO KI DS P L AY? In my initial program I looked at how children play and focused on the Children’s Festival also known as Tết Trung Thu or the Mid Autumn Festival, which celebrated children and their close connection to the sacred and natural world. I looked at how children celebrated the festival with the dragon snake game where the zig zagged movement and energy inspired my roof. Then, I studied the lanterns geometries and how they are made. I was studying how could the geometric forms with a paper thin light filled shell inspire my structure and building. 1999 - Tết Trung Thu Family Photo Dragon-Snake Folk Game - A line of children represents the dragon - The dragon’s body zigzags around and the dragon’s head uses their arms to protect the tail
5 Pointed Star Lanterns - folktale of a king who created the lantern to rid himself of his lover’s infidelity - the lantern became a symbol of purity
Making of the Star Lantern
Carp Lantern Parade
PR OCES S DRAWIN G S
ID INDIV
NO
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R EADIN G
L LEARN
I G
K
PA C E
UA
MNASIUM
N
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GY
PHYSICAL EDUCATION
TU TORING
EXP. ACTIVITIES
R EADING STUDYING
STUDYIN G
FETERIA R
OU
OU
GR
P
L AY
OU
TDOOR
MORALITY LANGUAGE
PHYSICAL EDUCATION
HISTORY
NATURE AND SOCIETY
GEOGRAPHY GR OU P GAMES
SCIENCE
EXP. ACTIVITIES
E
TEACHER SPACES ADMI N OFFICES MEETI NG R MS
SP
E
ALIT
Y SP A
MUSIC ARTS EXP. ACTIVITIES
ES
N S PA C
CI
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MI
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A
CLAS S EXCHAN GES
D
P Y
P
MATHEMATIC S
IN
LA
CL AS S EXCHANGES
P LEARN
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CA
I diagramed my large anchors by spliting up the adult space versus kids spaces, and then, I split the kids spaces into group activities and individual activities. Then, I looked at how the curriculum fits into those anchors of group spaces and individual spaces and how can those activities overlap or connect with each other. I wanted my parti to be colorful and playful with a lot of movement to reflect the way kids play. The parti diagrams how I can create a varied connection of learning and playing that can develop organically over the site with a variety of spaces that connect the interior and exterior using local textures and patterns.
Pre School Analysis
Connection with learn & play spaces
Site Analysis
Develop organically
Climate Analysis
Interior/exterior connection
Program Analysis
Variety of spaces
Te c h n i c a l A n a l y s i s
Local textures + patterns
LE ARN
PL
AY
INIT I AL R E V IE W MAS SING 1 | L A NTERN GEO M ETR Y C O NC EPT
MA S SING 2 | L INES, PL ANES, + V O LUMES C O NC EPT
From my research, my first two initial design studied lantern like geometries and an open building concept. The lantern geometries were exciting from the exterior, but it was difficult for me to understand the interior qualities because the geomtries felt closed off, heavy, and way too large for a child. In the open building concept, I looked at lines, planes, and volumes to create spaces and an open building. However, the open building concept felt too flat, and I felt like I was missing the fun festival inspiration. Moving forward, I tried to combine the two concepts into an open building made up of a bunch of separate volumes, and a geometric planar roof that floats above the volumes. Learning Space
Admin/Teacher Space
Playing Space
Gathering Space
Specialty Space
Outdoor Play Space
4’ 8’
16’
32’
4’ 8’
16’
32’
DE SI GN DE V E LO P M E NT R EV I EW Throughout my process, I always tried to remind myself these important points of a sculptural space that makes kids want to stay that is also practical with a variety of spaces to fit the curriculum and ages. My plan layout and program layout did not change drastically over the reviews, but my section changed drastically when I added in half floors and the roof to create the variety of spaces through movement. I wanted to the classrooms to feel like little buildings that the students leaving the street and walking into, which is why the more open spaces were dropped lower to create a sense of space and enclosure.
•
Why would kids want to stay?
•
Sculptural + practical
•
Interior + exterior connection
•
Variety of spaces + age range
8’ 16’
32’
64’
A
HOME BASE
Small Group Instruction
CAFETERIA
KITCHEN
GARDENING
Learning Space Playing Space Specialty Space
B
ART MULTIPURPOSE
OFFICE
SCIENCE
PRACTICE
Admin/Teacher Space Gathering Space
LIBRARY
LOBBY
MUSIC
Outdoor Play Space LOCKER ROOM
LOCKER ROOM
OFFICE ADMIN OFFICES
NURSE
GYMNASIUM KITCHENETTE
ADMIN
LOBBY
GYM STORAGE
N
TE CH N IC A L RE V IE W
STANDING SEAM METAL ROOF PANEL 6" SQUARE STEEL BEAM @ 10' O.C. 10" SQUARE STEEL GIRDERS
8' CEMENT BREEZE BLOCK, REINFORCED 3/8" ENCAUSTIC CEMENT TILE 1/2" CEMENT MORTAR 3/8" PLYWOOD SHEATHING
2"x12" WD JOISTS @ 16" O.C. 2"x14" WD BEAM 8" CEMENT BREEZE BLOCK, REINFORCED 3W FIRED CLAY BRICKS BEYOND PTD 3W FIRED CLAY BRICKS FIRED CLAY BRICK HEADER @ EVERY SIX COURSES 3/8" ENCAUSTIC CEMENT TILE 1/2" CEMENT MORTAR 3/8" PLYWOOD SHEATHING
2"x12" WD JOISTS @ 16" O.C. 2"x14" WD BEAM
WALL BEYOND METAL TIES @ EVERY THREE COURSES VERTICAL REBAR REINFORCEMENT 1' CEMENT BREEZE BLOCK 5/8" GRANITE TILE 1/2" CEMENT MORTAR 5" POURED CONCRETE 6" GRAVEL 1' POURED CONCRETE FOUNDATION VERTICAL REBAR REINFORCEMENT 4" DRAIN PIPE 12"x24" CONCRETE FOOTING
E R I A CIRCULATION ART + 0’
4’
8’
12’
16’
32’
14' - 4"
23' - 0"
15' - 4"
17' - 1"
11' - 10"
4’ 8’
23' - 7"
15' - 11"
22' - 5"
20' - 6"
23' - 0"
15' - 4"
17' - 1"
11' - 10"
13' - 2"
Traditional Hmong patterns and textiles inspired striation and energy levels on the facade that relates to the energy levels on the interior. For my building structure, I had a simple wood framed structure with masonry bearing walls. I wanted to use wood joists to create a sense of busyness and rhythm to make the spaces feel continuous. I also wanted the building structure to juxtapose the structure of the roof, which is steel to create a sense of lightness. Within the learning spaces, I kept the columns of the roof on a rigid grid. I dropped more columns within exterior play spaces which pulls from the poles from the way the dragon dances are held. To make my roof look more fluid, I used the structure as a connected and fluid path that could be followed throughout the building almost like topography lines.
14' - 4"
34'
30'
30'
30'
30'
30'
' 40 ' 40
' 30
' 48
3' ' 2 20
' 40
PAS SIVE S US TA IN AB I L I T Y S T R AT EG I ES
This section shows how the roof can allow for passive ventilation because buildings rely on the winds for cooling as well as blocking out sunlight when needed and allows light into some spaces. I used breeze blocks and bamboo where I wanted transparency to allow lightness and air through and the fired clay bricks where I wanted a sense “indoors.”
BREEZE BLOCKS
BAMBOO STICKS
C L AY B R I C K S
The roof played a large role in mitigating the climate of Saigon. For spaces where you would be spending more time, I used a standing seam roof panel to block out light, and in spaces with more energy, I used a translucent material like pvc polyester. The roof directs water to the ground plane, and then, the recessed landscapes allow for biorentention ponds in the science outdoor space to bring something technical into a learning opportunity.
Bioretention Pond Bioretention Garden Green Space
STANDING SEAM PANEL
PVC COATED POLYESTER
Metal Panel PVC Polyester
LG I +
RRIDOR FLEX + CO
READ ING NO
I+
FL EX
OK
LG
I SG
LG I+
FL EX
HO
M EB
+
FL
EX
GYM NAS IU
AS E
M
COURTYARD
FLEX LG I
RE AD SGI +F
LEX
CH TE
MA B
LA CO
A LL
B
E AC SP
IN
ST
RE E
T
F IN AL REV IE W The ground floor plan has specialized classrooms and large programs that would benefit from opening up and spilling out into the large outdoor space such as the terraced garden, bio pond, and the special ed space has its own private play space. Similar to the streets of Saigon, I wanted to blur the lines of interior and exterior. I used a classic sidewalk tile throughout the corridor and courtyard, and like a typical home, the learning spaces features encaustic cement tiles.
N
8’ 16’
32’
64’
A
16 11
10
17 12
15
8
Low Energy
14
18
9 7
13
B High Energy 19
19
15 6
5
20
3 4
Sidewalk
2 1
Numbered Room Key 1 - Lobby 2 - Admin 3 - Admin Flex Space 4 - Kitchenette 5 - Admin 6 - Nurse’s Office 7 - Lobby 8 - Multipurpose 9 - Library 10 - Cafeteria 11 - Kitchen
12 - Art 13 - Music 14 - Practice 15 - Office 16 - Special Ed. 17 - Gardening 18 - Science 19 - Lockers 20 - Gymnasium
N
8’ 16’
32’
64’
A
The second and third floor are a combination of large group instruction and small group instruction as well as home bases. The program diagram shows the variety of spaces, while the floor plan shows how I used the different patterns to delineate spaces of high energy such as playful spaces and low energy spaces such as the large group instruction.
N
8’ 16’
32’
3RD FLOOR PLAN 8
10
8 8
8
9 10 8
B
10
64’
A
2ND FLOOR PLAN 10
8
8 8
7
7
6 6
9
6 5
B
10 4
Numbered Room Key 2
1
PROGRAM DIAGRAM Learning Space
Admin/Teacher Space
Playing Space
Gathering Space
Specialty Space
3
N
N
8’ 16’
32’
8’ 16’
64’
32’
64’
1 - Collaborative Space 2 - Technology Lab 3 - Quiet Study 4 - Bridge 5 - Media Center 6 - Small Group Class 7 - Reading Nook 8 - Large Group Class 9 - Home Base 10 - Flex A Space
A
The floor plane moves along with the hills and valleys of the roof above. I tried to bring the roof down lower around spaces of playfulness such as the courtyard and in the garden so that students can interact with the roof on the ground floor.
SECTION A
ENTRANCE COURTYARD
CAFETERIA FLEX CORRIDOR
PLAY
LIBRARY LIB + READING
SECTION B
PLAY NURSE ADMIN OFFICES LIBRARY READING
STAGE MUSIC CLASSROOM CORRIDOR
FLEX SPACE ADMIN COURTYARD 16’ 4’ 8’
32’
BATHROOM TERRACED GARDEN 16’ 4’ 8’
32’
THE HOMEBASE SERVES AS A SPACE FOR THE STUDENTS FROM THE STREETS OF THE SCHOOL . THE STUDENTS CAN MOVE FREELY THROUGH THE HALLWAYS AND CLASSROOMS UNDER THE FLYING ROOF.
A PAIR OF DRAGONS GREET STUDENTS AND ADULTS BEFORE THEY CROSS THE THRESHOLD INTO THE BUILDING. THE SOARING ROOF BOWS DOWN IN A RESPECTFUL GREETING TO DIRECT NEW COMERS TOWARDS LOBBY SPACES.
PAST THE THRESHOLD, OPENS UP TO A LARGE COURTYARD WHERE THE LAND MOVES WITH THE RHYTHM OF THE ROOF ABOVE. KIDS CAN BE SEEN PLAYING IN THE SUN, SHADOWS, AND SHADE OF THE ROOF.
CIR
CU
L AT
ION
DIA
GR
AM
THE BREEZE BLOCKS ALONG THE TOP OF THE SPACE, SIMILAR TO AT HOME, ALLOWS AIR FLOW THROUGHOUT THE VOLUMES. THE LARGER PATTERN OF THE TILES LETS KIDS KNOW THAT THIS SPACE IS FOR LOWER ENERGIES.
60
26
PLA
Y+ LEA RN DIA GR AM Learning Space Playing Space
KI
KI
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ST
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LG
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WHEN THE WALLS ARE CLOSED IT ALLOWS FOR A VARIETY OF SPACES IN THE FLEXIBLE CORRIDORS AND SMALL GROUP CLASSROOM. BUT, WHEN THE WALLS OPEN, EVERYONE CAN LEARN AND PLAY TOGETHER.
THE SCHOOL AS
A CITY. THE ROOF DERIVED FROM THE DRAGON, FLIES ABOVE THE CITY TO BRING RAIN AND PROTECT THE KIDS.
VOLUMES
OF CLASSROOMS READ AS BUILDINGS FOR
KIDS.
C R I T I Q U ES + R EFL ECTI ON CHUNG: What does it feel like inside a lantern? Further curate and explore the spatial qualities of how the roof effects the volumes. Need to own the properties of the lantern. CHAN: Likes the literal translation of elements because it is easier for kids to understand. Will need look at acoustics as a future layer because the openness lends for loud spaces. TWOHY: Irrational exuberance balances with the simple volumes. Next step, a video to show the variety of spaces. ROWE: Any view anywhere would be wonderful due to the textures, colors, and materials. Personal passion was inspiring. ARONSON: Terrific evolution of roofscape. How could we further celebrate rainfall? Likes the energy of the renderings.
Living in two cultures has always been a struggle and explorative process, but I never thought that I could explore this personal balance through the lens of architecture and the built environment. I was nervous to propose this as my project in the beginning because I wasn’t confident that I could bring an authentic experience as a first-gen Vietnamese-American. I was afraid that I would not be Viet enough, but looking at my final pieces, I am so happy to see that my family allowed me to experience an authentic Viet life and I was able to showcase our culture in this project.