Dx thesis online by Daisy Xu

hi! iâ&#x20AC;&#x2122;m little stacy jane

whole school

URBAN WHOLE LEARNING

DAISY XU DESIGN THESIS 2013 Master of Architecture The University of Melbourne

Foreword An interest in schools have always intrigued me, and I'm glad I can finish my own educational journey on a relfective and evaluative end of the beginning.

thanks goes to my supervisor Dominique Hes, Ben Cleveland, & Rob Nerlich and Kate McMahon

hi!

iâ&#x20AC;&#x2122;m little stacy y jane, ~ I will be y your commentator through g our wonderful nderful ful journey j together!

content

QVM URBAN WHOLE SCHOOL

01 21st CENTURY

SCHOOLS

51 61 83 97 103

02 WHOLE SCHOOL CASE STUDIES

03 SITE URBAN STRATEGY

04 SUSTAINABILITY

111

DESIGN PROCESS

119

EVALUATION

it’s starting! it’s starting!!

Statement of Intent ... 21 years, 3 institutions, 1 education. These numbers puts into perspective the length of guided learning we undertake to create a framework for our future. We never stop learning, that is a fact, but are we being provided the best framework of opportunities while we are at school? Is the current educational system relevant to the 21st century society? Are we designing schools of the future? What experience has taught us is that change is constant and it systematically changes society to create a relevant evolution. An important part of this knowledge is within our educational framework, hence design becomes to form an irreplaceable process for these experiences to evolve.

The research that have been undertaken in this thesis aims to critique the educational frameworks and models that have preceded the current system in relevancy of the twenty-first century society. We are in the information epoch and knowledge have grown exponentially. However learning environments have not, we need to create evolving environments where the childs needs need to be considered as a whole, rather than 'a part' in a child orientated social environment. Perhaps this needs then to be trickled into a larger context - the need to create a whole environment, in which the learning environment does not become exclusive (where many suburban schools are), but an environment which is part of a whole system - the city. With the growth of the 21st century society, and ever evolving urbanisation, the need for urbanised learning environments becomes to form an integral part of city growth and healthy society & environment. There needs to be a new educational typology set within the city that is contextualised and personalised to the child and to the environment it is set. We need to rethink the concept of schools and focus on what learning needs to encompass. By undertaking a study into ecological urbanism, the project aims to use this as inspiration and framework for the development of a 21st century urban learning environment.

QVM URBAN WHOLE SCHOOL Let colour into your life, let it educate you, Let colour into your life, let it organise you, Let colour into your life, let it humour you, Let colour into your life, let it give you variety, Let colour into your life, your let it consume you, Let colour into your life, let it colour YOU

PROJECT Project:

Primary School with Community and Recreational Facilities

Site:

Queen Victoria Market (Carpark + Franklin Street Stores)

Goal:

Revitalise and Regenerate current site within Urban framework

ямВagstaff gardens

PEEL S TREET

T E E R T S N I FRANKL

QU E

RY R E

ET E R ST

EN STR EET

PROCESS The project is informed by four major areas of exploration:

21st Century

What makes 21st century society unique?

Whole School

What are the concepts of â&#x20AC;&#x2DC;Whole Schoolâ&#x20AC;&#x2122; that are adopted?

Urban Strategy

How can the project be contextualised within the existing urban fabric

Sustainability

How can the design become a renegerative process for future-proofing education and the natural envrionment?

21ST CENTURY 01

03 URBAN STRATEGY

WHOLE SCHOOL 02

04 SUSTAINABILITY

01 school placement school is placed centrally on the site

02 elevation of school plane / creating greenscape plane elevation of program creating natural secure child-friendly environment

18 03 insertion of art interconnected with school art-integration plugged into school environment

04 plug in recreation insert of leisure recreational program tucked under elevated plane

05 a) create central school playground atrium creation of central circulation play space

b) contoured landscape contoured landscape connecting ground datum to new elevated urban leisure park

O CT I V

STREET

STR EET

ST RE ET

EET STR

fla fl agstaff gardens

TH ABE ELIZ

FR AN KL

Q UE EN

ST RE

DUDLEY

ET E TR S EL E P

VIC TO RIA

A RI

R PA

E D A

BRIEF The entire project is encompassed within 4 parts:

School

What boundaries should a school encompass, where can it be opened up?

Community

How accessible are facilities to the public?

Urban Park

How to bring in a density of activity within open areas?

Recreation

How can sports and leisure activate the site?

The opportunity here is to explore the limits in which each of these functions can be stretched and meshed into a new urban typology.

utilities WC + storage

MARKET EXISTING

EXPERIMENTAL LEARNING ENVIRONMENTT

YR1

~40sqm rooms (2x)

YR2

ART art studio 70sqm wet area 20sqm workshop artist 25sqm utilities 15sqm

COMMUNITY HUB

DRAMA

JHQHUDO RIƂFH VTP SULQFLSDOV RIƂFH VTP RUJDQL]HU RIƂFH VTP artist studio/workshop 20sqm exhibition hall 50sqm conference room 20sqm multi-purpose room 35sqm utilities 20sqm

stage + seats 60sqm storage 20sqm practice room 40sqm utitlies 15 sqm

21 natural environment central playground vegetable garden outdoor learning

URBAN PARK

LITERACY reading area~30sqm library 40sqm study 15sqm performance 20sqm utitlies 15sqm

MUSIC music area ~45sqm (2x) storage 10sqm tech area 15sqm utilities 15sqm

swimming pool 100sqm changing rooms 20sqm multi-purpose (sports hall) 70sqm

ARTS INFILL DANCE

ACTIVE HUB

dance hall 100sqm changing rooms 20sqm

YR3

IDENTITY INFILL

YR5

~40sqm rooms (2x)

~20sqm rooms (4x)

PROJECT BRIEF

YR6

utilities WC + storage

YR4

MARKE

(ped pedestrian)

23 3

14 16 1 6

15 5

PEEL S STREET EE

22 2 2 13

18 18

12 01 05 A

01 02 03 04 04 05 5 06 07 07 0 08 09 9 10 11 12 13 1 14 15 5 16 17 17 18 8 19 20 21

reception community m multipurpose t o mingling spa ace a e learning atriu atrium u library exhibition sp pace p ffo formal o theatrrre sspace tthe heatre workkkshop he o ar artt w workshop orkshop p m mus music icc workshop p dance da d ance workssshop o rrecreation ecre cr at on centre r p pool oo o l ccommercial co mm m mercia cia al ccraft al a shops p ec eco o learning le earn ng g rro room shipping i ng g container conta ain vege p patches tch possible em market/cooking ar et/c learning an g ccovered pa parking arking (2 2 levels)) sch school drop po off ff zone onne external te playground ygrro ou d g greenscape en pedestrian ed d st ann sstreet de e t

0 04

03 02 0 2

A 19 9

08 07

lvl 1 floor plan

FRANKLIN STREET

10M

1:500

17 7 C

C 16

(pedestrian)

23 15

14 04

01 01

02 2

13 01 02 03 04 04 05 5 06 06 07 07 0 08 09 9 10 11 12 13 1 14 15 5 16 17 1 7 18 8 19 20

mingling are ea learning/pla ay a atrium library underr theatrette school hallw way/r / etreat are rreass school commu m nne space c s external cover ee ed commune spa ace e scchhool drama workshop scho sc cho hhool art works k hop main ma m ainn stairs scho sc cho hool ool ol musicc worksho op scho ssc cho hool o da ol ance workshop worrkkssh wo shop op p spi p ll green space c g gre gree enns nsca scca cape ap pe e pla ay area a po pool ol ro oof oo of recreatitit o onal on na are ea void vvegetable ep pa attch trra ansitional gre reen are rea a sola la ar panelss on e exhi hib ibi bitit on roo b bit oo o of

07 12

08 20

lvl 2 floor plan 5M

10M

1:500

SECTION A-A taste

Central Play Forecourt elements such as flowers, feel of grasss and sand, s ee fruit trees are positive regenerative aspects towards healthy growth and education

EXPERIENCE THROUGH THE 5 SENSES

smell

We are most interactive and engaged with an environment when it tickles each of our 5 senses are appropriate times. Behaviours becomes affluent, promoting natural changes to take place. (refer to pg 93)

tou

SECTION C-C

SECTION B-B

25 5M

10M

RL 6.0

RL 4.0

RL 5.0

VOID RL 2.0 under

GREEN SLOPE RL 0.0 - 4.0

25 RL 0.0

23 26

RL 1.0

RL 2.0

RL 0.0

12 22

RL 1.0

RL 7.0

01 RLL 8.0 R 0 2 20

RL 2.0

RL 1.0

RL 3.0

15 5

05 5

RL 0.0

04 4 05

RLL 5 R 5.0 0 09

RL 6.0 14

18 8

RL 4 4.0 14

RL 8.0 28

RL 8.0 RL 3.0

RL 2.0

31 RL 8.0

01 02 03 04 0 05 06 07 7 08 8 09 9 10 0 1 11 12 13 14 15 16 17 7

main entry lobby re ece c ptiionn staf aff arrea a WC to o-hhire mu multip pur u po pose e roo oms multip mu pur u po pose e hal all kiitcche ene nettte e assse s mb mblyy/p /pla ay area ea suunk n en pla ay ar area ea ouutd tdoo oorr sa sand ndpi pitt play ay are rea a amph am phitithe heat atre re are rea innde desside de/o /out utsi s de cor o id idoo oorr play pl ay/l /lea earn rnin ing/ g/te teac achh ar area ea cove co vere red d am amph phittea atrtre e liibr b ar ay liftt

18 19 20 21 1 23 24 25 26 27 7 28 29 30 31 32 33 34

conference/learning area comunal learning area ye ear a level retre eat a spa paces fo orm mal a tea each chinng area ea22 2 move mo v me m nt n wav a e le eisurre spac ace e outd doo oor le ear arning g are rea (p pri r va ate te) re ecrrea e titon ter e ra ace (ba ask s et etba balll cou ourtt) eco ec o gr g ee eenn wa wall tub ube urrba an gr gree eenn pa parkk pa art r s gr gree eenn pa ark r scho sc hool ol the heat atre re hub scho sc hool ol artss wo work rksh shop opss scho sc hool ol mus usic ic wor orks ksho hops ps scho sc hool ol dan ance ce roo oom m spilll ou sp outt ar art sp spac aces es courtyyar co ad

10M

SCHOOL PLAN

1:200

taste

see

smell

tou

LEARNING STEPS

THEATRES

ART WORKSHOPS

URBAN PARK

PERMANENT MEMORIAL GALLERY

SUNKEN PLAY COURT

COLOUR BLOCKING STEPS

DEDICATED TEACHING

DEDICATED ART WORKSHOPS

RAISED URBAN LEISURE

AND THEATRES

GRADED RECYCLED

ENCOURAGING PLAY,

AREAS FOR INTER

FOR ART, DRAMA, MUSIC AND

AND RECREATION PARK

RUBBER FLOORING

EXPLORE, TEACH AND LEARN

FORMAL ARTS EXHIBITION

DANCE

SPORTS FACILITY MAIN MARKET WALKWAY NORTH-SOUTH WALKWAY

SPORTS FACILITY WITH SPORTS COURTS AND MULTIPURPOSE ROOMS

LIRBARY PUBLIC AND SCHOOL LIBRARY

STORAGE

CARPARKING 100 CARPARKING SPACES

MAINTENENCE STORAGE AREA

LEARNING ATRIUM EXPLORATIVE AND MULTIPURPOSE LEARNING AREA

taste

TRANSITION SERVICES AND KITCHENETTE/CATERING

ADMINISTRATION RECEPTION, SCHOOL STAFF ROOM,

SECTION AA 1:200

see

COMMUNITY OFFICE, TO-HIRE COMMUNITY ROOMS

smell

tou

greenery, flowers plants, playgrounds, seating, fruit trees, wind chimes are all learning tools and elements which makes healthy learning and living

taste

Urban Park see

smell

tou

formal amphiteatres with fitted electical outlets for formal presentations UNDER SPACES

Design Considerations

AL TEA

CHING

Enrichment of the 5 senses, as learning forms and creating a sense of place of both ownership and place blocking.

irregular steps, creating informal spaces and temporary teaching spaces on steps and shelving

FORM

NBO

TEP

The key use of colours is tested among the designed environment, as a place maker, play maker and learning enhancement.

RAI

little nooks and overhangs creates canvases for lay spaces and retreat

THEATRE LEARNING

art hubs informal

Pedagogy

linear spatial arrangements of learning spaces creates spatial order, but designed permeable enough for high combinations of circulative intersections

01 one on one

02 collaborative

art hubs formal

URBAN PARK

LEARNING LEAR RN ATRIUM TR U

iii

03 interactive

04 formal classes

RETREAT AR REA

RP LA YA ND LEA RN

06 assemblies

VITY

ACTI

multi-usage spaces, where furnishing is part of the built envrionment, adaptable for other functions

FRONT PLAYGROUD

private retreat pods

Biophilic urban garden to naturally stimulate play and recreation.

commune learning space

seemless flow of internal and external spaces, allowed by openings that are kept open during the day

Entrance sand play En are opening up area fro the learning from atr atrium space

raised podium like retreat spaces for individual year level with storage and relax spaces. inpromptu intersection spaces with multiple uses such as teaching, collaborating, retreat and play area scattered throughout

ELEVATED PLAYGROUND

FORMAL LEARNING FORMAL ART

IMPROMPTUE SPACES

O GR

INFORMAL ART

School Spatial Organization

INSIDE/OUTSIDE

KEN

SUN

05 groups

INFORMAL LEARNING

ENTRANCE PLAYGROUND

Learning Environment Organization

Free Public Access Administration + Multi-purpose Rooms Market Trading hours + Wednesday Night Market (activity spill onto site) Saturday Craft Trading Market + children activities

LE AT AR RI NIN UM G

Public Recreation Facilities

Y ER N LL ITIO AR HIB T G EX AR ND A ADMIN IS + MULT TRATION IPURPO SE

QUEEN

Sunday Family Craft Market

SCHOOL SPORTS S

URBAN PA ARK R CENTER

GREEN TE RRACES

EX XTTE ER RN NAL LAND SCAPED ST S EPS

MARKE

LIN

URBAN PA

OPS

Artist in Residence (private access) + Workshops (scheduled hours)

PEEL STRE

POOL

MARKE T WORK SH

LIB RA RY

SCHOOL (Mon-Fri 8.30am - 3.30pm)

T TIS AR + P E C HO NT S RK IDE S O W RE IN

STREET

Inactive

FUNCTIO FUNCTIONS

30 03

MONDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

LATE AFTERNOON

S03

S02

WEEKEND

E EARLY AFTERNOON

EVENING

SUNDAY

S01

WEEKDAY

MORNING

TUESDAY

S04

SITE ACTIVATION SCHOOL ART WORKSHOPS

SCHOOL URBAN PLAYGROUND

dedicated school art workshops

top level restricted access during school hrs, public access otherwise.

ARTIST IN RESIDENCE

ground level 24/7 artist in residence. first level school workshop, artist workshop afterhours.

PUBLIC POOL public pool with teach facilities

public swimming outdoor learning

CRAFT MARKET WEEKENDS weekend family days on the site, public spaces are open for use

WEEKEND USE:

recreation drama/dance workshops

PUBLIC GALLERY AND THEATRE

permanent exhibition of the exhumed cemetery memorial ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~

market theatre company plays

Sports Facilities OPEN recreation

method drama classes

play

Library is OPEN

professional artist studios

Pool is OPEN

play

pool classes

Art Gallaries are OPEN

collaborative art workshops

Theatres on PLAY dance workshops

individual music lessons

Artist in Residence SHOWCASE

market learning spaces

SCHOOL LEARNING ATRIUM

cooking classrooms, movable classrooms, space cleared for undercover recreational courts during inactive market days.

mingling transition space for school dropoff, and events

children in pairs

eco-learning room

public urban park

vegetable patches and food productive classes

public recreaton urban park and landscaped seating for events

administration information centre

Sports Facility

school and community staff reception + community to hire out multipurpose meeting rooms

recreation center with 2 basketball sized courts, changing room amenities and meeting rooms

Student Exhibitions / Event Spaces The learning atrium is opened to the public for public use, such as exhibitions, events and or public play areas.

PUBLIC LIBRARY Fulltime public library, shared with school resources

Market users spills over to play and learning urban areas.

parents drop off

01 WEEKDAY SCENARIO

02 WEEK NIGHT SCENARIO

03 FRIDAY SCENARIO

04 MARKET DAY SCENARIO

outdoor performances

21st CENTURY

21st CENTURY 34

The 21st Century is dictated by 5 main factors

Globalisation

How can we encompass variety, but remain integral to our identity?

Social/Cultural Change

What are the societal concerns and cultural issues we face in 21st Century?

Global Warming

How can we restore and regenerate our environment to last forever?

Technology

How can we sustain the rate our our learning ability to the rapid growth of digital information?

Urbanisation

What does it mean to be living in the city? How is it different?

1 GLOBALISATION

2 SOCIAL/CULTURAL CHANGE 35

3 GLOBAL WARMING

5 URBANISATION 4 TECHNOLOGICAL ADVANCEMENT 1 GLOBALISAT ION IMAGE << http://jobspapa.com/bitesize-geography.html>> ACCESSED 18/09/2013 2 SOCIAL/CULTURAL << http://www.socialworldmedia.com/>> htt // i l ld di / ACCESSED 18.09.2013 18 09 2013 3 GLOBAL WARMING << http://www.globalwarmingfacts.net/>> ACCESSED 18.09.2013 4 TECHNOLOGY << htt http://www.fsusd.org/domain/778>> // f d /d i /778 ACCESSED 18 18.09.2013 09 2013 5 URBANISAT ION IMAGE << http://www.mezzjellyblues.com/wp-content/uploads/2012/12/earth-globe.jpg>> / t t/ l /2012/12/ th l j ACCESSED 18.09.2013 18 09 2013

my brain needs a massage

21st 1st centur century p 21c 36

Outcome-based Open Student-centered active learning tailored to students synthesis, analysis and evaluation research-driven active learning students to dictate self learning mutual student-teacher respect, global classroom integrated and interdisciplinary curriculum grads based on what was learnt expections to achieve high self, peer and other evaluative process tailored education multipal literacies of the 21st century education is not driven by standardised testing -

20c - Time-based - Isolated - Teacher-centered - Memorization - Knowledge, comprehension and application - Textbook driven - passive learning - little to no student freedom - authority, no student and teacher respect - fragmented curriculum - grades averaged - low expectations - evaluation through teacher only - standardisation - living by the 3 Rs, reading writing and arithmetic - driven by nation-wide standardised testing

21st 1st st cce cent century directional guidance

mould creative free-thinking free learning free-learning

diversify & specialise

ﾅｰ[HG year 10-12

guided learning growth

free learning free-learning

growth enga

ge an

me tor

nto ring

be leaders

men

d me

ntor

interdisciplinary

group activities

teach

evaluative process

push creativity

independent study

collaborate

nuture independence

UHﾆォFW DQG LQIRUP

collaborative + independent

g torin n e m

educational d c ti l lif lifespan Primary Institution prep - yr6

THESIS FOCUS

Secondary Institution yr7-yr12

Tertiary Institution bachelors & masters

IMAGE BY AUTHOR

21st 1st century centur g 38

"this is their education, their learning and their future - they must be involved in it" ~ educational origami LEARNING PYRAMID << http://edorigami.edublogs.org/2008/08/16/21st-century-pedagogy/>> ACCESSED 18.09/2013 21st CENTURY PEDAGOGY << http://edorigami.edublogs.org/2008/08/16/21st-century-pedagogy/ >> ACCESSED 18.09.2013

i like trees, skipping and honey

21st 1st centu century

"Whether this year's kindergarten student will merely survive or positively thrive in the decades to come depends in lage measure on the experiences they experience in school. Thoses experiences will be shaped by adults, by peers, and ultimately by places, by the physical environments where she does her learning" - David W.Orr <<The Third Teacher)

1. basic needs

satefy, smallness, health, cherish, variety

2. minds at work

relevancy-newness, feedback, choice of engagement, integrated

3. bodies in motion

accept habits, dynamic, movement, play, varity in environment, free choice

4. community connections

close proximity, building for change, move in together, imagination, involvement

5. sustainable schools

consider the future, transparent, child leader, nature, pace

6. realms of the scenes

family honesty, investment, teach life, active learning, senses

7. learning for all

evalution, recruit difference, accessibility, feel good, prepare the best

8. rewired learning

consult, theory into practice, virtual, plan for unknown, dream big, add more

the complexity of 21st century schools is not ticking off the list, but rather filtering and contextualising the design best for the situation of the school to allow for optimal change for the future Inc. OWP/P Cannon Design, VS Furniture, Bruce Mau Design "The Third Teacher: 79 ways you can use design to tranform teaching & learning", ABRAMS, China, 2010

lol - that means laugh out loud

21st 1st cen century y HOLISTIC GOALS OF EDUCATIONAL FACILITY DESIGN

GOAL OF EDUCATION: reaching the whole learner

GOAL OF ARCHITECTURE (Vitruvius): designing the whole building

BODY (physical learning)

FIRMNESS (structure)

MIND (cognitive learning)

MIND (function)

SPIRIT (emotional learning)

SPIRIT (beauty)

environment

a part from

Parallel learning environment images in education and architecture. IMAGE

EDUCAT ION

ARCHITECTURE

The image of the student

learner

client/user

the image of the professional

teacher

designer/architect

the image of the cotent

curriculum

program for design

the image of the process

teaching strategies

architectural design process

the image of society's role & physical environment

role of education

role of architecture

a part of Taylor, Anne "Linking Architecture and Education: Sustainable Design of Learning Environment" University of New Mexico Press, China, 2009

yesterday is like a billion years ago

whole hoole schools ools 21 st century school

"Todays kindergarteners will be retiring in the year 2070. We have no idea what the world will look in five years" - 21st century learning 20th century learning such as Mary Featherston and concepts of Reggia Emelia schools in Italy begins to focus on a rethinking of the 19th century, factory education model. With the failure of old school systems to accomodate the social, technological, environmental and cultural aspects of the 21st century, where classrooms becomes to face inwards, away from the turmoil of war and disaster, the grey of industrialisation, the challenge of 21st century institutions is to rethink and explore the new typological framework of education to encompass the exponential growth and speed of learning from children of today. Sustainability is a key word in which one should associate with 21st century education. We need not to design only for students of the present, but for the future. This doesn't mean to design so the project lasts for the next 30 decades, but rather to design to allow for change to accomodate the social, cultural, technological advances of the future.

SCHOOLS

history

“miss, can i go out and play” “miss, i’m tired”

“miss, i don’t understand” “miss, this is too hard” “miss, i give up.”

history input

i wish i can travel back in time and give them a hug this big ( )

primary

secondary

tertiary

child care

output

workforce

system education factory production line

DIAGRAM BY AUTHOR

history production line ladder

graduation

UNIT 4 UNIT 3 UNIT 2 step 3

UNIT 1 step 2 step 1

raw material

sequential moulding through system structure

product ready for material world DIAGRAM BY AUTHOR

you’re funny

son: “Mom, what do you want to be when you grow up?” mom: “I'm already grown up.” son: “Oh… I mean what do you want to be when you've already grown up?”

CLIPART IMAGE << http://openclipart.org/detail/69991/mom-holding-childs-hand---outline-by-horse50>>, ACCESSED 18.09.2013

are you keeping up?

21st century whole schools

our oath

Whole Child Vows

i vow not to create, but instead, nuture i vow not to feed, but instead, provide i vow not to demand, but instead, promote free thinking i vow not dscipline, but instead, to gently push i vow not teach, but instead, mould

WHOLE SCHOOL

woohoo!

whole schools whats that? 52

Whole school is an arts-intergrated school, with focus on a healthy transparent envirionment to enrich the body, spirit and mind. The aim is to create a culture of collation, a sense of community through increased engagement in learning. This will prepare them for the 21st century workforce.

health

curiosity community

art-learning play

opportunity BACKGROUND IMAGE << http://www.roshida.com/img/fck/image/Child%20drawing.JPG>>, ACCESSED 18.09.2013

i like it when a plan comes together

whole ools plan of schools attack

03 CONSIDERAT IONS TO DESIGN AND PLANNING

FACILITY AND SITE

the built environment should act as a learning tool, it should create a healthy environment, a beautiful environment and a supportive environment for the children

EDUCATIONAL PROGRAM

the information and knowledge should encompass an overall and evaluative approach, we should encourage free-thinkers and create frameworks to allow children to reach their full creative potential

ORGANIZATIONAL STRUCTURE

creating a social environment formed by creating a culture of collation and a sense of community. 1. children

2. teacher

3. parents

4. society

whole schools future proofing

oh! look, this tree-trunk (structural column) is supporting the capony (the roof) ~ transparency

SCHOOL AS CATALYST TO SUSTAINABLE CITIES

01 SITE

CONNECT IVITY, ACCESSIBILITY, STORM WATER

02 WATER

INDOOR, PROCESS, IRRIGAT ION

03 ENERGY

MEASURE, VERIFY, RENEWABLES

04 MATERIALS

RECYCLED, REGIONAL, REDUCE, DIVERT WASTE

05 INDOOR

VENT ILAT ION, NON-TOXIC, DAYLIGHT, VIEWS

living building challenge using the living building challenge as a guideline framework for sustainable building and design

= built environment as a teaching tool - THE THIRD TEACHER LIVING BUILDING CHALLENGE IMAGE << http://annesleyb.files.wordpress.com/2011/11/living-bldg-credit-gerding.jpg>>, ACCESSED 18.09.2013

yayy, crayons, pinkness!!

whole schools ARTS arts arts s

approach:

how to create "a new learning environment consistent with the cognitive and expressive demands of the 21st century"??

learning with

ART

~ (cookson, 2009)

MERCEDES BENZ, TWO SIDES OF THE BRAIN AD << http://www.arghink.com/wp-content/uploads/2011/11/paint-72dpi.jpeg>> ACCESSED 18.09.2013

whole schools ARTS INTEGRATION

understading ‘the how’ & ‘the what’ what what?

what the Kennedy Center says:

arts integration is an approach to teaching in which students construct and demostrate understanding through an art-form.

students engage in a creative process which connects an art form and another subject area and meets evolving objects in both

art based curriculum

art as curriculum

art intergration

work together to form cohesive learning environment

Kennedy Center ARTS EDGE << http://artsedge.kennedy-center.org/educators.aspx>> ACCESSED 18.09.2013

whole THE ARTYschools STUFF

sooo pweerrrtyy

so, it should be collaborative.. transparent.. okay, y and it needs to have critical orginal g research... alright... AND it needs to be disciplinery... now you re talking

~ 5 main art groups which should be integrated into the design

i us

dr am a

dance

lit

t r a

- the art flower IMAGE BY AUTHOR

youâ&#x20AC;&#x2122;re my y friend and y youâ&#x20AC;&#x2122;re my y and youâ&#x20AC;&#x2122;re my friend...

whole schools ols lss THE PEOPLE

bringing in a sense of community and management 01 on-going professional development 02 teacher support and network 03 leadership support and training 58

04 continused internal and external evulation 05 establishment of mentors with key groups professionals from the different arts are invited as 'teaching artists' to strengthen the place of art as a core part of the curriculum. integration of arts in all subjects with aid from consultants and volunteers

collaboration with existing communities will be important with the new built school

community. the involvement should be transparent in the classroom with volunteers and teaching artists

i like my y school family, y, they y play p y hide and seek with me,, i like hiding behind the lemon tree!

CASE STUDIES

case studies 2 major case studies are undertaken 01 Ashburton Primary School 02 Steiner School Melbourne Sophia Mundi Steiner School Rudolf Steiner School

In 2009, as part of the Australian Government's Building the Education Revolution, Ashburton Primary planned a facilities upgrade and modernization of the school.

Beliefs about learning Learning is a social process Learning needs to be relevant, purposeful and authentic 64

We all learn differently and at different rates

â&#x20AC;&#x153;learning spaces influcence both teachers, students thoughts, feelings and behaviours, and that person-environment relations can facilitiate or inhibit learningâ&#x20AC;?

IMAGE BY AUTHOR

case ase studi e s 01 ashburto

like drawing flowers, i like flowers

when a child is ready for education, we treat their minds as a blank canvas ready to be coloured with knowledge, we treat their spirit as free - giving them a choice for growth, and

we treat their body as sacred - giving no harm for their well-being

MODALIT IES OF OF LEARNING, REFERENCE FROM KENN FISHER, ACCESSED 18.09.2013 3

case ase studi e s 01 ashburton more focus

balance

the process of planning comes from finding the right balance to allow growth in the movement forward

less focus prep

yr3 Explore

aim metaphors

time yr6

Exploring Pod Under the Sea

Connecting Pod Huckleberry Finn

Disovery Pod Science Atoms

PREP

YR1

YR2

PODS

Belong

Retreat

similar setup and schedule

YR3

YR4

leading pod

YR5

MAIN BUILDING

YR6

case ase studi e s 01 ashburton

STREET

senior school (under construction)

TEACHERS CONSULTATION

PARENTS CONSULTATION

BRIEF + FRAMEWORK

ARCHITECT

STREET

presentations POD 1 PREP

LIBRARY

feedback & changes CHILD CONSULTATION POD 2 YR1

STAGE ONE: SYSTEM ANALYSIS

STAGE TWO: FRAMEWORK DOCUMENT

STAGE THREE: DESIGN DEVELOPMENT

POD 3 YR

STAGE FOUR: CONSTRUCTION UHFUHDWLRQ ƂHOG

Ashburton planning process IMAGE BY AUTHOR

case ase e stu studi udi u i e s 01 ashburto

School Plan - Schematic Design ‘Pod’

Each pod will house approx 80 - 90 students with four teachers. Classrooms connect via sliding door and the ‘neighbourhood zone’ (shared learning space).

Each Neighbourood Zone will have a ‘library’, furniture for small groups (think restaurant booth) and nooks for paired and independent activites.

At the end of each ‘Pod’, there will be a tiered seating presentation area, two acoustically sound withdrawal spaces, toilets, a wet area and a teacher office.

@ November 2010

80-100 students in each pod, with 4-5 teachers and support staff. Teacher is responsible for assessment and reporting. 30% of week separate, 70% together. Ownshership of space - within each pod. Routine of day is split into two parts, refer to later IMAGE BY ASHBURTON PRIMARY

case ase studies 01 ashburton trees!!

central meeting point, slanted ceiling, sky light, movable furnishing, movable wall dividers, displays

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case ase studies 01 ashburton

full height windows, display walls, perforated ceiling for acoustics IMAGE BY AUTHOR

case ase studies 01 ashburton want to play p y hide and seek?

central neighbourhood zone/island

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wet area

Classroom

WITHDRAWL

Classroom

free standing shelving

neighbourhood zone ne

movable dividing walls

Classroom

full height north facing windows

wall unit with storage

WITHDRAWL quiet & transparent withdrawal area x2

case ase studies 01 ashburton

admin

planning allocations

ICT THEATRE IMAGE BY AUTHOR

case ase studies 01 ashburton

flexible wall units with sliding whiteboard doors and storage

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case ase studies 01 ashburton

varying spaces, allowing for different activities

i can colour my flowers in pink!

IMAGE BY AUTHOR

morning

Morning call 50mins class

break Numeracy: class activity with hands on activity, e.g. using wet area, neighbourhood zone, class area

afternoon

lunch

case ase studies 01 ashburton

A DAY IN THE POD

Specialist subjects, e.g. french, P.E. Subjects outside of classroom. [integrated learning, only ever 2 groups left in pod at a time]

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02 steiner school

Rudolf Steiner school in Warrenwood was the first steiner school in Melbourne. Located in a natural landscape next to the Collingwood Children's farm, the school sits comfortably in the green landscape

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i feel beautify y when i dress in my y pink tutu. i am a fairy

case ase studi e s 02 steiner school

…nourishing the child’s belief in goodness and beauty… … the child is a being of will… of the senses…. of imitation… of imagination…

…Primary school is a time of adventure, discovery and delight…. …The social and moral learning that takes place in childhood is as important as the academic… …Awakening young people to their destiny… …Education can be a process of growing in the light of truth and the warmth of a community dedicated to improving our world…

RUDOLF STEINER SCHOOL, MELBOURNE << http://www.mrss.com.au/curriculum/>> ACCSSED 18.09.2013

case ase studi stud es 02 STEINER

So earthy!

use of earthy materials, and vernacular design IMAGE BY AUTHOR

case ase studi stu es 02 steiner

use of earthy materials and tones

those ose windows indows arenâ&#x20AC;&#x2122;t flat!

IMAGE BY AUTHOR

letâ&#x20AC;&#x2122;s take some moment now,, and breathe in some air... in... out... in... out...

SITE

city is where cars go vroom vroom,, i’m hungry

SITE SELECT ION REQUIREMENTS: >> URBANISED AREA - EXIST ING BUILT OVER LAND >> RELAT IVELY LARGE AREA MASSING 84

selection QUEEN VICTORIA MARKET: The site was chosen for it's potential. Specially the carpark on the site measuring roughly 140 x 150m with 3 existing brick buildings on site. The site was once well known for it's vitality and bustling environment, providing fresh produce as a source of substance for the neighbourhood and wider context. Presently, the site is inactive, depreciating in value, and erroding away in inactivity. The market is only operational for 4 out of 7 days a week, there are food stalls with local produce, and merchandise sales. There is also a weekly night market, which sees the market at the most liveliest moments each week. The aim of choosing this site for building of a new urban primary school hopes to inject the site with vitality, glue together a closer sense of community, and provide satefy and attractiveness of the site to Melbourne city.

timeline 1837: Melbourne Township named and surveyed

2013 -> knowledge commodity exchange exchange of produce + exchange of ideas

1841-1880 Western Market 1890 - 1959 Fish Market

NOW

1847 - 1962 Eastern Market 1878 - 2013 Queen Victoria Market 1878 - 1969 Melbourne's Wholesale food market 1837 - 1853 1854 - 1917 Old Melbourne Cemetry

1924 cemetery land officially granted to market

2013 - .........

(1837 cemetery opens but 1854 officially closed but still in use)

1830

1840

1850

1860

1870

1880

1890

1900

1910

1920

1930

step one

commodity exchange

step two

fish exchange

1940

1950

step three

commodity + produce exchange

step four

whole sale exchange

step five

1960

1970

1980

1990

2000

2010

2020

2030

knowledge + produce + commodity exchange << WE CAN ACHIEVE THIS!

RIA CTO E AD PAR

MARKET RKET KET BOU BOUNDARY BO ARY

VICTORIA STR

EET

SITE: Queen Victoria Carpark

FRANKLIN STR

ton

ing

Fle

TREE

TH S

ABE

EET

FLAGSTAFF GARDENS

SELECTED SITE BOUNDARY UN (Carpark park + Franklin Frankl St Stores)

ELIZ

CARPARK

QUEEN STREE

PEEL STREE

QUEEN VICTORIA MARKET

INE

GE L FRIN CBD

TREE

ES ROB

beth

Eliza

LA T

1 Urbanscape, CBD Fringe VVictoria St t ry S Ther

t ng S

nsto

beth

n St

Eliza St

t en S

Que

am S

Willi

King

Flagstaff Gardens

dale

Lons

ell S

Russ

St Swa

robe La T

n St bitio

Exhi

Frankklin St

2 Site in need for revitalisation

Spri

Queen St

Peel St

Victtoriaa St

cer S

Spen

rke

Bou

ns S

Colli

urne

bo Mel

CBD

ers S

Flind

Site Selection 1:1000

Public Park

VICT

Mixed Use

ORIA

Capital City

A PAR

Heritage Overlay Residential Selected Site

VICTORIA ST

REET

TH S

ABE

ELIZ

CARPARK

QUEEN STRE

PEEL STREE

QUEEN VICTORIA MARKET

TREE

FRANKLIN ST

REET

INE

FLAGSTAFF GARDENS

CBD

EL G N I FR

EET

LA T

TR BE S

SITE SELECTION 1:1000 (5km radius)

801 -20 1-0 071

PARKVILLE 3052, 3010, 3050 NORTH MELBOURNE 3051

CARLTON 3053

WEST MELBOURNE 3003 MELBOURNE 3000 90

DOCKLANDS 3008

SOUTHBANK 3006

EAST MELBOURNE 3002

ROYAL GARDENS

Royal Park

Parkville, VIC 3052 Largest Melbourne parks covering 170 dectares. Place of relaxation and sport in available facilities

CARLTON GARDENS

801 -20 1-0 071

Parkville, VIC 3053

Eucalypt forest, home to possums and huge variety of birdlife including rosellas, wrens, robins and birds of prey.

Designed for the Melbourne International Exhibition 1880, world heritage listed. Features ƃowerbeds, ornamental lakes, elaborate fountains and mature European trees that reƃect the changing seasons. Gardens take Royal Exhibition Building, Melbourne Museum, Carlton Garden Tennis Courts, Children’s playground and collection of Moreton Bay Ƃg trees. Close by: Melbourne Central Train Station, Cultural Lygon Street, Melbournee University.

SITE

Carlton Gardens

FLAGSTAFF GARDENS West Melbourne, VIC 3003

Flagstaff Gardens

Erected on hill location as signially system between burgeoning town of Melbourne and ships sailing into port. Reserved as parklands since 1892 Eucalypts and Moreton Bay Figs, avenues of Elm trees, bowling lawn, rose beds, tennis courts, scuptures and electric barbecues. Close by: Flagstaff Train Station, Melbourne CBD, Next to Queen Victoria Market

Treasury Gardens

TREASURY GARDENS East Melbourne, VIC 3002 Green edige with community events andd rallies held on site. Site features brushtailil possums.

Queen Victoria Gardens

Includes Robert Burns memorial, ornamental pond with monument to President John F Kennedy; memorial statue of Sir William Clarke, and a large embankment dotted with statues of Victorian politicians. Close by: Parliament Train Station, Parliament House, Old Treasury buildingss and State ofƂces.

RECREATION SPACES

North Melbourne Recreation Center > Aquatic & Gynasium Facility + Sports Ground

Melbourne University Sports Ground > Sports facility + Sports Ground

Carlton Baths Community Centre > Health and Fitness, School Holiday Programs

Hardrock Rock Climbing > Club, Course and School programs

Melbourne City Bath > Massage, Health & Fitness, Pool

Flagstaff Gardens Tennis Courts > Outdoor tennis courts

Ethihad Stadium > Professional SPorts Ground

801 -20 1-0 071

2 1

COMMUNITY SPACES

SITE

3 North Melbourne Station

4 5

Melbou bourne Centr Central Station

Parliament P a mennt Station S taaatio

Queen Victoria Market > Historial & Cultural Center

Multicultural Hub > Local and Social Events

Community Clubs Association of Victoria > Social Center

Life Activities Club Victoria

Association of Neighbourhood Houses & Learning Centres

Ross House

Federation Square > Cultural and Social Meeting Point

Southgate Arts & Leisure Precinct > Shopping Complex

Hub Melbourne > Community Activities, School Activities

Flagstaff Station

CITY ATTRACTIONS

4 5 6

9 7 7

Queen Victoria Market > Historial & Cultural Center

Melbourne University > Tertiary Institution

Flagstaff Gardens > Historial location, Royal Exhibition Building, Melbourne Museum, IMAX

Victoria State Library > Historical Archives

Bourke Street > Pedestrian Only Shopping Strip

Crown Casino > Mixed Use Vincinity

Melbourne Aquarium > Social Centre

Flinders Station

Southern Cross Station

SITE sensorial study

five senses

PEEL ST STRE REEETT

VIIC CTTTO C ORIIAA STRE OR REEEETT

PEEL ST STRE REEETT

VIIC CTTTO C ORIIAA STRE OR REEETT

PEEEL STRE REEEETT

VICT CTOR ORIIAA STTR RE REEETT

emtional study through evaluation of the

PEE EELL ST SSTREET E

VICT ICTO CTO O STREET ORIA ORI

CALM

CHATTER MEDIOCRE

NOISY

SMELL & TASTE

SIGHT

5 senses

taste

TOUCH taste

SOUND

see

(left) current site intensity

smell

regenerative site intensity (right)

smell

tou

taste, smell, sound, sight and touch are all design elements, in which in most cases we ignore and rather just focus on sight, sometimes touch. The natural environment encompasses all these into the most intense form of sensorial stimulation and engagement. 21st Century must come to realise that these tools are opportunities for design we must not ignore.

schools study

6km

5km

4km

3km

2km 1km

CBD

1km radius Victoria Market Primary Schools Secondary Colleges

CARLTON NORTH PRIMARY SCHOOL Enrolled: 273 State Score: 94 Top 2012 Public Primary School in Melbourne

NORTH MELBOURNE PRIMARY SCHOOL

CARLTON PRIMARY SCHOOL

801 -20 1-0 071

Community learning: homework club, Women’s sewing groups, playgrounds, parenting groups & men’s groups

2.1

Enrolled: 515 State overall score: 94 Top 2012 Public Primary School in Melbourne

CARLTON GARDENS PRIMARY SCHOOL

SITE

1km

Enrolled: 260 12 grades before and after school program

GE N I R BD F

URBAN STRATEGY

1 Rejuvenation â&#x20AC;&#x153;QUEEN Victoria Market may not exist within a decade unless a major redevelopment occurs, says re-elected Lord Mayor Robert Doyle... business forced to bring its own pumps and water tanks due to lack of plumbingâ&#x20AC;? (Herald Sun, OCT 2012), As a prominant and historical icon of Victoria, The QVM needs a major upgrade and general rejuvenation of vitality on site. Any development on site needs to accommodate the vitality of the 21st entury without shadowing the prominance of the market.

2 New Recreation Urban Park New urban recreational park. Flagstaff garden is an open green space with historical precedents, however, it only offers slow pace leisure activities such as strolls and runs within, also mostly acting as direct circulation for Flagstaff train station. A new urban park will contrast this formal open green space with a hyper active leisure space for fast-paced users.

3 Closer Community Connection with community and output. Creating a sense of community through recreation, and activities within new recreation and community hub on site.

4 New injection of life

1-2 storeys alo

Can collect ct rainwater nw t r ffrom o market m r e roofs

New ew Recre Recreational Re r a ion l PPublic b cU Urban rba Pa Park rk - bui bu builtt over v r Retained 400 Carspaces (possibility p s b y of bu building extra level of 200-300 spaces, also possibility bilit i oof 400 4 0 more m e spaces p ce underground d rg o d uunder e mar market - not in old ccemetery metery te y boundary) o nd r

Better Access to FFlagstaff a st fff G Gardens rde s

Maintain Ce ntral N-S Pe destrian spine + better co th nnection to Franklin St sto rough site res

Noiisee BBarrrieer No

Can collect o e t SSolar a Energy

ng edges

1-4 storeys in

Injecting a positive child-friendly educational environment focused on contemporary 21st century learning. This will accompany the community hub which is market focussed, the urban park as a child friendly open space, and the recreational hub. Build to edges

center of site

of site

d an r es Ove c a sp ild rk Bu ra pa area c d 50 rke e 3 ma v o on rem rbs ke

School new public p space spa

Possible o s produce farm Community Hub

More bike M parkinng on site

Recreation Hub (external ern rnnal form form fo rm to be retained - Heritage Heritagge registrar), possible new raisedd roof

aim\\\

maximise land value new public resource revitalise market site

CP P

pedest

rian

market urban pa

CP (und der) d e

pedestria

CP P (under) nde d

N-S path

internal school path market paths

school

new pedestrian paths car access

art art

car access

bike shed under

DESIGN

information overload *faints*

102

SUSTAINABILITY

103

SUSTAINABILITY With key focus on a renegerative sustainable design development, ecological and social sustainabilty must become to be integrated seemlessley into the 21st Century design process.

104

SUSTAINABILITY Biobiliphilic Design Biophilia is the inherent human inclination to affiliate with natural systems and processes. Contact with the natural environment is a necessity rather than a luxury for the natural enviroment. Incoporating nature can foster a sense of community and progressively enrich culture. Biophilia has the potential to motivate people to act as responsible stewards of the built environment through creating an attachement to place through the dimension of place based architecture. (Kellert, 2008)

Cyclic Systems Environmentalism denotes that in nature, nothing is wasted, and in principle, everything is energy and transformed into material to fulfil other functions.This can be translated into two dimensions, first is a social acceptance and ability to accept and encompass urbanist city life into a community based society. Secondly, if we think of the design as an environment complex system humans can inherently feel more connected to nature with past, present and future consequences. The key to understanding ecology is the knowledge that all elements of the system, whether living or non-living are interdependent (Graham, 2002)

Positive Development Positive development is a whole systems thinking process. It not only focuses on environmental issues, but it puts forward a framework that increases social benefits, provide ethical choices and expand future options for living. Positive Development is that which expands both the ecological base (life support system) and public estate (equitable access to means of survival) (Birkelend, 2009)

PROGRAM SCHOOL RETREAT Urbanised school retreat and commune spaces, private school area reserved for student s and support staff

LEARNING ATRIUM Experimental learning environment allowance for play, learn, collaborate, teach, perform and exhibit. Private during school hours and public learning and play space otherwise.

SOUTH ARTS PRECINCT Dedicated arts preccinct within refurbished Franklin Street Stores, formal public exhibition area with permanent cemetery memorial exhibition, and arts workshops dedicated to music, art, dance and drama. Solar power collection

CENTRAL COURTYARD Entrance playground courtyard with ramping towards secondary leisure public ground. The enters onto the library and eco labs

Eco-Efﬁciency The properties of eco-design must be allowed to restore and regenerate itself to become an equal participant within the design process of 21st century architecture and development. Variety and allowing for variety becomes key to expand the complexity of the systems, yet whole enough to be identified as one complex system. The deﬁnition of insanity is doing the same thing over and over and expecting different results. (Albert Einstein)

Cradle to Cradle Cradle to Cradle endeavors to enhance the technical aspects of development, design and technology through three fundamental principles: 1. Waste = Food 2. Use Current Solar Income 3. Celebrate Diversity We can generate green collar jobs our economy needs to move forward and advance building practices that reduce carbon emissions. While at the same time, growing neighbourhoods where families can thrive (President William Jefferson Clinton)

Regnerative Sustainability Regenerate current systems and reinforce attitudes towards renewable methods of everyday living and future proofing for the next generation. Methods such as “retrieve nature” and return it into the built environment, to “maintain a dynamic process of emergence and disappearance” Never too old, never too bad, never to late, never too sick to start from scratch again (Bikram Choudhury)

URBAN PARK Terraced urban park accommodating different leisures and recreation, with the top terrace reserved for the private school during school hours. top tier urban area features green cylinders allowing natural ventilation and light for parking below, and extrudes over urban park by 3m.

ECO-LABS Experimental eco labs dedicated to produce experimentation, with partnership with the market. Rainwater collection tanks under green terraces

RECREATION Formal recreation facilities including a 50m pool, indoor and outdoor sports courts, and multipurpose to-hire rooms

ADMINISTRATION Administration and professional development facilities

105

materiality Consolidated BIPV +LED lighting

UV / Water proof sheet/ Ƃre proof

Interlocking Honey Cone air pocket insulation R value=12

daisy xu 4271874

106

TAIPEI PAVILION PROJECT MINIWIZ SUSTINABLE ENERGY DEVELOPMENT ARCHITECT TAIPEI, ASIA SITE 2009 YEAR 100,000 tonnes of polyethylene terephthalate (PET) CONSTRUCTION 100% RECYCLED FACADE SITUATION RECYCLING CONCEPT

Plastic | MINIWIZ TAIPEI PAVILION | MA

ALL HANDRAWN DETAILS BY AUTHOR MINIWIZ POLLIBRICK << http://www.miniwiz.com/miniwiz/en/products/living/polli-brick>> lli i ACCESSED CESSED 18.09.2013 18 80 09 20 3

100% recycled

107

MINIWIZ POLLIBRICK << http://www.miniwiz.com/miniwiz/en/products/living/polli-brick>> ACCESSED 18.09.2013

SOCIAL SUSTAINABILITY “At first glance, “sustainability” and “pleasure” seem at odds. “Green” practices are commonly thought to involve an almost puritanical restriction of pleasures: shivering in frosty interiors to save on energy consumption, forgoing exotic foods in favour of homegrown staples, or walking weary miles to work rather than riding in comfort in a car. Surely “green” living describes an ascetic rather than aesthetic lifestyle. Beyond the satisfaction of feeling virtuous, what pleasres, what sensory enjoyments might living in a sustainable city offer?”

~ Boon Lay Ong

108

BOON LAY ONG, "Beyond Environmental Comfort", Routledge, New York, USA, 2013

109

110

SITE

111

DESIGN PROCESS 01 HUMAN EXPERIENCES 02 IMMEDIATE PHYSICAL ENVIRONMENT 03 WIDER PHYSICAL LEARNING ENVIRONMENT 04 DESIGN RAT IONALE 112

that flower isnâ&#x20AC;&#x2122;t p pink. i like y you more if itâ&#x20AC;&#x2122;s pink

dance studio

process

1. bright, lots of space, hard floor, see yourself, need music equipment, loud 2. stereo, hard flooring, mirror, large spacious room, windows - natural light, acoustic walls

- cheeky

3. sheltered, outside dancing area - consider flooing and undercover

drama

4. accessibility to school and community

2. book shelving, storage, presentation rooms, acoustic walls 3. sheltered, natural light 4. accessibility to school and community

lit

3. sheltered, natural light, open to outside studio

4. accessibility to school and community

t r a

3. sheltered, natural light, open to outside studio, large space 4. accessibility to school and community

music

dr am a

2.stage, seating, storage, mirror?, acoustic walls,

2. wet area, dirty floor, storage, equipment, tables, chairs

i us

1. perform to an audience, run around, props, loud

art

1. to draw, to paint, to play with materials, move around freely, allow nature to inspire, quiet

drama

dance

1. read, write, present, quiet

1. sing, hear, to play instruments, play alone, play together, loud 2. carpet flooring, storage, chairs, stands, performing area, brightness, acoustic walls

113

3. sheltered, natural light, open to outside studio 4. accessibility to school and community

IMAGE BY AUTHOR

EXP ERI ENC ES

design response BUBBLE DIAGRAM

CLA SSR OO

RAM G O PR

BODY SPIRIT

recreation

natural environment

eco learning class

SCHOOL private

MARKET existing

MIND art 114

art

art COMMUNITY HUB public

art

IN E L CA

EXP ERI ENC ES

design response DETAILED BUBBLE

CLA SSR OO

RAM G O PR

public thoroughfare

yr3 yr2

living room2

observe platform

external eco-pond learning

yr4

indoor sports

boundary hill

yr5

backyard living room1

communal school front yard

living room3

yr1

backyard

external space

yr6 prep

public thoroughfare

boundary hill

playing coridoor

art

art natural boundary

art

public thoroughfare

backyard

public thoroughfare

IN E L CA

undercover learning

boundary hill

ext. play

existing market

art

exhibition concourse

pool

115 admin

library entry

ohhh i gget it,, this design g can only y be applied pp here... and we learn for the future

yes stacy... well done.

118

CONCLUSION & REFERENCES

119

120

CONCLUSIONS In exploring a new regenerative process of change and sustainability within our urban environment, 21st century encompasses a meta-level complexity of interwined systems. Rethinking the learning environment - system of growth, discovery, regeneration, renewal and evolution. Design must become to encompass an even deeper understanding of interdisciplinery design, in which areas which has been treated separately in the past and present, must become seemlessely integrated within and beyond to allow for the system to evolve. Allowance for social and environmental sustainability to become regenerative through a natural process with time and patience, allowing the future to naturally evolve, rather than forcing and ultimately destroying our environment, both socially and environmentally. This thesis design project believes that areas of regeneration can be achieved through new thinking, new ways of adoping interchanging programs, allowing for intensity of activity to naturaly flourish with the designed site, immediate surroundings and ultimately the larger context.

121

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references BOOKS Taylor, Anne, “Linking Architecture and Education: Sustainable Design for Learning Environments”, UNM Press, Mexico, 2009 OWP Architects, Bruce Mau Design, VS Furniture, “The Third Teacher”, Harry N. Abrams Publishing, US, 2010 Broto, Carles, “The complete book of Playgrounds Design”, Links International Publishing, 2012 van Eyck, Aldo, “Also van Eyck: the playgrounds and the city”, Stedelijk Museum Amsterdam, NAI publishing, Amsterdan, The Netherlands, 2002 Hertzberger, Herman, “Lessons for studetns in architecture”, compilation by Laila Ghait, Marieke van Vlijmen, NAI010 Publishers, Rotterdam, 2009 Broekhuizen, Groenendijk et al. “Contemporary Dutch School of Architecture”, NAI010 Publishers, Rotterdam, The Netherlands, 2008 Ong, Boon Lay, “Beyond Environmental Comfort”, Routledge, New York, USA, 2013

WEBSITES Educational Origami, “21st Century Pedagogy”, updated 2013, << http://edorigami.wikispaces.com/21st+Century+Pedagogy>>, viewed 04 September, 2013 21st Century Schools, updated 2010, << http://www.21stcenturyschools.com/what_is_21st_century_education.htm>>, viewed 23 September, 2013

VIDEOS Barr, Stephanie, “Whole School Sustainability” TEDxSCU 2012 << https://www.youtube.com/watch?v=bq-hRjNUgTc>>, viewed 23 Janurary, 2013 Robinson, Ken, “How Schools Kills Creativity” TEDTalks 2006 << http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html>>, viewed 10 August, 2013 Lee, Jinsop, “Design for all 5 Senses” TEDtalks 2013 << http://www.ted.com/talks/jinsop_lee_design_for_all_5_senses.html>>, viewed 20 August, 2013

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