MADE IN SANDNES
I. DIPLOMA PROGAM
Workers outside of Sandnes wool factory in the 1890’s.
An aerial view over the university of Stavanger*
*The University of Stavanger is placed outside the city centre at Ullandhaug.
INTRODUCTION Sandnes is the fastest growing city in Norway, and is located in the region with the greatest economic growth. In the autumn of 2011 the largest oil discovery in Norway since the 70’s was made just outside of Stavanger. The discovery is expected to provide 30 000 new jobs to the region, which gives the area both new opportunities and challenges. While Stavanger is reaching its limits within housing, the neighboring city Sandnes is a big municipality with lots of undeveloped areas. This makes Sandnes the natural site for expansion. At the same time Sandnes is a natural hub in the middle of the region between the North (Stavanger) and South (Bryne) This new development of Sandnes creates new demands for the infrastructure; transport, housing and commerce as well as cultural and educational institutions. To solve these issues it is necessary to see the big picture, and not just work within the city limits. The University of Stavanger is one example of this “big picture”. The University is not just a university in Stavanger but an institution for the whole region. Today the University is situated at Ullandhaug, as a satellite, outside of the city centers of both Stavanger and Stavanger. By looking at the possibilities of expanding the university to the city centre, students will be more integrated with the city life. This might also enrich the area with the initiatives and involvement from the students. So far there is not many signs of the 9000 students, that actually are studying in the region. As mentioned before, Stavanger has reached their limits for major new development, but Sandnes is still growing, now more than ever. At the inner bay of Sandnes a renovation and development of the area has already begun with the new high school in addition to several planned and already developed housing areas. We would like to continue this development with an expansion of the University of Stavanger into the city center of Sandnes. We want to ensure this new city center of Sandnes, along the harbor; with public programs, cultural events, workplaces, commerce and residential areas in the heart of the city. We would like to work on a master plan of Sandnes inner harbor, where we explore the possibilities of a University expansion, and how it would relate to the existing University, the city and the region. In addition to this we would like to make a proposal of the University building itself.
* Over the last 27 years, Sandnes’ population is increasing by an annual average of 1.9%, which is just under 900 people each year and allows the city to be the fastest growing city in Norway.
THE UNIVERSITY AS A CATALYST FOR CITY DEVELOPEMENT Investigating the university as an urban developer by looking at the phenomenon of gentrification and studentification as a positiv factor in the city developement. Eivor Davidsen & Espen Vik Bergen School of Architecture 2012
An article from the newspaper Stavanger Aftenblad, fall 2011*
*This article is an inteview of the student organisation leaders in the Stavanger region. They explain, amongst other things, the lack of student culture in the city as a result of the University’s
The university as a catalyst for urban developement Thomas Bender argues that the university is an essential site for democratic debate. It provides the centre for and the engagement with strangers. To maintain this role, the university need to stay away from the tendency towards suburbanisation. It must include a larger community. The university and the city have clear benefits from being co-existing in the same arena, both intellectually and physically. The university is an institution for studying and researching the world and society it is placed in, and should therefore represent the society and have a conscious relation to its surroundings. The urban city is benefiting from the student initiative in the cultural scene; holding public debates, lectures concerts etc. The city is also dependant on a cheap workforce that can work part-time. In Bergen, as an example, the students contribute with over 3000 manyears, and the service- and commerce sector is absolutely dependant on the students, especially for holidays as Christmas and summer holiday* In the same way, the students are dependent on a part-time job to be able to pay their rent and living-expenses. This is a benefit of the urban university that can be difficult to obtain in a campus university-setting. The University of Stavanger, a campus university, has the highest amount of student living with their parents, in Norway. This because of lack of reasonable priced housing both in the city centre and at the student campus. This leads to a decrease of student community and student culture. There are complaints from the students, in the Stavanger region, that there is a lack of student services and student culture* The combination of expensive housing and expensive public transport to the campus area, forces the students out of the city and the student culture is weakened. The University in Trondheim is now trying to make a strategy on how to integrate the university in to the city, because of many of the same issues as in Stavanger * If one is aware of the positive aspects of the urban university, it might be easier to plan for an integrated university that benefits both the students and the citizens.
*From an article in Bergens Tidende the 14th of November, 2006. *From an article in Stavanger Aftenblad the 3rd of september, 2011. * From the municipality report “Trondheim 2020-byen og universitetet�, 2011.
City Centre
University
City Centre University
Stavanger & Bergen, & the different physical relation between university and the city centre.*
*From the top; Stavanger city centre, and the location of the university. * At the bottom; Bergen city centre, and the location of the university.
The different interrelations of the university and the city The original European universities were situated in both small and large cities of the time which were all small compared to the cities of today. The 19th century government established national universities and large individual cities started to establish their own universities to achieve progress and fame. In the United States there was a major development of the campus university even in cities. A campus including student accommodation, teaching- and research facilities, administration and leisure all in one place. The idea is to create a community of learning removed from the distractions of the city, an environment with the safe and calm life of the suburbs. Examples are Arizona State University, University of Central Florida, Ohio State University, University of Minnesota, and University of Texas at Austin. All of these Universities hold more than 50,000 students each. In Norway, the universities of Oslo, Trondheim and Stavanger is examples of the campus university. The University in Bergen have a different organisation. The 15,000 students are spread out in the city in 6 different faculties. This is more equal to the tradition in the University in Oxford, Columbia University in New York, University of Chicago, University of Pennsylvania and University of California at Los Angeles (UCLA) The Coalition of Urban and Metropolitan Universities suggests several criteria applying to such institutions in the United States: 1. Location in a major metropolitan area 2. Dedication to achieving excellence through teaching, research, and public service 3. A diverse student body reflecting the demographic composition of the region 4. Responsiveness and service to the local region as part of the university’s mission 5. Serves the region not only by providing an educated citizenry and workforce, but also as a cultural and intellectual resource 6. Engages in partnerships with other local organizations 7. Uses practical experience in the urban setting to enhance students’ education
The steps of Girona, Spain.*
*An image from one of the many steps in the “university-city� of Girona outside of Barcelona, Spain. Students give new life to the old city.
The integration of the citizens and the student The term urban Universities has been, at least in the US, associated with a large number of part-time and commuter students. Therefore it has been associated with relatively low academic standards because of students having low-income and studying part-time. This seems to be untrue. In the US-News ranking in 2012, using the Carnegie Classification of Institutions of Higher Education 2010, Columbia University, University of Chicago and the University of Pennsylvania are in the top ten of Universities in the US. The idea that a protected university campus that distances itself from the city is the ideal solution for an academic environment is becoming replaced by a more “city-friendly” theory, grounded in the history of the first universities (Paris and Oxford). It argues that the university is a product of its relationship with the city and its urban surroundings. It’s a university of the city, not just in the city. The knowledge that is taught at the university comes from outside of the university, and the knowledge that is produced is not only for the university exclusively.* One example of this interrelation between University and city is told by Thomas Bender (The University and the city: From Mediaeval Origins to the Present) on the Rodney King trial and the following riots: “The absence of a public space and public culture in Los Angeles is notorious. Most discussions of the riots following the Rodney King trial [...], noted the absence of a public culture capable of sustaining a serious political discourse capable of incorporating the sub-cultures of difference that has become manifested in such an explosive way, Yet in the aftermath of the tragedy many noticed that there in fact was an inclusive place for very important, if obviously insufficient, political talk. At UCLA, a great urban public university, in its classes and public fora, there existed an opportunity for serious talk across difference. During that period I was in Los Angeles and was regularly on the UCLA campus, and one heard constant political discussions, and faculty felt the presence of these issues in many class discussions [...] Almost on a daily basis, whether in the classroom, in the campus cafeterias, or on the steps in front of buildings, a metropolitan university provides such a place for diverse society to form itself into public culture, even if only as a temporary creation. “
From the article “From Campus to City” in the book “The University as urban Developer” by David C. Perry and Wim Wiewel.
Studentification* - The phenomenon in which a growing student population move in large numbers to traditionally non-student neighborhoods
Word origin and history* The term studentification was coined by analogy with gentrification, a term used in the 1960s to refer to a middle-class invasion of areas which were formerly thought of as rundown, thereby causing the displacement of many working-class families. Among the first to use the term studentification was Dr Darren Smith of the School of Environment at the University of Brighton, who in 2002 undertook a groundbreaking study of the phenomenon in the Headingley area of Leeds. Smith argues that, with appropriate planning strategies, studentification could in fact have a positive impact in the regeneration of particularly undesirable areas. Though the verb gentrify exists, there is as yet no substantial evidence for an analogous verb studentify or participle adjective studentified.
*From wikipedia, on the word studentification. *From the macmillan dictionary; a webdictionary at the adresse www.macmillandictionary.com
Students as a part of the city development, is it only a problem? In the “sleeping cities” of the towns, the suburbs or the smaller cities, there have been examples of an “intrusion” of these “right” types of peoples. In these cases it has been students that are looking for cheap areas of housing, and are therefore pushed out of the city centres and into the suburbs. In these cases the outcome is often not so positive, and the term “studentrification” is therefore, as the word gentrification, associated with a negative ring to it. Studentification is new term in the process of one social class taking over a society. In the case of studentification, it is first mentioned by Darren Smith to describe the issues of suburbs (in this case in England) being over crowded with students, leading to many social and physical issues of the area. One of the major problems was that areas would start to lose the public services directed toward the non-students, as kinder gardens and schools. This makes the area even more unattractive to non-students and results in a mono-cultural society, consisting of “student ghettos” in the suburbia. The students are not permanent residents, so they lack the sense of ownership for the houses and the neighbourhood, which results in houses being neglected and worn down. Smith points to the fact that these issues are problems caused by a lack of planning, and not the students themselves, and that if planned well, students could actually improve the suburbs or smaller cities. As in the term of studentification, so should also gentrification be understood. To not just acknowledge and understand the negative issues of this process but also to understand the positive effects. The lack of gentrification might also mean a lack of a diverse multicultural area of creative and resourceful people, engaged in their community, with the means to change it. It might also mean that you lack the catalyst for a “organic” or “natural” way of rehabilitate the city, where the pioneer gentrifies moves from one part to another in the long run. In the early face on an area being “gentrified” you might find old and young, immigrants and natives in the same street. Without the “gentrifier” you might just end up with a rundown area being rehabilitated without the social friction that might not only be negative, but also give back to the society at a whole. it seems to be an x-factor in the process of gentrification, where the social aspect of the phenomenon might be of help. Could the students or the “first gentrifier” be the x - factor of the gentrification? Are they the important ingredient for a benefitial urban gentrification process? And could this process then be planned?
Sandnes as a city with potential
Short About Sandnes Sandnes is a city and municipality in Rogaland county, Norway. It is part of the region of Jæren. [...]Sandnes was separated from Høyland as a municipality of its own in 1860, and gained city status the same year. On 1 January 1965, the rural municipalities of Høyland and Høle, as well as parts of Hetland, were merged with Sandnes. [...]The city is named after an old farm (“Sandnæs” 1723), since the city was built on its ground. The first element is sand which means “sand” or “sandy beach”, the last element is nes which means “headland”. [...] The coat-of-arms was granted on 21 April 1972. The arms show a piece of pottery, as pottery was one of the main industries in the late 18th century. The symbol is a leirgauk, which in English would be a ceramic cuckoo-bird (leir(e)= clay/ceramic and gauk/gjøk = cuckoo-bird). The ceramic Sandnes-cuckoo (Norwegian: sandnesgauker) is an ocarina or simple flute which was made by the potteries in Sandnes and used to advertise their products. Later it also became a nickname for people from Sandnes. [...] The city of Sandnes is located about 15 kilometres (9.3 mi) south of Stavanger, and these two cities have expanded so as to form a conurbation. The municipality of Sola is located to the west, Klepp and Time to the south, and Gjesdal and Forsand to the east. The fjord Gandsfjorden is situated north-south and ends in the centre of Sandnes. The international airport of Stavanger is situated in Sola. Sandnes’s districts are Austrått, Figgjo, Ganddal, Hana (includes Aspervika and Dale), Høle, Lura, Malmheim, Riska, Sandved, Soma, Stangeland, Sviland, and Trones. The landscape of the Sandnes and Stavanger region is quite flat. On the long west coast there are several beaches and further inland the land is raised to form low plains with some small peaks rising up to 400 to 500 metres (1,300 to 1,600 ft) above sea level. From Stavanger and Sandnes it is approximately one hour by car to alpine and skiing resorts. In Sandnes there are some easily accessible small mountain peaks, such as Dalsnuten and Lifjell, with a view over the Sandnes/Stavanger area. The renowned Lysefjord is also easily accessible by car or boat. [...] Sandnes hosts a large array of retail shops of most kinds and is used by the neighbouring municipalities appreciating the service and wide range of selections.
Sandnes is known as Norway’s bicycle city, mainly due to the fact that the bicycle manufacturer Øglænd DBS was situated here for decades. The city offers a variety of routes for everyday riders and tourists. Since 1996 a public bicycle rental programme has been in operation in the city. The city has a vibrant industrial base, mainly in the Ganddal area in the south and the Lura and Forus area in the north towards the Stavanger boundary. There is significant activity related to oil exploration in the North Sea and also some IT related companies. In this suburban region between Sandnes and Stavanger, malls and department stores have also been established. Among these malls is one of Norway’s biggest malls, Kvadrat meaning “square” (although it is not square shaped anymore as it has expanded several times since it opened in 1984). Around 30% of the population is employed in Stavanger (Q4 2004).[5] Sandnes was formerly known as the pottery town of Norway - due to the important ceramics industry based on the extensive occurrence of clay in the surroundings. [...] The primary football team (Sandnes Ulf) currently plays in the highest division of Norwegian professional football. Sandnes is the only city in Norway which is a member of the World Health Organisation’s network of Healthy Cities. Sandnes and its neighbor city Stavanger was chosen along with Liverpool, United Kingdom, to be a European Capital of Culture for 2008. Higher education facilities include Forus Upper Secondary School and Lundehaugen Upper Secondary School. In 2010 Forus and Lundehaugen were no longer Upper Secondary Schools, Lundehaugen is now High School. Most of Forus and Lundehaugen merged into a new school named Vågen.
*About Sandnes from wikipedia.
Sandnesgauk*
*Sandnesgauk is the name of a clayinstrument, that used to be made in Sandnes. The city was built on industry, brickworks factories amongst other, and this instrument was a biproduck of theis industry. It became the symbol of the city, and is figurated in the city’s coat of arms. A Sandnesgauk is also the name of a citizen of Sandnes.
Finding an identity (by asking questions) Sandnes is a city with an unclear identity. Throughout the city’s history the city has been” branded” in numerous ways, without gaining a position. As citizens of Sandnes it is important to not only see our preconceptions, and find the proof that confirms them, but to realize the potential that lies within a city that is ready for a clear vision! By talking to a local architect the phrase “Sandnes is the city for the lost opportunities” came up, and in a way, this is an accurate description of today’s situation. Sandnes is on the edge of a new development, and now is the time to make the rights that in the past has been done wrong. On the way of finding this “new identity” for Sandnes we need to map what is already here today. How do the people of Sandnes view their city? What possibilities do they see, and where are the potential? What do they consider to be the city centre, and what do they use it for? What do they like and dislike in Sandnes, and what do they think is the identity of the city? We decided that we wanted to involve with the citizens of Sandnes, and so we made a questionnaire. The questionnaire was not used as a quantitative research tool, but more as a tool for conversation. We reached out to shop owner, children, to people that has moved from or moved to the city, family members, relatives and friends, and the colleagues of them, and in this way reached people on several levels of the society in Sandnes. By reaching out to the citizens of Sandnes with the questionnaire, people started to talk with us, and they added their specific opinions and ideas, and not just a straight answer, to our questions. At the same time as getting the individual opinions about the city, a pattern of “similar” answers started to appear on the questions that we had asked them. Everybody, in some way, disliked “Ruten” (the train station), yet it was also one of the places that people used the most, and even some looked on as a symbol of Sandnes. There were also some question everybody had different answers too, as with the question of Sandnes identity. The city was called ”the brickwork city”, “the bicycle city”, “the cultural city”, “the athletic city”, ”the city for the outdoors”, ”the merchants city” amongst others, in addition to those finding the city’s identity as confusion, unclear, chaotic or indecisive. Every single answer is collected into a big “map”, presenting the places people use and don’t use, like and dislike. It shows us the places and buildings that people consider being Sandnes. We want to present these different places and buildings, piece by piece. Together they equally make the identity of Sandnes, a bit more clear.
Finding the identity of a place by asking questions*
*A questionaire made by Eivor Davidsen & Espen Vik, 6th of february 2012.
BYGG/STED Kulturhuset Vitenfabrikken Lanternen Sandnes indre havn Gamle Konfeksjonsfabrikken GamlaVærket Charles&De Vågen 33 Elvegaten 11 Ruten Siloene Sandnes brygge Sandvedparken Strandgata Rema 1000 Tinghuset Rådhuset Kulturmøllå Pottemaker Simonsen Maxi Langgata Folkets hus Jernbanen KinoKino Gand VGS. Vågen VGS Havannasenteret Residence Villa Rosa Storånå Blokkene i indre vågen Gamla torget Ugland Dalsnuten/melsheia/turområder SUM
Like
Dislike 22 8 1 3
Symbolize 1 6 2 8
4 5 2 7 11 1
2 1 17 2 1 3 4
Favorite 26 5
Most important 2 1
6 1 3 2 1
Could be better 17
2
2
2
5
2 3 25 3 16
5 7
2 1
12 5
4 8 2 6
Use the most 19 1
1 1 1
1 2 14
1 2 3 1
5
1 2 2
1
9
6
1 1
1
5
12
4
1 18 30 5 1
6 14 2 1
3 1 20
1 7 8 2
7
4 3 1 2
7 12
3 4 2 1
4 4 4
SUM
1 1
12 3 2 4
9 3 7 2 2
2 2 109
78
89
1
2
40
44
161
86 16 7 20 20 15 6 42 5 68 3 29 27 8 8 6 7 6 4 22 72 3 15 8 8 50 16 10 6 9 4 2 2 5
94
The answers to our questions*
*Based on a questionaire made by Eivor Davidsen & Espen Vik, 6th of february 2012.
Do Sandnes have a clear identity? Is Sandnes a city with a clear identity ?
Selected comments* “No, the city centre is messy with a lot of ugly areas.” “Well, they are trying. But it is hard to know if we are the “green city”, “the bicycle city”, “the gateway to Jæren”.....” “NO! The city is to messy, and there is no clear city centre.” “A very cultural city.” “Sandnesgauk” “No, it’s not clear enough. Sandnes was the “bicycle-city”but has lost it. We need to find our identity.” “No, it is very divided, the only thing it is famous for is “Sandnesgauken”, and what is that, really?” “Yes. It is the bicycle city, and it is the athletics city.” “No. Tries to compete with Stavanger instead of working together. Little brother- complex”. “Cultural city!” “No. Sandnes doesn’t focus on one spesific thing, its maore all over the place. Could Sandnes become a university city? That makes the identity indefinable.”
*Selected comments from the questionaires.
Do Sandnes have a clear identity?
Could Sandnes become a university city? Could Sandnes be a university city ?
Selected comments* “Yes! Because Sandnes is a growing city with many people moving in.The city has the possibility and the space to build a university.” “Yes. The city has lots of space, and it might give the city a better nightlife.” “No, we already have UiS.” “Yes, but it is a bit strange” “Yes, why not! It is the last thing missing on education in Sandnes, and it would bring wore young adults to the city. It will give the city more life, more nightlife and more cafe’s.” “Yes! It is a central locations in the region, and the county.” “Yes.It would bring more life to the city.The location is strategic for the region,with the railroad.” “No, the city is not good enough for a student enviroment, there is to little to do in Sandnes.” “No, Stavanger is “that” city.” “No. UiS is already in Stavanger, and two universities so close is probably not good? Maybe an art school instead, that would be awesome!”
* Selected comments from the questionaires.
A MAP OF SANDNES* Sandnes centre by citizen of Sandnes
*Map of Sandnes based on the answers o fthe questionaires.
Gamle Konfeksjonsfabrikken*
LIKES DISLIKES SYMBOLISES FAVORITE PLACE MOST IMPORTANT USED THE MOST COULD BE BETTER
8 12
Gamle Konfeksjonsfabrikken Gamle Konfeksjonsfabrikken, is the name of the old sewing factory in the inner harbour area of Sandnes. The Factory is also the birthplace of the popular, norwegian, fashion chain Cubus. It was in 1966, that Jonas Øglænd startet to intruduce the chain concept into the old clothing factory, by testing a number of different brands like Pioner and Ø-klær before ending up with the name Cubus. At one point the chain was so popular that their jeans Boogie Jeans was the second most sold jeans in norway, right behind Levis. Today the factory has closed, and the building is withour any program. The surronding buildings are of a temporary character and the hole area is a fairly neglected part of the city centre.
Siloene*
LIKES DISLIKES SYMBOLISES FAVORITE PLACE MOST IMPORTANT USED THE MOST COULD BE BETTER
2 1 -
Siloene Siloene is the large silos placed quite central in Sandnes, right in the middle of the harbour. The silos was built in 1977, with a height of 40 meters (and lift trucks for almost 50 meters). The silo was erected without permission, and was only in use for around 13 years. Since the early 1990’s the building has been un-used and without any program. There has been several attempts on finding new programs for the silos, both student housing, hotel, artcentre, and the new townhall amongst others. So far noting has been decided.
Stor책n책*
LIKES DISLIKES SYMBOLISES FAVORITE PLACE MOST IMPORTANT USED THE MOST COULD BE BETTER
1 1 1 7
Storånå Storåna is a river in Sandnes, and is about 4.5 kilometers long and has a fall of 18.5 meters, going from Stokkeland water in the south to the Gandsfjord in the city centre. In the Danish period, the river was so clean that it produced fresh water pearls. In the 1850’s the river was used for industrial use, first for farming, and mills, then, in the late 1800’s, for wood and furnitureindustry. The industry was clean and the river was the supplyer of Sandnes city’s drinking water untill the 1950’s, when sewage from the areas was disposed into the river. The part of the river running through the city centre is no partly in pipes under ground, with a samll area partly opened again. In the muncipality plan it is stated that the river should be completely opened again.
DEFINING A PLACE I The intensity of the city centre* This diagram shows the more intense areas of the city centre, and gives a good view of which parts of the city that is used the most. The darker areas are the ones used the most, and then the intensity decreases as the spaces are brighter grey. the areas without colour, are the ones that were not mentioned at all.
*Based on the answers in the questionaire about places used the most in Sandnes centre.
DEFINING A PLACE II Potential hotspots in Sandnes These parts of the city centre are all potential hotspots in Sandnes. They are all places that does not fully use their social, economical, functional and/or aesthetic potential. As these sites are all part of the inner city, they have the potential of becoming a part of a vibrant, urban enviroment.
* Based on our questionaire of people and conversations with different actors, in Sandnes.
DEFINING A PLACE III Important connectors in the city centre Between the potential hotspots, we find some crucial points of connection. These areas are important since they tie the city centre together, and should be viewed as important connectors in the developement of
DEFINING A PLACE IIII The site The potential hotspots at the inner bay of Sandnes, are at the current situation in the threshold of a major shift. The last resonance of the city’s industrial history is about to move out, and the land is ready for a new purpose and a new use. The two hotspot and the adjacent connector will be the site for a new masterplan of the city centre of Sandnes. The masterplan will evolve around the injection of a University, and the positive influence this will have on the surrounding enviroments. The grey area, will be the focus point of the plan, as the site for the university. This area will be the more detailed part of the overall masterplan.
Could weCould buildwe taller? build taller? & & Should we Should buildwe taller? build taller? Could weCould buildwe onbuild top ofonthe topexisting? of the existing? Could weCould turn we something turn something disliked disliked into something into something liked? liked?
? ?
Areas with Potential
? ?
Could weCould buildwe something build something public? public?
Can weCan build weabuild university a university here? here?
? ?
Elements of the waterfront
tools of investigations & methods for working
“Sandnesgauken” as grafitti*
*A citizen of Sandnes is named a “Sandnesgauk”. The name derives from an instrument made of clay and is a symbol of the historical Sandnes; a city built around the brickwork factories. Today “Sandnesgauk” is a symbol for Sandnes as it appears on the municipal coat of arms.
Writing By starting our investigation on a social anthropological point of view, we will investigate the themes; “The University and its role in the city” and “The X-factor in gentrification”. “The University and its role in the city” will explore the different University typologies and how they interrelate with the city and the local communities. "The X-factor in gentrification" will look in to the phenomenon of gentrification, and the different actors in this process. What if some of the actors are missing, can we then “plan” for the “unplanned”, could we plan gentrification? What are the benefits of gentrification? And why? With the social anthropological background, we wish to continue investigating our hometown, Sandnes, with a new set of eyes. We wish to investigate, our own and others, preconceptions of Sandnes. How do people see their own city? What is the collective identity? Are there collective preconceptions? Are the preconceptions true?
Langgata in Sandnes*
*Langgata (The long street) is the longest walking street in Norway and is the heart of Sandnes city. As this is were people meet, most of our fieldwork will be done here.
Fieldwork We would like to connect with the citizens of Sandnes. We want to find out what people see as their Sandnes, what are their viewpoints on the city, what do they see as the essence of the city? Both positive and negative. By the help of the people of Sandnes we wish to collect their individual “mapping” of their Sandnes, and make a collective “map” of Sandnes; as perceived by the citizens. Interviewing different actors in the city, making conversations with the citizens, handing out questionnaires we hope to find something new and unexpected.
A plan of the recent developments in Sandnes*
*This illustration was published in Stavanger Aftenblad the 19. february 2008. It shows the planned developments in Sandnes, both built and unbuilt.
The large context Combining all of our findings, both in the social anthropological work and in our fieldwork, we wish to create a new context, of Sandnes as a university-city. The context will be a fabric woven by the citizens’ mappings, the politicians’ plans and our analyses, as the embodiment of our findings. We want to set a new, future context for the city of Sandnes, with a University (extention) in the heart of the city. To do so, we need to make sure that the new school is programmed in such a way that the positive benefits for the city, is ensured. We need to take in mind the demands that a new school with its students has, and make sure that it is met by the city in a positive way. The school needs to be site specific, but also it needs to representing the region as a whole. What are the sitespecifics, and what is it that represents the region?
An illustration of “Lanternen”, a pavillion in the centre of Sandnes*
*In the occation of Stavanger & Sandnes being the European Capital of culture in 2008, the region arranged the architectural festival norwegian wood. “Lanternen” was announced and built as a part of this project, the design was made by Atlier Oslo and AWP architects.
the Building By continuous sketching in models and drawings we strive to achieve unique, public spatial qualities, both in and outdoors. The built object should deal with the programmatics of the school, in addition to the connection with the city. It should be solved both as a programmatic and a contextual injection. It is important for us to use the different scales (the context and the building), to verify our interventions in relations to the building and the existing situation. This means that we will do a “zoom in & out� to see how our building relates, interfere and connect with the context, and vice versa.
CV & Works
CV Name: Eivor Davidsen Born: 16.07.1985 E-mail: eivordavidsen@gmail.com Homepage: www.eivordavidsen.blogspot.com Education: Krabbesholm Højskole, Denmark www.krabbesholm.dk/ Bergen School of Architecture www.bergenarkitektskole.no/
6 mnths course fall 2005 Bachelor degree 2006 - 2009 Master of Architecture 2010 - 2012
Internship: Bjarke Ingels Group (BIG) www.big.dk/ Rambøll www.ramboll.no/ Software: Autocad, Rhino, Adobe CS package
august 2009 - august 2010 june 2011 - august 2011
WORKS MasterCourses At Bergen School of Architecture 2010-2011 The Banyan Tree Pavillion Fall 2010 Teatchers: Arild Waage, Andre Fontes Camilla Ryhl & Kalle Grude Remote Here & Elsewhere Spring 2011 Teachers: Thomas Wiesner, Eli Goldstein & Andrea Spreafico The Clearing Fall 2010 Teatchers: Arild Waage, Andre Fontes Kalle Grude & Harald Røstvik CompetitionProposals 2010-2012 New York Theatre City Spring 2011 In collaboration with Espen Vik & Pål Trodahl The Little house Spring 2011 In collaboration with Espen Vik Røldal Pilgrim Center Fall 2011 In Collaboration with Espen Vik & Per Fretheim RoofScape_120 hours Winter 2012 In collaboration with Espen Vik
Internship At Bjarke Ingels Group 1.Aug 2009 - 30.July 2010 Førde Townhall Fall 2009 Partner in Charge: Bjarke Ingels Project Leader: Thomas Christoffersen Woodland Crematory Fall 2009 Partner in Charge: Bjarke Ingels Project Leader: Thomas Christoffersen The City Gate Fall 2009 Partner in Charge: Jakob Lange Project Leader: Catherine Huang DTU-extention Winter 2009-2010 Partner in Charge: Jakob Lange Project Leader: Ole Schrøder Yes Is More Exhibition Winter 2010 with Todd Bennett & Gabrielle Nadeau Vilhelmsro School Summer 2010 with Rasmus Rodam, Mikkel Stubgaard & Xu Li
CV Name: Espen Vik Born: 06.08.1985 E-mail: vik.espenvik@gmail.com Homepage: www.espenvik.blogspot.com Education: Krabbesholm Højskole, Denmark www.krabbesholm.dk/ Bergen School of Architecture www.bergenarkitektskole.no/
6 months course fall 2005 Bachelor degree 2006 - 2009 Master of Architecture 2010 - 2012
The Royal Danish Academy of Fine Arts www.karch.dk/ Internship: Bjarke Ingels Group (BIG) www.big.dk/ Bo arkitekter www.boarkitekter.no/ Software: Autocad, Rhino, Adobe CS package
Master course fall 2009
february 2010 - august 2010 february 2011 - current date
WORKS MasterCourses Royal Academy of Fine Arts, Copenhagen 2009-2010 Bergen School of Architecture 2010-2011 Spaces in between Fall 2009 Teachers: Anne Mette Frandsen & Katrine Lotz TheBanyanTreePavillion Fall 2010 Teatchers: Arild Waage, Andre Fontes Camilla Ryhl & Kalle Grude The Clearing Fall 2010 Teatchers: Arild Waage, Andre Fontes Kalle Grude & Harald Røstvik CompetitionProposals 2010-2012
INTERNSHIP At Bjarke Ingels Group 1.Feb - 30.July2010 TEK - Center Winter 2010 Partner in Charge: Jakob Lange Project Leader: Catherine Huang
Roofscape - 120 hours Spring 2011 In collaboration with Eivor Davidsen
DTU - extention Winter 2010 Partner in Charge: Jakob Lange Project Leader: Ole Schrøder
New York Theatre City Spring 2011 In collaboration with Eivor Davidsen & Pål Trodahl
Solaris Winter 2010 Partner in Charge: Andreas Klok Pedersen Project leader: Jan Magasanik
The Little house Spring 2011 In collaboration with Eivor Davidsen
Hualien Beach Spring 2010 Partner in Charge: Jakob Lange Project Leader: Catherine Huang
Røldal Pilgrim Center Fall 2011 In collaboration with Eivor Davidsen & Per Fretheim
Hualien Beach - Riders Lounge Spring 2010 Partner in Charge: Jakob Lange
A timeline & the progression in our work
FEBRUARY
RESEARCH Social Anthropology Interviews Questionaires On Site Documentation Site analysis Program Analysis
MARCH
THE CONTEXT _Continue our research The school and the larger context Defining a program for the school Maintaining site specifics qualities Work in model, drawings, collage
APRIL
THE BUILDING Program distribution Spatial distribution Relation to context
MAY
Work in model, drawings, collage
ZOOM IN & OUT Examining the relation between building and masterplan
JUNE
PRODUCTION Finalize model,drawings,books,illustrations 1:1, 1:10, 1:50/100 & 1:500 Make a book presenting our analysis Make A video presenting our project
Eivor Davidsen and Espen Vik Bergen School of architecture 2012