COLLIDE - JOURNAL by Geoffery Phung

DANDENO

Russo (RR) Female 1/2 Italian & Indonesian English, Italian, Indonesian Bunnings Retailer Some boy in year 11 - same school Family is Buddhist but she’s obsess with Judism. Younger brother 11 years old.

Breakfast Wake up RENE

7AM 6AM

6.30AM

typical rebellious girl despite having a loving and amily. She’s quite outgoing, active and expressive, ects such as Maths, Arts and Sports (specifically ne has been visiting the principal office often rethe “artworks” repeatedly “magically appeared” ite all the effort of cleaning up and making her p. Many believe that such behavior is driven from with the school experience, being that “the school me serious enough” and expressing a strong “aung upon her. Others think that it could also be the ed by having a much younger sibling that the age at pushes her to act rebellious for attention.

golden egg, but she represents the school’s face s. Especially in the performing arts field, famous unique, and expressive artistic style. Her passion hes her to her first EP on SoundCloud few weeks r 20,000 hits. Beside that she’s average with other

PINESS

7.10AM

8.20AM

They have classrooms that open up into theRoll sa “late” Ride to schoolwhich allows interactions Starts “magic” between study group in the basketball but I think if timetable is managed well, there’s court dents interaction between classes for ideas, lea

At first it looked like a landscape facepalming around the districts. However, this could be a s the grassfield during breaktime. Footy training

Art Class with Marc

5PM

Meets boyfriend 1.05PM

4PM

Ride home (saw Hilary on the way out)

either cooks with her mom or watch footy with ng the weekend. Though she hardly ever enjoy g sound and smell of bacon and sausages that her ve while watching the game – She’s a vegan…Almpose a “hate” stamp to people who eats meat, him. STUDY

7 Districts School/SchoolsCover within schools. Esse up the “magic”(as the gym staff often come Arrived at that they (Hayball) the dilemma wanted to evo at this hour) school there’s a large potential of group segregations (Schools that divide its own students to “live” internal layout and7.15AM that centric field resolves th

2PM

Principal Office

1PM

Com as fr over a

Watch TV, browse social media Homework otherwise draw in sketchbook

Bed time

Dinner 7.40 REBELLIOUS

6PM

7PM

Wash dishes

8.40 7PM More social media, chat with boyfriend, plan for more “magic” in the gym wall. Snack time

EXPRESSIVE

DANDENONG HIGH SCHOOL

Project is a highschool located close to the CBD, right next to Melbourne University while right infront of Royal Melbourne Hospital. The site has a car park right underneath. To me this could caused huge risks for the existing site, so the most important aspect is to consider the surrounding closely and try not to caused too much of an invasion with the new building so digging down car park is definitely no-go since it would cause massive disruption to the hospitals’ users even though teachers rarely use the carpark. Budget of the project is not that big neither so digging down would drain a lot of the cost, and since this is a public school, funding is superhard. Although the brief gave a fairly generous amount, it might be worth thinking of separating the building into stages so that it is buildable? Consideration of future is needed. Transportation wise that school lies within a fairly active public transport area with tram 19, bus 505 and 546 along Royal Parade in addition to a new train station at Unimelb’s Medical buidling in the near future. The back of the school consist of the city’s planning for a health care precinct so the school surround’s is prone to a bit of hazard including health issues, and distress events. Someone in calss said that the school is intaking a large amount of students, needs to check. Hayball’s Dandedong Highschool is an Australian project that illustrate somewhat similar issue to the current brief. With little green space and a fairly large building

footprint required. By enclosing the site, surround it with the districts and leaving the central green space, to me they’ve created a gathering area that could accomodate a large student body. (Also worth to note the nooks can cranies by the space inbetween the district buildings).

7 Districts School/Schools within schools. Essentially makes it feel large. This is the dilemma that they (Hayball) wanted to evoke. It means the oval is gone, and there’s a large potential of group segregations within the school with such layout. (Schools that divide its own students to “live” around an area sucks) However the internal layout and that centric field resolves this threat. They have classrooms that open up into the sand fields, even science classes. which allows interactions between study groups (could be disruptive to classes but I think if timetable is managed well, there’s large potential of students - students interaction between classes for ideas, learning assistance etc. At first it looked like a landscape facepalming project, with little vegetation around the districts. However, this could be a scheme to focus the students into the grassfield during breaktime.

RENE Wake up

6AM

5PM

Breakfast

6.30AM 7AM Arrived at school

7.10AM

2PM

7.15AM

Starts “magic” in the basketball court

1.05PM

The school not requiring students to wear uniform can be a strong reason why performing arts program at the school is usually excel. Some may say that it creates a problem where students have no clue what to wear, however, it is ground for lots of students to express themselves through clothings. This is exceptionally important for highschool age as that period of time is where students often shown to express themselves rather vigoriously.

Rene Russo (RR) Gender: Background: Languages: Occupation: Relationship: Religion: Siblings:

Female 1/2 Italian & Indonesian English, Italian, Indonesian Bunnings Retailer Some boy in year 11 - same school Family is Buddhist but she’s obsess with Judism. Younger brother 11 years old.

Rene is your typical rebellious girl despite having a loving and supporting family. She’s quite outgoing, active and expressive, excels in subjects such as Maths, Arts and Sports (specifically football). Rene has been visiting the principal office often recently due to the “artworks” repeatedly “magically appeared” weekly, despite all the effort of cleaning up and making her cleaning it up. Many believe that such behavior is driven from her emotion with the school experience, being that “the school doesn’t take me serious enough” and expressing a strong “authority” feeling upon her. Others think that it could also be the conflict caused by having a much younger sibling that the age gap somewhat pushes her to act rebellious for attention. Rene is not a golden egg, but she represents the school’s face in many areas. Especially in the performing arts field, famous for having a unique, and expressive artistic style. Her passion in music pushes her to her first EP on SoundCloud few weeks ago with over 20,000 hits. Beside that she’s average with other subjects. Rene usually either cooks with her mom or watch footy with her dad during the weekend. Though she hardly ever enjoy those sizzling sound and smell of bacon and sausages that her dad often have while watching the game – She’s a vegan…Although she impose a “hate” stamp to people who eats meat, she still loves him. STUDY

SPORTY

9AM

Roll up to homeroom “late” to skip homeroom.

12.45PM

9.15AM

Leave school ground (not allowed)

9.25AM

Skip English class

Coming back to school as free period is nearly over and lunch is starting soon

9.50PM

Bed time - early day tomorrow!

Cover up the “magic”(as the gym staff often come at this hour)

8.20AM

Meets boyfriend

1PM

8.40

More social media, chat with boyfriend, plan for more “magic” in the gym wall. Snack time

Principal Office

7PM

Homework otherwise draw in sketchbook

Art Class with Marc

7.40

Wash dishes

Ride to school

4PM

Footy training

7PM

Watch TV, browse social media

Ride home (saw Hilary on the way out)

Dinner

6PM

The character is an artsy type, reflecting a strong sense in performing arts in which the brief is lacking as it is allocating a large amount of space for the new sport facility. Meanwhile the school is not known much for its performing athletics but is well verse around the community for its performing arts program. For me this character may represents a large student body and teaching staffs that could go against having the new building since it does not take into account the strength of the school.

Although the sport program at Uni High is not too noticable at the moment, during weekends there are quite a few students on school ground playing basketball on the outdoor courts. Rene (the character) also represents quite a few students with her travelling routine of either cycling/walk to school. Royal Parade has a cycling lane so it is fairly safe to commute. In addition, lots of Melbourne University students also commute by bicycle so it is extra safe. Other than that tram and bus stop are literally right on the Royal Parade entrance of the school.

HAPPINESS

REBELLIOUS

EXPRESSIVE

Making game of Unihigh is absolutely terrifying but fun at the same time. While other classes are collating their site analysis, we were making board games. However, this activity turned out to tie tightly back into the content that we need to produce. The game that the group created might not present all the site analysis content that we have but the process of doing it, helped us put together a rather large list of facts that we may otherwise missed. We were encouraged to look and think closer to a day in life of the students in Uni High in order to make the game have a fluid flow as it should comparing to the Game of Life. Also in the process of making the quiz cards and the chance cards, we were forced to question events, facts that are not available to the public. We also get to know the general feelings, experience of the current school by asking questions to an alumni. (I might not have word this fluently but generally, I think if it weren’t for the making the game, we wouldn’t have too many “tough” questions to ask the alumni, we get to know what most students know, and what they don’t, it also made us dig deeper into the Uni High website/ newsletter for more information so we can make the game a comprehensive summary). Our site is like a hard-brake to the urban structure of Melbourne going along Royal Parade. Right down south of the school is the Health care precinct, with couples of multi-residentials so the footprint is very high. On the Eastern side if Melbourne

University also with tall buildings in contrast to the Eastern side and Northern side of the school which consist of Victorian housing that have 2 levels top. “Site personality” Limited access points for disables. Their getting high spot. The level of activities that take place on the oval. They use a system call compass. Strengths: Probably get to home school when can’t walk. Site is very accessible (close to CBD, parents) The tree line over Royal Parade can be a safe spot since it’s quieter if you get there you get peace? Close to Unimelb (share/hire oval, swimming pool, courts etc.) Heritage listed (could also be weaknesses depends on new building…reflecting/destroying etc) Casual clothing (no need to pay for uniforms and whatnot reduce cost – more funding maybe?) Relationship with Unimelb (students’ profiles look more favourable) Close to hospital (emergency services, opportunity open to hospital’s user group (healthcare and patients) Weaknesses: Can’t get to level 1-2 of the main building (if crippled) Getting to main building is a big pain as the two lifts points are farrrrrr. Can’t go super high (No vertical school given don’t want to sink the structure underground - this could limit the design however, personally, I think it makes the project more feasable) Limited car park Fake grass Few entry points some risky. Student monitor low – stoned spot.

Potential hazard for traffic and passer by the school along the walkways (recess/lunch/afterschool) Opportunities: Close to Unimelb (Student activities for marketing similar age group; Teacher’s resource) Enclosed space/ more secure GTAC integration/removal (students’ experiences) Attract more user groups – revenue during off period. Identity (Nothing on Royal Parade) Circulation (Lockers) New unconventional teaching/interacting space for senior kids. Performing space? Threats: Wheelchair-ing across the oval = trying to get more injured than you currently are. Shady people in and out hospital. Invading/making the current outdoor space even smaller/more packed, suffocating.

Structural as carpark underneath. Unpredictable people (close to hospital, all kinds of demographic) Safety on roads (Student groups crossing road on red light – need exist circulation control? Might be too extreme…) Easy in and out fencing. Car park emergency (again very extreme…)

“From a scientific standpoint, a ‘glitch’ is an unexpected spike in an electrical current.” - Wakerly 2006 Since the site is exerted so heavily from its surrounding identity force, I found the word GLITCH to be a nice metaphor to start with. Not only that but to me, the school is an ‘odd ball’ where students don’t wear uniform. (It sort of raised up the topic that even schools in developing countries such as Vietnam still required uniform yet Uni High doesn’t offer that. To me it’s a questionable decision as uniform provide some sort of protectiveness to students in a sense - harrassment from public, age distinction. On the otherhand, not wearing uniform does provide students a sense of independence, and expressiveness - Although it might not generate much income for the school, it surely could somewhat enhance the school identity to the surrounding areas.) The glitch scheme is to bridge the disconnection between the building footprint gap of the South and West compare to the North and East side of the school ground. Furthermore, inorder to take back some sense of school identity, the building is located along Royal Parade, effectively be a visual bridge to address the drastic differences. Keywords: Bridge Glitch Slide Split Gradual Slice Connection Patch Collide

Precedents Mariehøj Cultural Center - WE architecture + Sophus Søbye Arkitekter

This is a project that utilised existing building to create a momumental piece of architecture connecting the old with new. To me this effect is stunning, applying such effect onto the site to address the difference could be a method. Problem with the scheme is that, it requires a very long area, so that might be something that needed to be tackled.

Daniel Libeskin design for Michael Lee Chin Crystal is another way to tackle the theme in my opinion, with strong sharp geometry I can be using to express the drastic changes of the site surroundings.

“Tiny mistakes grow over time” - Mischa Rozema Glitching to me is a very dystopian idea, the fact that we have such a drastic change on the site makes the area somewhat scary. It may sound far-fetched but in a way, The North and West vs South and East is similar to technology vs heritage, goliath vs minature, condense vs sprawl... etc. In a way,the health care precinct, the Melbourne Uni is creating sort of a dystopian to the area. The high-rises incrementally rises, small and steady one at a time, but in 100 years what will happen (How New York was getting from 200m to 520m in 100 years)? Having a site right on the edge of the hospital means that the building must be lower than the hospital such that it doesn’t invade the air space. However with pop-

ulation growth rate in the CBD (more people will want to live close by, more student intake needed..etc), it creates the dilema about whether or not this will be enough? Reason why I’ve chosen this theme is because thinking of that extreme change in the site scares me, and the school new building could be something that prevents the dystopia like Mexico city...Hence why I was also fond of the gradual theme, like Mariehøj Cultural Center - WE architecture + Sophus Søbye Arkitekter or Snøhetta ‘s Museum of the 20th Century, or their The New National Gallery and Ludwig Museum. However, these scheme would involve a lot of unused space due to the slope needed and it can potentially very expensive...

january

february

march

General Learning Room 106

General Learning Room 109

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

General Learning Room 109

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm

Aerobic Fitness Studio 110

General Learning Room 109

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

General Learning Room 109

Digital + Film Photography, 6:00 - 9:00pm

LAUNCH ITINERARY

april

may

june

General Learning Room 106

General Learning Room 109

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

Food + Beverage Asian Cooking, 6:00 - 9:00pm

Language Japanese, 6:00 - 9:00pm

General Learning Room 109

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm

Aerobic Fitness Studio 110

General Learning Room 109

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

Writing + Editing Writing Skills, 6:00 - 9:00pm

General Learning Room 109

Digital + Film Photography, 6:00 - 9:00pm

Launch Adult Education // Half Yearly Itinerary For more info, visit: launchadulteducation.com.au

Digital + Film Photography, 6:00 - 9:00pm

january

february Food + Beverage Asian Cooking, 6:00 - 9:00pm

march 06

Food + Beverage Asian Cooking, 6:00 - 9:00pm General Learning Room 106

06 General Learning Room 106

10 Language Japanese, 6:00 - 9:00pm

10 General Learning Room 109

Language Japanese, 6:00 - 9:00pm General Learning Room 109

12 General Learning Room 109

Language Japanese, 6:00 - 9:00pm General Learning Room 109

Health + Movement Yoga, 6:00 - 9:00pm

20 General Learning Room 109

Writing + Editing Writing Skills, 6:00 - 9:00pm

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm

General Learning Room 109

Aerobic Fitness Studio 110

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm General Learning Room 109

Aerobic Fitness Studio 110

20 General Learning Room 109

Writing + Editing Writing Skills, 6:00 - 9:00pm

Health + Movement Yoga, 6:00 - 9:00pm

16 Aerobic Fitness Studio 110

20 Writing + Editing Writing Skills, 6:00 - 9:00pm General Learning Room 109

25 Digital + Film Photography, 6:00 - 9:00pm

june

General Learning Room 109

Digital + Film Photography, 6:00 - 9:00pm

Food + Beverage Asian Cooking, 6:00 - 9:00pm

General Learning Room 109

Digital + Film Photography, 6:00 - 9:00pm

may General Learning Room 106

General Learning Room 109

april Food + Beverage Asian Cooking, 6:00 - 9:00pm

General Learning Room 106

Food + Beverage Asian Cooking, 6:00 - 9:00pm

06 General Learning Room 106

10 Language Japanese, 6:00 - 9:00pm

10 General Learning Room 109

Language Japanese, 6:00 - 9:00pm General Learning Room 109

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm General Learning Room 109

Health + Movement Yoga, 6:00 - 9:00pm

Renaissance, student-led adult tutoring Ipad for seniors, 6:00 - 9:00pm General Learning Room 109

Health + Movement Yoga, 6:00 - 9:00pm Aerobic Fitness Studio 110

16 Aerobic Fitness Studio 110

20 Writing + Editing Writing Skills, 6:00 - 9:00pm General Learning Room 109

Writing + Editing Writing Skills, 6:00 - 9:00pm General Learning Room 109

25 Digital + Film Photography, 6:00 - 9:00pm General Learning Room 109

Digital + Film Photography, 6:00 - 9:00pm General Learning Room 109

LAUNCH ITINERARY Launch Adult Education // Half Yearly Itinerary For more info, visit: launchadulteducation.com.au

january

Beci Orpin Beci Orpin is a Melbourne-based freelance illustrator, designer, and published author. Some of her clients include Melbourne Metro, Universal Music, Visa, Fosters and Mercedes Benz. As well as freelance work, Beci frequently exhibits her work and will be take part of the University Highschool’s Renaissance project, where the public are able to view her working on our famous mural wall, live.

march

Carla McRae

february

Adam Nickel Carla McRae originally from the Sunshine Coast in Queensland, now resides in Melbourne. Her illustrations are inspired by popular culture themes. McRae’s style is representative of strong colour, simplistic geometries, crisp lines, and she isnt afraid to use a broad range applications and mediums.

Adam is a Brisbane-based illustrator, graphic designer and animator. His stylistic influences come very much from midcentury-era illustration. His clients include: The Daily Telegraph, Random House, The Boston Globe and New Scientist. He will be partaking in a very special live mural show, here at Uni High’s Renaissance Cafe. Carla will be exhibiting her work during a live mural show at Uni

02 june

05 may

Grace Lee

Oslo Davis

april

Jean Jullien

She will be painting a mural for Uni High’s Renaissance Cafe, for all to see.

Grace Lee is a Tokyo based visual artist and illustrator. She studied at Visual Communication at The University of Sydney, but her style hadn’t fully formed until she returned to Japan, where she began to experiment with line etching.

Jean Jullien is a French-born, London-based graphic designer and artist.

He will be making a special appearance at Uni High’s live mural show.

Oslo Davis is a Melbourne illustrator, publisher, animator and cartoonist. His clients include The Age newspaper, the Sunday Age, Art Guide Australia, Golden Plains music festivals, The New York Times, The Guardian, the NGV, the UoM, and Readings Monthly and many more.

His work combines social commentary with visual puns, and never fails to bring humor and wit to his work. He will be doing a very special live art show at Uni High’s Renaissance Cafe.

Live Mural Art Show // First Saturday of every month // 9am - 4pm Tickets: Adult: $28, Concession: $20 // Renaissance Cafe, 10 Royal Parade, Parkville

RESONANCE ITINERARY

Extra income is extremely benefitial for the school, as it generates not only extra social engagment to the site but the revenue coming from these extra out of school hours feeds into even more development of the school as well as the social community surrounding. Two of the ideas that I feel stoodout most are: Launch - an adult learning center. With school hours ending at 3PM Monday to Friday, classrooms are basically unused, why not just fill the classrooms in with classes for the adults, to learn skills that they wanted, a gathering place for old people in the afternoon till night fall. The learning center could also recruit students to teach/assist in teaching to not only reinforce their skills but to also experience mentoring, and enhance social skills. Resonance - This idea is inspired so much by the character Rene Russo in the first few weeks. A mural wall cafe. The school’s fence/wall has always been bland, this idea is to take a section of the new building and turn it into a canvas,

where every month, with the approval from the school, artists/students compete for a live drawing session on 1-2 weekends, showcasing - interacting with the nearby community at the school cafe (possibly on the corner of Royal Parade and Story Street. This cafe not only generates income for the school, it provide a social gathering space for the area, at the same time making a landmark, helping to express the idea of a “Creative City” in city of Melbourne’s vision.

The whole building block.

Reaction to the largest identity force - Melbourne Univeristy.

Divide into 3 main programs.

The cross-pollination allowed me to see the biggest and major flawed in my scheme of thing...sizing. The stadium is a lot bigger than I imagined it to be, and having it curved like the scheme I did might not work...The next step I was thinking is to apply displacement of the program into the building so that it expresses the glitch idea however, given the fact that the stadium covers such a large amount of space, this scheme might have to pushed another way.

The Slit - slicing the building into 2, corresponding programs with the sport and the learning (admin combined)

Z - The overlaping of Admin and Learning covers up the stadium while creating an elongated corridor connecting the new building to the existing bridge.

Space distribution between programs (representatively) having the Sport center in the center as the link to the other 2. Smoothen out the hard edges facing the school and Story Street. Chasing - a more dynamic scheme where classrooms are extruded outwards towards the streets so that they received the maximum amount of sunlight.

Slide - A litteral translation from hospital to the Victorian houses.

Level division - understanding limits.

Bridge/Ramp up to soften the change.

COURT

LEARNING COLLAB

OPPORTUNITY

LEARNING SELF

INTERNODE DIRECTION

EVOLVE

CR CR

CR UP

CR CR

TOILET TOILET

OFFICE

GYM

a large void of the sense of identity for the school. Secondly, the South boundary of UniHigh is right up on the edge of the Royal Melbourne Hospital, with the height restriction and the fact that the healthcare precinct has quite a tall footprint also exert a huge force upon the site. Meanwhile the school will almost always face the heritage Victorian housing on the Northern side (unless heritage rule changes/catastrophy of course...). All these identity forces combined together resulted in a deformed regular form...

The concept Glitch, turned into Collide in the process of brainstorming and working closly with the program. The terminology â&#x20AC;&#x153;Collideâ&#x20AC;? is a fairly negative one that brings destruction to mind however, to me the metaphor covers a lot of the idea pulling from the concept of Glitch and it adds another layer of complexity on top of it. Collide look closer to the relations of surround areas to the site and uses those forces to sculpt the buidling skin. First and formost, Melbourne University, comparing educational center to center, it completely overshadows University High in all aspect, and that fact that our school mainbody lies so far West made created

While learning Revit as the new documentation program, I decided to draw up a few diagrams of arrangement that helps me to rearrange the plan in a way that works more fluidly internally.

General Learning

General Admin

Moving the stadium towards the back allows substaintial sunlight to flood into the general learning area, while not overshadowing the General Admin. At this point, I run the risk of providing natural light into the General Admin area. The classrooms location are not ideal themselves neither since they are prone to receive the afternoon sun with lots of glares and all. The plan however, provide a large colliding space for all the programs, which is suitable to group gathering. Collaborative learning is an idea which is drawn from the metaphor itself. Not only that it is one of the most effective ways of learning in the present, it dictates the movements, the flow within the building. University High is known for adapting new ways of teaching and learning, by having flexibility in the learning space, I can allow room for growth for the school as time progress. The facade of the school is an important element to bring back its sense of identity hence I wanted it to be visible to the public mostly show casing the flexible learning facility and to engage the public eyes into the building. Down south of the building is the cafe/kitchen area, where the Resonance program can be run.

This scheme here from presenting at the interim made me realised that my render is terrible, and needed to improve big time on that... Drawing the plans on Rhino is not ideal neither as it takes a lot of time to clean up for post processing. The concept is fairly solid in a way however, I need to enhance the flow more as it is currently quite stagnant. and the fact that having the stadium right in the northern side can cause lots of shading problems.

General Learning

Core General Admin

Stadium

This however, reduced the possible social engagement among users as public do not have the need to detour through the general learning. It does create a strong sense of privacy however thatâ&#x20AC;&#x2122;s not the emotion that the building meant to delivered

Stadium/Sport

General Learning

Stadium General Learning

Sport Dep

General Admin

Breaking the general admin by colliding the two General Learning and Sport Department program resulted in a more scattering GA, which effectively create a common space where everyone can interacts.

Collaboration Zone

General Admin Stadium Sport Dep

COLLABORATIVE

ITERATE

COMMUNITY

Learning as the world does. Develop independence from the teacher. Working together.

Learning with context. Learning has no finish line. Different solutions to problems.

New perspectives from outside school. New career paths. Broad social interactions.

CONNECT

See the differences in contexts. Realising the complexity. Form groups.

PEER ASSESS

Understanding the assessment. Success in context. Feedback from the same level.

Collaborative learning ties in nicely with the collide scheme, as it promotes group interactions. Since the early of the 21st century, collaborative learning in earlier education has been pushed vigorously as has been showing lots of positive results. One of the most important thing is that this learning method replicates somewhat the way we learn in the real world, and that it has lots of layer in which allows the subject to choose subpaths within to further enhance their study. That being said, collaborative learning is not always about group, the task is being divided horizontally (members work together more or less sequentially on different aspects of a project) (Dillenbourg, 1999) but the real learning and understanding of the problem comes in when the group disperse (the reflective part comes in). Hence I want to create spaces adjacent to the collaborative space so that students have the choice to sink the knowledge in. On top of the collaborative learning pedagogy, with the objective to keep as much green space as possible, there’s a great option to flood the space out to the greenery for outdoor learning, such that classrooms having these options don’t feel repetitive. Joined classroom is also a great way to promote collaborative learning.

Again refering back to Dandedong High as a precedent in linking the indoor and outdoor spaces. Indoor spaces wise, 3XN’s Ørestad College is an exemplar case study with the cylindrical pods for casual collaborative learning.

Interior furniture helps a lot in dictating the space. For the collaborative area, I specifically sketch these angled benches acting both as screens and learning space at the same time. The back of the bench is like a white board which can be drawn upon, and this set up can easily be combined with ottomans to create a flexible learning space that encourages groups.

2.0 GL1

GL1

GL2

STADIUM AD1

GL1

AD2/GL3

GL2

STADIUM AD1

AD2/GL3

2.0 is one of the more interesting schemes. Rolling back to theearlier stage, Iâ&#x20AC;&#x2122;ve always had in mind how the users may collide, with the brief emphasis strongly on having 2 netball courts with the possibility to accomdate professional competitive scene. The stadium seems to be the central of all the actions. I could be the place where everyone gathers. (well with some kind of separation of course, but visually maybe? something like a bridge over or under. The result...a massive buidling that has taken over close to all of the site footprint. Iâ&#x20AC;&#x2122;ve done serveral checks on sizing however, due to the extruded parts and the paths way to connect them, it takes up a whole lot of space. The dynamic is very interesting however the fact that some of the program needed to placed at the southern side is overshadowed by the stadium itself...so working or learning there is not preferable at all.

GL2 STADI STADIUM

AD1

AD2/GL3

Although this scheme took a whole lot of time to drawn as I was learning to familarize myself with Revit, it showed me of what can be done and what cannot be done. The limitation of doing certain scheme. Not everything from the first interim is tossed out, the main concept is still to sculpt the footprint with the identity forces surrounding and combine the interior with a solid learning pedagogy (Collaborative Learning) to tie them up all together.

3.0 General Learning

General Learning

Collaboration Zone

General Admin Stadium Sport Dep

UP UP UP

3.0 is a revisit to the original Collide scheme and seek to improve it. instead of clashing via the stadium, the collision between General Admin, Gerneral Learning and the Stadium creates a collide zone where most of the social activities are meant to withold. With the addition of nooks along the building. Problem with this scheme is the big cantelever on the Western side of the building. Because the learning area is oriented fairly horizonal, I splited the collab zone into 2 points. It was pointed out to me during the interim that the elongated classrooms along the center of the learning area is very awkward, and will needed to be redesign. Having 2 collab zone spreaded out like the current pla can also potentially affect the overall concept.

Stadium structure is a crucial point in this project due to its large span over 12m of height, with such large structure, thereâ&#x20AC;&#x2122;s also need of bringing light into the stadium such that the school doesnâ&#x20AC;&#x2122;t need too rely completely on artificial lighting. Hence the use of Danpalon/Polycarbonate roof sheeting. With treatment these sheets can be quiet during the rain yet still enables diffused sunlight to flow into the stadium. Precedents for having similar roof structures includes Nha Cua Tien by 23o5 Studio and the Glulam Timber Frame Roof of the Milan Expo 2015.

The scheme current scheme narrative: • The brief is reinterpreted with only two big programs - Learning and Sport. • The administrative program is collided inbetween these two shattered into pieces Collide 3.0 second iteration around the building. • The deformation from the identity forces begin to be applyed on the learning program. • This learning part will then be rotated to have its longest side facing North such that classrooms can have the most of natural lighting. • The stadium then react to the last force, the existing Stadium lighting study at 8AM, red/yellow extreme brightness, green is school body by pushing moderate, blue is dark. itself to collide into the learning program effectively created a “core” where all these programs meet. • To create the dynamic and bringing natural light into the stadium, it is splited into 4 pieces representing the 4 forces: front and back small strips are to be Uni Stadium lighting study at 12PM, red/yellow extreme brightness, green is High and the Victorian moderate, blue is dark. Houses, while the center two is the Hospital and Unimelb.

Collide 3.0 iteration 1 plans:

Collide 3.0 iteration 2 plans:

• The entrance is closed semi closed off with a bookshelf screen. • The cantilevered part is shrunkened and extruded into the stadium to further express the colliding between programs. • The elongated classrooms are shortened and widened allowing an exist to appear in which can be part of the collision area.

• The entrance and the first collab zone is now joint together, extending the atrium all the way to the entrance. Created a big light well into the collab zone. Moving the elevators and the grand stairs closer to the entrance for ease of circulation. • Shrunken the kitchen. • Cut back the other collab zone by extending the classroom closer to the edge and widened the stadium entrance.

Iteration 1 eliminated a lot of problems and made the design much more refined than it was in the second interim, however I still feel like the collaborative areas that I’ve made not shining out too brightly...

The circulation into stadium from the ground floor is a bit odd, it seems to me that most of the flow might be redirected onto the first floor. However, since the collab zone is widened so much there are so much sunlight flooding into the building. -

UP UP

Reception Area Light Study 8AM

Reception Area Light Study 12AM

The amount of sunlight flooding into the building effectively also light up some of the classrooms entrances. To make use of such large amount of light flooding in, I delibrately placed some self learning benches along the atrium on the first level. Having both collborative learning and self reflecting area close together.

8AM Reception - Collab Zone

12PM Reception - Collab Zone

20PM Reception - Collab Zone

8AM Stadium

12PM Stadium

20PM Stadium

Natural light has been a design focus ever since iteration 1 of the design. It is proven by many educational researches that it helps a lot in boosting focuses, reduce drowsiness and also brighten up mood. Hence why I do so many light study of the building. The two area that needed the most emphasis aesthetic and functioning wise are the main reception - collab zone and the stadium itself. The page before is the series of study of how different time in a day affect the brightness of the space. Structure wise, Iâ&#x20AC;&#x2122;ve recently discovered that Giancarlo Mazzanti and Felipe Mesa built an amazing sporting ground with similar structure called Four Sport Scenarios. Which guide me to put light fittings upon the extruded structural beams intead of just exposing them without any more input. I also intended to remodelled the roof structure so that there are more dynamic to it with each layer sinking down right to the lower part of the beams however it is extremely time consuming and Iâ&#x20AC;&#x2122;m aready at the last week of the design...It is something that if I were to have more time, I would have improved upon to deliver more lighting into the building.

Collide 3.0 iteration 3 plans: A UP

B UP

A UP

• Grand stairs are now “grander” more integrated with the collaboration space. Shrunken the toilet and the changing rooms. The gym is also sized down so I can move the fire stairs to a more central spot. • Move the nurse office out of the stadium effectively enhance the entry point from both ground and level 1. Move the staff office to face into the stadium When the operable wall is open, this can become a VIP room for spectators - more revenue for the school. • The dinning area is redesgined.

B UP

UP UP

Final days are coming up, even though most of the building is quite refined to me, I still lack a lot of landscaping which I’ve done in the earlier scheme...If the time were given, I would love to take it more into consideration to improve the outcome of this design.

It’s been a very busy semester. Full of designing excises with tests and try and errors. I have learned a lot with all the exercises. Reflecting back, I saw myself opt-ed for quite a protective concept however with all pushes around the building has turned out a lot different than I imagined it to be. Each and every iterations I made is a learning process of what worked and what hadn’t and I enjoyed it throughout. On the otherhand, I saw lots of aspects that I needed to improved upon especially presentation wise...Even with a script prompt in hand and even memorised the lines, I always found myself skipping points that I should have made. Graphically wise, I was able to get myself quite confortable with Revit and eventhough it was a rough journey, it was very worth it since it helped a lot for the documentation as well as forcing me to visuallize how things are to be contructed (to a certain degree). Project wise, I would absolutely loved to further developed this as to me it is still lacking a certain points. Pointed out to me in the final design crit was my exit/entrance to the main school body is being bottle-necked, and I haven’t take much focus to that point even though the first iteration of collide is to stretch outward back to the main building. Secondly is the green space infront of the new building is very unprotective, I might have filled the void but it is not complete. Perhaps with further development and more programs to fit in, I think there’s a prosibily of a horizontal building infront of the current building effectly encolsed of the green space in both Story and Royal Parade, forming a secondary entrance to the school ground.

THANK YOU