LEARNING PROFILE
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GRAY PUKSAND
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ABOUT US
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ARCHITECTURE 6 INTERIOR DESIGN
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GRAPHIC DESIGN
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OUR TEAM
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PRAHRAN HIGH SCHOOL
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DEAKIN UNIVERSITY
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SOMERVILLE SECONDARY COLLEGE
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LORETO COLLEGE
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STICKING TO IT
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OUR EXPERIENCE
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LEARNING 3
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GRAY PUKSAND
GRAY PUKSAND HAS EARNED A REPUTATION AS BEING LEADERS. OUR MODERN, VISIONARY DESIGNS EMERGE FROM CONTEMPORARY SOCIAL, CULTURAL AND TECHNOLOGICAL EVOLUTIONS.
We want Gray Puksand clients to be excited by our work. As an Australian multi-studio architecture, interior design and graphic design practice, our experience in design enables us to forge cutting edge, sophisticated work. The national team consists of accomplished and imaginative professionals who produce exemplary designs for clients worldwide. Every client has different values. Collaboration is integral to our distinctive approach; our goal is to understand our client’s underlying values. Listening, contributing ideas and sharing research knowledge are key aspects of our position as trusted advisors.
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KANGAN INSTITUTE
ARCHITECTURE AT GRAY PUKSAND, WE BELIEVE THAT FUTURE ARCHITECTURE MUST GO BEYOND ‘FUNCTIONAL ART’. WE ARE PROFOUNDLY INFLUENCED BY ECOLOGICALLY SUSTAINABLE DEVELOPMENT, FACILITY FLEXIBILITY AND TECHNOLOGICAL ADVANCEMENTS.
PROJECT NAME
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We embrace change with a commitment to research and innovation in design, construction methodology and materials. We believe great architecture is not created quickly; it is a result of careful planning and forward thinking. Our design process is rigorous and collaborative, involving a lateral exploration and testing of ideas against all outcomes to ensure that your project is viable and unique. In order to achieve timeless designs with integrity, we focus on consistency throughout development, from the macro concepts through to the micro detailing.
Effective design requires the synthesis of the complex into the beauty of simplicity; the result must be authentic and fulfill your requirements. At the heart of our approach are some key guiding principles: Buildings must be ecologically sustainable without additional cost or sacrifice to comfort. Architectural spaces, whether internal enclosures or external landscaped zones between buildings, must have inherent flexibility, providing inbuilt margin without wasted area.
The occupants of our buildings are not ’shoehorned’, rather the internal design and functional requirements dramatically influence the external envelope. Above all, a thorough understanding of site ethos, ecology, microclimate and social environment is critical to our process to ensure the successful integration of built forms into the natural, urban or campus landscape.
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MONASH UNIVERSITY LAW CHAMBERS
INTERIOR DESIGN OUR HOLISTIC APPROACH ALLOWS GRAY PUKSAND TO DELIVER WELL-PLANNED AND VISUALLY STIMULATING INTERIOR DESIGN SOLUTIONS THAT WORK HAND-INHAND WITH THE ARCHITECTURE, ACROSS A DIVERSE RANGE OF DISCIPLINES.
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We view interior design as a vital component in any space design. Our interior design team collaborates with colleagues across disciplines to deliver truly integrated design solutions. We are well known for our ability to sensibly refurbish older buildings, recognised in particular for the commercial success that our refurbishments realise. We will work with texture, form, colour, light, and shade to shape a sensory experience for your environment.
By leveraging our extensive knowledge and experience, we will ensure that your space looks great and is designed with the human experience in mind, to positively affect behavior and perception. The diversity of our work is testament to our commitment to crafting individual design solutions that are tailored to your requirements. With each project, we set ourselves a challenge to exceed your expectations and create delight with something original and new, without compromise to function and budget.
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CAE
GRAPHIC DESIGN WE BELIEVE THE INTEGRATION OF GRAPHIC DESIGN IN ARCHITECTURAL PROJECTS CAN GO BEYOND A MERE BRANDING ACTIVITY TO TRANSFORM A SPACE AND REALISE THE TRUE POTENTIAL OF A DESIGN CONCEPT WITH MAXIMUM IMPACT.
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Effective environmental graphic design connects people to their space by personalising their experience of it. The space than becomes unique, with an identity that is inspirational rather than merely functional. The space can communicate and support a brand's core values or act more as a psychological trigger, intended ti have a direct impact on the mental wellbeing of those people that occupy the space, which in turn can dramatically effect productivity.
The in-house Gray Puksand graphic design team is integral to our offering of a fully collaborative and comprehensive service. Our range of graphic design services includes branding and visual identity design, environmental graphics and way-finding, signage standards development, merchandising and collateral development including campaign strategies and advertising. Our graphic design team is committed to delivering innovative graphic design solutions that continually redefine new communication standards.
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OUR TEAM DESIGNS AND DELIVERS EDUCATIONAL FACILITIES FOR THE FUTURE. WE CRAFT CUSTOMISED SOLUTIONS THAT ARE NIMBLE, ENDURING AND DESIGNED TO EMPOWER THE PROCESS OF LEARNING.
We do not believe in one-sizefits-all architecture. We offer an individual, tailored approach. Our success is based on the ability to coordinate and liaise with a diverse range of project stakeholders to achieve high quality outcomes that reflect your aims and aspirations. We are adept at working with clients in the government, public, and private sectors across a range of delivery models for projects big and small, near and far. Our portfolio includes early learning centres, primary and secondary schools (government and private), specialist trade training centres, and university and TAFE facilities. We take the time to research and consider the forces of modern culture on education design and delivery. This includes keeping up to date with the freedoms and opportunities presented by technology, and understanding the impact of the growing trend toward lifelong learning cycles.
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As the lines between our learning, work, and social spheres continue to blur, the multidisciplinary nature of our practice allows us to collaborate and apply relevant knowledge and innovations from other sectors. It’s important to have a strong, reliable team to advise and guide you confidently through this process. Our knowledgeable and skilled inhouse team has extensive first hand experience in designing and delivering high quality educational facilities. We focus on delivering innovative outcomes, boosted by our ongoing collaboration with leading independent education researchers. This adds a unique layer of scientific, evidence-based thinking to our work. Environmental Sustainable Design (ESD) is an integral part of our service. By addressing spatial flexibility, we help you achieve more with less. This focus delivers inherent sustainability not only in the original design, but also your ongoing use.
MOE PRIMARY SCHOOL
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PRAHRAN HIGH SCHOOL TWO SLIPPED AND SHIFTED PLANES AROUND A CENTRAL LIGHT-FILLED VOID, GRAY PUKSAND’S VISION FOR A NEW SECONDARY SCHOOL IN AN URBAN VILLAGE.
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9,200 SQUARE METRES
Gray Puksand has released the designs of the new Prahran High School (PHS) for the Victorian School Building Authority. Catering to approximately 650 students, PHS is part of a suite of new inner-city schools commissioned by the Victorian Government. Uniquely, however, the school site on Prahran’s High Street is perhaps the most constricted site with which any of the design teams has had to deal.
By nature of its constricted site and requirements, the school has been designed in a multi-level configuration, making the most of limited space. Spanning four levels plus rooftop, the design incorporates everything you’d expect from a modern school, including a library, gymnasium, theatre space, specialist teaching spaces, outdoor spaces, and adaptable learning environments.
The project contends with limited space, heritage overlays, demolition of an existing unadaptable building, and a diverse set of neighbouring buildings and public interfaces.
Rather than designing a straight-up-and-down cube extending to the boundary on each side, Gray Puksand has developed two ‘slipped and shifted’ planes around a central light-filled void.
By offsetting each level, the void evolves as it runs up through the building, exposing more spaces to natural light and providing unique learning spaces visible throughout the building – almost like a gallery of education. Externally, this configuration also allows for oversized balconies – outdoor spaces crucial to wellbeing, teaching, and learning. The resulting design engages in a conversation with the community, focussing on transparency, circulation, collaboration, and community. Gray Puksand’s vision is for a new neighbourhood school for the Prahran city village.
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“ THE SIMPLE CUTTING, SHIFTING AND SLIPPIN OF THE PLANES PROVIDED DIFFERENT ARRANGEMENTS OF SPACES THAT WE COULD LAYER THROUGHOUT THE BUILDING.” STEPHEN TURNER, PARTNER
TRANSPARENCY AND ACCESS Being on a tight inner-city site, the new school must not turn its back on the community. The Gray Puksand design team put openness and transparency at the fore when developing its designs. “We wanted to give the building a sense of transparency to the public,” explains Partner Stephen Turner. “During the day, and at night, you can see a lot of activity flowing through the building. Transparency is about feeling the freedom and access internally and also putting education on show to the public, and celebrating it.”
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Using glass, perforated screens and the large central atrium, the design welcomes parents, student and visitors, directly exposing them to everything the school has to offer, including specialist learning – Science, Technology, Engineering, Arts and Maths (STEAM), which is visible from almost any point in the building. Outdoor green spaces on the balconies and rooftop also provide access to views out across the neighbourhood.
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CIRCULATION “The other aspect to the ‘shift and slip’ configuration was that of circulation by rotating up through the building. You’ll cascade up through the floors,” Turner says. This was achieved with the addition of large open staircases joining each of the floors and inviting you to explore further up the building. These stairs not only provide physical links, but also act as informal learning and gathering spaces.
Crucially, the open stairs, void and circulation spaces have been acoustically designed – in collaboration with an acoustic engineer – to minimise reverberation and travelling sound. “There are a variety of acoustic interventions, it’s not just a silent building,” says Kristine Piggford, Senior Interior Designer at Gray Puksand. “There will be a variety of students, with a range of abilities and learning needs, so we have created open spaces for collaborative learning as well as withdrawal spaces and quiet zones for concentration.”
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ADAPTABILITY AND COLLABORATION There was a need to develop several specialised learning environments, including science labs and food technology facilities. These inflexible spaces have been surrounded with adaptable spaces, where less-specialised learning can take place. “We have an interior design that allows for adaptability around those purposefully designed spaces,” Turner says. “It’s about purposefully designed activated working spaces and the adjacencies to adaptable teaching and learning environments.”
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Importantly, these spaces are designed to encourage and support cross-discipline collaboration. Learning spaces are visually and physically open, inviting collaboration between faculties. The adaptable spaces are designed to allow students working in art to easily collaborate with engineering and science students, opening up new opportunities for innovation. “Researchers like Jane Gilbert explore the notion that ideas happen in the interaction between people. This is what innovation and collaboration is really about. It’s only in the crossovers of disparate thinking that innovation can occur, in the context of teaching and learning. That’s what this building is all about.”
COMMUNITY Connected to multiple public transport links, the school is designed to collaborate with a number of other educational institutions and community facilities, taking advantage of their proximity and offering opportunities for others to use Prahran High School facilities. The building’s gymnasium – rather than being placed at basement level as is often the case in similar buildings internationally – has been placed at the top of the building, opening out onto a large rooftop deck utilising the full length of the site. Secure access to these spaces has been created to allow community use, without opening access to the entire school.
THE URBAN VILLAGE LIFE Designed as a microcosm of the wider community, Prahran High School reflects Australia’s increasingly urban way of life. “Families now live in apartments with children, whereas once they would have insisted on the quarter-acre block with the backyard,” Turner explains. This new school is a multi-level living/ learning environment, without direct adjacent access to the ovals and parklands with which many Australians would be familiar. This is addressed through continuous circulation and by bringing in external learning courts and external play spaces, integrating outside/ inside is an integral part of the building fabric.
As Turner explains: “Prahran High School will be a model that can be extended right into the heart of the city. It can even potentially be extended into an existing building. It is ultimately a cultural shift, and a shift in the way that people view schools.”
TAKE A TOUR OF PRAHRAN HIGH SCHOOL EXPECTED TO OPEN IN JANUARY 2019.
LEARNING 19
DEAKIN UNIVERSITY CENTRE FOR ADVANCED DESIGN IN ENGINEERING TRAINING (CADET) UNIQUE IN THE AUSTRALIAN CONTEXT, MODELLED ON INTERNATIONAL EXPERIENCE AND INFORMED BY A NEW LEARNING MODEL WHICH WILL SUPPORT A RICH LEARNING COMMUNITY OF STUDENTS AND STAFF INTEGRATED AND UNIFIED ACROSS ALL ASPECTS OF ENGINEERING EDUCATION.
At the outset of the project, the client leadership identified a need for the building to be a unique facility which facilitates a different approach to the teaching of engineering, embedding research activity, emphasising design and with a curriculum aligned to both school and industry needs. Traditional fields of mechanical, civil, electrical and chemical engineering were to be seamlessly re-visioned and united, supported by the concept of project oriented design based learning. Through an extensive exploration of the learning model alongside international examples and review of learning space typologies, planning teams from existing curriculum streams worked collaboratively to establish a facility brief for a new type of engineering facility, consistent with and supportive of the new pedagogy. By placing key emphasis on research, design and collaboration at the centre of the new curriculum, the planning team was able to realise a series of new spaces and functional relationships which would support the cultural change necessary for students and staff transitioning from the traditional modes of learning and working.
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With shared design studios, product realisation workshops, large studio based specialist laboratories, numerous informal spaces for interaction and collaboration and a unique academic staff workplace environment, CADET is well placed to become an outstanding example of possibilities for the next generation of engineering graduates in Australia. A key aspect of the facility planning which informed the basis of much of the spatial planning and functional relationships was the desire for an inherent flexibility in each space and consideration of how the building would respond to ongoing changes in curriculum, research, technology and industry requirements. Adoption of large floor plates across the main learning areas, uniformity in column grids and provision of larger structural spans, coupled with minimal load bearing internal walls will assist in future proofing the capital investment in CADET.
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$53.3M
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PROJECT COST
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“ THE SUCCESS OF THIS PROJECT IS DEMONSTRATED IN A SEAMLESS TRANSITION BETWEEN LEARNING SPACES – CONNECTING CLASSROOMS TO INDEPENDENT LEARNING SETTINGS AND LEARNING COMMONS. A SENSE OF BELONGING WAS ESTABLISHED WHICH PROMOTES SOCIAL INTERACTION AND SELF DIRECTED LEARNING.” MARK FREEMAN, PARTNER
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Many of the internal areas have been positioned not only for functional, spatial and infrastructure requirements, but by their ability to be reconfigured, expanded or re-fitted for other uses.
This resulted in many of the originally briefed spaces being re-visioned as more flexible learning or specialist environments capable of supporting a diverse range of functions and curriculum models.
By exploring access and usage of strategic equipment and highly serviced technical areas, the planning teams were able to develop an understanding of “how to do things better”.
By ensuring a diverse mix of learning settings, open flexible workspace and easily reconfigured studio environments, many areas within CADET are able to adapt on a regular basis to the needs of the student, the project underway, the curriculum and industry requirements.
EXPERIENCE CADET’S LABORATORIES, DESIGN STUDIOS, WORKSHOPS AND INTERACTIVE SPACES.
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SOMERVILLE SECONDARY COLLEGE TECHNICAL EDUCATION AND TRADE TRAINING CENTRE PROVIDING SECONDARY STUDENTS IN THE LOCAL REGION ACCESS TO CONTEMPORARY AND INTEGRATED TECHNICAL AND TRADE BASED PRACTICAL SKILLS.
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Somerville Secondary College required a collaborative approach to the briefing, planning and design of the new centre. The new centre was envisaged to enhance and extend the college’s existing specialist creative and technical curriculum, through providing contemporary, adaptable, large format practical and technical learning environments that would respond to current and future regional skills training needs.
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PROJECT COST
An accessible, flexible and high quality learning facility was envisaged from the outset, with a strong emphasis on showcasing potential pathways for local and regional students into a variety of vocational areas, in addition to encouraging higher levels of female participation, into what have traditionally been male oriented domains.
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Through establishing a central open multi format design studio at the heart of the centre, complemented by a series of independent, small group collaboration and activity spaces, practical trade and specialist areas were able to be supported with extended and complementary learning opportunities, whether they be inquiry, creative or practice based. In addition to the range of complementary spaces, there was a strong desire by the college to optimise possibilities for interdisciplinary interactions, both formal and informal, through provision of seamless physical access, proximity and through extensive use of large areas of internal glazing.
Large format practical spaces are capable of supporting current and future focused technical and trade-based skills activities, through provision of clear span practical workshop studios for Electrotechnology, Building and Construction and Plumbing. The centre also integrates studio spaces for school based Fabrics, Art and Design programmes. Interiors are spacious, highly transparent and adaptable to accommodate changes in future curriculum or skills training requirements.
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“ THE JUDGING PANEL WAS IMPRESSED BY THE COLLABORATIVE APPROACH TAKEN BY THE DESIGN TEAM TO THE BRIEFING, PLANNING AND DESIGN OF THIS FACILITY... THEY AGREED THIS WAS A BENCHMARK FACILITY.” 2016 EDUCATION FACILITY PLANNING AWARDS JURY
A robust palette of materials throughout has been established in response to the natural context of the site and is sympathetic to local indigenous heritage. An expressed structural frame of engineered timber portals establishes a rationality and rhythm throughout, emphasising raked ceilings and supporting high level translucent polycarbonate, which filters & natural light throughout the building envelope. Exposed services infrastructure has been coordinated and refined to evidence a consider approach to demonstrating to students, how the building functions and the way these are integrated within the building fabric.
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2016 VICTORIAN SCHOOL DESIGN AWARDS DEPARTMENT OF EDUCATION AND TRAINING BEST SCHOOL PROJECT ABOVE $3.5 MILLION 2016 EDUCATION FACILITY PLANNING AWARDS ASSOCIATION FOR LEARNING ENVIRONMENTS VICTORIA CHAPTER BEST NEW INDIVIDUAL FACILITY
JURY CITATION
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LORETO COLLEGE MARY’S MOUNT CENTRE STATE-OF-THE-ART PERFORMING ARTS FACILITY SET WITHIN A HISTORIC SCHOOL PRECINCT.
The Mary’s Mount Centre, Loreto College in Ballarat is a new 500 seat auditorium of exceptional quality and acoustic presence, a flexible acoustic theatre suitable for all modes of performance, including voice, acting and dance with the main aim of seating large scale orchestras including the Melbourne Symphony, to small ensembles. The vision and intent of the theatre’s design was to combine the performance of the arts with the education of students in all aspects of the arts. The adjustable acoustic treatment displayed throughout the theatre is achieved through the use of curtains on the side walls which drop down to change reverberation times, assisting with the varying acoustic requirements of different performances. Each interior space within the building has been designed to interconnect, resulting in a space built for learning as well as the adaptation of spaces for acoustic requirements.
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2,200
$8.0M
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PROJECT COST
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“ THIS SPACE IS A VERY SYMBOLIC ADDITION TO A LONG HISTORY OF MUSIC AND PERFORMING ARTS AT LORETO.” MARCELLA CROWLEY, CO-CURRICULAR PERFORMANCE DIRECTOR, LORETO COLLEGE
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Students of Loreto College have a great opportunity with the use of this theatre, to be educated in all aspects of the performing arts. The ‘Bio Box’ has been designed into the centre as both a space for teaching and learning, with fully equipped technical control of the stage, as well as storage for stage equipment. The practice rooms and Green Screen multi-media laboratory also visually connect to all main spaces, enhancing the teaching and learning possibilities. The interconnectivity of spaces enriches the learning experience through collaboration across all arts disciplines. The location of the building in contrast to the adjacent historic Chapel was of importance. The theatre was architecturally designed to reflect the Chapel, and at the main entry, to visually frame the Chapel. The design of the theatre is refined simplicity in massing and in form, to place the Chapel on show.
The cladding system adapted to the new building was part of the school palette of materials established by the recently completed Loreto Archives Centre designed by Gray Puksand, the material complements the sandstone construction of the adjacent historic buildings. The budget for the building was controlled by careful selection of materials, both internally and externally. The Mary’s Mount Centre has been designed to sit comfortably within its surrounds, enhancing the performance of the college, both aesthetically and educationally. It is a space for creative contemplation, exhibition and appreciation.
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“ WE’RE REALLY LOOKING AT THIS NOTION OF A STICKY CAMPUS–WHERE UNIVERSITIES ARE TRYING TO KEEP STUDENTS ON SITE, RATHER THAN GOING HOME OR TO A CAFÉ TO STUDY.” CRAIG SALTMARSH, PARTNER
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STICKING TO IT WORDS BEN MORGAN PHOTOGRAPHY ROBERT WALSH
AS EDUCATORS RESEARCH THE PSYCHOLOGY OF LEARNING, IT HAS BECOME APPARENT THAT ‘WELLNESS’ WITHIN EDUCATION IS NOT JUST ABOUT THE HEALTH OF INDIVIDUAL STUDENTS AND STAFF, BUT THE HEALTH OF SCHOOL AND UNIVERSITY CAMPUSES THEMSELVES.
Gray Puksand is at the leading edge of education design, from master planning entire schools to re-imagining smaller spaces within university campuses–for its designers, there are many pieces to the design puzzle for education. Creating these ‘sticky campuses’ is often more about evolution than revolution, as universities grapple with existing building stock that must be adapted to new ways of learning, studying and supporting student welfare. One example of such an intervention is the University of Technology Sydney’s (UTS) Building 5 student study lounge. Located within the Law Faculty, the study lounge is provided not just for Business and Law students, but also for the general student body. The project crosses two floors of the building in Ultimo–levels four and five–and required the creation of flexible spaces, zoned for different activities. As the principal design consultant, Gray Puksand worked with multiple experts, including a sociologist with experience in student behaviour and psychology. “He developed a sort of return brief with recommendations on how spaces are used by individuals and groups,” says Gray Puksand’s Jess Orie, Interior Designer on the project.
The sociologist explained that groups tend to take over the first space that they see, whereas individuals tend to look for isolated space for quiet study, and will go hunting for that space. “In response, the design puts group spaces on the lower floor and individual spaces on the upper. Little insights into how those things work were invaluable,” Orie says. The Gray Puksand design team also conducted observational studies within similar existing spaces at the university, which revealed underused space types and layouts, and other behaviours that were useful in developing the new design. Because the spaces on each level also acted as spill-out zones for classrooms, zones have been defined using materials, colours and desking so students entering and leaving classes do not disturb those studying. Technology was also a big consideration, as spaces where technology is provided or supported tend to result in a richer collaborative environment where students stay longer.
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SAFETY AND CIRCULATION
BEYOND EDUCATION
Another Gray Puksand project, this time at Macquarie University, looked to provide better access to student services. Within the Faculty of Medicine and Health Sciences, the designers were asked to create a number of spaces for student support services as part of the University’s MUSE (Macquarie University Spatial Experience) program–providing safe and flexible spaces for student interaction.
Working across education and commercial workplace design, the Gray Puksand team has identified the links from primary, secondary and tertiary environments to the modern workplace. All the things that make a ‘sticky campus’ and provide for student wellness are now driving innovation in workplace design.
Where students are accessing support around their enrolments, sometimes conflict may arise. The design uses a variety of techniques to make the space safe, including acoustic privacy booths, chill-out areas, and meeting rooms with multiple access points–assisting in the safety of staff dealing with tense encounters.
“The reason workplace design is changing so much is really a response to what’s happening in education,” says Orie. “These students are coming out and wanting informal meeting rooms and quiet spaces, because they’ve become accustomed to them through education. They come into the workplace, and if it’s more traditional, they won’t even know where to go or what to do.”
While the scale and needs of this space differ from the UTS student lounge, the aim is again to keep students on campus, and to provide another access point to the services they need. Ultimately the design works to improve the health and circulation of the campus, by offering a satellite to Macquarie’s larger MUSE spaces.
As Saltmarsh notes: “These learning environments support the collaborative way students work and learn. The students of today will come out into the commercial spaces we’re currently designing, so our experiences in education are strongly informing the ‘sticky workplaces’ of tomorrow.”
DEAKIN CADET
MACQUARIE UNIVERSITY
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CAE
MONASH UNIVERSITY LAW CHAMBERS
UNIVERSITY OF TECHNOLOGY SYDNEY
LEARNING 39
OUR EXPERIENCE EARLY LEARNING
$10.0M Alamanda College P-9 and Early Learning Centre, Point Cook
$5.3M Goodstart Early Learning Broadway Centre, 207 children space, 133 Adelaide Street, Brisbane
$ 2.5M Brisbane City Child Care 150 children space, Spring Hill
$0.4M Knox City Council Illoura House, Liberty PreSchool / multi-purpose facility
$1.0M Bovis Lend Lease / Westpac Kids on Bond children’s centre, 75 children space, Sydney N/A Folkestone Education Trust Wyndham Vale Children’s Centre, 132 children space, 351 McGrath Road, Wyndham Vale N/A Folkestone Education Trust Armstrong Creek Children’s Centre, 120 children space, Burvilles Road, Armstrong Creek N/A Folkestone Education Trust Northcote Children’s Centre, 110 children space, 160 – 162 Victoria Road, Northcote N/A Goodstart Early Learning Success Children’s Centre, 90 children space, 257 Hammond Road, Success N/A Goodstart Early Learning Kingsley Children’s Centre, 66 children space, 135 Kingsley Drive, Kingsley N/A Goodstart Early Learning Ashfield Children’s Centre, 66 children space, 119-181 Liverpool Road, Ashfield N/A Goodstart Early Learning Christie Street Children’s Centre, 90 children space, 25 – 27 Christie Street, St Leonards
Kororoit Creek Primary School Shire of Melton, P-6 School with YMCA Aquatic Centre, Community Hub and stand alone Early Learning Centre, 75 Children with 25 Occasional Care Spaces and Maternal and Children’s Health Services $13.0M Lightning Reef Lightning Reef Primary School with Early Learning Centre, 90 children with 25 Occasional Care Space with Maternal and Children’s Health Services $1.7M NAB Little Stars 75 children space, 500 Bourke Street, Melbourne $1.1M NAB Starkids Child Care Facility level 7, 75 children space, 100 Arthur Street, North Sydney $3.6M Wyndham Children’s Centre Integrated with Alamanda College P-9 School, Point Cook $200.0M P artnerships in Victorian Schools (PViS) The following community facilities were incorporated with the overall Axiom Education Victoria Public Private Partnerships
N/A PViS Derrimut Primary School City of Derrimut, P-6 School with YMCA Long Day Care Centre incorporating Community Hub linked with Early Learning Centre, 75 children with 25 Occasional Care Spaces and Maternal and Children’s Health Services N/A PViS Point Cook College P-9 School with YMCA Long Day Care centre incorporating Community Hub, 75 children with 25 Occasional Care Spaces and Maternal and Children’s Health Services N/A PViS Truganina South P-9 School with YMCA LongDay Care centre incorporating Community Hub N/A PViS Taylors Hill P-6 School with YMCA Long Day Care centre incorporating Community Hub, 75 children with 25 Occasional Care Spaces and Maternal and Children’s Health Services N/A PViS Craigieburn West P-6 School with YMCA Long Day Care centre incorporating Community Hub, 75 children with 25 Occasional Care Spaces and Maternal and Children’s Health Services N/A The Property Factory The Sydney Entertainment Precinct, Byron Kennedy Hall, 240 children space incorporating specialist needs, Paddington N/A Truman Child Care Facility 80 children space, Huntley Street, Alexandria $3.6M Wyndham Children’s Centre Integrated with Alamanda College P-9 School, Point Cook
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NAB LITTLE STARS
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PRIMARY
$10.0M Alamanda College P-9 and Early Learning Centre, Point Cook
$150M Economic Stimulus Plan Delivery Commonwealth Government, 120 sites, National
$4.5M Al Siraat College Science, Art and Design Centre, Epping
$1.0M
IBVM Province Archives Loreto Archives Building, Ballarat
$7.7M
Kyneton Primary School New P-6 Primary School, Kyneton
$2.8M Al Siraat College New Junior School Neighbourhood, Epping $15.0M Aspire Schools New Multipurpose Halls (6 sites), Private Public Partnership, Queensland $200M Aspire Schools New P-6 Primary Schools (6 sites), Private Public Partnership $5.5M Aspire Peregian Springs State School Masterplan Update, New Prep Facilities (2GLA’s) and Senior Precinct Facilities (9 GLA’s), Peregian Springs $2.2B Building the Education Revolution Library and Learning Neighbourhood, Template Design, 6 versions, National $7.0M Epping North East Primary School Epping North P-6 Primary School, Epping North $9.0M Eltham High School Flexible Learning and Development Centre, Eltham
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$6.0M Kaniva College Science and Technology Centre, Primary School Refurbishment, Kaniva $13.0M Lightning Reef Primary School, Bendigo $8.0M
Loreto College Performing Arts Centre, Ballarat
$3.9M Moe (South St) Primary School Flexible Learning Centre, Administration and Library, Moe $2.4M
Our Lady of Perpetual Help Junior School, Ringwood
$5.0M Our Lady of the Sacred Heart Masterplan and Masterplan Implementation Program Stage 1-3 out of 5 Stage Program, Darra
$200.0M Partnerships Victoria in Schools Project Axiom Education Victoria, P-6, P-9, 11 schools over two project stages $8.0M Point Clare Public School Multi-storey Learning Centre, Point Clare $2.5M
Sacred Heart College Multi-purpose Learning Centre, Kew
$14.0M South Melbourne Park Primary School New P-6 Inner City School, Albert Park $3.0M
St Anne’s Primary School K-2 Learning Precinct, Park Orchards
$4.3M
St Christopher’s Primary School Masterplan, Glen Waverley
$2.2M
St Mary Magdalen’s School Masterplan, Chadstone
$1.2M Sunbury Heights Primary School 6 classroom block, seminar spaces construction project, Sunbury $2.8M Urquhart Park Primary School Flexible Learning Environment, Ballarat
SECONDARY
$2.4M Al Siraat College Masterplan, Epping $5.0M Al Siraat College Design, Art, Technology and Science Centre, Epping $2.8M Al Siraat College New Junior School Neighbourhood, Epping $0.2M
Ballarat High School New Library, Ballarat
$0.7M Ballarat High School Transparent Learning Centre (Junior School), Ballarat $3.1M Ballarat High School New Theatre, Music School, Classrooms, Ballarat $2.2B Building the Education Revolution Library and Learning Neighbourhood, Template Design, 6 versions, National $0.8M
Co.As.It Italian Bilingual School Meadow Bank
$150.0M Economic Stimulus Plan Delivery Commonwealth Government, 120 sites, National $9.0M Eltham High School Flexible Learning and Development Centre, Eltham
$4.5M Flora Hill Secondary College Student Support Centre, Administration and Library, Year 7 Flexible Teaching Spaces, Bendigo
$200.0M Partnerships Victoria in Schools Project Axiom Education Victoria, P-6, P-9, 11 schools over two project stages
$15.0M Flora Hill Secondary College Masterplan, Bendigo
$8.0M Loreto College Mary’s Mount Performing Arts Centre, Ballarat
$1.2M
Ghilghai Steiner School Community Building
$1.0M
IBVM Province Archives Loreto Archives Building, Ballarat
$6.0M
Indooroopilly State High School New Teaching Block, Indooroopilly
$21.0M Kyneton College K / P-12 Regeneration and Masterplan, Kyneton $10.5M Kyneton Secondary School Refurbishment and Trade Training Centre, Kyneton $2.9M Patterson River Secondary College Junior School Learning Centre, Seaford
$7.5M
Mansfield Secondary College Masterplan, Mansfield
$2.5M
Sacred Heart College Multi-purpose Learning Centre, Kew
$1.2M
Southern Peninsula Trade Training Centre, Somerville
$4.0M Somerville Secondary College Technical Education and Trade Training Centre, Somerville $2.3M The Grange Trade Training Centre, Hoppers Crossing $6.8M Wyndham Tech School Victoria University, Werribee
$20.0M Prahran High School New 7-12 Inner City Vertical School, Prahran
LEARNING 43
UNIVERSITY
$13.0M Academy of Design Australia LCI Education Conversion and Refurbishment of Existing Heritage Building, Collingwood, Melbourne $54.0M Deakin University Centre for Advanced Design in Engineering Training, Waurn Ponds $18.0M Federation University Australia Manufacturing Engineering Skills Centre (MESC), SMB Campus, Ballarat $9.0M Federation University Australia Federation College (FedCol), SMB Campus, Ballarat $8.7M
La Trobe University Learning Centre, Shepparton Campus
$1.8M
Macquarie University Simulation Hub, Macquarie Park
$2.0M Macquarie University Physiotherapy Stage 2 and 3 Refurbishment, North Ryde, Sydney $0.5M
Macquarie University Student Services, Sydney
$30.0M Macquarie University Law School Feasibility $0.25M Monash University MUMA, extensions to art gallery, Clayton Campus $15.0M Monash University Faculty of Law Refurbishment Feasibility, Clayton Campus * Monash University Master Palette Clayton Campus
$0.25M Monash University Building 3A, Security Upgrade / Foyer Refurbishment, Clayton Campus
* University of New England New Science and Technology Building, Armidale
$5.8M Monash University Law Chambers 555 Lonsdale Street, Melbourne
$0.6M
University of Technology Sydney Student Study Lounge, Sydney
$1.0M
University of Technology Sydney Design Innovation Centre, Sydney
*
University of Technology Sydney Faculty of Law Refurbishment, Sydney
$5.0M
Ridley College Masterplan, Melbourne
$0.35M Swinburne University of Technology Student Services Centre, Hawthorn $0.8M Swinburne University of Technology Chemistry Laboratory, Hawthorn $0.3M Swinburne University of Technology Library Refurbishment, Hawthorn $5.0M Swinburne University of Technology L2A Building, Hawthorn $0.5M University of New South Wales Faculty of Engineering, Micro Computed Tomography Scanner (Radiation) Laboratory, Sydney $18.0M University of Ballarat Technology Park, Industry Research Training Facility, Mt Helen Campus $8.0M University of Ballarat TEC Hub (UBTec), SMB Campus $0.39M University of Ballarat Building T, Open Learning Space, Mt Helen Campus $2.4M
University of Ballarat Building F, Mt Helen Campus
$12.0M University of Melbourne Janet Clarke Hall Masterplan
44
GRAY PUKSAND
$0.7M University of Sydney Faculty of Science, New PC2 Laboratory, Sydney $0.7M University of Sydney Faculty of Pharmacy, New PC2 Laboratory, Sydney $1.0M University of Sydney Faculty of Dentistry, Dentistry Laboratory, Sydney $0.4M University of Sydney Faculty of Dentistry, Student Areas, Sydney $0.2M University of Sydney Faculty of Medicine, Blackburn PC2 Laboratory, Sydney $4.0M University of Sydney Various Refurbishments Projects, Sydney $0.4M University of Sydney Faculty of Engineering, EIE Building, Sydney $0.4M University of Sydney Faculty of Health Sciences, Refurbishment of Occupational Therapy Facilities, Sydney
$1.0M University of Sydney Faculty of Architecture, New Indoor Environmental Quality Laboratories, Sydney $0.4M University of Sydney Faculty of Health Sciences, Nobel Biocare Centre for Oral Rehabilitation, Sydney $0.7M University of Sydney Faculty of Health Sciences, H Block PC2 Laboratories, Sydney $2.0M University of Sydney Westmead Hospital Clinical Suites and Laboratory for Faculty of Dentistry, Westmead, Sydney $2.0M University of Sydney Dispensing Pharmaceutical Laboratory, Pharmacy and Bank Building, Sydney $0.8M
University of Sydney John Woolley Building, Sydney
TAFE
ADULT LEARNING
$39.5M Advance TAFE Redevelopment, Stage 1, Port of Sale Campus
$30.0M Centre for Adult Education Masterplan, City Campus, Melbourne
$19.0M Chisholm Institute START Trade Training Centre, Frankston Campus N/A Chisholm Institute Masterplan for Berwick, Cranbourne and Dandenong Campuses
$3.0M Centre for Adult Education Independent Learning Centre, Melbourne $1.5M
Centre for Adult Education Services Hub, Melbourne
$85.0M Kangan Institute Automotive Centre of Excellence, Stage 2, Docklands, Melbourne $38.0M Kangan Institute Health Science Building, Broadmeadows $0.3M
Swinburne Institute of Technology Design Studio
$1.1M William Angliss Institute of TAFE Confectionery Laboratory / Lecture Theatre, Melbourne
$1.2M University of Sydney PC2 Laboratory, Camperdown Campus, Sydney
$1.2M William Angliss Institute of TAFE Cyber Centre, Learning Resource Centre and Staff Accommodation, Melbourne
$0.65M Victoria University Collaborative Classrooms, Footscray Park Campus
$1.5M
William Angliss Institute of TAFE Angliss Restaurant, Melbourne
$0.4M William Angliss Institute of TAFE Unit Kitchen Teaching Facility, Melbourne
*
UNDISCLOSED
LEARNING 45
GLADSTONE PARK PRIMARY SCHOOL
CONTACT MELBOURNE
3/577 Little Bourke Street, Melbourne VIC 3000 t +61 3 9221 0999 e melbourne@graypuksand.com.au
SYDNEY
1/156 Clarence Street, Sydney NSW 2000 t +61 2 9247 9422 e sydney@graypuksand.com.au
BRISBANE
2/172 Robertson Street, Fortitude Valley QLD 4006 t +61 7 3839 5600 e brisbane@graypuksand.com.au
46
GRAY PUKSAND