A Child-Led Sculpture Garden London, Calthorpe Park
Han Hao Unit 22 Design Realisation Report 2014/2015 Tutors: Izaksun Chinchilla, Carlos Jimenez, Pedro Gil
Contents
0.0 Introduction
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Pg 5
0.1 Unit 22 Agenda and Project Starting Point 0.2 Methods of Learning 0.3 Term 1 model
1.0 Building Form Systems, Planning and Context
Pg 13
1.1 Urban Context 1.2 Calthorpe Park 1.3 Site Division and Organisation 1.4 Program Analysis 1.5 General Arrangement 1.6 Community Involvement 1.7 Overall Structural Strategy 1.8 Overall Environmental Strategy 1.9 M+E and sanitation Strategy 1.10 Ventilation Strategy 1.11 Acoustics Strategy 1.12 Access and Circulation 1.13 Overall Construction Strategy
2.0 Building Construction (30%) 2.1 Construction as Community Building 2.2 Material Selection 2.3 Greenhouse Construction 2.4 Main Learning Corridor Construction 2.5 Rammed Earth Construction 2.5 Children’s role in Construction 2.6 Roof Construction 2.7 Construction Sequence 2.8 Scaffolding on site 2.9 Childrens role in construction 2.10 Workshops Construction 2.11 Display Area Construction 2.12 Waste Station Construction
3.0 Building Performance (15%)
Pg 109
3.1Building Environmental Impact 3.2 Overall Energy Strategy 3.3 Anaerobic Biodigester, Local Waste Management 3.4 Water Supply, Drainage and Treatment 3.5 Landscaping 3.6 Greenhouse Performance 3.7 Ventilation 3.8 Solar Gain and Lighting 3.9 M+E Maintenance
4.0 Building Delivery (15%)
Pg 129
4.1 Local and Financial Context 4.2 Planning Constraints 4.3 Funding the project 4.4 Contractual relationships 4.5 Role of architecture practice 4.6 Risks Assessments
Bibliography Pg 63
Pg 144
0.0 Introduction 0.1 Unit 22 Agenda and Project Starting Point 0.2 Methods of Learning in Children 0.3 Term one model
0.1 Unit 22 Agenda
Empowering the Legacy of Generation Z
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UNIT BRIEF 2014/2015EMPOWERING THE LEGACY OF GENERATION Z For years, cities did not recognize any rights for children, giving them little or no space to dream, learn, interact, inform or contribute to society. Modernity has thus far made only a few shy attempts to reshape this ideology. A significant turning point in this process of restructuring, took place during the 1960s, demonstrated by numerous expressions of social discontent, in the form of art or public protest which have continued throughout recent decades, The festive subversion and anti-authoritarian outbursts from playful logic began to be employed as political tools in an attempt to generate alternative ways of making and contemplating the city, as well as organizing community life [2]. While this sensibility from the 60’s has widely influenced pedagogy, the architecture of schools, nurseries, playgrounds and sport areas and the city as a whole have not been revisited. Public space is still dominated by the car that facilitates the transportation of some citizens to and from their private homes, workplaces or centre’s of consumption. Councils are increasingly overwhelmed by transport problems, which often disregard the friendliness and quality of the public realm in urban environments. Generation Z are weak and vulnerable in our public spaces (both virtual and physical) and limited reserve of public buildings because rights have increasingly been transferred to the producers and consumers leading the market to redefine the way we live and interact with each other within the urban landscape.
Artefact Wall
In the last decade, the idea that a socially conscious design can empower people has become popular. Those practicing ‘empowerment through design’ think innovation can be used as a catalyst for positive change in our society. The notion of empowerment is usually orientated to vulnerable groups and paying careful attention to their ignored rights. Generation Z can therefore benefit from the theory and practice on empowerment. Our design strategies will be conscious of others needs producing architectures which are flexible, visible and usable. Users’ feedback will become a crucial tool to critique our role as designers. Applying empowerment as a socially conscious design methodology can be viewed as a positive force, which will enhance the capacity of Generation Z to production inclusive and livable environments in the future. This bigger presence can constitute a legacy with remarkable material value, which will become valuable custom to pass on to the future. We are especially interested in the fabrication of heritage buildings and urban environments that benefit not only their owners and direct users but also the local community as a whole, impacting upon the ecosystem in the municipal area.
Work table
Indoor Studio Work table
The unit will investigate whether a better understanding of Generation Z and their capacity to empower themselves through design, when considered as first class citizens will produce the capacity to reshape cities with a remarkable legacies and outstanding heritage. Before students investigate this question over the year, we will first offer these intuitions:
Artefact Wall
Clay Pools
Clay infill timber wall
Clay climbing structure
Outdoor Playground Movable Floor Plate
Term 1 Drawing: Plan of proposed material playlab, a series of frames present materials and artefacts for children to invite them to reappropriate them
0.1 Project Starting Point Constructivist Learning and Play Spaces
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The starting point of the project was an investigation to the methods of learning and playing. The ideal of Constructivist Development, as proposed by Jean Piaget, proposes a notion that ties learning and playing seemlessly together. An example of such a learning environment is the natural history museum in London.
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A child who understands and makes sense of the world with his mouth.
The child would come across new objects, and tries to ‘mouth’ them too, but realises that this method does not work
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The child then invents a new type of way to interact with the object, learning a new ‘skill’ in the process
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Assimilation
Enhancing/Boosting Skills already acquired es
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Accomodation Creation of New Skills
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0.2 Methods of Learning in Children A study into the playground typologies Classic elements
This study is looking into typical playground environments found around us today. Universally, they can be grouped in 5 main categories.
Slides, Swings, Merry go rounds
8 Fantasy elements
Creatures, ships, fantasy scenarios
Abstract geometric elements
Groundscape
Non Prescribed Play
Interactive/non prescriptive play elements
Completely open land surface for child to explore
Loose parts free to kids to appropriate
Examples
Colorado, USA
Singapore
Kyoto
Holland
London
Kent
Belgium
Kyoto
Beijing
Tokyo
Michigan
Luxemburg
Norway
Shanghai
Bedford
Georgia
Luxemburg
Berlin
Shanghai
New York
Prescripted Methods of Play
Interactivity, Freedom of Child
0.2 Methods of Learning in Children Case Study - Natural History Museum
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One of the prime examples of constructivist learning is the investigate centre in the natural history museum. Here, children physically handle artefacts to reinforce and amplify the experience of the museum and ultimately learning.
Setting within the Natural History museum
INVESTIGATE CENTRE
cOLLECTION OF ARTEFACTS FOR CHILDREN TO HANDLE
The artefacts are an reinforcement of the experience of seeing the exhibits previously
Geology
Drawing and Looking LEARNING OF CHILDREN IS ANIMATED BY PHYSICAL EXPERIENCE OF HANDLING THE ARTEFACTS Marine
Looking online
Birds Physically recording
0.3 Term 1 Study Model Material Playlab 1:6 Model
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Material Playlab A series of frames present materials and artefacts for children to invite them to reappropriate them
Clay folding Wall
Paper Clay Pool
Reconfigurable Floors
Vertical Frames
Walkway
0.3 Term 1 Study Model Material Playlab 1:6 Model
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Work table
Frame 1: A container of Artefacts
Clay Pools
Artefact Wall
Outdoor Playground
Indoor Studio
Clay climbing structure
Frame 2: A Clay ‘Splilling’ Frame
Artefact Wall
Work table
Movable Floor Plate Clay infill timber wall
Term 1 Drawing: Plan of proposed material playlab, a series of frames present materials and artefacts for children to invite them to reappropriate them
Frame 3: Origami Riddle Frame
1.0 Building Forms, Systems, Planning and Context 1.1 Urban Context 1.2 Calthorpe Park 1.3 Site Division and Organisation 1.4 Program Analysis 1.5 General Accommodation Arrangement 1.6 Community Involvement 1.7 Overall Structural Strategy 1.8 Overall Environmental Strategy 1.9 M+E and Sanitation Strategy 1.10 Ventilation Strategy 1.11 Acoustics Strategy 1.12 Access and Circulation 1.13 Overall Construction Strategy
1.1 Site Analysis - Urban Context
Green Spaces in London
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London is a green oasis. There are many parks and open spaces in London, England. Green space in central London consists of eight Royal Parks, supplemented by a number of small garden squares scattered throughout the city centre. Open space in the rest of the city is dominated by the remaining three Royal Parks and many other parks and open spaces of a range of sizes, run mainly by the local London boroughs, although other owners include the National Trust and the City of London Corporation.
‘‘We have eight million trees in London; the world’s largest urban forest. Is it time for our captial to become the world’s first Urban National park?’’ - The Independent, 25 Sep 2014
47%
30000 Allotments
of London’s Land area are green spaces
3000000 Gardens
3000 Parks
1.1 Site Analysis - Urban Context
Green Spaces in London
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Comparing London to various other green cities in the world, it has a variety and gradient of green spaces which is characteristic of European Cities.
1.1 Site Analysis 16 1.2 Program Analysis 21
This urban condition of London gives rise to the typology of community gardens. This is a situation unique to London and perhaps a number of other European Cities. The project seeks to investigate the nature of the community garden and seeing how it could operate through trascending physicality and locality.
Scattered Pocket Gardens and Parks
LONDON Green Cities Ranking:3 City Size: 1500 km2 Greenery percentage: 47%
Local Designated Green zones
SINGAPORE Green Cities Ranking: 7 City Size: 700km2 Greenery percentage: 40%
London has the most green space in the world for its size
Scattered Pocket Gardens and Parks
VIENNA Green Cities Ranking: 1 City Size: 400km2 Greenery percentage : 51%
Designated Green Zones
NEW YORK Green Cities Ranking: 5 City Size: 800km2 Greenery percentage: 14%
1.1 Site Analysis - Urban Context
Context in the Borough of Camden
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Within the urban environment of London, the Site is situated in the Borough of Camden. Camden has a comparatively lesser densities than areas in outer London. Besides the area in Hampstead Heath, parks are usually dispersed in smaller patches around residential estates, the site being one of them.
Built Area within Camden
open area within camden
Dense Open areas in Hampstead Heath
Site Location within London
Dense residential areas
SITE
Tiny pockets of green space nestled within residential areas
SITE
1.1 Site Analysis - Urban Context
Kings Cross Station
St Pancras International
British Library
SITE
CALTHORPE PARK
Cartwright Gardens UOL student halls
Tavistock Square Brunswick Centre
Coram Fields
Great Osmond Children Hospital
Macro Site Context
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1.2 Calthorpe Park
Brief Introduction of Calthorpe Project
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The site is Calthorpe Park, a community led project located along Grays Inn Road in Camden, central London. Calthorpe Park was earmarked for commerical development in the late 1980s, but was campaigned by local residents to maintain it as a ‘free’ green area for public. Today, it is a green oasis and houses various activities for the local community.
Calthorpe Park Aerial View
Activities in Calthorpe Park
Children Learning Activities
Urban Agriculture
Self Organised Private Functions
Sports
1.2 Calthorpe Park
Brief Introduction of Calthorpe Project
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Private Residential units Allotments
CALTHORPE ESTATE
picnic area
grays inn road
Square
WESTMINTER COLLEGE
Hall Futsal Pitch
Shed
UCL EASTMAN DENTAL HOSPITAL
Scale: 1:500 @ A3
1.2 Calthorpe Park
Local Solar Path
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A study of the solar pattern in Calthorpe Project reveals certain areas which are predominantly shaded due to the position of the Eastman Dental Hospital.
site
NORTH
Winter Solar Path
Summer Solar Path
0600 hours
Solar Path Study
0900 hours
1200 hours
1600 hours
1900 hours
1.2 Calthorpe Park
Local Climate Data
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MAIN OCCUPATION PERIODS OF THE YEAR
Easter
Summer Holidays
Relative Humdity Levels jan
mar
apr
Sunlight hours
may
jun
jul
Max and Min Temperature
aug
sep
dec
Wind Path Study
Average Rainfall
1.2 Calthorpe Park
Site Boundaries
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The site is unique situated within an urban context that encounters a variety of typologies.
Site Boundary
A UCL Eastman Dental Hospital
F Street View from Grays Inn Road
B Private Housing
C New Calthorpe Estate
D Westminster Kingsway College
G Street View from Grays Inn Road
E UCL student accomodation
1.2 Calthorpe Park
Existing Land Use
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KEY Typical Top soil ground surface Brick or paved ground surface Clayey, muddy ground surface Grass Area Planted, dense foliage Timber Sheltered Area Futsal Pitch Human activity
1. Public - Strolling, Visiting
2. Public Events - Dance classes
3. Public Events - Evening activities
4. Public - Gardening and Harvesting
5. Kids Learning Sessions
6. Public Events - Self Organised festivities.
1.2 Calthorpe Park
Site Usage and Preservation
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The space, as it currently is, is reasonably successful, as it provides a collection of activity spaces, as well as some open space for the public to use and enjoy. With the new proposal, all of the existing use areas are preserved.
Areas to maintain
Priority Areas to Redevelop
Narrow Paths
Public Square
Places of Destination - to be retained The Places of destinations are places where the public head to directly to engage in a particular activity. This includes the public square, greenhouse and futsal field etc.
Kitchen
Overgrown Shrubs
Allotments
Clayey Soil Unsuitable for cultivation or use
Areas to Redevelop Obstructed Areas of the site are the unkept and unused areas of the park. These areas become ‘dumping grounds’ and are entirely overgrown, leading to inhabitable spaces
1.2 Calthorpe Park
Redeveloping the Site
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The space, as it currently is, is reasonably successful, as it provides a collection of activity spaces, as well as some open space for the public to use and enjoy. With the new proposal, all of the existing use areas are preserved.
Existing Site: open space with scattered programs
Proposed Site: connecting programs via a linear fence
The area is relatively open but with various bits of shelter and program scattered across the main site area.
The aim of the project is to reunify these programs to produce a coherent whole. This is achieved by ‘connecting’ programs linearly.
Program located at perimeter of site
1.3 Program Analysis
A Productive Playground
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The program is a Child-Led Sculpture Garden. The intervention seeks to invoke a sense of play into Calthorpe park. The existing activities in Calthorpe is divided into 2 categories - process based social engagements. ie dance classes, and output based classes, such as farming and art classes. The qualities of both activities are integrated to form a space for children toactively learn through experience. The qualities of the output are celebrated. h
Allotment Farming
EXISTING ACTIVITIES: OUTPUT BASED
Cooking Classes
EXISTING ACTIVITIES:
Art Classes
PHYSICAL, PROCESS BASED
An EDUCATIONAL FENCE
supplementing and complementing the existing activities
Street Football
Children Art Exploration
Drawing showing how children learning is weaved into the park’s existing programme.
1.3 Program Analysis
Programmatic Relationships
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The immense fence surrounding the site becomes inhabitable. The various sides of the fence plays host to different sectors of activities. Starting from the fence, a series of programs is generated and start to diffuse and hybridise towards the centre.
The Productive Playground Street Fences
FENCES
Cafe PROGRAM
HYBRIDS
University Fences
Formal Learning Spaces
Library
PUBLIC SQUARE
Private Resi Fences
Kitchen/Health Center
Arts Education Center
Public Square
Greenhouse
Urban Farming Research Center
Early Education Center
Sports Fences
Playground
Communal Gardens
Public Housing Fences
1.3 Program Analysis
Spatial References
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In the 1920s, attempts have been made to revolutionalise education through Montessori Schools. The first Montessori schools involved many simple annexes to traditional, unidirectional classrooms.
Typical Academic Classrooms
Articulated Classrooms
Spatial Reference: Montessori School in Delft Herman Herzterger, 1960s
First Montessori School, 1968
Enclosed Study room Couch and Mattresses Low level sinks and drawers
Teachers Desk
Student Desks
Storage
Teachers Desk
Group Student Desks
Storage
KEY Learning Classrooms/Material Storage Semi Public Space Public Learning Landscape
One Possible Centre of Activity
Multiple Centres of Activity
1.3 Program Analysis
Setting up an Educational Promenade
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In the 1920s, attempts have been made to revolutionalise education through Montessori Schools. The first Montessori schools involved many simple annexes to traditional, unidirectional classrooms.
Spatial Reference: Montessori School in Delft Herman Herzterger, 1960s
3d diagram showing pedagogic relationships
Learning Classrooms/Material Storage Semi Public Space Public Learning Landscape
Child Learning Promenade
Adult Learning Promenade
Child Learning Promenade
1.3 Program Analysis
Relationships Diagram
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Children, in the playground are given the capacity to explore materials and to experiment with art in conjunction with the other activities on site. One of the key features of the sculpture garden is enabling learning through making.
A series of built elements let kids interact with supplies and the environment differently.
Clay and paper as mediums of exploration
Supplies from the park become live materials for the sculpture garden
Idiosyncratic works by kids in the landscape
Street Football
Sculpture Garden as a result of the children’s interaction Sculptures dot around the park at regular intervals as objects of curiousity
1.3H Program Analysis
Access and Extent of Children Control
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The building is accessed by children after school, a sort of after school community class. Not only is it accessed by children, it also contributes to the overall activation of the park. The outputs of the park is not only acknowledged, but celebrated. Children operate the park as a sculpture garden. The building is an infrastructure for learning.
Program: Children Led Sculpture Garden
ORGANISATIONS to lead program
Local Authorities
Urban Gardening Communities
Children Organisations
Education Institutions
Existing Program: Community Garden
Assembly Area
SQUARE
Kitchen + canteen
KITCHEN
Gardening Area
GREENHOUSE
Playground
SPORTS FIELD
gallery
OPEN FIELDS
ART AREAS
OPEN FIELDS
Instructors/ teachers office
BOUNDARY NEAR UNIVERSITY
PARENTS WAITING AREA
OPEN AREAS NEAR RESIDENTIAL UNITS
Public Museums
1.4 Site Division and Organisation
Comparison between Existing and Proposed
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The existing activities in Calthorpe is divided into 2 categories - process based social engagements. ie dance classes, and output based classes, such as farming and art classes. The qualities of both activities are integrated to form a space for children toactively learn through experience. The qualities of the output are celebrated. h
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PLAN +2.0m 1:100 @ A1 3
1. Entry 2. Sunken Garden 3. Exchange fence 4. Hall 5. Water Tower 6. Sunken Studio 7. Volunteer’s Lounge 8. Gallery area 9. Sunken Garden 10. Ceramics Firing Studio 11. Communal Gardens 12. Biodigesters and Waste Bins 13. Landscaped Seating 14. Sculpture Garden Zone 1 15. Sculpture Garden Zone 2 16. Sculpture Garden Zone 3 17. Reception 18. Library 19. Kitchen 20. Open Air Kitchen 21. Greenhouse
EXISTING
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PROPOSED programmatic fences
1.4 Site Division and Organisation
Comparison between Existing and Proposed
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KEY Identifying site fences Growing Areas Learning Corridors Workshops /Material Stores Public Square Learning Infrastructure Kids Exhibition Space
1 - The fences on the peripherals of the site is identified.
2 - The central programs are located responding to the fences of the site
3 - The program on the site start to diffuse towards the centre
4. The Diffusion causes overlaps, creating hybrids of programs
5 - A grid is established for further growth of the programs
6- An overall structure is developed to accomodate the growth
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1.5 General Accomodation Arrangement
Comparison between Existing and Proposed
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Schematic Exploded Axonometric KEY 1 Open corridor/ picnic area 2 Main learning corridor 3 Material workshops 4 Kitchen 5 Greenhouse 6 Clay roof 7 Tiled roof structure of workshops 8 Main corridor curved roof 9 Waste Station 10 Mobile Entry point 11 Display area corridor 12 Herb garden 13 Futsal Pitch 14 Material Exploration Pods 15 Roof decking of art studios 16 Water tower 17 Sunken Art Studio 18 Main hall 19 Timber caonpy 20 Timber and glazed Sawtooth roof
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1.5 General Accomodation Arrangement
Comparison between Existing and Proposed
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SEE FOLDOUT ATTACHED
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PLAN +2.0m 1:100 @ A0
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1. Hall 2. Material Exchange/Recycle Bins 3. Open Square 4. Platform 5. Art Studio 6. Water Tower 7. Sculpture Garden Platform 8. Gallery area 9. Futsal Field 10. Sunken Garden 11. Experiential Pods 12. Plant Room 13. Art Studio 14. Exhibition Area 1 15. Planting Corridor 16. Mobile Exhibition Area 17. Sculpture Garden Platform 18. Greenhouse 19. Kitchen 20. WC 21. Sculpture Garden Platform 22. Public Amphitheatre 23. Children Library/Learning Area 24. Office 25. Garden
5 -1.60m
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1.5 General Accomodation Arrangement
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SEE FOLDOUT ATTACHED
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AERIAL PLAN 1:100 @ A0
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1. HalL Sawtooth roof 2. Timber Canopy 3. Open Square 4. Platform 5. Timber deck with glass skylight 6. Water Tower 7. Sculpture Garden Platform 8. Gallery area 9. Futsal Field 10. green roof 11. Experiential Pods fabric roof 12. Ceramic tiles 13. Art Studio 14. Exhibition Area 1 15. Planting Corridor 16. Mobile Exhibition Area 17. Sculpture Garden Platform 18. Greenhouse 19. Kitchen - timber pitched roof 20. Operable openings 21. Clay hanging areas
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1.5 General Accomodation Arrangement
SECTIONS 1:200
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SEE FOLDOUT ATTACHED
Cross section 1:200 @ A3
+4.20m
+1.20m 0.00 m
0.00 m
Children Learning Centre/workshops
Sculpture Garden Platform
Public Amphitheatre
-1.80m
Material Exploration Area
Futsal Pitch
1.5 General Accomodation Arrangement
SECTIONS 1:200
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SEE FOLDOUT ATTACHED
+4.00m
0.00m -1.80m
Material Office
kitchen
Children Learning Centre/Library
Greenhouse
SECTION AA
+4.20m
+1.50m
0.00 m
-1.80m Water Tower
SECTION BB
Art Studio
Material Exploration Area
Art Studio
Plantation Fence
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ences
1.6 Community Involvment The building envisages that the community could be actively
Envisioning Local Use
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Aerial plan showing community occupation
isations can rent the Public Research Studio to engage empowered in changing and cupublic engagement. This allows a steady but varying ratingThe theoccupation fences. Materials that on of the public gardens. and contents e curated throughare a series of workshops for the public. supplied and provided by the
Public Research Studio - For Hire
Communal Gardens
The public research studio is rented out for external insitutions to conduct public research. Eg. Kew Gardens, London Garden Associations.
playground could be chosen or voted by the community.
Communal Gardens can be accessed by both the estate residents and the visitors to the park itself. The fence supports’bag planting’. A fence accomodates numerous plant bags for small scale planting.
The fence should also allow a certain degree of operability and that the community should be able to build or replace certain areas by themselves. Greenhouse
Entry from Calthorpe Estate
Ramp up greenhouse
Track Temporary Exhibitions and Talks
Exhibition Table
Mobile Roof
The mobile roof signals when temporary exhibitions or workshops are taking place in the site. A wooden canopy is folded outwards. Exhibits could be suspended from the wooden roof structure
Open Air Kitchen
A shaded area for cooking demonstrations. Mobile kitchen devices could be wheeled out further.
Cafe Kitchen Cistern - Part of Recycling Wall
Water cisterns and composting tools are displayed prominently towards the main square, forming a recycling wall, to educate the public and kids about recyling.
Sculpture Garden 3
This sculpture garden faces the exhibition space of the research studio directly. The public can sit here to audit lectures or workshops etc.
Plan 1:50
0.00m 1
-1.60m
Temporary Exhibitions and Talks
Setting up an exhibition....
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1.6 Community Involvment
A fence of supplies!
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The community garden operates like a productive fence, therefore exchanges of information and goods could occur across both sides of the fence. Each fence supplies its own unique variety and type of goods for the user. To make a certain equipment, users would have to go around the whole site hunting for materials.
Materials available to children
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1 Herb Gardens 2 Soil and Seeds 3 Recycled Goods 4 Building Material 5 Clay 6 Plastics 7 Paper
Productive Fences
1.7 Overall Structural Strategy
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To maximise the environmental strategy, it is necessary to define the spaces into categories of enclosure. The division of open and closed zones are according to the programmatic divisions of the building.
Prefabricated Steel Beams
Structural Precedents Timber Grid Shell Structure
Timber Frame Santa Caterina Market by EMBT
Timber Diagonal Scissors Structure
Timber Frame
Prefabricated Steel Grid
Jean Prouvre Steel Shed Component
Timber Balloon Frame Structure
Timber Post and Beam Structure Glazed Exterior
Thorncrown Chapel by E Fay Jones
1.7 Overall Structural Strategy
Structural Proposal - reinforced composite timber frame
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Design Criteria for Cafe: A Long Public Corridor winds around the perimeter of the site. Classrooms are attached into the main body of the Long Corridor, allowing activities to spill into the corridor, forming a ‘learning promenade’. There are 2 structural systems that operate within this space.
Plan View
Prefabricated Timber Sections
The geometry of the timber section would be manufactured with prefabricated CNC elements. The 3 independent elements interlock and join together. between pieces would be done in steel
Steel Vierendeel truss
The truss acts as a beam, which joins the Roof structure to vertical columns
Classrooms Corridors
Timber Columns
Timber Columns
Timber Columns pick up the roof sections. A cross bracing of timber elements is supported further with steel
Spatial Volumes
Perspective View
Structure of Corridor: Timber Frame Structure
Pad Foundations Section View
Plan View
Perspective View
Section View
1.7 Overall Structural Strategy
Structural Proposal - prefabricated portal steel structure
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Design Criteria for Greenhouse: 1) Functions in both summer and winter conditions.
Polycarbonate Cap Allows Ventilation and Sunlight
The greenhouse has an operable skin that can be unfolded with respect to weather conditions.
Roll of Aerogel
2) Can be a testing ground for material qualities of light, insulation. Eg. Children can try making an enclosure out of plastic bottles.
Lightweight timber panels
The Skin consists of modular panels that can be unfolded whilst resting on a stable steel structure. The stability of the primary structure allows for dead and live loads to be placed on it.
3) A Legibility to users. What is structure and what can be moved.
Timber Cladding
A Material Hierachy is estabilished:
Steel Diagonal Bracing
Prefabricated Steel Beam Aerogel - A plastic membrane similar to bubble wrap which meets industrial standards for greenhouse films
1. The Groundscape is constructed of ‘massive’ elements of concrete and brick elements. 2. The structure is constructed of pre fabricated steel elements
Concrete Base/Foundation
3. The operable skin is constructed of lightweight timber elements and lightweight plastic membranes. The objective of this section is that they can be operated by a child without any adult assistance.
Pad Foundations
Winter Condition - ENCLOSED:
The panels are folded, and a skin of aerogel is sealed over the greenhouse. In the case that the children’s inventions actually work, the materials are left on the structure.
Timber Column with steel base
Load distribution Loads Path of Load to Ground
Loads produce clockwise bending moment
Summer Condition - OPEN:
The greenhouse is not sealed, the timber panels can be used to hung, suspend various materials of the children’s inventions. The public can enjoy open conditions of the greenhouse.
Application of Loads During the summer children may start hanging materials onto the structure, which causes the steel beam to become in tension due to the uneven loads applied. This tension is offset by first, the massive concrete column, and the compression forces of the timber column and steel column. Loads Elements in Tension Elements in Compression
Steel Column
Brick with Base Plate on top to secure skin
1.7 Overall Structural Strategy
Structural Proposal - reinforced composite timber frame
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Breakdown of structural elements
1) Vertical Columns Structural Elements: Timber Vertical Columns
2) Horizontal Bracing Structural Elements:: The horizontal timber join the columns together into a structural grid
3)Diagonal Bracing Structural Elements: The columns are further braced vertically with diagonal walls
4) Bracing for the roof Structural Elements: The Roof structure is done with diagonal Timber components. Prefabricated joints ensure
5) Roof Structure Structural Elements: The Roof structure is placed on, with horizontal elements connecting to the canopy struc-
6) Overall Structure in relation to Canopy structure
1.7 Overall Structural Strategy
Structural Proposal - Timber roof structure
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Breakdown of structural elements
1) Vertical Columns Structural Elements: Timber Vertical Columns, Diagonally braced
2) Horizontal Bracing Structural Elements:: As the vertical and diagonal elements would be under compression, steel tension elements
4) Horizontal elements Structural Elements: Connecting the Roof to the vertical structure. A steel veriendeel truss is used like a
5) Roof Structure Structural Elements: The Roof structure is placed on. The curved geometry is made up of connected prefab
1.8 Overall Environmental Strategy
Orientation
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From the climate data obtained, the building was decided to orient itself at an angle to the solar path and wind diagram. Material Selection of Roof The materials of the roof is selected and angled in terms of transparency to admit light into the building. 1- Polycarbonate panels admit natural light into the building
Prevailing SouthWest Wind The prevailing SW wind would be predominantly shielded on site by the adjacent resident buildings.
2- Glazed and Varnished Ceramic tiles are placed at an angle to the sky to ‘glow’ and reflect diffused light into interior spaces. 3- Normal fired ceramic tiles 4- Timber Tiles The timber tiles are constructed by the ‘contractors’. They could be removed and used as templates for when they wish to customise their own tiles.
SUN PATH The sun travels in a northwest direction both in summer and winter.
Orientating the Open corridors towards the Prevailing wind facilitates cross ventilation
Overlaid wind path diagram indicates the predominant winds are from the NorthEast and SouthWest
KEY Solar Path Solar Path Lines Solar Positions Glazed Openings
Wind, Ventilations Prevailing Wind Ventilation Tunnels
r ing No Prevail
Wind thEast
1.8 Overall Environmental Strategy
Enclosed and Open Spaces
To maximise the environmental strategy, it is necessary to define the spaces into categories of enclosure. The division of open and closed zones are according to the programmatic divisions of the building.
KEY Enclosed Areas Sheltered Areas Open Area
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1.8 Overall Environmental Strategy Storing and Collecting Water is an important aspect of the overall environmental strategy. 1. Roof and Ground as critical Collection elements The Landscaping is sloped, cut, and angled to allow for specific water flow patterns. 2. Celebrating Water Collection
Uses for Recycling Water
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Uses for Water
Quality Required
Sources
Landscaping
Moderate
Rainwater
Children Playing
Good Quality
Filtered Rainwater
Farming
Good Quality
Filtered Rainwater
Kitchen/Cafe Supplies
Good Quality
Water supplies
Washing/Waste
Moderate
Rainwater
The Main locations of Water collections are in ‘public’ and communal areas, to better inform the public on water recycling.
Water Channels Water Collection Pods The Pod structures are specifically to observe material reactions under the influence of weather.
Landscaping Elements The Central Platform is constructed above a large Water tank with a capacity of 260, 000 litres of water. Communal Water Supply The Rainwater off the roof are all drained into a Basin which straddles the site boundary. The Gardens of Residents are all fixed with taps and then can freely use the
Water Collection Basin The Central Platform is constructed above a large Water tank with a capacity of 260, 000 litres of water.
Clay, Paper, Plastic etc are displayed on the roof structure, subject to the forces of rain and shine.
1.8 Overall Environmental Strategy
Landscape Strategy
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The Design criteria of the Landscape strategy complements the plan. The landscape leads children to the sculptural garden platforms.
1.5 Local Sensibility 38 1.6 Overall Environmental Strategy 40 1.7 Access and Circulation 45
Materials: Soils
Planting Soils
Slit Soil
Clayey Soil
Gravel
Grooved Timber
Pavers
Rubber Padding
Lavender
Meadowsweet
Gravel
Hardscape Materials
Brick
Brick raises floors to build terraces in the greenhouse
The materials obtained are cheap and are mostly already existing on site. Materials such as slit soil, or clayey soil, which are not suitable for planting, are uncurrently left untreated on site. They would be used to build up topography of the raised areas. Paving Tiles faciltate transition between hardscape and landscape
Plants
Daffodils
Stack of Timber boxes that can be removed by children
Landscape Concept Sketch
Grooved Timber Panels
1) Provides drainage and recycling system, on a local and urban scale Brick Playground
2) Be of a legible material hierachy. 3) Reposition existing materials.
Paving Ceramic tiles Flowering Beds
Grass built upon compacted clayey soil
Urb an ru
noff
Existing Trees
Hedges
Urban r Brick Ground
unoff Hedges at edge
Futsal Pitch
1.9 M&E and Sanitation Systems The power for heating and cooling woul d be produced by 2 methods:
Energy Sources for the Park
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Existing Anaerobic Digester
Ground Source Heat Pump A 1 sqm Anaerobic digester already exists on site. The proposal is to harness not only the digestate, but also the biogas by product for heating purposes. By making the site a centre for waste collection, waste from the neighbourhood itself could power the site.
1- Ground Source Heat Pump 2- Anerobic Biodigester ( Already Existing on site) Both these methods are especially relevant to urban garden sites. The project could almost be a testing ground for other gardens to utilise or use these methods.
Ground sources Heat pumps are energy saving heat sources for sites with large open land areas. A borehole reaches underground to recover heat that is trapped beneath ground. The deeper the borehole reaches, the warmer it gets.
Powered by:
4°C 8°C 12°C Organic Waste Material
Digging down into Garden Surface
12°C The Anaerobic Bio Digester compresses the organic waste material through chemical process of nitration. The composting process produces liquid fertilisers, which could be used for the plantations on site.
Accumulating Waste from the enightbourhood
Anaerobic bio digester
Liquid Fertilisers
Biogas could be extracted and stored
60°C
Heat pump converts the water to up to 5 times its normal temperature. This water is then used to pass through underfloor heating coils to heat the building.
Ground Source Heat Pump
Underfloor Heating Coils
1.9 M&E and Sanitation Systems
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The M&E and Sanitation Systems goes hand in hand with the environmental strategy as per the previous section. The power for heating and cooling woul d be produced by 2 methods: 1- Ground Source Heat Pump 2- Anerobic Biodigester ( Already Existing on site) Both these methods are especially relevant to urban garden sites. The project could almost be a testing ground for other gardens to utilise or use these methods. Plant room 1 -Ground floor heat pump -Hot Water Cylinder -Kitchen risers/Exhaust pipes
Construction Risk
Central Waste Collection Anaerobic Digester Recycling bins
Location of Borehole Existing Circle Line Tube Station Underground Plant Room 2 -Hot Water Cylinder -Additional Ground source heat pump if required.
Based on existing street maps, the circle tube station line goes beneath the site. The construction of tthe borehole, which is dug about 8m underground, would potentially come into conflict with the tube line. Therefore, it is located a safe distance of 10m away. Nevertheless, an accurate survey should be done to determine its final position.
Water Cycle of Heating process
Water Basin Recycled rainwater is used to power the ground borehole Underground borehole
Ground Borehole Dug in the middle of the central platform, it reaches deep into the earth to obtain the highest temperature possible
Ground Source Heat Pump Recycled Water Basin
Hot Water Cylinder
Underfloor Coils
Underfloor heating Underfloor heating is used to heat up the enclosed spaces in the building
Water Tower
1.10 Ventiliaton Strategy
Material Exploration Area
Art Studio Permeability and Ventilation
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The ventilation strategy employs the use of the building’s successive layers of enclosed and open spaces.
Permeable Facade
By locating the sheltered areas in strategic areas to capture the prevailing wind, cross and stack ventilation is achieved simulaneously.
Clear Permeable: Can be controlled by the amount of tiles put on Solid
Operable Windows
Glazing Timber Columns Steel Cross Bracing for the timber
Peforated Timber Panels
Cross Ventilation and Stack Ventilation
Children Learning Centre/Library The prevailing wind enters the open sheltered area of the building. Hitting a solid wall, the pressure distribution of the incoming air then distributes around the learning corridor, creating cross ventilation. The building’s also contains operable windows that are located at about +4.5m height. This could be opened to allow for stack ventilation.
Northeast prevailing Wind Movement of air within building.
Lightweight Aluminium Door
Sculpture Garden Platform
Public Amphitheatre Timber strips Ceramic Panels
Material Exploration Area
1.11 Acoustics Strategy The acoustics strategy follow these 3 main principles: 1) Mimise Noise transmittion from sources outside the site 2) Noise transmittion within building, maintaining silent and conducive spaces amongst play areas. 3) Noise transmittion from building to the environment The building should be considerate to the neighbouring residential buildings.
Mimising disturbance to neighbourhood
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1. Children Study Studios
Possible Sounds: 1) Children Noises from outside Solution: Soundproofing panels are filled in between partitions. Ceramic Clad Roof Structure: which can reflect sound back towards the site, minimising disturbance on the residents.
2. Main Hall
Possible Sounds: 1) Traffic from Grays Inn Road 2) Children Noises from outside Solution: Ceiling Banners; Double glazed, acoustically rated glazing for facade
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3. Art Studio
1
Possible Sounds: 1) Children playing/shouting that affects the artist in residence working in his studio
4
Solution: A series of operable acoustic doors
2
4. Futsal Court
Possible Sounds: 1) Concerts 2) Children shouting screaming.
3
Tra
Solution: Acoustic curtain so as to not disturb the other activites in the park. It is also a visual device to give privacy when required.
ffi
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fro
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Tools for sound absorption
Roa
d KEY Sources of Sound Absorption/ Reflection of Sound Sound Reflecting Surfaces Sound Absorbing Surfaces Spaces which require Silence
Acoustic Curtains for sports Acoustic Banners facilites
Acoustic Glazing
Acoustic Panels
Dense Hedges
Loud Spaces which require insulation
1.12 Access and Circulation
Accessibility
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The proposal is part building, part landscape. Hence, it would not only have to comply with the UK building regulations, but also UK Open space design guidelines.
Part K
Quantity
Landscaping
1:12 ramp
Max Riser Height
170mm
Max no of Steps
16
Corridor Width
1200mm
Playground Guide
Quantity
Landscaping
1:20 ramp
Max Riser Height
150mm
ADM Part M
Max no of Steps
12
Corridor Width
800mm
Surface
Non Slip and Soft
Playground equipment and servicing regulations
Key Ramps Stairs Main Entry Points
1.12 Access and Circulation
Means of Escape
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One of the key concepts of the building is to allow for as much natural ventilation as possible therefore much of the circulation space is semi enclosed with a roof but no walls. Enclosing each space and splitting the building up into compartments would be detrimental to the design concept and therefore the fire strategy and means of escape needs to utilise several methodologies in order to comply with section B of the Building Regulations.
Fire Engine Parking
Assembly Point 1 Open square in Calthorpe Estate
B1: To ensure satisfactory provision of means of giving an alarm of fire and a satisfactory standard of means of escape for persons in the event of fire in a building.
EXIT B
B2: To ensure fire spread over the internal linings of buildings is inhibited. B3: To ensure the stability of buildings in the event of fire; to ensure that there is a sufficient degree of fire separation within buildings and between adjoining buildings; to provide automatic fire suppression where necessary; and to inhibit the unseen spread of fire and smoke in concealed spaces in buildings.
EXIT A
B4: To ensure external walls and roofs have adequate resistance to the spread of fire over the external envelope and that spread of fire from one building to another is restricted. B5: To ensure satisfactory access for fire appliances to buildings and the provision of facilities in building to assist firefighters in the sacing of life of people in and around buildings
-The Building Regulations 2010, Fire Safety, Approved Documents B, (P. 8)
Fire fighting equipment, First Aid Kits, and Fire exit signage are distributed regularly around the site.
The staircore will be the main route of escape for the residents. Therefore to maintain its stability in the event of a fire, the fire rating for this has to be very adequate. The other primary sources of escape would be the two front gates of the site. Each of which would be fire rated and comply with the minimum escape widths as stated in Part B.
EXIT D
EXIT C
Exit stairs, located at Exit B on plan, would be constructed of fire resistant steel. Users would escape safely to a lower height
Assembly Point 2 Open square in Calthorpe Estate Assembly Point 3 Eastman Dental Hospital Portico
KEY Main Escape Routes Firefighters Entry Assembly Area Main Exit Points Wheelchair Safety beside stairs
T ES OS BR
AM
Firefighting equipment provisions/ First Aid Kits
GR
AY SI
NN
RO AD
1.13 Overall Construction Strategy
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Since the project is based on a community and social ethos, the construction strategy is envisioned as a crucial part of the community and pedagogical concept.
CONSTRUCTION AS COMMUNITY INVOLVEMENT The whole community partakes upon the construction process with the architect/contractor team. This gives them a stronger sense of ownership and involvement in the project.
Each age group of the community has a specific role. The construction sequence is split into ‘work packages’ for the community.
Constructional Roles
The process of building is a communal effort, providing an added dimension of ownership to the community. Furthermore, the architecture itself allows for reappropriation. The use of the building gives it physicality.
Architect
Design and issue of documents
Community Team
Contractor
Pre Fabricated Structures
Foundations
Specific Pre-Fabricated elements produced off site
To ensure accurate position and orientation of the building, specific foundations are cast.
Reference: Rural Studio A building can start to become inhabited even if construction is not finished 100%. If the structural system is set in place, the public can start to reappropriate the interior.
Able Bodied Youths/Adults
Less physically inclined users
Generation Z Team
Primary Structure
Working with able bodied members of community to erect the primary structure
Work Directly with Contractors to erect the main body of the structures.
Prepare cladding materials for the building
Check and ensure
the standards of construction: waterproofing etc.
Placing elements that community produced to high risk areas: Roofs etc
Infill items: Ceramic walls, Wood shingles, paper mesh.
Stitching together the elements for water proofing etc.
1.13 Overall Construction Strategy
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For the phasing of the project, the construction is split into 6 phases. Construction Principles 1)Minimise disturbance on existing park. As much as possible, only 1 main function would be temporarily unavailable for the users.
CONSTRUCTION PHASES
Phase 1 Construction of Greenhouse
Phase 2 Children Learning Spaces/Toilets/Material Storage
Phase 3 Landscaping
Phase 4 Artefact Display / Ceramics Experiential Pods
Phase 5 Main Hall
Phase 6 Temporary Artist studios, Temporary exhibition spaces
2) Flexibility in terms of construction times and cost The phases could be technically independent from one another, therefore each phase could commence independelty when the appropriate funding or onditions permit.
AREA IN CONSTRUCTION. Area in construction would be hoarded up following health and safety regulations. All other areas would remain open in use.
1.13 Construction Strategy
Extent of Prefabrication
Bespoke elements of construction would be prefabricated off site. In particular, steel elements would be constructed in a factory in London.
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Prefabricated Elements off site.
The prefabricated elements not only ensure smooth and quick delivery onto site, but also facilitate the putting together of timber pieces on site. The location and form of the prefabricated joints inform how the main body of the structure would be put together
The steel diamond joint provides a template for which the timber elements are mounted and screwed onto. This ensures accuracy and orientation of the timber elements Prefabricated Elements
Display Cases for Artefacts
Greenhouse Steel shell
Each individual member of the structural frame is cut off site with CNC milling. The assembly of the pieces would be carried out on site. The joints are designed to suggest intuitively how they are meant ot be put together.
Gardening Fence
Roof Shell Structure prefabricated joints to guide assembly
1.13 Construction Strategy
Construction by Children
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Aluminium Plates
Fabric membrane
Reference: Adventure Playgrounds Structures built with minimal adult assistance.
Timber Strips
It is worth noting, that children’s skills in construction is not to be underestimated. In the post war period, when Health and Safety rules were not as strict as today, children were allowed to play with building debris at bomb sites, using adult tools to build their own spaces.
Steel Plate fixed to ground
Steel Ring with Connections to Roof
Steel Core with Pad foundations
Table Platforms
Steps for Children
Lightweight Timber Elements could be folded and unfolded
The joint of the Timber panel is a rotary joint of Clay. When the clay dries, the timber partition is ‘fixed’