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Section 1: Community and Congregation Communal Gardens: A new typology for Civic Architecture

Unit 22: Empowering the Legacy of Generation Z

Urban Context Study: Green spaces as public commodities

Unit 22: Empowering the Legacy of Generation Z

‘‘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

Comparative studies of World Cities

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.

This urban condition of London gives rise to the typology of community gardens. This is a situation unique to London. As opposed to other planned green zones, such as in Singapore or New York, the typology of London allows for a more intimate and local form of interaction with greenery.

The project seeks to investigate the nature of the community garden and seeing how it could operate through trascending physicality and locality.

47% of London’s Land area are green spaces

Local Designated Green zones SINGAPORE Green Cities Ranking: 7 City Size: 700km2 Greenery percentage: 40%

30000 Allotments

3000000 Gardens

3000 Parks

A rich variety of green spaces in terms of scale and size

LONDON Green Cities Ranking:3 City Size: 1500 km2 Greenery percentage: 47%

London has the most green space in the world for its size

Local Designated Green zones NEW YORK Green Cities Ranking: 5 City Size: 800km2 Greenery percentage: 14%

Case studies - London Pocket Parks Program The pocket parks are an initiative to offer funding to communities who propose changing their built environments to livable, even edible gardens. The GLA has supplied up to £50,000 per project for mostly volunteer built designs. The proposed scheme would also serve to benefit from this scheme.

Community Garden, Camden The London Plan is the overall strategic plan for London, and it sets out a fully integrated economic, environmental, transport and social framework for the development of the capital to 2036.

Edible Bus Stops, Stockwell

Greenwood Theatre Pocket Garden

Edible Garden, Union Street

Scattered Pocket Gardens and Parks VIENNA Green Cities Ranking: 1 City Size: 400km2 Greenery percentage : 51%

Site Urban Context: Pockets of open space within a urban context

Unit 22: Empowering the Legacy of Generation Z

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. The project seeks to investigate the nature of the community garden and seeing how it could operate through trascending physicality and locality.

Kings Cross Station

St Pancras International SITE

British Library Tiny pockets of green space nestled within residential areas

SITE CALTHORPE PARK

Cartwright Gardens UOL student halls

Tavistock Square Brunswick Centre

Coram Fields

Great Osmond Children Hospital

Calthorpe Project: A Green Oasis in Kings Cross

Unit 22: Empowering the Legacy of Generation Z

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.

Private Residential units Aerial View of Site

Allotments

Existing Activities

Picnic area Grays Inn Road Play Area

Square

Children Learning Activities

Urban Agriculture

Westminster College

Hall Futsal Pitch

Self Organised Private Functions

Sports

Shed

UCL Dental Department

Existing Site Plan

Calthorpe Estate

Calthorpe Park: Spatial Occupation

Unit 22: Empowering the Legacy of Generation Z

A study was carried out on the existing acitivities of Calthorpe Project to examine where and how it is utilised. New proposition aim to minimise disturbance, but also to enhance the existing centres of activity,

Spatial Occupation of Existing Activites Areas to maintain

Public Square

Kitchen

Allotments

1. Public - Strolling, Visiting

2. Public Events - Dance classes

3. Public Events - Evening activities

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.

Priority Areas to Redevelop

Narrow Paths

Overgrown Shrubs

4. Public - Gardening and Harvesting

5. Kids Learning Sessions

6. Public Events - Self Organised festivities.

Clayey Soil Unsuitable for cultivation or use

KEY Typical Top soil ground surface

Planted, dense foliage

Brick or paved ground surface

Timber Sheltered Area

Clayey, muddy ground surface

Futsal Pitch

Grass Area

Human activity

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

Calthorpe Project: Constructing an Educational Fence

Unit 22: Empowering the Legacy of Generation Z

The centres of acitivity within Calthorpe Project functions as an axis for which the newly proposed acitivites nestle within. The children are placed in constant observation and interaction with the adults.

Exist

ing c

entre

s of A ctivit

Allotment Farming EXISTING ACTIVITIES: OUTPUT BASED

Cooking Classes Art Classes

EXISTING ACTIVITIES: PHYSICAL, PROCESS BASED

AN EDUCATIONAL FENCE

FOR CHILDREN, SUPPLEMENTED BY THE EXISTING ACTIVITIES ON SITE.

Street Football

Yoga and Dance Classes

Hands on Art Exploration

Learning through physical experience: Pockets of open space within a

Unit 22: Empowering the Legacy of Generation Z

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

Sculptures dot around the park at regular intervals as objects of curiousity Sculpture Garden as a result of the children’s interaction

Program as fences: Curatorship and External Consultants. The proposal would also welcome external organisations to prepare

exhibitions and set up public engagement projects in the park. On Curated the Fences other hand, the community itself could also self organise pop

Unit 22: Empowering the Legacy of Generation Z

Aerial plan showing community occupation

up exhibits with a series of lightweight, deployable architecture External Organisations can rent the Public Research Studio to engage elements. in research and public engagement. This allows a steady but varying type of activation of the public gardens. The occupation and contents of the fences are curated through a series of workshops for the public.

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.

Greenhouse

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.

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....

Construction as Social Congregation

Unit 22: Empowering the Legacy of Generation Z

The project considers construction as a pedagogical process, as well as a community based program. Considering the current financial climate, as well as a number of other factors as outlined in the flowchart, the building would require involving the community as part of the construction process. This not only reduces labour costs, but has a pedagogical value, as well as an increased ownership in the produced landscape.

FACTORS CONTRIBUTING TO CONSTRUCTION STRATEGY

TIME

COST

LABOUR

SKILLS AND SCALE

PEDAGOGICAL PRINCIPLES

MATERIALS

Contractors are in charge of ‘setting out’ on site. Using specialised equipments, they cast the foundations on site,

DIY building skills acquired

1 Specially Prefabricated Elements

Using Prefabricated Structures, saving labour costs by capitalising on volunteers

Contractors are available as ‘consultants’, who come by on a regular basis

Able Bodied Adults carry out specific instructions on site.

Knowledge about arts and crafts

Recycled and DIY materials

Phased Construction Sequence - 6 main phases The DIY skills of adult volunteers are maximised. Architects design instructional manuals

Greening the community

Children can contribute to the construction capitalising on their ‘craft’ based skills

Colour scheme makes children aware of their roles Children physically contribute to their surroundings

Phased Construction periods. Major Phases can occur on designated weekends or school holidays. Each phases follows with a operational period before the next. A Productive Greenhouse

Children’s constructive skills should not be understimated Tamped Clay and Art Materials

Construction as Social Congregation

Unit 22: Empowering the Legacy of Generation Z

The initial idea was for professional builders and contractors to construct the primary structure. Following that, the secondary structure would be constructed by the public community, and the cladding and tertiary structure would be added on by children, undergoing a continuous flux of change.

2 Secondary structure

Communities weave facades, cladding, secondary bracing structures and groundwork

1- Primary Structure

Constructed by Contractors and Builders Construction would take place as builders set out the building accurately and ensure structural stability.

1 Primary structure

constructed by professional builders with assistance of able bodied communities

3 3- Tertiary Structure and Cladding Elements Cladding/Infills Constructed by Children and Adults

constructed by all communities, including specially designed structures for children, Site changes with use

2 - Secondary Structure

Constructed by Adult Volunteers Construction would take place periodically over evenings or weekends, where adult volunteers are gathered on site to assemble the pieces. This process would be supervised by contractors on site.

2 Secondary structure

Communities weave facades, cladding, secondary bracing structures and groundwork

Every visit to the park, the children would add on to the existing construction. The cladding and infills of the building periodically changes. The cladding becomes a physical trace of recent activities within the park.

Phased Construction Sequence: Phased developmental process

Unit 22: Empowering the Legacy of Generation Z

The construction sequence of the project aims to minimise disturbance to the site, as well as being self sufficient. Therefore, between each operational period, a trial and operational phase of about a year would commence as the project develops. E

CONSTRUCTION PHASES

Phase

a Ph

three

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

Pha se fou r

Phase

six

Pha

sev

Ph ve

TIMELINE NOV, Winter 2016

speculative start date of construction: MAY, 2016

Funding Sources

Required Inputs

PHASE 1

Pre-Fabricated Steel

~£50,000 Timber Structure

~£50,000

MAY, SUMMER 2017

Insulation/Waterproofing

NOV, 2017

Insulation/Waterproofing

~£5000

Plastic, Skin,

Scaffolding Boards

Kiln

Clay

Plastic

~£5000

gla green grid program

grant: up to £50,000

Target Profit:

£50,000 Cafe sales

Target Profit:

£50,000 sports pitch rental

Target Profit:

£50,000 greenhouse sales Target Profit:

£50,000 events space rental

~£50,000

~£1000

Timber Structure

Plastic

~£50,000

~£5000

Target Profit:

gla funding under S106

V&A museum

Jamie Oliver

grant: up to £50,000 ucl

PHASE 2.5

Pre-Fabricated Steel

Plastic, Skin,

~£50,000

~£5000

gla green grid program

Insulation/Waterproofing

~£5000

Timber Structure

Landworks

2021

Operation and Testing

~£50,000

Landworks

MAY, SUMMER 2020

2019

PHASE 2

Pre-Fabricated Steel

~£5000

~£1000

MAY, SUMMER 2018

2018

PHASE 1.5

Operation and Testing

gla pockets park programme

£50,000 Cafe sales

2017

Target Profit:

£50,000 Cafe sales

£50,000 greenhouse sales

Target Profit:

£50,000 sports pitch rental

£50,000 events space rental

lse

2022

Section 2: Building as Fences An investigation into permeability, thresholds and the intersticial

Unit 22: Empowering the Legacy of Generation Z

Program as fences: Iteration 1

Unit 22: Empowering the Legacy of Generation Z

The first step of the project was to consider the main project as a series of fences. This is a response to the number and variety of context that it is surrounded by. At each boundary, the building responds to a particular urban condition, that might hint at new interrationships between spaces.

21 19 18

5 1.

11 12 9.5

7 9 7 7

PLAN +2.0m KEY 1:100

Reflections This iteration defines the intial site strategy of the proposal. The next design iteration should consider how the public could curate and inhabit these fences. It is also crucial to consider how users would be empowered in the process.

1. Public Square 2. Children Presentation/StagePlatform 3. Football Pitch 4. Florist/Plant shop when pod opened - Also entrance from estate 5. Communal Gardens 6. Estate Walkway 7. Classrooms 8. University Students Breakout space 9. Material Playlab 9.5 Travel Exhibits Display Space 10. Wash Tower 11. Kitchen 12. Cafe 13. Children climbing platform 14. Exchange Fence 15. Sunken garden 16. Private residential allotment yard 17. Children Library 18. BioDigesterMachine Room 19. Organic Waste Bins 20. Children Plastic Trail Area 21. Greenhouse

7 10

Program as fences: Iteration I

Unit 22: Empowering the Legacy of Generation Z

In section, these spaces are permeable, low lying and allows for interactions across the verticality of the physical fence.

21 19 18

5 1.

11 12 9.5

7 9 7 7

7 10

CROSS SECTION ACROSS CALTHORPE PARK 1:100

EXCHANGE FENCE 1:50 Existing fence facing Grays Inn Road. A taller steel structure is built in between the existing fence. The stoic nature of steel is contrasted with a curtain of fabric. The fabric animates the fence, as the public would have to lift it to peek in. The public can donate items of curiousities to the park. Hence, the fence becomes a container of loose objects, presented in an immense variety.

EXHIBITS DISPLAY SPACE 1:50 The travelling exhibits series collects seasonal loans and donations from institutions around London. The artefacts are suspended from the roof structure, allowing children and adults to circulate freely around them. The tables would be made of timber, clay and paper. The users are invited to use the materials to freely interact with the artefacts.

CHILDREN PRESENTATION SPACE/STAGE 1:50 The children presentation space is situated at the fence of the football field. The floor system is modular and allows easy configuration and modularisation. The existing steel structure of the field is used to create a canopy over the stage. The area could also be used as a stage or a seating platform for events.

COMMUNAL GARDENS 1:50 The edge of the site is used to mediate between Calthorpe Park and the Estate. A series of allotments are arranged to allow usage from both sides of the boundary. A lightweight walkway allows users on the Estate side to reach the allotment plots but not cross over the site. The plots are made of timber with a steel suspension structure. A shaded seating area is created beneath the allotment plots.

Defining Learning Spaces between Fences: Iteration 2

Unit 22: Empowering the Legacy of Generation Z

The next iteration tried to extrapolate and physically stitch fences together. This produces spaces enclosed by different fences, thus producing a hybrid of different encounters. For instance, where the fence full of books meets the fence full of cooking ingredients, a hybrid space is produced that could function as a health information centre etc. This scheme also starts to propose the integration of external artefacts as part of the program. These external artefacts are provided by organisations such as the V and A museum, thus constantly providing the park with a variety of objects to inspire and explore.

13 18 17

9.5

5 1.

2 11

9.5 13 3

9 10 7

PLAN +2.0m KEY 1:100

Reflections This iteration produced some interesting hybridised patial scenarios and moments. However, it begins to take up to much site area, thus overpowering the quality of the open space, and spoils the overall spatial legibility.

Defining Learning Spaces between Fences: Iteration 2

Unit 22: Empowering the Legacy of Generation Z

Kitch e

Galle ry

In section, the idea of hybridisation of spaces is taken further. Some of the interesting spatial conditions would be taken and developed further. However, the overall recognition and organisation of the park should be reconsidered.

Long section AA Long section AA

Hall Hall

Kitchen Kitchen

Open Space Open Space

Gallery Gallery

Amphitheatre Amphitheatre

Shop Shop

Communal Gardens Communal Gardens

Public Engagement Public Studio Engagement Studio

Open Space Open Space

Hall Hall

Kitchen Kitchen

n BB secti o

Library Library

Long

Cross section BB Cross section BB

secti

on A

Libra r

Hall

Cross Section BB

Pu Enga blic gem Stud ent io

Kitch en

Ope

n Sp ace

Ope

n Sp ace

Long Section AA

Playground platforms and Playground Exchange platforms and fences Exchange fences

Spatialising Fences: Iteration 3

Unit 22: Empowering the Legacy of Generation Z

The plan was reorganised, paying attention of the spatial legibility of the site. From this iteration, 3 major linear axis is defined, as well as an expansive open space.

This iteration also explored the idea of making these fences more spatial, to play host of a series of acitivities within its physical limits.

1 14 13

11 10

9 16

9 2 4 N 9

PLAN +2.0m 1:100 @ A1

Reflections The iteration has made the fences spatial. However, spaces are in a way ‘too rigid’. Although the public can start to inhabit and curate the fences, the architecture itself is not within the control of the public. The next iteration should consider: detailed construction of the spaces. How similar or modular components can be utilised in different ways etc.

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

11 6 7 5 8

Carving and Linking Open spaces: Iteration 3

Unit 22: Empowering the Legacy of Generation Z

The open spaces in the centre of the site is reorganised. Levels and Ramps are created to create an undulating but gradual landscape, where spaces flow into each other through varying heights. Raised areas form sculpture platforms whilst sunken art spaces provide for intimate but double height spaces.

KEY PLAN

Cross Section AA A

1 14 13

11 10

9 16

9 2 4 N 9

PLAN +2.0m 1:100 @ A1 3

11 6 7 5 8

+1.20M +1.00M +0.00M

0.00M -0.20M -1.80M

Library and Workshop Space

Raised Sculpture Garden

Public Amphitheatre

Sunken Art Studio

Futsal Pitch

Long Section BB

Clay Experiental Pods

Herb Fences Water Tower

Reflections The next iteration should consider: detailed construction of the spaces. How similar or modular components can be utilised in different ways etc. The landscape in plan, should reflect the concept of gradual transitions. The ‘entry’ points should be blurred or stretched to reflect the concept of a gradual transition.

Sunken Art Studio

Outdoor Material Exploration Area

Clay Art Studio

Spatial Configuration of Learning Spaces: Precedents in Learning Institutions

Unit 22: Empowering the Legacy of Generation Z

The plan was reorganised, paying attention of the spatial legibility of the site. From this iteration, 3 major linear axis is defined, as well as an expansive open space. This iteration also explored the idea of making these fences more spatial, to play host of a series of acitivities within its physical limits.

Typical Academic Classrooms

Articulated Classrooms

Articulated Learning Corridors

A Learning Corridor Connecting to the Outdoors

First Montessori School, 1968

Montessori School, 1968 Herman Hertzberger

Proposed Scheme

Enclosed Study room Couch and Mattresses

Child Learning Promenade

Low level sinks and drawers

Teachers Desk

Student Desks

Storage

Teachers Desk

Group Student Desks

Adult Learning Promenade

Storage

Child Learning Promenade

One Possible Centre of Activity

Multiple Centres of Activity

KEY Learning Classrooms/Material Storage Semi Public Space Public Learning Landscape

3d diagram showing pedagogic relationships Learning Classrooms/Material Storage Semi Public Space Public Learning Landscape

Modular Construction: Iteration 4

Unit 22: Empowering the Legacy of Generation Z

The plan was reorganised, paying attention of the spatial legibility of the site. Construction is considered and the building is split into modifiable modules. The modules are slightly offset and rotated, allowing penetrative views into the activities.

C 25 -1.80m

A 18

+0.60

17 +0.60

15 22 +1.20

+0.80m

1 -0.80m

13 15 11

+0.50m

-0.80m

PLAN +2.0m 1:100 @ A0

Reflections This iteration produced some ideas about construction and construction details. The next steps involved detailing the building further to develop the construction, as well as interior spatial condition. The constructional strategy, has to be developed further to make legible what is constructed by children and adults respectively.

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. Office 21. Sculpture Garden Platform 22. Public Amphitheatre 23. Children Library/Learning Area 24. Office 25. Garden

5 -1.60m

9 6 7

Modular Construction: Iteration 4

Unit 22: Empowering the Legacy of Generation Z

The sections started to examine and identify the modular constructional elements.

C 25 -1.80m

A 18

+0.60

17 +0.60

15 22 +1.20

+0.80m

1 -0.80m

13 15 11

+0.50m

-0.80m

PLAN +2.0m 1:100 @ A0

5 -1.60m

9 6 7

+4.00m

KEY PLAN

0.00m -1.80m

Material Office

kitchen

Children Learning Centre/Library

Greenhouse

LONG SECTION SECTION AA AA

+4.20m

+1.50m

0.00 m

-1.80m Water Tower

Material Exploration Area

Art Studio

LONG SECTION SECTION BB BB

Children Learning Centre/Library

Sculpture Garden Platform

Public Amphitheatre Futsal Pitch Material Exploration Area

CROSS SECTION SECTION CC CC

Plantation Fence

Section 3: Specilisation of skills A cross pollination of skills, technology and craft in construction.

Unit 22: Empowering the Legacy of Generation Z

Specilisation of skill sets: Integrating Various Sectors and Technologies. 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.

Unit 22: Empowering the Legacy of Generation Z

Overall Computer Model

Dissemination of Knowledge

Target Users Typically, each party is seperate in producing their own aras of specilisation in contribution to the overall architectural product. In this building, each sector interacts and learns directly from the other, forming a building cooperative that ranges in technology, skills and knowledge.

Simple, legible Instructional Manuals Reference: £20k house, Dominic Stevens

Digital Modelling for quick and overall visualisation of the project.

Using Computer Aided Manufacturing techniques

1 to 1 manufacturing, directly from materials drawn up on the computer

Architects - designers

Community Volunteers

Using analogue and DIY tools

Bespoke steel joints, with instructions and specially built components

Using archaic , low tech techniques

Using labour intensive, activity based construction. Mud construction has been adopted by mankind for thousands of years. The project introduces a similar tamped clay party wall.

Building Specialists

For communities to actively engage in the joining of materials that are applicable in their daily lives.

Joinery of composite timber columns

Using craft techniques

Tamped Clay Wall

Craft techniques such as clay moulding, are readapted to construct specific parts of the building

Clay Screen Wall - to be constructed by children

Children

Legible and DIY components: Timber Columns

Unit 22: Empowering the Legacy of Generation Z

The main structure, besides the concrete foundations would be constructed by the volunteers from the community. A set of instructions would be issued with one contractor on site to supervise the process.

TIME

LABOUR

1.5 hrs approx with 2 people for each column

2 -3 adult volunteers for each column

ASSEMBLY SEQUENCE

TYPICAL PRIMARY TIMBER COLUMN

1 Prefabricated, Extruded Steel Section

1-Place blocks at even distance from one another 4

3 2

3-Nail prefab steel section into the spacer block

2-Place Steel Splice within split

3-Insert the steel casing over the splice and timber columns

4-Insert the threaded bolts

1- Use saw to create a 9mm deep split in the timber

2-Drill pilot holes for the bolts and nuts

200mm by 75mm Timber Spacer Block

4- Drill holes and Place a bolt

5-place a washer and screw the nut in tightly

5-placewasher and screw the nut in tightly

6mm extruded Steel Plate Connector 3mm Steel Splice Plate

Steel Dowel Connection with steel splice

The two timber sections should be level. Check with spirit level.

6mm Steel bolt and nut

The two timber sections should be level. Check with spirit level.

200mm by 75mm Oak Timber section Timber 12mm base steel plate with extruded sections Steel bolt cast into concrete

In Situ Reinforced Concrete Pad Foundation

1-Push and lift timber columns aligning to the protuding steel guideline 3

6 5 3 3

2-Lower timber column till flush against the side steel brackets

4 5

3-Drill Pilot Hole through timber

1-Push and lift timber columns aligning to the protuding steel guideline 2-Lower timber column till flush against the side steel brackets

4 1

3-Drill Pilot Hole through timber

4-Insert the threaded bolts

5-place a washer and screw the nut in tightly

Construction of Workshop Corridor: Timber Construction with Clay Cladding

Unit 22: Empowering the Legacy of Generation Z

Duration of Construction Period = 2 months The main social space would is a timber frame structure with a reinforced tamped clay wall. These elements would be constructed by adult volunteers with supervision.

e to tur ers struc ure is . e t un roof ruct ound t vol r ult ble the . The s r on g d A m e e t h i e t ass it on s toge lift t fitted firs

ct tr u ons the ic c ren tain eram i ld Ch main the c and out of lay s tile

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6. Tiling Meanwhile, while children have been making tiles alongside this construction process, the tiles can now be fired and then hung onto the facade, acting as a solar screen.

5. Roof Structure Cladding The roof structure is first fixed with timber battons, and subsequently clad with first corrugated plastic and then ceramics.

4. Preparing Roof Structure The roof structure is first tested on groun dlevel to observe if they are feasible. Next, they are fixed on site, with a scaffolding structure. Fixing on the scaffolding structure

3. Casting Clay Wall The timber columns, along with the specially prefabricated elements are constructed by the public with some assistance from contractors and architects

KEY

2. Assembly of Timber Columns The timber columns, along with the specially prefabricated elements are constructed by the public with some assistance from contractors and architects

Key construction stages Sequence of construction Main role: contractor Main role: volunteers

1. In Situ Concrete Foundations The concrete foundations are cast by the contractors setting out all the correct positions of the structural columns

Main role: children

Construction of Greenhouse: Steel Construction with Operable Insulation.

Unit 22: Empowering the Legacy of Generation Z

Duration of Construction Period = 1 month The greenhouse structure aims to be constructed as quickly as possible to minimise disturbance on to the existing vegetation. The steel structures would be prefabricated and assembled on site. While the main structure is completed, children can modify the insulation blanket with their own materials.

he uilt of t ity d be b l i b l a r u e o w op The house en en hildr e r g bc into he ld t bui re s r u e t te truc lun s lt vo of the n and u d io y A t i i r rv s jo ma r supe e und ing. n a tr i e rvis upe s r to tion trac e c Con onstru provid ry c sa d s e th ess an nece f c pro tance i s assi

e 4

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g sta e 2

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5. Operability Constructed by children, the ‘replacement glazing’ and the operable aerogel insulation

4.Erection of cross bracing elements Cross bracing steel rods between two structural frames 3. Erection to main structural zones Prefabricated steel segements are lifted in place and secured with the necessary joineries

2. Lifting of structure into place Lifting structural members into contractor built concrete foundations

KEY Key construction stages Sequence of construction Main role: contractor

1. Gathering and Sorting of prefab materials

Main role: volunteers

Prefab steel fabricated materials arrive on site and are sorted by community volunteers

Main role: children

Construction of Workshop: Timber Construction with Infills

Unit 22: Empowering the Legacy of Generation Z

Duration of Construction Period = 2 weeks Each workshop is a timber frame designed to be infilled by children. The main structure is a simple balloon frame. Infills would be constructed of clay tiles and various materials.

TIME 2 days to erect primary structure with 3 people

0 345

LABOUR 2 -6 adult volunteers for each workshop

KEY 2400

New addition at a particular Stage Constructed elements so far

1 The Primary structure is already set in place by contractors. The volunteers would have to create a rigid timber grid to lift the floor level of the plant roof slightly off the ground level.

4 The primary structure and timber members are filled with tamped clay. This process could involve childrne.

The vertical frames are erected. Each column is a composite element of 3 pieces of 75mm x 150mm sections bolted together

Additional Timber frames are added to the main vertical structure

The ‘learning support’ frames are put in place. Children can start to construct once materials are placed into the frames

As the workshop reaches some level of completion, adults would construct the start to prepare the roof structure to seal the building.

7 The roof structure is a timber frame clad with numerous clay tiles produced by childrne. These panels would be loaded onto the roof by adult volunteers.

Construction of Workshop: Timber Construction with Infills

Unit 22: Empowering the Legacy of Generation Z

As Constructed by Adults

As Constructed by Children

A series of timber frames and components for children to hang and reappropriate

Clay tiles which are cast in particular shapes and sizes of the artefacts on site.

Roof Tiles When a panel is complete, the clay tiles are hung onto the roof, creating a kaleidescopic ceiling within the workshop

Timber Roof Frame

Paper Screens for kids to tear

Material Shelf

Timber Tile Frame

Clay Tile Construction Steel Facade Frame

Tiled Facade

Construction of Display Area: Clay Tiles Shading

Unit 22: Empowering the Legacy of Generation Z

Duration of Construction Period = 2 months The first part to be constructed would be the timber structure. Prefabricated elements are highlighted in red, including steel column anchors, and steel display cases. Clay, as constructed by children, would also be used as plant potters and cladding.

KEY

11 9 10

1. Pad foundations with steel base plate 2. Timber Frame 3. Diagonal TImber Bracings 4. Waterproofing Boards 5. Plastic Corrugated Sheets 6. Steel Wire Hooks 7. Steel Wires 8. Ceramic Tiles 9. Timber Battons 10. Water Proofing 11. Glazed Ceramic Tiles

5: Ceramic Cladding

ge sta

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7 4 6

sta

n uctio r t s on

4 9

sta

The top of the canopy is completely waterproofed with ceramic tiles which matches the colour of the main corridor timber.

sta

5 4

2 2

A scaffold is required to install the roof elements

4: Ceramic Cladding

1 3: Waterproofing

The corrugated plastic sheets direct water to the gutters of the corridor. Complete waterproofing is provided at the tip of the roof

2: Assembly of Timber Columns The timber columns, along with the specially prefabricated elements are constructed by the public with some assistance from contractors and architects

1: In Situ Concrete Foundations The concrete foundations are cast by the contractors setting out all the correct positions of the structural columns

The Timber panels are hung from steel wires which are nailed onto the timber battons

KEY

Construction of Display Area: Prefab timber Construction with Infills

Unit 22: Empowering the Legacy of Generation Z

to ure eers struct e is t n lu roof tur nd. lt vo e u truc Adu ble th . The s on gro m e asse on sit gether o it lift fitted t t s r fi ts ay l dul h a ped c he t i w en he tam onto t r d t il Ch truct g clay ll s a in con , rubb ber w l l m i a t w ted c ere

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Roof Structural Beam

tion Clay pot water reservoir

Tension and steel fixings are added with additional timber members

5. Discussion space - green roof The timber frame of the discussion is erected. Following which the green roof ’s layers are laid bit by bit by children, who manufacture all the crucial layers within.

3. Floor and Wall enclosure The floor and wall enclosures are set in. With the relevant insulation and waterproofing. The second skin of the double layered facade is added, operating as a rainscreen Screen Wall

2. Lightwell and Screen Wall frames

Rammed Earth

1. In Situ Concrete Foundations The concrete foundations are cast by the contractors setting out all the correct positions of the structural columns

The light well timber and steel frame is set into place. While the screen wall frame are also set in place by adults for children to complete the infill.

4. Roof Glazing, Prefabricated display wells The external display wells are installed in place, with the boxes waterproof and insulated. The roof is laid with waterproofed corrugated plastic and clay tiles for shade

Section 4: Scaling Architecture A conscious scaling down of elements

Unit 22: Empowering the Legacy of Generation Z

Scaling down architecture: Empowering the construction capacities of Generation Z

Unit 22: Empowering the Legacy of Generation Z

KEY 1

1. Glazed Ceramic Tiles 2. Timber battons on waterproofed boarding 3. Corrugated Plastic Sheets 4. Timber Battons 30mm x 30mm 5. Glue Laminated Timber Beam 75mm x 120mm 6. Steel Fixings and Tension Rods. Rod Diameter 25mm 7. Timber Cross Bracing 8. Steel Lightwells 9. Timber Composite Column 75mm x 180mm 10. Spacer Blocks 11. Aluminium Handrails 13. Timber Floorboards 25mm x 120mm mounted on timber floor joists 180mm by 80mm 14. Acoustic Curtain. Sewn in lengths of 1200mm by 800mm 15. Insulation and Waterproofing 16. Perforated Timber Panels 17. Interlocking tile screen built by children 18. Corrugated Plastic Roof 19. Artefact Cases. Timber box with perspex cover. 20. Roof Timber structure 21. Edge of Green Roof 22. Ceramic Plant Pavers 23. Primary Timber frame 24. Polycarbonate Glzing 25. Rammed Earth floor 26. Timber cross bracing to support green roof 27 Interlocking tile screen built by children

5 6

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14 8

9 10 22 21

11 20

24 26

16 13 19

27 17

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Display Cases: Lightwells and Artefact Containers

Unit 22: Empowering the Legacy of Generation Z

The display cases are vertical shafts that operate as a vessel, a ventilation device and an lightwell. Construction here is mainly done by adults. However, children are free to remove the artefacts from the individual display boxes. The plywood display cases are also sturdy enough to be used as tables or chairs.

2 3

Glazed Cover and Transparent Insulation. bringing light deep into the underground display area

Sliding Window Depending on the conditions, the window could be open to create a ventilation shaft. For more details, see Section 3.6

7 4 8 5

Balustrade 9

Cases store artefacts donated or loaned to the playground, but can also be used as furniture of blocks.

Terr ac

e Le

vel +0

.70m

Opening for ventilation 10 11

Opening for ventilation

12 13

Dis play

1:10 display case detail key

L ev el -1 .

60m

Exploded Axo of Display Case

1. 6mm aluminium section 2. Polycarbonate Panel 3mm 3. Double Glazed Window 4mm polycarbonate screwed to timber frame rubber cushions 50mm x 10mm timber batton - window handle 4. Double Layer, 4mm polycarbonate screwed to timber frame 5. Extruded 3mm window track frame 6. Timber frame 120mm x 50mm sections 7. Steel tension rods 25mm 8. Grooved Timber floor Recycled Scaffolding Floor floorboards 40mm Waterproofing 10mm Insulation Timber floor joists 180mm 9. Suspended Ceiling Panel - 40mm acoustic rated timber panel (service zone) 10. Operable Window: 6mm polycarbonate bolted to 3mm steel frame. 11. Prefabricated steel based plate - 60mm x 60mm

square sections 12. Plywood display case 12mm 13. Concrete wall 13. Operable Timber Desk, backed with 3mm aluminium 14. Timber section 80mm x 35mm. Steel Hinge of timber desk nailed onto left section 15. Steel Base Plate 16. Grooved Timber nailed onto waterproofed surface 17. Drainage Channel

Scaling down architecture: Empowering the construction capacities of Generation Z

Unit 22: Empowering the Legacy of Generation Z

The architecture of the building goes through a process of scaling down, as the building expands from its inner structure to its outer shell. This allows the capacity of children to build and move to manifest in the architectural design itself. The workshop, in this case, sees construction shrinking and diminishing as children takes over the construction process from the adults.

1. Concrete Column with Steel base plate 2. Timber lattice grid 3. Insulation, Waterproofing and Underfloor heating 4. Water gutter 5. Floorboard - can be customised with children tiles 6. Tamped Clay Wall 7. Timber Support for Clay wall 8. Timber seating for children 9. Timber Shell structure 10. Clay tiles ( removable) 11. Corrugated Plastic Glazing, supported with steel brackets 12. Ppaer screens 13. Origami door. 14. Origami door frame 15. Timber supports 16. Sponge table 17. Steel brackets 18. Clay filtration devices 19. Timber fins 20. Wire Hangers for clay tiles 21. Clay tiles 22. Clay tiles filled with tamped clay 23. Roof timber structure 24. Waterproofing and insulation 25. Clay tiles

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17 22

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Section 5: Learning through Making Permeability and Thresholds

Unit 22: Empowering the Legacy of Generation Z

Learning through physical experience: Children and Clay

Unit 22: Empowering the Legacy of Generation Z

The construction of the building would not be complete without children. Hence, not only are children creating works of art, but they are also creating functional works of art, opening and responsive to the elements. The building allows children to visualise their creations within the context of others, and also gaining a performative role, such as solar shading.

Look out for these shapes and Colours!

Do not touch!

Plant a seed!

Add some water,

Open and reveal!

Use a roller on top of some sticks to roll the lump of clay flat

Scratch the top part of the tile with the needle tool

9. Once the tile dries a little, flip it over

lon

gsi

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ott

line

...

Ask a grown up to assist

and see what happens!

trace the outline with a sharp tool. 2. and Be careful of your fingers!

Place the clay template you've cut onto the clay

fingers. Then, apply slip clay onto the 5. your scratched portions.

Slowly, bend the clay piece backwards with

a portion of clay, and place it above the 9. Grab hole

Clay Template

Stack and Join!

Fold and glue

3. Your Clay tile should now look like this!

6. Your Clay tile should now look like this!

9. Your Clay tile is ready to be fired!

Learning through physical experience: Children and Clay

Unit 22: Empowering the Legacy of Generation Z

KEY Exploded Axo of roof structure

1. Glue Laminated Timber Beam 80mm 2. Glue Laminated Timber cross bracing joint with Notch 3. Steel Casing over the Notch, fixed with steel dowels 4. Corrugated Plastic Cladding 40mm Timber Battons 8mm Waterproofing 50mm Aerogel(Winter) 5. Painted Pine Timber Boarding 25mm x 700mm Nailed on Timber battons 30mm x 50mm Vapour Barrier 5mm Insulation 50mm Waterproofing 8mm 6. Perforated Plastic Carbonate Cladding Timber Battons 25mm x 25mm 7. Timber Skylight Frame 8. Ceramic Tiles Glazed. Interlocked and tied with wire Timber Battons 20mm by 20mm Corrugated Plastic Cladding Timber Battons 35mm by 50mm 9. Steel Mesh Sheets Timber floor joists 175mm by 80mm 10. Steel Handrails Steel Mesh Sheets 11. L steel section, fixed to timber with Splice sheets

s lay a be c ce o a d f r a f Su d in Roo endere . d e s r r e nde face is climat y re Cla oof sur ropical r t d, The one in race d s i ss b ber. t i e o r r c u ct is be im me Stru uld ed t oof ber fra aminat and co R r id el tim be . Tim ircular red glu ely rig ing etc m t u c t e h e r c g t a i Th anuf ex ll e is ficia prem tructur nd arti s e The to susp used

6 1 5 7

4 2 2

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11 9

10 10

1:15 Sectional Perspective

Scaling down architecture: Empowering the construction capacities of Generation Z

Unit 22: Empowering the Legacy of Generation Z

The right facade of the material workshop is a material shelf. The shelf itself is cladded in loose clay tiles that are removed or shifted as children use materials within. The loose clay tiles is used as building material for the rest of the building. Loose tiles can be modified, stuck together, hung and joint in various manners that are easy, yet educational and offer opportunities for personal intepretation.

Children’s Construction Materials

KEY 1 Reinforced Concrete foundation 2 Tamped Clay exterior 150mm Insulation and waterproofing 60mm Tamped Clay interior 50mm 3 Child built clay screen 4 Timber strips 150mm by 60mm 5 Corrugated Plastic 2mm backed with 20mm timber battons 6 Steel L bracket joint 7 Steel bracket nailed to main roof joist 8 Glue Laminated Roof joist 250mm by 100mm 9 Clay tiles 15mm Waterproofing 6mm Timber battons 25mm x 25mm Reinforced horizontally with 20mm steel rods 10 Roof Cross Bracing. 400mm deep timber truss 11 Perforated Timber Panel 12 Paper strips clipped onto timber frame 13 Hanging origami pieces 14 Steel door frame 15 Steel rotation plate, 25mm, embedded in floor surface 16 Timber floor joists 125mm x 50mm Waterproofing and Insulation 60mm Underfloor Heating coils 40mm Floor boards 25mm Tile Floor panels 15mm 17 External Shelf Timber structure 18 Shelf Timber Lattice Wall 19. Tiles for children to build with 20. Aluminium drainage gutter

Material Shelves Tiled Screen

8 9 7

Seating Area

Removed tiles are used for construction in another region of the workshop.

20 11

When tiles are removed, they reveal a series of materials hidden behind the clay screen.

Removal of tiles reveal objects behind Clay tiles

Thin Aluminium Hooks

13 Display Tiles Detail

12 Stacked Clay tiles Base tiles

Embedded objects

3 18

Clay cavity extra stability

Hanging Tiles Detail

Bracing Structure

Steel tension rod

Cable Clips

Aluminium Turn Buckles

Stacked Tiles Detail

Section 6: Landscape and Agriculture

Unit 22: Empowering the Legacy of Generation Z

Dissolution of Hard and Soft Surfaces Modulating the landscaping surface

Unit 22: Empowering the Legacy of Generation Z

The landscape plan is designed to create a variety of hard surfaces and soft surfaces. The boundaries between patches of land do not occur adruptly, but rather dissolves into each other with clay tiles as ‘pixels’.

Landscaping Ground Plan

Crucial to the whole process is drainage and management of water.

References

Landscape Swales are located alongside roads to mitigate urban runoff

D Detail 2 Cafe Garden Highline Landscape Pavers

0.00m

E C

+0.40m Detail 4 Playboxes

0.60m 0.60m

A Detail 3 Seating

Detail 1 Landscape Swale

+1.10m

Semi Porous Pavers

0.80m

0.00m

KEY

0.00m

Alternating Pavers

Alternating pavers allows both the ground and vegetation to ‘breathe’. There is no solid or defined edge to where the boundaries start or begin.

C B

Timber Decking

Timber decks with 4mm gaps in between is built above the water reservoir as a public seating area. The water reservoir regulates temprature with evaporative cooling

-1.00m

-1.60m C

Grass on Topsoil

Grass on topsoil are wild areas of growth, recipients of native London pollen species. Children can also use these ‘free’ areas to plant their own seeds

Flowering Beds

Flowering Beds are located at sunken areas of the landscape, where filtered water can temporarily flood these beds during rainy seasons A E

Paver Planters

Small pockets of paver planters are constructed by children. The hollow part of the tile could be filled with vegetation. This element is used as a ‘transitional’ tool in the landscaping.

Dissolution of Hard and Soft Surfaces Modulating the landscaping surface The landscape plan is designed to create a variety of hard surfaces and soft surfaces. The boundaries between patches of land do not occur adruptly, but rather dissolves into each other with clay tiles as ‘pixels’. Crucial to the whole process is drainage and management of water.

Unit 22: Empowering the Legacy of Generation Z

Children made elements in the landscape Using the porosity of clay

Unit 22: Empowering the Legacy of Generation Z

KEY 1 - Asphalt pavement (external) 2 - Compacted low grade sub soil 3 - Porous fired clay base tile 100mm thick 4 - Perforated Drainage pipe 300mm diameter 5 - Coarse Gravel 6 - Drainage and Filtration Mat 7 - Compacted Clayey Soil 8 - Top soil for plants 9 - Perforated metal mesh holding clay tiles 10 - Porous Clay tiles 11 - Porous Concrete Block lined with clay tiles 12 - Timber Planks 50mm 13 - Timber Battons 20mm x 20mm and Steel Mesh 8mm 14 - Drainage Pots (15mm diameter) on glazed tile 15- Brick pavement (Existing) 16 - Hardscaped Clay Tiles. Glazed 30mm thick 17 - Plywood 5mm, waxed and treated. 18 - Gluelaminated box frame

12 13

11 Drainage of stormwater 1

11 9

8 15

Detail 1: Swale

Detail 2: Seating

A shallow channel with a dense stand of vegetation covering the side slopes and bottom. Swales are designed to trap particulate pollutants (suspended solids and trace metals), promote infiltration, and reduce the flow velocity of storm water runoff.

Timber seating is provided alongside pavements. The pavements are retaining the existing brick floors, but a new drainage layer with ceramic pots are added. Raised platforms for seating are built up with compacted clayey soil held in place with porous concrete blocks.

10 16

8 2

8 2 5

Detail 3: Transition between cafe and garden

The hardscape of the cafe transits smoothly in a ‘dissolving’ fashion into the landscaped garden. Tiles get from 100% hard surface, to perforated ones with planting capacities to disappearing altogether. The height difference accounts for the drainage required which is utilising clay pots.

Detail 4: Play boxes

Playboxes are waterproofed, plywood boxes embedded in the landscape, children can pick them up at will, revealing a hidden ditch. The boxes themselves can be used for appropriation, becoming a train or a castle.

The Neighbourhood Fence Garden: Vertical Herb Growth

Unit 22: Empowering the Legacy of Generation Z

The rationale behind the herb fence was to have the notion of growth on the perimeter of the site. The fence could be curated by external organisations, providing particular seeds or fertilizers. This forms a vertical green wall, with plants growing in DIY bags. Once the plants reach a certain stage of growth, they can then be taken home by the community or transplanted elsewhere in the site. Structurally, the fence would have to withstand both wind, lateral loads and vertical loads.

Exploded Axonometric of Herb Fence

Flowers and Species Grown

Corrugated Plastic Roof

Steel 60mm ring plate. Tension rod Bolted and screwed into timber.

Basil

Lavender

Perforated Polycarbonate Panels. Plants could grow out of the perforations to face the estate

Rosemary

Planter Bags can be extremely durable and be suitable for growing herbs and certain flowering plants Timber section 25mm x 100mm

2200mm

Timber section 25mm x 80mm

Panel Brackets Extruded Aluminium

12mm ring screws Timber section 150mm x 60mm

9mm steel base plate

Hooks for Plastic Bag to be tied

Fruit bags made out of recycled plastic bags

Steel Turnbuckle to hold tension rod in place Bag folds upwards at the end to prevent excessive water flow from soil

Residents can contribute their own planter bag onto one of the herb fences.

20mm tension rod

The Neighbourhood Waste Hub: Vertical Herb Growth

Unit 22: Empowering the Legacy of Generation Z

This section of the building aims to educate and enliven public knowledge about both agriculture as well as waste.. The waste station and fence is located at the perimeter of the site. he fence could be curated by external organisations, providing particular seeds or fertilizers. This forms a vertical green wall, with plants growing in DIY bags. Part of features is the mobile boundary, where a lightweight floors rotates to grant admission to the park on certain occasions, such as planting sundays. The fences are filled with hanging bags of plants, giving each member of the community a token of value.

Fruit Fences DIY planter bags are hung off this permeable fence, making it effecitvely a green wall in which everyone contributes a unit.

Temporary Exhibition Area A shaded are for public exhitbions etc. The ornamented fence provide display and advertising opportunities Mobile Gate A gate that can be rotated along a fixed point by 90degrees. The rotation of this gate determines the nature of the actvities. When it is closed, it is used as a studio space for the waste treatement room. When it is opened, iQt is used as part of the temporary exhibtion space.

Waste Treatment Room The biodigester machine is stored within this waste treatment hut.

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Exploded Diagram of Mobile Gate The mobile boundary is constructed of steel sections with steel mesh backing. 5 prefabricated sets of wheels form its base, overall making the structure relatively lightweight and operable by even chidlren

The Neighbourhood Waste Hub: A Neighbourhood Waste Cooperative

Unit 22: Empowering the Legacy of Generation Z

The anaeroic biodigester on site, currently 1 sqm, is proposed to expand to 5 sqm. This allows the site to handle not only the new amounts of food waste as proposed, but to also become a hub of waste collection in the neighbourhood.

oo gf lin pp Su

Sh ar in ge xp eri en ce

Forming a Neighbourhood Waste Cooperative

dw te as

1- Biodigester at Calthorpe

3- Alara Wholefoods - Camley Street

2- CHP plant at Camley Natural Park

Greenhouse Compost Greenhouse waste or compost is fed back into the biodigester Supply of technical know how and biodigesters

Radiators Radiators would be powered by gas through pipes channelled unground from the biodigester.

Subset of

4-Leap Microdigester Initiative: To supply anaerobic digester to communal parks on a testing basis

5- Loop Management System - Waltham Forest

Recycling Bins Recycling bins are located outside of the site boundary at the edge of the estate, inviting residents as well as visitors to ‘donate’ organic waste on site.

Flo wo fB iog a

s in Biogas pipes un A 200mm diameter biogas pipe is located der gro underground for gas extracted to pass to un the greenhouse. d

3 2 Clustering of waste points could be efficient in terms of transportation

London Borough of Camden Points of Waste Cooperative System List of potential new additions in the future

SITE

pip es

Fertilisers for greenhouse The digestate produces liquid fertilisers for the greenhouse plants .

Biodigester Shed The 5 sqm biodigester is stored in a shed at the boundary of the site. The public is invited to observe and see the biodigester in action.

Communal Clay production: Situating individual artefacts within a collective

Unit 22: Empowering the Legacy of Generation Z

The clay tiles manufactured on site are marked with the creator’s initials. Each individualised work of art is situated within a collective tiled facade. Each artwork would be recontextualised into a facade sunscreen. The clay would be dried in the main learning corridor or outdoors if weather permits.

Workshop Roof Tiles

Workshop Facade Tiles

Clay Templates Wooden Tile Louvres

Shelf Tiles

Learning Corridor Sun Screen Tiles

Clay tiles spread out to dry in the park

Timber frames used to hang tiles

Initials of maker etched onto the back of tiles

Individual artworks situated within larger context

Communal Clay production: Bespoke Creations within the mass produced

Unit 22: Empowering the Legacy of Generation Z

Section 7: 1:10 Model Construction

Unit 22: Empowering the Legacy of Generation Z

Assembly of Main Structure

Unit 22: Empowering the Legacy of Generation Z

To produce the 1:10 model, a high level of precision is required. Working drawings are produced from the computer model, setting out the primary timber structure. The timber spacer block columns have all been cut by hand, emulating a process similar to the actual construction sequence.

Working Drawings

Cutting Timber pieces in bulk according to fixed measured lengths

Main Timber Structure

Workshop Main Structure

Main Roof Structure

Cutting The angled roof louvres. Bandsaw platform needs to be adjusted to be cut 3dimensionallly.

Learning Corridor Interior View

Unit 22: Empowering the Legacy of Generation Z

Communal Clay production: Bespoke Creations within the mass produced

Unit 22: Empowering the Legacy of Generation Z

Model Interior Photos: Workshop and Learning Area

Unit 22: Empowering the Legacy of Generation Z

Communal Clay production: Clay tiles susspended on facade and roof

Unit 22: Empowering the Legacy of Generation Z

Communal Clay production: Tamped Clay Wall

Unit 22: Empowering the Legacy of Generation Z

Glazed tiles embedded in the surface of hte clay facade

Clay as scratched, removed and constructed by children and adults alike

Precisely cut lasercut window panels constrasts with the ‘rough and crude’ nature of the clay wall.

Assembly of Main Structure

Unit 22: Empowering the Legacy of Generation Z

Working Drawings

Cutting Timber pieces in bulk according to fixed measured lengths

Main Timber Structure

Workshop Main Structure

Main Roof Structure

Cutting The angled roof louvres. Bandsaw platform needs to be adjusted to be cut 3dimensionallly.

Unit 22: Empowering the Legacy of Generation Z