Esra'a m'otasem graduation thesis book

Focusing on the Vocational Training Programs

201311126 Esra’a M’otasem Abu Salim Thesis Advisor: Dr. Chuloh Jung

YOUTH DEVELOPMENT CENTER IN AMMAN, JORDAN

1

-Youth Development CenterFor Young people in Jordan

201311126 Esra’a M’otasem Abu Salim Bachelor of Architecture

ESRAA MOTASEM MAHMOUD ABU SALIM

Dr. Chuloh Jung Ph.D., M.Arch., M.Des.S., B.Arch Graduate School of Design at Harvard University Director of Ajman University Innovation Center Associate Professor of Architecture Ajman University of Science & Technology 2

Ajman University Collage of Engineering Department of Architectural Engineering

3

-Youth Development CenterFor Young people in Jordan

A Dissertation submitted to the Department of Architectural Engineering at Ajman University in partial requirements for the degree of Bachelor of Science in Architectural Engineering.

ESRAA MOTASEM MAHMOUD ABU SALIM

DECEMBER 2017

4

5

Acknowledgement This book deals with an important topic which is ‘ The Youth’. I decided to choose this subject because the youth constitute the third nation . The youth have full energy and activity that we need to exploit these things in something that they could benefit themselves as well as their country, ‘Youth Development Center’ is an intergrated center which provides all activities needed by the youth and encourage them to explore the world.

I will never forget all my professors at Ajman University for their help, efforts and encourge in order to be distinguished architects in this field. I am thankful for each one of them, and a special thanks for Professor Chuloh Jung for his support and encouragement.

Also, I will never forget my beloved family, for their encrougement, pactience and the prayers for me to be a successful and a perseverance students. Getting through my Graduation thesis required more than academic support, I would like to express appreciation to my beloved parents M’otasem and Sahar, my brothers Yazan and Suhaib and my sisters Sundos, and to my friends Shima’a Salah were always my support in the moments when there was no one to answer I would like to thank them for their support, advices and also encourage me to strive towards my goal. I ‘am truly and deeply indebted to many others, I wish to acknowledge them all. Thanks to everyone who without them i would not have been able to make it.

6

7

Abstract This book deals with an important topic which is ‘ The Youth’. I decided to choose this subject because the youth constitute the third nation . The youth have full energy and activity that we need to exploit these things in something that they could benefit themselves as well as their country, ‘Youth Development Center’ is an intergrated center which provides all activities needed by the youth and encourage them to explore the world.

Developing is one of the essentials in the human lives. All of the activities in our daily life need to be developed on many ways. It is an endless process of gaining information and sciences to help people develop this world. Development center are the main source to gain knowledge and education farther than schools, and my goal is to build a development center where there’s an urgent need for it.

However, I made a precedent study to know if there is a need for youth center in Jordan and decided to do this project for the must needing there. It involves 5 chapters that describes precedent studies, program analysis, site analysis and the conclusion.

As a beginning, the precedent studies explaine the 6 architectural precedent studies for the purpose of providing an insight towards the architectural design of thisdevelopment center . Then, the program analysis describes the analysis and the comparison of the architectural precedent programs to help formulate a program that fits the needs of the primary school users. The next chapter, under the title “site analysis”, attempts to analyze and compare three alternate locations for the proposed project.

In conclusion, the site selection was done through the analysis and comparison of three alternate locations in Jordan, Amman downtown was chosen because it is the most populous place in Amman city easy to reach it from all nearest cities, the seconed one located in Amman downtown, the last one located in south of Amman near the airport.

8

9

CONTENTS CH.I

1.1 1.2 1.3 1.4

CH.II

CH.V CONCLUSION

INTRODUCTION Introduction Demographics The history of society Developing How does the urban context of Jordan affect the youth

16 20 22 26

PRECEDENT STUDIES 2.1 2.2 2.3 2.4 2.5 2.6

Primary School for Sciences and Biodiversity Blavatnik School of Government Jean Moulin High School Roy and Diana Vagelos Education Center The Ørestad College Ryerson University Student Learning Centre

30 46 62 72 88 110

5.1 5.2 5.3 5.4 5.5 5.6

How does the urban context of Jordan affect the youth Precedent studies observation Program comparison and contextual issues The Concluded program Site selection Preliminary design concept

References

198 200 202 204 208 212

214

CH.III BUILDING PROGRAM 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

Primary School for Sciences and Biodiversity Jean Moulin High School The Ørestad College Ryerson University Student Learning Centre Program Comparison The Universal standard Program Formulation Hierarchical schematic diagram of program Contextual Issue

134 138 142 144 146 152 158 160 164

CH.IV SITE ANALYSIS 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13

10

Overview of Site Analysis Alternate Site 01 Alternate Site 02 Alternate Site 03 Circulation Location Neighbourhood context Size and zoning Views Natural and man made Enviromental factors Figure - ground Site selection

170 172 174 176 178 180 182 184 186 188 190 192 194

11

Index of Figures Figures

Fig1-02. Group of youth, Amman, Jordan Fig1-03. Group of youth, Amman, Jordan Fig1-04. One of the Amman’s staircase Fig 1-05. Fact survey about the youth live.

Fig1-06. Fact survey about the number of youth around the world, 2014.

Fig1- 07. Fact survey about education in Jordan.

Fig1-08. Fact survey about Jordan population.

Fig1-10. Pictures shows the development of education between past and present.

Fig1-11. Pictures shows the old Islamic schools.

Fig1-12. Pictures shows the development of in Amman city between past and present.

Fig 1-13. Pictures shows the urban contexty in Amman city.

Fig2-14. Pictures shows Primary School for science and biodervisity.

Fig2-15. Pictures shows Arial view for Primary School for science and biodervisity.

Fig 2-16. Pictures shows Primary School for science and biodervisity.

Fig2-17. Pictures shows Exterior Elevation for school.

Fig2-18. Pictures shows Interior Prespective for school.

Fig2-19. Pictures shows Arial view for school .

Fig2-20Pictures shows Interior Prespective for school.

Fig2-21. Project diagrams analysis.

Fig2-22. Ground Floor Plan.

Fig 2-23. First Floor Plan.

Fig 2-24. SecondFloor Plan.

Fig 2-25. Third Floor Plan.

Fig2-26. Section Drawings.

Fig2-27. Elevation Drawings.

Fig2-28. Diagrams show the building’s facade.

Fig2-29. Diagrams show the details of building’s facade.

Fig2-30. Pictures shows Arial view for School.

Fig2-31. Pictures shows Extirenal Elevation for School.

Fig2-32. Pictures shows Arial view for School.

Fig2-33. Pictures shows Interior court for School.

Fig2-34. Pictures shows Blavatnik School of Government.

Fig2-35. Pictures shows Blavatnik School of Government.

Fig2-36. Pictures shows interior court of school.

Fig2-37. Pictures shows Blavatnik School of Government.

Fig2-28. Pictures shows Blavatnik School of Government.

Fig2-39. Pictures shows plans of school.

Fig2-40. Pictures shows diagrams of school.

Fig2-41. Pictures shows interior spiral stair of school.

Fig2-42. Pictures shows interior space of school ‘The Forum’.

Fig2-43. Pictures shows interior space of school ‘Library and research center’.

Fig2-44. Pictures shows interior space of school with historival context.

Fig2-45. Pictures shows Elevation of school.

Fig2-46. Pictures shows Blavatnik School of Government.

Fig2-47. Pictures shows Blavatnik School of Government.

Fig2-48. Pictures shows Blavatnik School of Government.

Fig2-49. Pictures shows Blavatnik School of Government.

Fig 2-50. Pictures shows Arial View for Jeon Moulin High School.

Fig 2-51. Pictures shows Arial View for Jeon Moulin High School.

Fig 2-52. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-53. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-54. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-55. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-56. Pictures shows Plan drawing for Jeon Moulin High School.

Fig 2-57. Pictures shows Plan drawing for Jeon Moulin High School.

Fig 2-58. Pictures shows Section drawing for Jeon Moulin High School.

Fig 2-59. Pictures shows Elevation drawing for Jeon Moulin High School.

Fig 2-60. Pictures shows Site Plan for Jeon Moulin High School.

Fig 2-61. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-62. Pictures shows Arial View for Jeon Moulin High School.

Fig 2-63. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-64. Pictures shows Interior View for Jeon Moulin High School.

Fig 2-69 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

Fig 2-70 . Pictures shows Diagram for Center.

Fig 2-71 . Pictures shows Site Plan for Center.

12

PageNO.

16 16 18 20 20 21 22 24 25 26 27 30 32 33 34 34 35 35 36 38 38 39 39 40 41 42 43 44 44 45 45 47 48 48 50-51 52-53 54 55 56 56 57 57 58 58 59 60 60 62 64 64 66 66 67 68 68 69 69 69 70 70 71 71 77 78 80

Fig 2-72 . Pictures shows Ground Floor Plan for Center.

Fig 2-73 . Pictures shows Second Floor Plan for Center.

Fig 2-74 . Pictures shows Typical Floor Plan for Center.

Fig 2-75 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

Fig 2-76 . Pictures shows Section Drawing for Center.

Fig 2-77 . Pictures shows Section Drawing for Center.

Fig 2-78. Pictures shows External for Center.

Fig 2-79. Pictures shows Interior for Center.

Fig 2-80. Pictures shows Arial view for Center.

Fig 2-81. Pictures shows Arial view for Center.

Fig 2-82. Pictures shows External view for The Ørestad College.

Fig 2-83. Pictures shows Interior stair view for The Ørestad College.

Fig 2-84. Pictures shows External view for The Ørestad College.

Fig 2-85. Pictures shows Diagram Models for The Ørestad College.

Fig 2-86. Pictures shows Sketch for The Ørestad College.

Fig 2-87. Pictures shows Diagram Models for The Ørestad College.

Fig 2-88. Pictures shows Diagram Models for The Ørestad College.

Fig 2-89. Pictures shows Exploded Diagram for The Ørestad College.

Fig 2-90. Pictures shows Ground Floor Plan.

Fig 2-91. Pictures shows First Floor Plan.

Fig 2-92. Pictures shows Second Floor Plan.

Fig 2-93. Pictures shows Third Floor Plan.

Fig 2-94. Pictures shows Details of the facade for The Ørestad College.

Fig 2-95. Pictures shows Interior view for The Ørestad College.

Fig 2-97. Pictures shows Section drawing for The Ørestad College.

Fig 2-98. Pictures shows Elevation drawing for The Ørestad College.

Fig 2-99. Pictures shows Details of the facade for The Ørestad College.

Fig 2-100. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-101. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-102. Pictures shows Model Diagram for Ryerson University Student Learning Centre.

Fig 2-103. Pictures shows Interior view for Ryerson University Student Learning Centre.

Fig 2-104. Pictures shows Interior view for the sixth floor ‘ the beach’.

Fig 2-105. Pictures shows Interior view for the fourth floor ‘ the garden’.

Fig 2-106. Pictures shows Interior view.

Fig 2-107. Pictures shows Second Floor Plan.

Fig 2-108. Pictures shows Section A-A drawing.

Fig 2-109. Pictures shows Section diagram model.

Fig 2-110. Pictures shows Section B-B drawing.

Fig 2-111. Pictures shows Section diagram model.

Fig 2-112. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-113. Fifth floor ‘ The sun’.

Fig 2-114. Pictures shows Interior view for Ryerson University Student Learning Centre.

Fig 2-115. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-116. Pictures shows details of the facade for Ryerson University Student Learning Centre.

Fig3-117. Pictures shows Spectrum Diagram Primary School for science and biodervisity.

Fig3-118. Pictures shows Primary School for science and biodervisity.

Fig3-119. Pictures shows Table of Program Primary School for science and biodervisity.

Fig3-120. Pictures shows Table of Program Primary School for science and biodervisity.

Fig 3-121. Pictures shows Spectrum Diagram for Jeon Moulin High School.

Fig 3-123. Pictures shows Spectrum Diagram for Ryerson University Student Learning Centre.

Fig 3-124. Pictures shows Table of Program for Ryerson University Student Learning Centre.

80 81 81 82 84 85 86 86 87 89 91 92 92 94 96 98 99 99 100 100 101 101 102 102 103 103 106 110 114 118 120 120 121 121 122 124 124 125 125 126 127 127 128 130 134 135 136 137 138 142 146 148

Fig 4-126. Alternate site.

Fig 4-127. Site alternative, Vehicular accessbility and public transport diagram.

170 178

Fig 3-122. Pictures shows Spectrum Diagram for The Ørestad College.

Fig 3-115. The universal standard of human scale.

Fig 4-128. Site alternative, Location diagram.

Fig 4-129. Site alternative, Neighbourhood context diagram.

Fig 4-130. Site alternative, Size and Zoning diagram.

Fig 4-131. Site alternative, Diagram illustrating views and outlooks.

Fig 4-132. Site alternative, Nature/man-made feature Diagram.

Fig 4-133. Site alternative, Diagram illustrating Climate factors and noise sources.

Fig 4-134. Site alternative, Figure-ground diagram.

Fig 5-135. The Ørestad College.

Fig 5-136. Space Program Massing & Analysis.

Fig 5-137. Comparison of precedents’Spectrum Diagrams’.

Fig 5-138. Alternate Site 01.

Fig 5-139. Comparative scheduale of the alternate 3 sites.

Fig 5-140. Concept Diagram.

153

180 183 184 187 189 190 192 199 204 206 208 211 212

13

ÂŤThe struggle for a more just society must not be lost in time.Âť Oscar Niemeyer

14

15

CHAPTER 01: INTRODUCTION

16

17

Introduction Developing society is one of the practical ways to increase education, experience and economy. the aim of development is to reach to the highest level of human efforts, and to give opporunities in order to strart with high knowledge skills, and also to expand the human’s knowledge to develope his life.

After World War II, The situation was disaster, The world faced problem of devastation, development was an urgent requirement, the first term of development was economic, accompanied by the human development, after that educational development has just started.

Each society consists of groups of elder people, youth and children, Youth age is between ( 15 - 24 years)Hashemite kingdom of Jordan has a rapid population growth, which means Jordan is a youth country, A center for youth development in Jordan is needed. because 2.2 million of Jordan youth suffer from a lack of interests, especially after school, university and work. They spend all the time on the streets, playing, seating and using the internet, they do not have a goal for their life, , they always try to waste the time, no matter if they kill it in bad or good things. Also many youths face a problem to continue their education, because of the difficult economic living situation.They also suffer from increasing number of students in each class because of refugees. They cause a decrease of education level. And this is one of the factors for students to leave school, The youths are the future of Jordan, and we should take care of their future.

Fig1-02. Group of youth, Amman, Jordan

The aim of the center is to solve problems for many youths and to begin their life in a successful way.

Some solutions the center will provide for youth is and to provide a safety place for them to meet. togather to protect them from street. The center is a place to share their idea and to improve them selves. Changing the psychologically of youth, providing all support for youth, changing the life style for youth,from seating, playing and spending their time on the street to do somethings useful to benifit the socity ,rising the awareness and responsibility, developing the skills ,preserve them from harmful pests ( Drug, smoking and robbing), which is spread wide in Jordan, take the maximum benifits of their leisure time, use youth energy for social benefits, train them for volunteer work, provide them a place to teach some activities for those who do not complete their education and providing place to help them in their educational life. which is the most important thing in their life.

18

19 Fig1-03. Group of youth, Amman, Jordan

What is The Youth Development Centre for ?

For 2 million of Jordan Youth, who are the future of Jordan and Arab world, who need the support and help from us to encouraging them, they need a programme focusing on emotional, spiritual, promotion and preservation their power in a way to service society and give them the positive emotions, To save them from bad habits smoking, drugs and terrorism, to provide a safe enviroment and activities, the countries surrounding Jordan have conflicts, occupation, civil wars and fully of terrorism, that make the youth of Jordan easy to join the terrorism, Jordan is a third country who has people in ISIS, that is why we need to protect, support, accommodated and save them.

20 Fig1-04. One of the Amman’s staircase

21

Developing society in a local scale

Developing society in a global scale

Locally, 2 million of Jordan population is youth, which is 45% of population of Jordan is youth, one of five people in Jordan is youth, Jordan has a rapid population growth, no illiteracy in youth age for a primary school, 52% of youth complete the secondary education level, 38% of youth complete university education level, 30% of youth in Jordan are unemployed.

Globally, more than 1.8 billion of people in the world are youth, around the world 75 million of youth are unemployed, more than 100 million of youth live in the street, the largest number of youth in the world are 754 million in Asia continent, one of three people in the world is a youth.

What are the challenges in Jordan to achieve development?

How does the development affect the youth?

The term of development begin after world war II, development around the world is challenge, economic, social, culture, tradition, health, education, human, political and environment all these are the factors that effect on the development around the world.

Youth development could be define as a way to prepare the youth to challenge difficulty and make the difference in their life, and give them the opportunities to do some activities and experience, focusing in the strength of youth, and it is a way of moving from low state level to high state level. youth development could be very difficult especially in the low income country that have a many problems in economic, health and education level.

Economic situation is the main factor that affect the development in Jordan, Jordan is the country lack of agricultural land and natural resources, Jordan suffers from scarcity of water resources, ranking fourth in the world’s poorest countries in terms of water resources, as for energy Jordan relies on external sources to get what its need, Jordan has a unique geographic nature and its richness in archaeological sites have contributed to its position as a tourism destination attracting tourists from around the world.

Tourism is the most effect on Jordanian economy, because Jordan is low income country most of youth left school and start work in very difficult work to get money, and now the Syrian refugees effect the economy and resources in Jordan.

What are the most problems that affect the youth development?

The economic problems are the most effect to achieve development in most of the societies, most of the country have inability to use, invest their resource and distribute it fairly in a way to develop their country, because of occupation which use the economic resources in the country for his benefits,most of youth around the world are unemployed and suffer from poor, also the social problems affect the development in many ways such as a one society has a different political culture, geographical factors and harmful habits like smoking, drug and etc. one the other hand the country that has a conflict and civil war suffer from social problems that effect the development, also low health care level has a bad affect of the development.

Education has a direct effect on development, Jordan usually ranks high on Arab educational indicators, which include educational quality and efficiency of the educational process, as well as gender equality, Jordan interest in the education sector started from an early period, as it lacked economic and natural resources. The attention was paid to human resources, now the educational sector in Jordan faces many problems, High cost of education, overcrowded students because of refugees also lack of services in and Lack of a safe environment in government schools.

Fig 1-05. Fact survey about the youth live.

Fig1- 07. Fact survey about education in Jordan.

Jordan belongs to the third world countries, suffers from a lot of delay, due to the decline of development processes, especially in youth development, social and culture in Jordan also effect the movement in youth development, no goals or objective to encourage to practicing project or volunteer work to make change in youth development, most of the youth are Fear of experience that could be disrupts the development.

Youth around the world face a challenge to improve the development, such as political challenges include policy awareness, leadership and scientific thinking.

The economy challenge and its, including the skills required for the future work, and the challenge of social life and overcoming racism, violence, extremism and unemployment in society are the most what the youth need for bright future of development.

22

Fig1-06. Fact survey about the number of youth around the world, 2014.

Fig1-08. Fact survey about Jordan population.

23

The History of society Developing in global scale

World War II

World War II has strated at the period between (19391945), joined by the most of the countries in the world, the main countries that joined the war put all their economic, military, industrial and scientific capabilities in the war effort, which led to a lot of losses.

The industtial revolution

In the late 1700s, Which was the end of dark ages in Europe countries, they used manual hand tool and basics machine for an agriculture works and the limited production, income and low living standards, the beginning of the industrial revolution in 1750 which was transferring from agriculture works to industry economic. The focal point that make change in the period was invention of the steam engine which was the first step to use transportation ,communication system, and the period for beginning the industrial period especially in iron and textile industrial, it was the first step to improving of the living standards, which caused a change in economic in that time, and it caused some social change because a large group of workers worked in factories rather than agriculture.

At the ended of the World War II development was urgent required, the whole world suffer from the war enormous human and economic devastation especially in the losing countries. To save humanity, environment from conflicts and wars and they starting to use land resource to improve human life requirement secure its needs.

The first term of development was after the World War II, the first development was economic development, followed by the human development for urgent required and fast achievement, of development to exit the total destruction caused to the country by wars,

The results of the industrial revolution that was in the period between (1750-1850) is the development in economic sectors that work to improving the quantity and quality of production in different sectors, with the lowest efforts, and it caused some changes in social life because the migration of workers from the villages to the cities that has the factories, also development in education because they need more invention and technology.

After industrial revolution in past century, Followed by the digital and technology revolution, which is the revolution of the present era that effect the development nowadays.

As the results of the war, the world was the establishment of the United Nations in 1945 to strengthen international cooperation and to prevent future conflicts, has embarked on a human development policy with poor countries to help them emerge from poverty, the development focuses to improve the quality of life in economic, social, political, culture and education.

Nowadays, the term of development include many goals to achievement it, like human, sustainable, education, living, industrial, agriculture, tourism, environment, culture, human right and etc.

World War I

In the early twentieth century the world had a number of political and military developments, that caused the world war I in the period between (1919 -1945) , Which has been joined by most of the world countries, the results of world war I it was collapse most of the countries and large amount of human and economic losses ,which led to the decline and disruption of the development process.

In the ended of world war I, there was a needing to save and develop the world, they founded an organization called the League of Nations organization similar to the United Nations nowadays, to maintain world peace, provide a security for the world, Improved status in human life, interest in development and helping the societies, but it failed in its tasks, especially after the Second World War.

24

Youth development is a part of human development, in western countries there are a many center for youth development and place to carry youth ,giving support for them, to save particular groups of youth, and they established European network of youth center for international and inter-cultural learning by the council of Europe, and they established policy and regulations to save the youth, also the churches do some programme and activities to support the youth, In U.S.A provide ministry of youth organize and leader by youth, and they provide programme to train the youth how to be a minister.

Fig 1-08. Showing the strom engine in industrial engine, 1750.

Fig1-09. Map showing the Youth development around the world, 2016

25

The history of Developing in the Islamic

In the end of Ottoman period neglected the education and development it carried the interior confilcts in that time, the education reached to the lowest level, because of occupations and the interior confilcts in that time.

period

The concept of development is one of the basic concepts in the Islamic religion, which is known by other synonyms such as reconstruction, good life, and architecture, one of the concept of development in Islam means working God;s law in all areas of life in order to reach a state of efficiency and efficiency in the Islamic community.

After ottoman occupation they start to open primary schools again then the secondary schools, colleges and universities in different major.

Islam focused on human as the center of the development process, because it is the only organism capable of reform, change, construction and development, because the development need the human attintion to continue the development process, the main characters to development is to use human resources in development.

The start point of development in islam was in Mosque where it was the place in education in that time, Islam had a special cere of human development at the first, and for enviroment development, after that when Islam begin to spreed out to the most of the world, the education take a place in school, and the development have more goals.

The Arab countries in the era of Arab Islamic civilization known industries advanced and prosperous, like textile, wood and metal and etc. until the late 17th century, arab industries competed with European industries, However, from the middle of the eighteenth century, the competitive position of the Arab industries weakened due to the competition of the European countries industries, especially after the industrial revolution, the industrial revolution spread throughout the Arab world during French and British occupations.

Ottoman Period

In the begining of Ottoman Period ( 1299- 1923 )was established of many schools,and collages like college for art, collage for law, collage for commerce, and etc. it care also of culture, art, science, economic, political, knowledge and development.

During the industrial revolution in the europeon countries, arab and islamic world was under ottoman occupation, the Arab countries were affected by the achievements of the industrial revolution in eorupeon countries, and some of their rulers established factories and brought in experts from European countries to develop their industry, they also sent students to these countries to learn about their industrial and scientific progress and benefit from their new experiences.

26

Fig1-10. Pictures shows the development of education between past and present.

Fig1-11. Pictures shows the old Islamic schools.

27

How does the urban context of Jordan affect the youth?

Since, ancient times, Jordan has been inhabited follow by multiple civilization, like The kingdom of the Nabataeans whose capital was Petra, the Byzantines, and the Romans. After that the Bedouin, Circassians and Palestinian refugees formed the Jordanian society.

Amman now become the fastest growing city in middle east, following random growth starting from the centre of the city in different directions, alleyways and stairs effect the urban identity and culture of the city, Nowadays Iraqi and Syrian refugees increase the inhabited In the city in randomly growth that have a bad, crowd and dangerous impact for society and inhabited.

Alleyways and stairs it has a culture and historical value of Amman city ( capital of Jordan), altough it makes the urban identity of Amman, it offers easy and fast movement for people from place to another, also it makes the social impact value for amman population, it makes them very popular to each other, helping, seating , playing, and standing togethar every time, they know each other very well, even so they open shops ,markets and packmans along the alleyways and stairs, it is easy for youth to spend their time in alleyways and stairs playing, seating and talking, Amman become a high density city, most of the original people in old Amman city move to another houses far away from Amman downtown and the refugees rent their houses to live on it, som it become poor area, Most of youth left their school because of low economy and they start to work hard work to live in minimum level of life requirments, high number of students in class also it is one of the resoens to left school.

Fig1-12. Pictures shows the development of 28 in Amman city between past and present.

Fig 1-13. Pictures shows the urban contexty in Amman city.

29

CHAPTER 02: PRECEDENT STUDIES

30

31

Primary School for Sciences and Biodiversity Architect: Chartier-Dalix architects Building type: Primary school Project Year: 2011-2013 Project area: 6,590 sqm Location: ZAC Rives de Seine, Lot A4 Est, Boulogne Billancourt, Paris ,France.

The primary School for Sciences and Biodiversity designed by Chartier-Dalix architects was a winning proposal of a competition for innovation design for a primary school and sport hall, the project built in the heart of urban renovation area in western suberbas in Paris, France, it founded in 2013, it has an area around 6,590 sqm.

A primary school for Sciences and Biodiversity has a public gymnasium with grass grown roof, the school was build in old town in Paris, France to redevelop the total area surround it, the school designed especially as innovative advanced programme and environmentally engaged, it act as a development of a primary landscape and texture, the school project is a mixed program to design school and sport hall but also it has a third element which is encouraging and supportive the biodiversity.

32 Fig2-01.

Pictures shows Primary School for science and biodervisity.

and biodervisity

33

The school project was design to take a part as a special for innovative programme and environmentally speaking. The school was designed to be a self-contained ecosystem, The concept of the school is “landscape as living space�, rather than a simple building, hosting a wide range of local fauna and flora and it has a different types of plants and trees, and it has a view for all surrounding building.

There are special criteria in designing the school building which are mineral section, the facades, a section made of plants and the roof of the school which wraps around the school ,as a general volume with smooth contours and supple lines, the school building built to be open to neighbourhood.

The connection is to give a logical order for the various elements and for giving a supporte in teaching spaces enter into conversation with outdoor play spaces with flexible contours which are systematically subject to a more playful accessible landscaping process, one involving visual continuity.

The aim of the school project is to return biodiversity to the heart of urban areas, it was a chance to rethink about harmful between poetry, schooling and nature, it has revelation from new aesthetic format design, and it present the closeness restriction between human and nature enviroment.

x

The mixed programme was define to design a school building and gymnasium , with a link in terms of volume and space for these three elements and focus on the fluidity between full and empty spaces and especially between different topographical levels.

Fig2-15. Pictures shows Arial view for Primary School for science and biodervisity.

34

Fig 2-16. Pictures shows Primary School for science and biodervisity.

35

Fig2-17. Pictures shows Exterior Elevation for school

Fig2-19. Pictures shows Arial view for school

Fig2-18.

Pictures shows Interior Prespective for school 36

Fig2-20. Pictures shows Interior Prespective for school

37

The school has two elemnts which are a school with eighteen classrooms (seven pre-school, eleven primary school) and a gymnasium (sport hall) for school students and local residence, class rooms softly surrounded by playgrounds and covered with plant areas, it act as increasing contacts and views.

The playground in the school building have outdoor area in keeping the normal view of one another, the total school building have natural environment which work to give a more or less long-term substance to increase the biodiversity at the central of the larger site, it act as orgnization for landscape spaces.

It was a challange to create a school with completed function and activities of ecosystem as a place of learing, teaching and discover a special unique place for local kids and local residents for social hub, it also give the kids a rich field of explorations and discoveries through the school, it connecte volumes and fonctions into a fluid shape.

The school project need particular requirment needing to fit with a surrounding situation, urban enviroment and a complete a wide range of urban biodiversity, it worked by taken the height of the school and the height of the other buildings in urban area surrounging in consideration, which work to select a native kind of vegetation and normal nature , take in the consideration the school building cover , and material which use it in the school.

The height of the gymnasium is 12 meters hight which, while the school on the ground and first floors, and the third floor it has a primary school.

The roof was create by three layer, it have been design inclination higher place of movement from low vegetation area to wooded area, the two different types of ecologic enviroment was dealing in designing process, the physical continuity that connect with a density of the city to maintain the urban area through safeguard the surrounding urban area context, it has a blue-green infrastructures that dealing with ‘stepping stones’ between disconnect the enviroments.

The roof act as a real hanging garden, It has a three layers of vegetation systems, the high level of garden roof has two main tasks one of them is the fauna of the wall and for its own fauna, which is a rich in resources (additional living habitats, nutrition, etc.)that include the success way for biodiversity, and also it act to improve living conditions in the school building.

38Fig2-21. Project diagrams analysis

39

Fig2-22. Ground Floor Plan

Fig 2-24. SecondFloor Plan

Fig 2-23. First Floor Plan

Fig 2-25. Third Floor Plan

40

41

Fig2-26. Section Drawings

42

Fig2-27. Elevation Drawings

43

The walls which surround the external elevatios of the school building, it called ‘The living wall’, it is made of pre-fabricated blocks of concrete, the walls have two different types of texture. The visible side which is the interior side of the school is smooth, polished, it has special design that reflects the light.The other sides of the wall which is the external side are ribbed, with a rough, rugged texture, melded into a single wall. The difference between the two surfaces act as channel of water towards the sides of the walls, to avoiding drop on the visible side and premature ageing, the dissension of two different textures to conform the depth of the facade and and enhances it. There is a different in the highet between the interior and the exterinal, the height of the lower section of the wall is arround 2m hight , it designed to avoiding the dangerous of the outsiders poeple and wild animals.

Today, the global perception has been change. We have gone from protecting ourselves from nature, to protecting nature from ourselves.

44

Fig2-28. Diagrams show the building’s facade.

Fig2-29. Diagrams show the details of building’s facade.

45

Fig2-30. Pictures shows Arial view for School

Fig2-32. Pictures shows Arial view for School

Fig2-31. Pictures shows Extirenal Elevation for School

Fig2-33. Pictures shows Interior court for School

46

47

Blavatnik School of Government Architects : Herzog & de Meuron Location : Oxford, United Kingdom Area : 9800.0 sqm Project Year: 2015 Client : The University of Oxford

Blavatnik School of Government and public policy at the University of Oxford in united kingdom,was designe by Herzog & de Meuron architects, it was established in 2015 with an area around 9800sqm, it is on of the Oxford’s newest departments.

The school has objective to learn the action and manner of governing in a way that give support societies in parts of the design, which has a central meeting space known as The Forum. With a chain of disc-shaped volumes imaginary, the school mainly is home for studying and educational spaces, it has many function related to education like meeting, administration, research, and service areas.

It has been designed to encourage open discussion, interaction and cooperation, the planner is inwardly organized around a centrally placed on the public area,it has known as the ‘forum’. This void around learning spaces are placed, it works to ensure the natural sun light which reaches the lecture theaters and it gives a space for exhibitions, presentations and improvised discussion.

The school building has different volumes, it works to give a sense of scale and proportion, that can help combine the building within its careful historic context, it has some argument around the planning guidelines of the historic site, the design work as accurate a series of pure geometric circles, shifted discs, it is developed from the parameters of the site and plot boundaries that allows its important neighbors to maintain and improve their presence, while opening up access to the site.

48

Fig2-34. Pictures shows Blavatnik School of Government

49

Fig2-23. Pictures shows Blavatnik School of Government

The aim of the design is to provide a school that can work as a central point in both for the Radcliffe Observatory Quarter and the educational activities in the governmental studies and public policy, it has been a landmark building housing a ground-breaking School.

The Forum in the interior and room-defining motive for the entire building it was the idea behinde the school. The exterior manifestation of the School building was create by the revolving blank. It has a cylindrical forms that work to show the identification for governmental buildings and universities in different places all over the global.

Fig2-35. Pictures shows Blavatnik School of Government

The School building provide home for studying and educational spaces, which has functions like meeting room , administration part , research center and service areas, all the functions are linked by the Forum. In the lower levels of the school building it work as a home large public and studying platform. The educational and research platform are occupied in the upper levels, because it need a more calm atmosphere for focus and concentration. The students and faculty spaces will be coronation the School, which has an overlook to the outdoor terrace, the Radcliff Observatory Quarter and the whole of Oxford beyond. The School displays a wide range of studying-space types from small flexible seminar rooms to larger, horseshoe-shaped teaching rooms.

The design process of the structure has been largely informed by the operation to the visual appearance of a town or urban area, so that it arrange with the preservation areas and listed buildings of oxford’s heritage.

The mainly curved architecture design shows as a chain of disk-shaped volumes, accumulate on top of one another and moved slightly, for giving the school a special unique existence within its historical context. The main school entrance into is placed at the center of the walton street elevation, centered underneath the main teaching floor at first level. The revolving geometry has seen as viewed from the library square, slowly transitions into a rectangular shape, speaking to the square structures which surround it, resulting in a ‘sheldonian’ theater-like shape.

Fig2-36. Pictures shows interior court of school

50

51

Fig2-37. Pictures shows Blavatnik School of Government.

52

53

The Forum is the heart of space, which cuts through the school as a vertical public space , it work to link all the floor levels and platforms jointly into one whole. The idea of openness, communication and transparency in the central of the school. The central forum act as a fundamental literally manner by connecting all floor levels jointly. The Forum gives an easy access between spaces, but the significant point of the forum is to provide complex, meeting and social spaces.

The design works to give a configuration in many ways like an auditorium or a concert hall with a chain of interconnected terraces that step up from the ground floor to the all the way to the upper levels of the School. Each terrace could operate as a separate space, for example as a study area or as part of one connected whole volume for a larger presentation. Positively encourages communication and discussion, formal and informal, planned and accidental will be allow by the forum spaces.

Fig2-38. Pictures shows Blavatnik School of Government.

54

An irregular pile of cylindrical and horseshoe formed to prevent pretend the curving glass form, which is planned to resonate with the university’s Radcliffe Camera and the Sheldonian Theatre buildings.

The school building has specially designed to encourage students to interact between floors levels through the tiered formation of the building design which is act to support a chain of circle formed pathways surrounding the cenral open court. It also work to encourage everything that is about performing, informal meeting, so there are friendships and links which has last longer than the time they spent in that building. Especially when it becomes to government studies that we have to learn how we can speak to each others.

The interior courtyard of the school building has specific, particular and unique in historic colleges , it become an internal forum inspired from parliamentary and governmental spaces. also It is made to catalyze connection and unofficial interchange.

55

The interior designing of the school is concentrated around the heart of the building which is the forum.

This area section through the structure as a vertical public space which links all floor levels and platforms.

This is the foundation in away of the swiss architectsdesign approach for the building, concentrating on the idea of giving openness sapce for easy of connection and limpidity. it has function is not only to link and give access between the differen interior spaces, but also gives a complex and meeting area through a chain of interconnected terraces that step up from the ground floor, moving towards the others upper levels.

The solid floor plates and spiral staircase which connect each of the seven floors are cast from concrete, which has been mixed with warm-toned aggregate to mitigate some of the materials typically cool hues.

A wide range of the staircase which act as links for the ground-floor entrance lobby and cafe with the basement runs close to the side of a bank of informal amphitheatre seating which has an overlooking to the base of the central well. The two horseshoe formed lectures are set at the end of a long hallow sticks of warm tone oak wood.

The school building includes seven floors levels, the lower ground level have area for teaching which includes large teaching space including 220 seats, it has also an auditorium and support facilities. The ground floor level which is Walton street level, it is open to public, it provide entrance from walton street and the ROQ library square cafe. The first level also for teaching area , it has a range of teaching space with different class side, and space for research and meeting rooms. The second level it has an acadimec part, it include cellular offices spaces around the perimeter of the floor, in addition it has also open plan work areas receiving a natural day light from skylight above the forum , meeting room and school administration. The third level also include the academic part a cellular offices spaces around around the perimeter of the floor and clustered around three outdoor courtyards it provide a natural day light and vantilation to every office also iy has a meeting room.

The fourth and the fifth floor levels has a library with a several functions which is resource center, study areas and meeting rooms in fourth floor, while there is another resource center and private study areas in the fifth floor level.

56

Fig2-39. Pictures shows plans of school

Fig2-40. Pictures shows diagrams of school

57

Fig2-41. Pictures shows interior spiral stair of school.

Fig2-43. Pictures shows interior space of school ‘Library and research center’.

Fig2-42. Pictures shows interior space of school ‘The Forum’.

Fig2-44. Pictures shows interior space of school with historival context.

58

59

The first look for the school building faced shown as a little alien in its historic limestone surroundings on Oxford’s Walton Street, but on nearer careful examination, some thin gesture to the city which has a historic architecture that become clear to understand, but it is new glass-clad building sits that opposite to the neoclassical columns of Oxford University.

The grade lines of sensitive glass panels set into the faces of each of the curving volumes are intended to echo the proportions of Oxford’s Bodleian Library.

At the samme time, a double-glazed window which builders demand is largest frames view across the street to the Neo-Classical Oxford University Press building.

The solid concrete handrail that ringlet around the large entrance court are painted with a layer of white shredded paper, it is a measure taken to make slightly wet. some of the cacophony from the central forum.

The school building has a wooden terrace neighboring the students in the fifth-floor level found room overlooks to the rooftops of Oxford’s historic campus, highlighting the school’s status as one of the city’s tallest buildings. While the circular light wells inside hallow through the embossing to provide lightfilled terraces for the rows of glass offices for educator on the floor below.

Fig2-45. Pictures shows Elevation of school.

from an environmental point of view, the schoo building is regarded to expand 49% less energy in comparing to existent buildings in UK that has the same size and use of energy. The receiver of integrated solutions have been used, it included an automated natural ventilation, a ground source heat pump for warming and cooling the building, rooftop photovoltaic panels, and rainwater harvesting.

60

Fig2-46. Pictures shows Blavatnik School of Government.

61

Fig2-48. Pictures shows Blavatnik School of Government.

Fig2-47.

Pictures shows Blavatnik School of Government.

62

Fig2-49. Pictures shows Blavatnik School of Government.

63

Jean Moulin School

High

Architects: Duncan Lewis Scape Architecture Building type: High school Location: 08500 Revin, France Area: 18000.0 sqm Project Year: 2016

Jean Moulin High School designed by Duncan Lewis Scape architects was a winning proposal redesign for a high school that was demolished by the weather effects, the project designed to work with the surrounding topography overlooking to the river Meuse in Revin, France, it founded in 2016, it has an area around 18000.0 sqm.

The river of Meuse in the Revin city, the forest surrounded the city, it has a high hillside with mild slopes.

The school building was build in 60s with a perpendicular arrangement of three layers, it designed with the epochal manner.

On the 2010 the weather effects which are the wind and snow fell act to remove the roof of Jean Moulin school, a restoration school competition orgnized by the municipality of the Revin city, the architects worl to create the new school building taking the benifits of the topography of the landscape using a limitation restriction of the slope, the school is situated in the higher place and retreat almost up, it was design to create a manner of direction through the surrounding Fig 64 2-50. Pictures shows Arial View for Jeon Moulin High School.

65

The idea behind the project was to destroy and rebuild the entire school complex, limit the school activities is the most important phasing, it works by concentrating on the relationship between the built and the natural environment landscape and marage them, it was the main objective to win the school project, it became a challenge for new generation of architects, the school building follow the topography of the land.

The forest balcony was the idea behind the school project, the school has special, unique and archetypal of this area, it was developed naturally in the school building, a kind of naturally is clearly presents on the occupied land in the city, it was rounded by corrosion.The site bordered by the ridge of the plateau in the north side, while in the west and south sitr bordered with road, there is a steep slope with a river at its base on the east site, it could be visible from trees.

Fig 2-51. Pictures shows Arial View for Jeon Moulin High School

The high vision and imaginary of the architects to create imitativing the mountain shading and to redress the building as far as possible in vegetation, the most of restorations work were kept near to the school building campus entrance. The entrance opens into a large lobby, the new school campus was build to follow the topography of the land area, the academical elements of the program are divided in two long, one of them is the low buildings (referred to as ‘sectors’), these educational academic school buildings are arranged and harmonious in the topography as terraces covered with green roof to provide all the classrooms wide panoramic views to the southwest which is the road view, the two rows are well spaced and sectors of roofing expansion into flexure, it has a vertical and oblique windows to provide good overhead lighting, the school has natural sunlight access that come from the windows.

The topography slope act to present and define by the ramps and going down to its lowest point, to the bank of the river.

Fig 2-52. Pictures shows Extirenal View for Jeon Moulin High School 66

67

The school was build as sustainble school constraints and focuss of the slope, it act as receding, escape and elevating raise up the hillside. Each single floor on the school building represent as a terraced level, it is better than has the flat roof on this topography, each floor have a windows in high level to get the maximum of the natural daylight .

The wider corridores that in the ramps which are open to the air work as an access to the classroom and workshop also it can be used for discharge people in the case of emergency. For breaks and recreation the school building has a large hall,and it designed in a way ti make it comfortable easy spaces to use by disability challenge students, to avoid the problem that happen to disability challenge students, during the design process the problem solved . The lower part of the site which is overlooking to the road. it has using for sport , and for an athletics track the design makes the transition to a smart gym, in addittion the school building has a playground for basketball, volleyball, and handball.

The roof act as waves accross the level for a more natural look also it has covering with vegetation layaer to hide it with the surrounding landscape, the roof covered by the grass layer that hide in the green landscape apearing as a hill.

Fig 2-53. Pictures shows Extirenal View for Jeon Moulin High School.

A smooth transition between the built up building and natural environments was creating by the green roof by combining tall trees, it improve the living environment and also it work to add a new attraction and value to the area, it was greatly to achieve the school.

The school building has a main function which is the classrooms at the right side of the schoo. which is overlooking to the river, also it has a hostel for students, housing for teachers, a gymnasium, with landscaping and site development arround 6,5 hectares.

The school building has a basement work as technical floor support by local wooden structure which is from the forest. The first floor include class room , the wall of the class room were made from wooden, also the school building designed with careful management of energy.

68

Fig 2-54. Pictures shows Extirenal View for Jeon Moulin High School.

Fig 2-55. Pictures shows Extirenal View for Jeon Moulin High School.

69

Fig 2-58. Pictures shows Section drawing for Jeon Moulin High School.

Fig 2-56. Pictures shows Plan drawing for Jeon Moulin High School.

Fig 2-59. Pictures shows Elevation drawing for Jeon Moulin High School.

Fig 2-57. Pictures shows Plan drawing for Jeon Moulin High School.

Fig 2-60. Pictures shows Site Plan for Jeon Moulin High School.

70

71

Fig 2-61. Pictures shows Extirenal View for Jeon Moulin High School

Fig 72 2-62. Pictures shows Arial View for Jeon Moulin High School.

Fig 2-63. Pictures shows Extirenal View for Jeon Moulin High School

Fig 2-64. Pictures shows Interior View for Jeon Moulin High School.

73

Roy and Diana Vagelos Education Center Architects: Diller Scofidio + Renfro Location : New York, United States Area: 110000.0 ft2 Project Year 2016

Roy and Diana Vagelos Education Center in New York city, USA . Architects are Diller Scofidio + Renfro, with an area around 110000.0 ft2, it has been founded in 2016, spacial designed for Columbia University Medical Center’s.

The education Center will help to define the north side of the campus and it give a bridge to the surrounding communities. Initiatives to revive and vitality the campus include increasing green space, creating a new gateway to the medical school, marging student services, restoring different current buildings, and constructing new spaces was the objectivies of the education center.

The education work to allow the students to focus on the key effectiveness in a state-of-the-art facility that act to reflect the obligation for giving global class instruction and an elegant learning environment for students. The Education Center begin with a

clear mission as a place of excellence quality for higher learning that could also work as a much needed for social center.

Fig 74 2-65 . Pictures shows Extirernal View for Roy and Diana Vagelos Education Center.

75

To reform the look, sense and feel of the Medical Center campus, and to create spaces with smooth, easy the developing of the ability primary for comprotary medical profession was the aim of the center design. It was a challende to design Medical Center in New York with clininc with the limits of the paradigm and create a transformative environment for teaching and learning medicine.

The idea behinde the design to create a vertical towe for medical education centre and to use the limitations of the site to make a space with vertically structured in section, rather than horizantally. The education building act to combine a range of sustainable features including locally sourced materials, green roof technologies, and an innovative mechanical system that work to minimize the range of energy and water that used into the façade features ceramic “frit” patterns that are baked into the exterior glass to spread out the sunlight.

The education center has especially designed to support Columbia’s progressive medical education program, the design of the center that have a caring collaboration. Its defining feature is the Study Cascade, it has a 14-story which is connecting vertically linked spaces in a multiplication of sizes, both concentrated, social, private and communal between indoors and outdooes.

There was a problem based to improves teamwork and critical thinking learning through the traditional classroom and lecture format suppode a negativlly moving of learning between faculty and students, but new pedagogies in medical education instead put an emphasis on participatory. The planning of design was to create a simple ceneter with dividing all the public areas and tasks in the program from the really private clinic spaces, and combination and squashing them into what is acheivly mannar as a vertical builfing. The center have a wide range sections with ramps and stairs , which is recently opened and single areas that act to upwrap striated sections in support of differentace , networked space.

The sample of a sectionally strong, spongy, networked building has been a way to develop a language without resorting to formalist signature.

76

Fig 2-66 . Pictures shows Extirernal View for Roy and Diana Vagelos Education Center.

77

Fig 2-68 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

Fig 78 2-67 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

Fig 2-69 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

79

The Education Center has a 14-storey levels tower that divided into advanced classrooms, collaboration spaces, laboratories and a state-of-the-art medical simulation facility that reflects the 21st century medecine visions.

The ground floor of the center have a lobby which is the space formed by seating lounge, cafe and a study bar overlooking to the outdoor court, also in has a multi purpose auditorium with 275 seats with a flexible spaces including, lectures , screening and cocerts. Simulation suite which is an open reception area with detriefing rooms and subcort spaces, as well as farther mock examinition room, clinics and oparating rooms.

On the north side of the center there is classrooms , the classrooms designed to take a part of a orderly structural grid, although the students and teachers have the ability to refoem to add and remove the furniture and partitions of the spaces . The eduation building have a

study space which has a range of lounge style and desk area that are distributed through out the study cascade. Stepped lounges are on the 7th, 8th, 11th and 12th floors work to provide an oppertunity for formal and informal studies. The sky lounge on the last floor to intimate and formal gathering for groups work. The students commons have a double hieght space the include cafe, lounge setting and balconies for both social gethering and independent study.

A ÂŤstudy cascadeÂť area located on the south side which act to fill the complete height of the education center. it deisgned to have a maximum of nature day light to the indisde spaces, also it designed to be conducive to cooperative, team-based learning and teaching. A vertical circulation including a sequence of educational and social spaces defined by the architects. Also it includes a space for specail enent the have 190 seats for person with flexible event classrooms space with catering supports. Anotamy Quad which is suspended room with integrated screens and tasks lighting with large footprint and it has a center location that allow flexible for use.

The administration suits in the upper floors that includes offices and support spaces for faculty and administration. In the last floor there is an active learning classrooms which is devided by partitions , it has a flexible space for 60 person offers indirect sunlight and controlled through the continouse , full height windows with flexible furnitures are made possible by distribution power and data at the floor, and by suspended ceilling. .

80

Fig 2-70 . Pictures shows Diagram for Center.

81

Fig 2-71 . Pictures shows Site Plan for Center.

Fig 2-73 . Pictures shows Second Floor Plan for Center.

Fig 2-72 . Pictures shows Ground Floor Plan for Center.

Fig 2-74 . Pictures shows Typical Floor Plan for Center.

82

83

From the ground-floor lobby all the way to the top floor characterise by yellowish-brown flaky coloured and wood veneer panel. Guest can stop in small meeting spaces and informal lounges in the lobby which has a casual auditoriums for meetings space or classes.

To create a balance between educational spaces and recreation spaces with flexibility. There are a four exterior terraces on 4th, 8th, 10th and 12th floors, all of them are available for student use and give panorammic expansive views of the Manhattan skyline.

The quality of the cantilevers which has located on the south facade, it has been created by using post-tensioned reinforced concrete slabs.

Only two columns to support the south half of the center, and they include fixes steel members that increase their strength. The center includes the High Line as an elevated linear park that runs parallel to the Hudson River, and a broad reform of the Lincoln Centre, an iconic Modernist music venue. The facade of the center designed to create a different feeling and imaginary for the users, with a rhythmic irregularity.

The glass facade sporadiced by staircases, ramps, outdoor terraces and different opened boxes through the glass. The west side of the facade has a double layer gradient quality with pinstriped exterior ceramic, which is overlooking to the river view. The facade act as outgoing and insiperation from outside, with hi-tech facilities technique that work to reduce solar heat gain, every teo floor in the center are connected with fiber reinforced glass with concrete panel wrap it around the building. Mixind different elemnts program shown through the building facade tranforming, also the building facade act as a screen to link the public with the center within inner life.

The center has become a landmark in the city.

Fig 84 2-75 . Pictures shows Extirenal View for Roy and Diana Vagelos Education Center.

85

Fig 86 2-76 . Pictures shows Section Drawing for Center.

Fig 2-77 . Pictures shows Section Drawing for Center.

87

Fig 2-78. Pictures shows External for Center.

Fig 2-79. Pictures shows Interior for Center.

88

Fig 2-80. Pictures shows Arial view for Center.

89

The Ørestad College Architects: 3XN Architects Building type: Secondry school Location: Ørestad, Denmark Area: 12000.0 sqm Project Year: 2005

The Ørestad College is a secondary school and gymnasium, founded on 2005 , in Ørestad Boulevard, Copenhagen, Denmark, was designed by 3XN architects, the owner of the project is Copenhagen Municipality, it has an area arround 12.000 m2, the school building won the Copenhagen’s Cultural Fund Award 2007 and Forum Aid Award 2009 and was nominated for the Mies van der Rohe Award.

The aim of the school design is to create new academic image regarding subjects, organisation and learning methods and instructions systems to be the first school of its kind in Denmark, it was designed to displays a imaginatively translation of openness and elasticity regarding team sizes,This degree of new academic system will change from the individual over groups to classes and assemblies, and reflects international inclination aiming toact or feel in a particular way, what make the school design special that allow the students to be energetic and accountable for their studies, which make confirm amended academic skills.

The aim of school building design is to create an open studying circumference in new way of designing rethar then the enclosing boundary class rooms that is traditional way of teaching, it focus on modern way of teaching, using modern teaching technique and methods, it focus specially in media, communications, and culture. All teaching methods are digital and contemporary way of teaching, so the school building is a result of innovative architecture idea for school building.

90

Fig 2-81. Pictures shows Arial view for Center.

91

The school building designed to encourage visitor experience, the school building has been design to be architectural attraction in the Copenhagen city.

The school facilities, teachers and students have used the several cultural space and equipment in the school building for example,the multi-functional auditorium, the multi-media rooms, and the television studio, all of those functions are taking a part in significant universal events and make the students come from every side on the world together to be on down its roof and were eligible to transmission to be live on national television every day as segment of the convention covering, the school building was design to be use as the location for an IOC press convention highlighting the importance of sport and youth news. These two universal events were not only a major step in lateral the school, but also made use of the facilities and architecture for greater value added.

The upper four floors axis concerning the central main stair to inspire a large changing central court space. This changing allows social reciprocal action to place between floors. The school is include of four study areas, each zone is a flexible space for education, confirming by the capability to open and close walls to make changeable surrounding of all sizes.

On the top of four stories accommodates the study areas work to encourage the interaction among students, that is the result of open plan concept. The main central staircase is the anchor for the entire system of the school, the main stair climb between all floors until to the roof terrace, it works to provide primary main movement while being the central of the schools pedagogical methodology and social life.

The main central staircase give the allowance for double-height and triple-height spaces which is meke it through the concentricity of interest and management programs below grade and on the main floor departuring the upper floors adjustable as needed.

92

Fig 2-82. Pictures shows External view for The Ă˜restad College.

93

The school building was design to be connecting and linking together in a vertical and horizntal system, the rotation in the school building design to work as a curved piece to be four boomerang molded floor plans, this rotation established to create the powerful super structure which forms the total rigid structure of the building in a simple and highly flexible way, in each floor plan there is a four study zones which forms the flexible total strucure of the building, the architects make the organisational flexibility as high as possible to avoid level changes, and it give the ability for different teaching methods and learning spaces overlapping and interacting with no featured borders.

Fig 2-83. Pictures shows Interior stair view for The Ă˜restad College.

All the floors on the school building are open directed to the main court, where the main staircase way upwards to the roof terrace, the main staircase acts as the main link between up and down, the staircase designed bigger space then what needing it becomes a space in itself. ,on the other hand it works as the center of the school building for educational and social life. There are three huge structural columns visible shape to the primary load bearing system, realized by a number of smaller columns positioned arrange according to structural requirement, not as part of a regular grid, In addition, washrooms and elevators are contained within two of the three cylindrical structures The open rotation in each floor become as a part of vertical height focal court and forms to create the powerful huge super structure, it provide community and expresses the school’s a hope or ambition of achieving for having more than one branch of knowledge. education through the zoning, to enables the different teaching and learning spaces to overlap and interact with no borders to avoide the level changes makes the organisational flexibility as high as possible.

The three main elements of the changes were the encouragement of interdisciplinary learning; elimination of the traditional division between science and the humanities; and variety in studying and working methods. to design the college it need to Communication, interaction and synergy was the key factors to design it, , the aim of school to achieve a more dynamic and life-like studying environment and introducing IT as a main tool.

Fig 94 2-84. Pictures shows External view for The Ă˜restad College.

95

96

Fig 2-85. Pictures shows Diagram Models for The Ă˜restad College.

97

98

Fig 2-86. Pictures shows Sketch for The Ørestad College.

99

The wide range of multi-flexible study zones is the aim ideas for Ørestad College to change the idea of typical classical classrooms, the school designed for specail supports for 21st Century Learning Skills of cooperation, connection, Creativity and Critical Thinking. The built up school area can be smaller by introducing ‘learn’ thinking and ‘just-in-time’ elastic spaces. The blocks explining total practical program if running at the same time with no salutation to timewise allocation.

The school has confirmed economical through the mitigation of corridors and walls throughout the building, because of its advanced design. Originally the school was designed for 800 students but it now fits for 1100 students due to the elastic floor plate systems where each square meter is completely applied.

Fig 2-88. Pictures shows Exploded Diagram for The Ørestad College.

Fig 2-87. Pictures shows Diagram Models for The Ørestad College.

100

Fig 2-89. Pictures shows Diagram Models for The Ørestad College.

101

Fig 2-90. Pictures shows Ground Floor Plan.

Fig 2-91. Pictures shows First Floor Plan.

102

Fig 2-92. Pictures shows Second Floor Plan.

Fig 2-93. Pictures shows Third Floor Plan.

103

Fig 2-94. Pictures shows Details of the facade for The Ørestad College.

Fig 2-98. Pictures shows Elevation drawing for The Ørestad College.

Fig 2-95. Pictures shows Interior view for The Ørestad College.

Fig 2-97. Pictures shows Section drawing for The Ørestad College.

104

105

Fig 2-101. Pictures shows Interior view for The Ørestad College.

Fig 2-102. Pictures shows Interior view for The Ørestad College.

106

Fig 2-103. Pictures shows Interior view for The Ørestad College.

107

The façade of school building is to work in the rotated floor plates by making double-storey areas of vitrification, it provide considerable day-light to the interior spaces, specifically in central court spaces.

The light is controlled by mechanistic louvers, which can be opened and closed a swanted . These louvers act to support a sustainable interior spaces.

The colorful louvers on the circumference of the Ørestad College not only work to allow for a flexible modification between daylight and sun-generated heat, they also control the exterior expression as well as the interior spaces.

Fig 1082-104. Pictures shows Details of the facade for The Ørestad College.

As a rule, the glass designed to be soft, fine with the platesfronts, but on each floor there is a one façade is withdrawn to make an outdoor space, these outdoor spaces are linked from ground to top of the building.

While the front of the glass facades is created from a chain flexible of coloured semi-transparent glass louvers can open or close to conserve the interior spaces from the sun, while adding dashes of colour to the indoor spaces.

The school building was designedd according to a specific building code, Denmark’s regulations for energy efficiency in new buildings, is very demanding.

The school was spacific design for energy efficiency, with a number of features such as natural ventilation, an exterior façade system that prevents direct sunlight from entering the building and connection to the City’s district heating system.

109

Fig 2-106. Pictures shows Details of the facade for The Ørestad College.

Fig 1102-105. Pictures shows External view for The Ørestad College.

Fig 2-107. Pictures shows Interior view for The Ørestad College.

111

Ryerson University Student Learning Centre Architects: Zeidler Partnership Architects, Snøhetta Building type: Secondry school Location: Toronto, Canada Area: 155000.0 ft2 Project Year: 2015

Ryerson University Student Learning Centre special designed for university students founded in 2015, in Toronto, Canada with area around 14,200sqm, it was designed by Zeidler Partnership Architects, Snøhetta architects, the center has designed special for Ryerson University’s Student .

The center was design to provide the students an outstanding a variety of creative and inspiring learning studing environment to collaborate each others and collaborative spaces to discover and innovate, and socialising, the center work to break the daily student life routine rhythms and movements, the center designed special for university students and general to the public.

Fig 1122-108. Pictures shows External view for Ryerson University Student Learning Centre.

113

Fig 2-110. Pictures shows Entrance for Ryerson University Student Learning Centre.

Fig 1142-109. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-111. Pictures shows Interior view for Ryerson University Student Learning Centre.

115

The center is connected to university by bridge and it has a links to the existing Library building, the university compus had problems to define itself with city urban context, the center work to add new value for urban context, with the university building next to it, the center works to redifine and give the identity to university and connect it to cityscape .

The new center become a landmark in the urban context and it has a popular hub filled with student activity. The center design to find an effective solution to connect and give presence to university compus to urban area which is the downtown of Toronto city that include alot of retial and commercial space, the center designed to serve as the gateway to university compus, it creates a smooth transition from gritty street life to academic area, it was very important to connect the building with the surrounding commercial buildings and with business activities on the street.

The center located on the Yonge Street retail corridor, which is the most commercial avenue in Toronto city, the center has conspicuously shows the shops along Yonge Street, preserve the retail presence locals expect in the district.

The center has eight-storey act to mark Ryerson’s new face on Yonge Street in Toronto, Canada, with special glass facade, high plaza, also it has a bridge to the situated library, a area of education, and study cooperative zones.

The main lobby of the center is defined by a spacious central court unimpeded by security checkpoints, informal seating areas, a cafĂŠ and desk for visitors and prospective students, the main lobby also works as a multi-purpose hall, it integrated seating and execution technology for events ranging from pep rallies to fashion shows and music performances.

The center has award-winning the prize of Student Learning Centre (SLC) is a world-class learning destination set in the heart of Toronto.

116

Fig 2-110. Pictures shows External view for Ryerson University Student Learning Centre.

Fig2-112. Pictures shows Ryerson University Student Learning Centre 117

The main idea for the center is to redifine of an inner-city student commons and give it a value,it is audacious bid to redifine the space with urban surrounding.

The project inspired by old historical space for gethering and meating , it was inspire from the Greece ancient, that has alot of stones and theatre in their design, the Greece ancient had inherently social where were learning in it.

“The program is amazingly open,” says project architect Michael Cotton, of Snøhetta’s New York office. “ The project has uniquely-designed eight floors with open space to study, gather, meet and and exchange ideas like what Greece ancient designed, the aim of design project is to develope interaction of group of people to natural conditions under controlled and introspective study, one of the important things in design the space is to encourages students to learn , meet and interact with their physical environment.

The main function of the building is to provide a place with a sense and a refuge for the school’s largely commuter population getharing, the center designed to be a an eye-popper for the surrounding area, it make a connection between human body and design, the center itself has some shops in the ground floor to be connected with the surrounding, this retial hidden and not visible from acadimic entrance, they need a place for students outside the classrooms , the center work to encrouge the idea of group studing space, it has media, cafe, administrative offices, and special learning services.

The ground floor in the building has commercial spaces, and then raised the building up at one corner to invite you up along broad stairs to a double-height to work as bridge that connects directly to the library.

The center building designed in a way to connect the spaces to serve the outside and the innerside of the campus world and their resources, and it works to give identity to both the suspended out and the organization that promotes it, and to give the space specific enough that students can both find spots with their favorite qualities and each other.

Fig 1182-113. Pictures shows External view with urban context for Ryerson University Student Learning Centre.

119

The project content of eight floors, each floor has a unique and different kind of design space and atmosphere, inspired by themes found in nature,either it open or closed with flixable furniture design, and terraces.

In the first floor there is an Amphitheatre, a spacious atrium designed to define the lobby with a securety desck,the atrium act as a seating area , cafe, visitor center, also it act as a multi purpose hall rallies to fashion shows and music performances.

In the second floor there is Bridge to Library, while in the third floor there are Sandbox by DMZ & Digital Media Experience,which known as a technology zone with white open top floor, also it has receptions for special events.

In the fourth floor there are Student Learning Support, it known as ‘The Garden’, it has classrooms, students service, a range of learning program and traditional quiet study areas.

CGWR & Seminar Rooms in the fifth floor, ’The Sun’ called for fifth floor to provide online free service for students with classroom spaces.

In the sixth floors there is a Casual Seating, also it known as ‘The Beach,’ it is an open informal study area that slow down through the ramp and terraces to encrouge the student to feel free in the center and in a double floor height.

While in the seventh floor there is Quiet Floor, and Collaborative and Individual Study Space. In the eightth floor, where the quiet study and contemplation, it has a full degital digital support and accessible academic services, it known also as ‘The Sky’, the top of building has an up-lifting ceiling to make overlooking and easy access to the nature light, all the floors open to each others ‘we call it a library without books.’

120

Fig 2-114. Pictures shows Model Diagram for Ryerson University Student Learning Centre.

121

Fig 2-115. Pictures shows Interior view for Ryerson University Student Learning Centre.

Fig 2-117. Pictures shows Interior view for the fourth floor ‘ the garden’.

Fig 1222-116. Pictures shows Interior view for the sixth floor ‘ the beach’.

Fig 2-118. Pictures shows Interior view.

123

Fig 2-119. Pictures shows Ground Floor Plan.

Fig 2-120. Pictures shows First Floor Plan.

124 Fig 2-121. Pictures shows Second Floor Plan.

Fig 2-122. Pictures shows Sixth Floor Plan.

Fig 2-123. Pictures shows Seventh Floor Plan.

125

Fig 2-124. Pictures shows Section A-A drawing.

Fig 2-126. Pictures shows Section B-B drawing.

Fig 2-125. Pictures shows Section diagram model.

Fig 2-127. Pictures shows Section diagram model.

126

127

Fig 2-129. Fifth floor ‘ The sun’.

Fig 1282-128. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 2-130. Pictures shows Interior view for Ryerson University Student Learning Centre.

129

The building has a unique digital facade, that printed fritted glass work as envelope of the building, that give an aesthetic to the building conrete structure, the facade pattern work as conrolling heat gain to enter the building and to minimize it , also it mskes city grid as frames views for nearby buildings from the interior, it acts as a framed window in traditional style but without actual frame constructions the most challenging phase in the project was the facade and how to make it affordable.

South-facing was the start point to design the facade of the center, it work to raise program of the center that opens to the street corner for a wide level of pedestrian activity, from larger gatherings to smaller individual seating areas. Part of plaza to work as porch to make a high level of space creating a welcoming yet preserved urban edge shared by students and the general public that both exhibits University life while giving students a place to view the city.

The facade pattern is the illusion of a random array of geometric forms with asymmetrical shapes and to make frame views of the city, it acts as cloud cover to allow the light to enter the interior space of the building, and it also control the light quality and quantity, while the glass of the building is its fabrication for design purpose, it is transparent, lightweight and glass skin and it gives a sense of solidity and mass, also it work as the required functional and energy efficiency performance for the building, to add more hospitable exterior environments providing by the interaction of sunlight and complex geometry,it allow more angular and organic forms, when the sun exposed on the south and on the west sides, the pattern will reaches 90 percent coverage, while on the darker north and east sides has a partly shadow from the university compus, to allow the light enter inside the center.

Sustainability in the center was in maximizing the use of recycled materials with the highest standards of product quality.

Fig 1302-131. Pictures shows External view for Ryerson University Student Learning Centre.

131

Fig 1322-132. Pictures shows details of the facade for Ryerson University Student Learning Centre.

133

CHAPTER 03: PROGRAM ANALYSIS

Detailed Analysis of Schemas

134

135

Primary School for Sciences and Biodiversity / Chartier-Dalix architects

Landscape & outdoor space

The primary School for Sciences and Biodiversity designed by Chartier-Dalix architects was a winning proposal of a competition for innovation design for a primary school and sport hall, the project built in the heart of urban renovation area in western suberbas in Paris, France, it founded in 2013. A primary school for Sciences and Biodiversity has a public gymnasium with grass grown roof, the school was build in old town in Paris, France to redevelop the total area surround it, the school designed especially as innovative advanced programme and environmentally engaged, it act as a development of a primary landscape and texture, the school project is a mixed program to design school and sport hall but also it has a third element which is encouraging and supportive the biodiversity.

The connection is to give a logical order for the various elements and for giving a supporte in teaching spaces enter into conversation with outdoor play spaces with flexible contours which are systematically subject to a more playful accessible landscaping process, one involving visual continuity.

The school project need particular requirment needing to fit with a surrounding situation, urban enviroment and a complete a wide range of urban biodiversity, it worked by taken the height of the school and the height of the other buildings in urban area surrounging in consideration, which work to select a native kind of vegetation and normal nature , take in the consideration the school building cover , and material which use it in the school.

50%

Education space

20%

Auditorium 05%

Administration/ staff 06%

Services

12%

Circulation 06%

136 Pictures shows Primary School for science and biodervisity.

Fig3-01.

and biodervisity

Fig3-02. Pictures shows Spectrum Diagram Primary School for science and biodervisity.

The height of the gymnasium is 12 meters hight which, while the school on the ground and first floors, and the third floor it has a primary school.

The programme divided into 6 sections, which are education space which include classrooms and laboratory, administration which include offices, finicial room, adminstration room and teacher rooms, circulation, auditoriuom, landscape & outdoor spaces and services.

The first section take 50% of the total area which is the landscape & outdoor spaces , which is the main part for designing this school, it include interior and exterial sport hall plus public gymnasium and recreation outside area. it is a total of four units which arelocated in the roof of the school, this considered as 137

a part of outside of the school, open to the enviroment, also the school building has an interior playgroundwith small auditorium with double hight ,it has a view to the school courtyard and serviced with toilets, shower and storage, all of the sport facilites are open to school students and to the public.

General Programme

Landscape& outdoor space Total

The outdoor space have a both enclosed and closed hall, the enclosed hall which is outside , open to the air , the enclosed courtyard used as a playground for the school and also it works as a place for students to meet and gather every morning, the building rotated in a degree to give such away to provide a maximum void ouutdoor place for students in the school.

The school building has eighteen classrooms (seven pre-school, eleven primary school) which are the second main part of the school, each classroom designed to be fit for 30 students, the class rooms are the part of education space which also have the laboratories, The school building have seven different kind of Laboratory, like science lab, media lab, languague lab, biology lab, library, art classroom and handwork classroom, the total area of education space around 20% of the school building, which is the second main part of the school building.

The adminstration facilites and staff offices focused on the central of the school building, it work for providing orderly supervision and security to the senior users. these facilites take place 06% of the total area of the school building, it include the financial office, administration rooms and first aid room, also it has offices which are the most commen facility in each schoo, it give the teacher place to work and take place in quite comfortable place in school faraway from the students.

Education space Total Auditorium Total

Administation/ staff Total

The Auditorium or the multipurpose hall have 05% of the total area of the school, stage, lobby, set rooms, control room, mechanical room and back stage , all of these functions that include the auditorium.

The services has12% of the total area of the school building, it include storage, public toilets ( male/ female + disabled), mechanical (MEP) space, security room, drop - off for cars, drop - off for busses, cars parking, kitchen/ cooking & preparation, kitchen store, garbage room and facility room, also it has the food court, it includes dinning hall, canteen and dining terraces, it offers spaces for students to have lunch and gathering with freinds in their break and leisure time. all of these function give the users the easy ensure the spaces, experience an untroubled stay.

138

Services Total Circulation Total Total

Services Outdoor play area Indoor play area

Class room Technical workshops Science lab Media lab Language lab Biology lab Library Art classroom Handwork room

Multi-function hall

Finance Administration Firt aid room Teacher's room Staff room

Dining Hall Canteen Dining Terrace Storage Public toilets(male/female+disable Mechanical (MEP) space Security room Drop- off for cars Drop- off for busses Car parking Kitchen/cooking & preparation Kitchen Store Garbage room Facility room

Transition areas & corridors

Fig3-03. Pictures shows Table of Program Primary School for science and biodervisity.

Area per unit ( m2) Recurrence Total Area (m2) 3200 1 3200 500 1 500

25 25 100 100 100 100 200 100 100

350

35 40 25 20 10

25 20 25 20 35 60 15 10 25 15 20 60 20

18 2 1 1 1 1 1 1 1

3700 450 50 100 100 100 100 200 100 100

1

1300 350

4 3 1 4 5

350 140 120 25 80 50 415 50 20 50 60 280 60 15 10 50 150 40 60 20

2 1 2 3 8 1 1 1 2 10 2 1 1 6

865 300

300

6900m2

300

139

Jean Moulin High School

/Duncan Lewis Scape Architecture

Jean Moulin High School designed by Duncan Lewis Scape architects was a winning proposal redesign for a high school that was demolished by the weather effects, the project designed to work with the surrounding topography overlooking to the river Meuse in Revin, France, it founded in 2016.

Landscape & outdoor space

20%

Education space

32% 03%

Administration/ staff

Auditorium

10%

Services

20%

Circulation

15%

Fig 1403-04. Pictures shows Arial View for Jeon Moulin High School

Fig 3-05. Pictures shows Spectrum Diagram for Jeon Moulin High School

On the 2010 the weather effects which are the wind and snow fell act to remove the roof of Jean Moulin school, a restoration school competition orgnized by the municipality of the Revin city, the architects worl to create the new school building taking the benifits of the topography of the landscape using a limitation restriction of the slope, the school is situated in the higher place and retreat almost up, it was design to create a manner of direction through the surrounding topography.

The main part of Jean Moulin High School is theeducation spaces, it has 54 classrooms (50 class rooms and 4 for technical workshops) , each classroom designed to be fit for 25 students, each classroom has a vertical and oblique windows to provide good overhead lighting, the school has natural sunlight access that come from the windows, also Jean Moulin High School have different kinds of Laboratories, like science lab, media lab, languague lab, biology lab, library, art classroom and handwork classroom, the total area of education space around 32% of the school building.

The school building has a main function which is the classrooms at the right side of the schoo. which is overlooking to the river, also it has a hostel for students, housing for teachers, a gymnasium, with landscaping and site development arround 6,5 hectares.

The school building has a basement work as technical floor support by local wooden structure which is from the forest. The first floor include class room , the wall of the class room were made from wooden, also the school building designed with careful management of energy.

The second main part of Jean Moulin High School is the Landscape & outdoor space, the Jean Moulin High School has outdoor playground and indoor playgroundand, it has a special space for an athletics track the design makes the transition to a smart gym, the playground for basketball, volleyball, and handball.

141

Jean Moulin High School has alot of an outdoor and landscape space , all of the outdoor space over looking to the the river Meuse, it has also enclosed space, it used as a place for students to meet and gather during winter time, which can not go outside of the school, 20% is the total area for the Landscape & outdoor space in Jean Moulin High School.

General Programme

Landscape& outdoor space Total

The Auditorium or the multipurpose hall have 03% of the total area of the school, stage, lobby, set rooms, control room, mechanical room and back stage , all of these functions that include the auditorium.

10% is total area for administration space in Jean Moulin High School, which has space for finicial , administration and clininc, also it include teachers room and staff room, it give the teacher place to work and take place in quite comfortable place in school faraway from the students, it has located in the first part of the school.

The services has 20% of the total area of the school building, it include storage, public toilets ( male/ female + disabled), mechanical (MEP) space, security room, drop - off for cars, drop - off for busses, cars parking, kitchen/ cooking & preparation, kitchen store, garbage room and facility room, also it has dining hall, canteen and dinning terrace, it offers spaces for students to have lunch and gathering with freinds in their break and leisure time, all of these functio ngive the users the easy ensure the spaces, experience an untroubled stay.

Education space Total Auditorium Total

Administation/ staff Total

Services Total Circulation Total

Services Outdoor play area Indoor play area Landscape outdoor area

Class room Technical workshops Science lab Media lab Language lab Biology lab Library Art classroom Handwork room

Multi-function hall

Finance Administration Firt aid room Teacher's room Staff room

Dining Hall Canteen Dining Terrace Storage Public toilets(male/female+disable Mechanical (MEP) space Security room Drop- off for cars Drop- off for busses Car parking Kitchen/cooking & preparation Kitchen Store Garbage room Facility room

Transition areas & corridors

Total 142

Fig 3-06. Pictures shows Table of Program for Jeon Moulin High School

Area per unit ( m2) Recurrence Total Area (m2) 750 2 1500 600 1 600 1200 1 1200

35 40 250 250 250 300 350 250 250

500

100 100 70 30 15

25 20 25 80 70 170 15 25 40 20 50 170 40

50 4 2 3 3 2 1 2 2

3300 1750 160 500 750 750 600 350 500 500

1

5860 500

5 4 1 20 10

500 500 400 70 750 150 1870 50 20 50 240 1750 170 15 25 80 700 150 170 40

2 1 2 3 25 1 1 1 2 35 3 1 1 6

3460 3000

3000

3000 18000m2 143

The Ørestad College /3XN Archi-

tects

The Ørestad College is a secondary school and gymnasium, founded on 2005 , in Ørestad Boulevard, Copenhagen, Denmark, was designed by 3XN architects, the owner of the project is Copenhagen Municipality, it has an area arround 12.000 m2, the school building won the Copenhagen’s Cultural Fund Award 2007 and Forum Aid Award 2009 and was nominated for the Mies van der Rohe Award.

The aim of school building design is to create an open studying circumference in new way of designing rethar then the enclosing boundary class rooms that is traditional way of teaching, it focus on modern way of teaching, using modern teaching technique and methods, it focus specially in media, communications, and culture. All teaching methods are digital and contemporary way of teaching, so the school building is a result of innovative architecture idea for school building.

All the floors on the school building are open directed to the main court, where the main staircase way upwards to the roof terrace, the main staircase acts as the main link between up and down, the staircase designed bigger space then what needing it becomes a space in itself. ,on the other hand it works as the center of the school building for educational and social life. There are three huge structural columns visible shape to the primary load bearing system, realized by a number of smaller columns positioned arrange according to structural requirement, not as part of a regular grid, In addition, washrooms and elevators are contained within two of the three cylindrical structures

Landscape & 04% outdoor space

Education space

15% 05%

Auditorium

Administration/ staff 06%

Services

20%

Circulation

The open rotation in each floor become as a part of vertical height focal court and forms to create the powerful huge super structure, it provide community and expresses the school’s a hope or ambition of achieving for having more than one branch of knowledge. education through the zoning, to enables the different teaching and learning spaces to overlap and interact with no borders to avoide the level changes makes the organisational flexibility as high as possible.

The main central staircase give the allowance for double-height and triple-height spaces which is meke it through the concentricity of interest and management programs below grade and on the main floor departuring the upper floors adjustable as needed.

144

50%

Fig 3-07. Pictures shows Spectrum Diagram for The Ørestad College.

Fig 3-08. Pictures shows External view for The Ørestad College.

145

All the floors on the school building are open directed to the main court, where the main staircase way upwards to the roof terrace, the main staircase acts as the main link between up and down, the staircase designed bigger space then what needing it becomes a space in itself, the main part of the Ørestad College is the circulation part, which has the total area around 50% of the Ørestad College.

General Programme

Landscape& outdoor space Total

15% is the total area of the Ørestad College for education space, which has private and public classrooms, and some closed laboratories.

06% is total area for administration space in the center, which has space for finicial , administration and clinic, also it has some offices for those who works in the center divided in each floor.

The Auditorium or the multipurpose hall have 05% of the total area of the school, stage, lobby, set rooms, control room, mechanical room and back stage , all of these functions that include the auditorium.

The services has 20% of the total area of the school building, it include storage, public toilets ( male/ female + disabled), mechanical (MEP) space, security room, drop - off for cars, drop - off for busses, cars parking, kitchen/ cooking & preparation, kitchen store, garbage room and facility room, also it has dining hall, canteen and dinning terrace, it offers spaces for students to have lunch and gathering with freinds in their break and leisure time, all of these functio ngive the users the easy ensure the spaces, experience an untroubled stay.

Education space Total Auditorium Total

Administation/ staff Total

The school has confirmed economical through the mitigation of corridors and walls throughout the building, because of its advanced design. Originally the school was designed for 800 students but it now fits for 1100 students due to the elastic floor plate systems where each square meter is completely applied.

Services Total

146

Circulation Total

Services Outdoor play area Indoor play area Landscape outdoor area

Class room Technical workshops Science lab Media lab Language lab Biology lab Library Art classroom Handwork room

Multi-function hall

Finance Administration Firt aid room Teacher's room Staff room

Dining Hall Canteen Dining Terrace Storage Public toilets(male/female+disable Mechanical (MEP) space Security room Drop- off for cars Drop- off for busses Car parking Kitchen/cooking & preparation Kitchen Store Garbage room Facility room

Transition areas & corridors

Fig 3-09. Pictures shows Table of Program for The Ørestad College.

Area per unit ( m2) Recurrence Total Area (m2) 400

20 40 100 150 150 100 600 170 120

700

40 70 25 15 15

70 50 40 60 50 200 10 10 15 20 30 120 50

6000

1

400

7 3 1 1 1 1 1 1 1

400 140 120 100 150 150 100 600 170 120

1

1650 700

3 4 1 10 8

700 120 280 25 150 120

1 1 1 2 12 1 1 1 1 50 2 1 1

695 70 50 40 120 700 200 10 10 15 1000 60 120 50

2445 6000 6000 147

Ryerson University Student Learning Centre/ Zeidler Partner-

ship Architects, Snøhetta

Ryerson University Student Learning Centre special designed for university students founded in 2015, in Toronto, Canada with area around 14,200sqm, it was designed by Zeidler Partnership Architects, Snøhetta architects, the center has designed special for Ryerson University’s Student .

The center was design to provide the students an outstanding a variety of creative and inspiring learning studing environment to collaborate each others and collaborative spaces to discover and innovate, and socialising, the center work to break the daily student life routine rhythms and movements, the center designed special for university students and general to the public.

The center is connected to university by bridge and it has a links to the existing Library building, the university compus had problems to define itself with city urban context, the center work to add new value for urban context, with the university building next to it, the center works to redifine and give the identity to university and connect it to cityscape .

The center is connected to university by bridge and it has a links to the existing Library building, the university compus had problems to define itself with city urban context, the center work to add new value for urban context, with the university building next to it, the center works to redifine and give the identity to university and connect it to cityscape .

06%

Education space

Landscape & outdoor space

25%

Auditorium 06%

Administration/ staff 06%

Services

12%

Circulation

The project content of eight floors, each floor has a unique and different kind of design space and atmosphere, inspired by themes found in nature,either it open or closed with flixable furniture design, and terraces.

The center building designed in a way to connect the spaces to serve the outside and the innerside of the campus world and their resources, and it works to give identity to both the suspended out and the organization that promotes it, and to give the space specific enough that students can both find spots with their favorite qualities and each other.

45%

Fig 1483-10. Pictures shows External view for Ryerson University Student Learning Centre.

Fig 3-11. Pictures shows Spectrum Diagram Student Learning Centre.

for Ryerson University 149

The ground floor in the building has commercial spaces, and then raised the building up at one corner to invite you up along broad stairs to a double-height to work as bridge that connects directly to the library.

Each floor have an educational space deigned in different way rether the indoor classrroms, outdoor class rooms and some laboratories, the total area for education space around 25% of the center.

General Programme

Landscape& outdoor space Total

06% is total area for administration space in the center, which has space for finicial , administration and clinic, also it has some offices for those who works in the center divided in each floor.

In the first floor there is a multipurpose hall, also in fourth floor there is an open floor for an Auditorium , which have 6% the total area of the center.

The most common part in the center is the circulation with total area 45% of the center, the center was designed in different way to be as an open space and to give more freedom for students.

The services has 12% of the total area of the school building, it include storage, public toilets ( male/ female + disabled), mechanical (MEP) space, security room, drop - off for cars, drop - off for busses, cars parking, kitchen/ cooking & preparation, kitchen store, garbage room and facility room, also it has dining hall, canteen and dinning terrace, it offers spaces for students to have lunch and gathering with freinds in their break and leisure time, all of these functio ngive the users the easy ensure the spaces, experience an untroubled stay.

Education space Total Auditorium Total

Administation/ staff Total

Services Total Circulation Total

Services Outdoor play area Indoor play area Landscape outdoor area

Class room Technical workshops Science lab Media lab Language lab Biology lab Library Art classroom Handwork room

Multi-function hall

Finance Administration Firt aid room Teacher's room Staff room

Dining Hall Canteen Dining Terrace Storage Public toilets(male/female+disable Mechanical (MEP) space Security room Drop- off for cars Drop- off for busses Car parking Kitchen/cooking & preparation Kitchen Store Garbage room Facility room

Transition areas & corridors

150

1000

1

1000

60 20

10 65

1000 600 1240

250 250

1 2

250 500

600 200 250

1 1 1

600 200 250

1000

1

3640 1000

5 7 2 15 12

1000 150 315 60 225 180

200 40

1 2

930 200 80

50 40 250 15

3 20 1 1

150 800 250 15

60 100 50 45

1 1 1 2

60 100 50 90

30 45 30 15 15

7100

1795 7100 7100 15500

Total Fig 3-12. Pictures shows Table of Program Student Learning Centre.

Area per unit ( m2) Recurrence Total Area (m2)

for Ryerson University

151

Landscape & outdoor space

Landscape & outdoor space

Education space

06%

Education space

Landscape & outdoor space

15%

20%

Education space

Landscape & 04% outdoor space

05%

Auditorium

Administration/ staff 25%

06%

Auditorium

Services 06%

Administration/ staff 06%

50%

Education space

32% 03%

Administration/ staff

Auditorium 20%

Circulation

12%

Circulation 10%

20%

Services

Services

Auditorium 05%

Administration/ staff 06%

Services 20%

Circulation

12%

Circulation 06%

15%

50%

45%

Fig 3-13. Pictures shows Comparison of precedents ‘ Spectrum Diagram’, Primary School for science and biodervisity, Jeon Moulin High School, The Ørestad College

152

and Ryerson University Student Learning Centre.

153

THE UNIVERSAL STANDARD

154Fig 3-14. The universal standard of human scale.

Fig 3-15. The universal standard of human scale.

155

The main function of building is to protect person against the weather effects and to give an environment that preserves his fully-being. it is required inside atmosphere includes kindly moving good air, pleasantly warmth, air humidity and light required.

To provide these conditions which is the most significant circumstance are the location and direction of the housing in the landscape as well as the process of spaces in the house and its type of construction.

Safeguard measurment must prohibit glare, glow, and adjust the influx arrival of heat from sunlight.

In climates moderate, large window opening with a high but spread incidence of light are preferred, whilest in hot climates, small window opening work to allow enough light to enter inside. Venetian hides with flat narrow piece of wood. aluminium or plastic, roller shutters, roller hides and slightly angled sun hides are all helpful and can be adjusted as required.

Fixed external devices are clearly less flexible than retractable or adjustable ones. Heat rising up the face of a building should be able to flight, and not be locked by external sun screens or allowed to enter the building through open skylights.

Normally, doors open into the room. The width of a door design according to use and the room into which it leads. Doors have two optiotion for opening inward or outword.

According to the standard Space requirementsfor classroom as traditional teaching , for teaching in sets 3.00m/7pupil, for open plan teaching 4.50m for one place including auxiliary areas needed for each subject. Standard room according to the shape, rectangular or square with a max. size (12x20,12,06, 12x12,12x10), roomdepth of 7.20m it is possible to have windows on one side only. • (7) Floor areas are: traditional classroom. 1.80-2.00ml/pupil, open plan 3.00-5.00 rill/pupil. The clear height should be min.

2.70-3.40m.

Front of class, chalkboard with sliding panels. protection space, socket for TV, radio, tape recorder.wash basin near entrance. Provision for hanging maps. Facility to black out windows.

Group rooms divided into separate workspaces to accommodate mixed ability classes Only in special cases. Alternatives to individual classes and group room, 2-3 classrooms joined together to make teaching spaces for discussions between pupils and teachers, or lessons in larger. Reading areas. groups: can also be divided by partitions.

Draught.

156

Fig 3-16. The universal standard for classrooms.

157

Excluding lobbies and entrance areas also connect to horizontal and vertical circulation (corridors. stairs, ramps) and Can be used during breaks (0.50m2ipupil). Multi use area for parties. play or exhibitions.

Room for teaching materials 12-15m7, centrally positioned, part of the staff area or in a multipurpose room.

For the laboratory standard, Language labs should be within or directly related to the general-purpose teaching area, and close to media lab and library Approximately 3 language lab. places per 90 pupils will be needed. The size of LT (listen/talk) and LSRIlisten/talk/record) labs is approx. 80 m7:booths 1 x 2m, number of places/lab. 24-30, i.e. 48-60 m7, plus ancillary spaces(e.g. studio, recording room, archive for teachers’ and pupils’ tapes). Artificially-litinternal language labs with an environmental control system are also possible.

Total of 30-40 or 70m2 area depending on the size of the school and the science area. Internal rooms with artificial light allowable. Ideally, they should be in the form of a studio, with a lobby between the lab and teaching area. Dark room with areas for printing I1 enlarging table for 2-3 pupils, combined with wetprocessing places), for developing negatives and rooms or area for loading film.

The best position of classrooms direction is north side. facing with constant room temperature. Space required depends on number of pupils, generally 6-14 pupils per group. at least 3-4m2 per workplace.

Library, media centre and central amenities act as information centre for classwork, further education and leisure and may be used by pupils and teachers also for nonschool users. Library includes a conventional school library for pupils and teachers with books and magazines, lending facilities. reading and work places. The media centre is an extension of the library with recording and playback facilities for radio, film, TV, i.e. audiovisual equipment and a corresponding stock of software, microfilm and microfiche facilities. Standard space requirement overall area library/media centre 0.35-0.55m2/pupil.

Book issues and returns have an area around 5m2 per workplace, and catalogue space of 20-40w2 information, librarian, media advisor, media technician, etc. it needs offices around 20-40m2.

The number of reading places in the library depends on the number of students in the various subjects.

The services offered include inter library loans as well as photocopying, and reading and printing from microforms (microfiche and microfilm).

158

Fig 3-17. The universal standard for classrooms.

159

The space required 2.4-2.5m2 per one place, entrance must be controlled and it required storage for bags. Also the Libarary need book storage space, with space required 1.0-1.2m2/200volume, it has height around 2m, and around 6-7 shelves for bookcases.

For IT room which has computers need to face the north side if it is possible, also it need to be on the upper floor not the ground floor, according to the guidelines for computer workspace will be design the IT rooms, and it’s size depend on the no. of users.

The center need enclosed break area around 0.4/0.5m2/pupil, it could be use for others events, it has to be connect with center building and the sport hall, For kitchen and dining room, it need to consider the size and equipment, space required for serving system between 40-60m2, number of pupils and sittings effect the size of dining room, it needs 1.21.4m2 min. space per seat, and provide one washbasin per 40 seats located at the entrance.

For malti purpose hall which can be use as large lecture theatre, the best access the hall will be separated and the entrance should be in front of the theatre, the hall designed to fit up to 300 seats , the space requirment is 0.8 - 0.95m2 per pupil. 15m2 is the min. size of the rooms in the hall.

For cloakroom it need space 0.15- 0.16m2 per seats, and it must have place outside near the classrooms, it seperated between female and male, according to the standard every 20 person need 1W.C. The center need both vertical and horizntal circulation, for vertical circulation the center need An effective standard for stair capacity calculate according to the number of users, average and occupancy, the width of staircase at least 0.80m/100 people (minimum1.25m, max. 2.50m). Alternatively:0.10rn/15 people. (Only the top floor iscalculated at 100% occupancy, remaining floors at 50%.

The administration part has an offices design to be open and close way, 20-24m2 space for the vice presedent, 15m2 for assistants office, 15m2 for secretary office, 10m2 for teacher and staff rooms.

For Mechanical room and electrical room, it need to be fit for transformer with higher no. of connection, it need to be enclosed in fire resistant wall , pipes wall and cables. Also it has place for air conditions and cenral vantilation requirment.

160

Fig 3-18. The universal standard for schools.

161

General Programme

Program Formulation

(Conclusion of Architectural Precedent’s Program) According to the last four programs and the spaces analysis, The Development Youth Center concluded area showen in the table, the average area required for the center with an estimated total area of 15,000m2 . The deduced program consists of 6 main sections; Landscape outdoor space, Education space, Auditorium, Administration/ staff offices, Services and circulation.

Landscape & outdoor space

From the table it can be inferred that the large part of the center which has 30% of the total area of the center is the circulation.

The second main part that comprising 24% of the total area is made up of Landscape& outdoor space part, which include four parts, first part is an outdoor sport hall, which is exterior playground, the second part is indoor sport hall, the third part is interior court space, which is place inside to school open to the air like courtyard, the last part of the project is landscape outdoor area. Landscape & outdoor spaces are required in term to enhance the center’s functions and to have a variety in activities.

The education space has 14% of the total area in the center, it divided into 8 parts, which are classrooms, technical workshop, IT room, midea lab, languague lab, library, art classrooms and handwork rooms.

An auditorium and malti purpose hall are comprising 08%bof the total area, it includes multi-function hall, stage, back stage, set room, control room, lobby, special room and mechanical room.

Administration facilities and staff offices are take 2%of the total area, which have finance, adminstration , administration office, clininc, staff room and teacher’s room where teachers can work in a comfortable place, it have providing regular suspervision and security to the students.

To secure the users are easy and experience an untroubled stay, 22% of total area work as service part for the center, it include dining hall, canteen, dining terrace, reception, lobby, atrium, preyer room and W.C for both gender, storage, mechanical and electrical room, security room, equipment store, drop off area for cars and busses, kitchen prepartion, kitchen store, general purpose room, library store, archive room, garbage room and facility room.

162

20%

Education space

30%

Administration/ staff

Auditorium

06% 02%

Services

17%

Circulation

25%

Fig 3-19. Summery of Spectrum Diagram.

Services Area per unit ( m2) Recurrence Users Total Area (m2) Outdoor play area 600 1 600 Indoor play area 600 1 600 Interior court space 1000 1 1000 1500 1 1500 Landscape& outdoor space Landscape outdoor area 3700 Total Traditional class room 50 25 20 1250 Open class room 60 25 20 1500 Technical workshops 50 10 20 500 IT room 60 2 15 120 Media lab 80 2 20 160 Language lab 80 3 20 240 Library 500 1 20 500 Art classroom 100 3 25 300 Music room 200 1 35 200 Handwork room 100 3 25 300 Education space 5070 Total Multi-function hall 600 1 300 600 Stage 300 1 300 Set room 60 2 120 Lobby 95 1 95 Control room 50 1 50 Mechanical room 40 1 40 Back stage 45 1 45 Special room 20 1 20 Cloak room 15 2 10 30 Auditorium 1240 Total Finance 8 4 16 32 Administration 15 3 6 45 Administration office 20 2 2 40 Firt aid room 15 2 2 30 Teacher's room 10 15 50 150 Staff room 10 4 4 40 Administation/ staff 335 Total Dining Hall 100 2 120 200 Canteen 30 2 40 60 Dining Terrace 100 2 240 200 Reception 250 1 250 Main Lobby 150 1 150 Atrium 300 1 300 Prayer room 150 2 300 Storage 30 3 90 Public toilets(male/female+disable 50 10 500 Mechanical (MEP) space 150 1 150 Electrical room 5 2 10 Security room 15 3 45 P.E Equipment store 10 2 20 Drop- off for cars 10 2 20 Drop- off for busses 15 2 30 30 Car parking 30 15 30 450 Kitchen/cooking & preparation 45 2 90 Kitchen Store 50 2 100 General purpose room 40 2 80 Library store 100 1 100 Archive room 20 1 20 Garbage room 20 2 40 Facility room 30 3 90 Services 3295 Total Transition areas & corridors 5000 5000 Circulation 5000 Total Total Build up area = 15000m2 Total Project area = 18700m2

Fig 3-20. Summery of Concluded Program.

163

Place

Theatre

Event

Activity

Sport hall

Manual

Handwork

Art

Fine Sense

Music

Imaginary

Library Class room

Education

Development

Open class room

Learning Working

Workshop

Technology

IT

Communication

Media DINING

Gathering

Lobby

Entry

Administration

Control

Archive

Memory

Teacher

Respect

Staff

Landscape

164

Future

Work

Life

165

Contextual Issue Designing a development youth center for Jordanian youth brings about many youth and would need to respond various centextual issue. Jordan has a moderate climate, the design should return to the local climate context through careful building orientation and also through the use of appropriate construction material.

Different climate areas need different solution through the architecture, with the use of specific local materials. For example, most of architectueal precedents studied were built in cold and moderate climate areas and use building mateials that could be work in Jordan’s climate. The material on the wall in Primary School for Sciences and Biodiversity have a special design in away to encrouge the biodiversity of animals and plants.

Alleyways and stairs it has a culture and historical value for most of Jordanian city ( capital of Jordan), altough it makes the urban identity of Amman, it offers easy and fast movement for people from place to another, also it makes the social impact value for amman population, it makes them very popular to each other, helping, seating , playing, and standing togethar every time, they know each other very well,Most of Jordanial cities become a high density city, most of the original people in old city move to another houses far away from downtown and the refugees rent their houses to live on it, som it become poor area.

For designing a socially sustainble facility, all of ecological, economic, culture and education context must be classify in away to respect the social and cultural context begins from the functional areas of space , also the material selection and finishes. To get clear future design strategies it need to understant the ecological cultrural and social history.

The context must be carefully studied and analysis as it select building materials, the architecture style and layouts of the design which in act moving the results in either an efficient or an ineffective design.

166

167

CHAPTER 04: SITE ANALYSIS Jordan as a locality

168

169

SITE 01

SITE02 SITE 03

170

171

Site Selection The Youth Development Center is designed to be considered as a educational landmark, a needs to be identified and to be as attraction point to the visitors of Amman city was chosen to gather what will be called a Youth Development Center , this Amman city is very global oriented one, what will better than a Global city which gather and understand all students from everywhere, especially for the students that are needed into this building type. Amman city is capital of Jordan was chosen as a destination for being the most populous city in Jordan.The rapid growth and the large pecentage of young people in Jordan has leave a large needing effect of such kind of educational acadimec program projects in that city .

Each of the chosen sites acts a sociocultural contextual connection. The project must be completed in the shortest an amount of space where everyone can arrive in it easily , it must be ( able to seen ,easy to arrive, in an accessible area, encompassed by people (not hidden ), it will become a landmark in the city means that it should be known. The neighborhood context should be a residential area. The site must be as open as it can be. A good view such as water or trees will add it to the site to attract the users and providing them a spiritual and peaceful experience.

The sites chosen accordaing to the aim of logic select one out of the 3 sites to include the developed program. The selection will be based upon the maximum qualities capability that each site can offer and serve the purpose and upon measures of each site’s advantage and disadvantages.Such measures include the neighboring context, functional distributions and zoning, circulation, nois, views and panoramas from site and adjacent natural and natural and manmade features.

SITE 01

Fig 4-01. Alternate site 01

SITE 02

SITE 02

Fig 4-02. Alternate site 02

At the end, the appropriate site would be one that is able to be repeated more than once again and again, according to the needs, and at the same time should use low cost local available material. A site that is able to restore, combine and accommodate the growing of the young population in a safe, acadimecal and healthy environmet. The program of the center is looked as a medium to large scale one, the approximate GFA is about 17,300m2 , Therefore the site should not be less than 18,000m2 , and more than 24,000m2.

172

SITE 01

SITE 03

SITE 03

Fig 4-03. Alternate site 03

173

Site alternative 01 The first alternate site 01is located in Raghadan, in the east Amman next to the downtown of Amman city, in the Army streert which is connect Amman city with the others cities, the north east side of the site overlooking to the Royal Raghadan Palace, while on the north west site of the side have a main bus staition of Amman city, that has easy connect Amman city with the others cities.From the south it has a commercial and high density residential area, the site located to the main primary street from all of the sides.

The obviously formed of residential, commercial and some educational areas, It is considers as a one of Amman city district to be one of the most areas of the neighbourhood cities. It is safe, cheap, selfreliant area also it have a moderate weather.

The site has an area of approximate 24,000 m2, which can include the parking area ,the center building and the open outdoor spaces in the ground floor, it can easily fit the center program . The location of this site has an advantage of being behind a large amount of young people. most of the neighbourhood area arround the site area low rise commercial building.

Although the Amman city surrounded by mountains through several contour lines , but the site is on a flat land, because the land land starts to be relatively flat when it reaches the main street through several contour lines, at the same time it has a pleasant natural panoramic view toward the Amman mountains.

174

SITE 01

Fig 4-04. Alternate site 01

175

Site alternative 02 The second alternate site 02 is located in Ras alain, in the east Amman next to the downtown of Amman city, in the Omar Matar streert which is connect the east side of Amman city to the west side of Amman city, the north east side of the site overlooking to the high density residential area, while on the north west site of the side have The Jordan museum, culture center and park .From the south it has a police station, mosque ,bus station and education school, the site located to the main primary street from north side of the site.

The obviously formed of residential, cultural and some educational areas, It is considers as a one of Amman city district to be one of the most areas of the neighbourhood cities. It is safe, cheap, selfreliant area also it have a moderate weather, most of new museum and culture center has been build it in this area, because this area considered as a cultural area in Amman city.

SITE 02

The site has an area of approximate 20,000 m2, which can include the parking area ,the center building and the open outdoor spaces in the ground floor, it can easily fit the center program . The location of this site has an advantage of being behind a large amount of young people. most of the neighbourhood area arround the site area low rise residential building.

Although the Amman city surrounded by mountains through several contour lines , but the site is on a flat land, because the land land starts to be relatively flat when it reaches the main street through several contour lines, at the same time it has a pleasant natural panoramic view toward the Amman mountains.

Fig 1764-05. Alternate site 02

177

Site alternative 03 The third alternate site 03is located in the 7th circle, in the south of Amman, in the Airport streert which is connect Amman city with the airport, the north east side of the site overlooking to the Mosque, while on the north west site of the side have a low redidential area.From the south it has a commercial and low density residential area, the site located to the main primary street from on the south side of the site, also it has an easily transportation from everywhere.

The obviously formed of residential, commercial and some educational areas, It is considers as a one of Amman city district to be one of the most areas of the neighbourhood cities. It is safe, cheap, selfreliant area also it have a moderate weather. There are many schools and universities in this area that fully of young people.

SITE 03

The site has an area of approximate 17,000 m2, which can include the parking area ,the center building and the open outdoor spaces in the ground floor, it can easily fit the center program . The location of this site has an advantage of being behind a large amount of young people. most of the neighbourhood area arround the site area low rise commercial building.

Although the Amman city surrounded by mountains through several contour lines , but the site is on a flat land, because the land land starts to be relatively flat when it reaches the main street through several contour lines, at the same time it has a pleasant natural panoramic view toward the Amman mountains.

178

Fig 4-06. Alternate site 03

179

Circulation The corresponding diagrams illustratethe vehicular accessbility to the site through main, sub-main and connector roads. Moreover, It analyzes the proximity of the chosen site and it’s relationto public infrastructure. Of-site circulation patterns should be carefully understood as it would ultimately affect the in-site circulation.

The first alternative site 01 has easy and direct accesse from two roads one of them is the main road the other one is sub-main road, The site is facing the royal palace from the north west side with alot of green area around the palace the palace has a direct connect with the main street, from the north east there is a main bus station in city of Amman, the residential area is from the south east side on the sub-main road, the commercial area from the south west of the site on the sub-main road, the sub-main road is called K.Abdullah St. which is from the south side of the alternative site 01. The location of this site has an advantage of being on the main street which is army street the connect Amman city with others city in Jordan.

The second alternative Site 02 is facing the main street which is Omar Matar St. from the north east and west, it has an overlooking to the fomus hotels in Jordan from the north side, the Omar Matar St. act as a connection between the west and east side of Amman city, it is also in a high density residential area on the north side. In the south east side there is Jordan museum with small park in the Omar Matar St. , while in the south side of the alternative Site 02 there is a main street called Prs. Basma St. which is the main street that connect the site with Amman downtown, also at the south side there is some commercial building, police staition and mosque.

Fig 4-07. Site alternative 01, Vehicular accessbility and public transport diagram.

Fig 4-08. Site alternative 02, Vehicular accessbility and public transport diagram.

The third alternative Site 03 has a direct connect with the Airport road in the south side which is one of the main road in Jordan, most of new schools, sport complex and universities in this road, a residential area especially villas directly face the north west of the site, also it has a sport complex with connector roads, the commercial area in the south east of the site.

180

Fig 4-09. Site alternative 03, Vehicular accessbility and public transport diagram.

181

Location

Jordan St.

The opposite diagrams demonstrate the locality of each site with reference to major surrounding landmarks. The first alternative Site 01 is located in the east of Amman city, The royal palace in front of the site .The site has high traffic density because it has a main road which connect Amman city with the others cities, It lies 20 kilometers away from Az zarqa’a which is the second main city in Jordan, it is located near a main bus station, the area of this site has been considered as

Nasha Intersection

Maarei St.

Bus station

Army St.

Hashim St.

Yarmouk St.

Army St.

a low income area.

Site 02 is located in Ras Alain in the middle of Amman city, the site has important landmarks in the city such as: The Jordan museum, Ah hussein culture center, Ras Alain park, Jordan Gallery for fine arts, friday market and al muhajreen bus station, school, It lies 5 kilometers away from Amman downtown, it has 30kilometers away from the Airport, the area of this site has been considered as a miduem income area.

Site 03 is located in the south of Amman in the Airport street which is one of the main roads in Jordan The site is 7 kilometers away from the Airport and it has 15 kilometers away from the downrown of Amman, the area of this site has been considered as a high income area, it has a direct connection with the 7th Roundabout which is one of the main of the roundabout in Amman city, the site has easy transportation because it located on the Airport road.

Yarmouk St.

Fig 4-10. Site alternative 01, Location diagram.

4th Circle 3rd Circle Ps. Basma St.

Omar St.

2nd Circle

Ps. Ali St.

Omar St.

Fig 4-11. Site alternative 02, Location diagram.

7th Circle

K. Abdullah St.

Airport St.

Zahran St.

Zahran St.

K. Abdullah St.

182

Fig 4-12. Site alternative 03, Location diagram.

183

Neighbourhood Context The context digrams on the corresponding page is explaining the activities of the neighborhood and thezoning classification of areas near the site. As well as the physical contextual elements (such as adjacent buildings and roads). It as well shows the relationship between different zones and the population of the neighboring districts.

Fig 4-13. Site alternative 01, Neighbourhood context diagram.

Fig 4-14. Site alternative 02, Neighbourhood context diagram.

The first alternative Site 01 The site is is facing the royal palace from the north west side with alot of green area around the palace the palace has a direct connect with the main street, from the north east there is a main bus station in city of Amman, the high density residential area is from the south east side, the downtown commercial area from the south west of the site, there is a sub-main road is called K.Abdullah St. which is from the south side of the alternative site 01. The location of this site has an advantage of being on the main street which is army street the connect Amman city with others city in Jordan.

The second alternative Site 02 is facing the main street which is Omar Matar St. from the north east and west, it has an overlooking to the fomus hotels in Jordan from the north side, the Omar Matar St. act as a connection between the west and east side of Amman city, it is also in a high density residential area on the north side. In the south east side there is Jordan museum with small park in the Omar Matar St. , while in the south side of the alternative Site 02 there is a main street called Prs. Basma St. which is the main street that connect the site with Amman downtown, also at the south side there is some commercial building, police staition and mosque.

The third alternative Site 03 has a direct connect with the Airport road in the south side which is one of the main road in Jordan, most of new schools, sport complex and universities in this road, a residential area especially villas directly face the north of the site, also the commercial area in the south east of the site, while the south west site it has a residential building with park and school.

Fig 4-15. Site alternative 03, Neighbourhood context diagram.

184

185

Low rise Residential building building

The size and zoning diagram identify and analyz the boundaries of the alternate sites, their respective areas, and its best building plans, the setbacks and boundaries of the site as well as classifying the height of the surrounding fabric.

The first alternative Site 01 has as approximate area of 24,000 m2 and thus can readily fit the cenetr program , the north east side of the site overlooking to the Royal Raghadan Palace which is low rise building, while on the north west site of the side have a main bus staition of Amman city, that has easy connect Amman city with the others cities.From the south it has a commercial and high density residential area with low and mid rise height, the site located to the main primary street from all of the sides.

Residential building

Residential building Low rise Commercial building building Fig 4-16. Site alternative 01, Size and Zoning diagram.

The second alternative Site 02 has as approximate area of 20,000 m2 and thus can readily fit the cenetr program , the north east side of the site overlooking to the high density residential area which is low and mid rise building, while on the north west site of the side have The Jordan museum, culture center and park which low rise building .From the south it has a police station, mosque ,bus station and education school, which is low rise building, the site located to the main primary street from north side of the site.

The third alternative Site 03 has as approximate area of 17,000 m2 and thus can readily fit the cenetr program , the north east side of the site overlooking to the Mosque which is low rise building, while on the north west side of the site have a low rise redidential area.

From the south it has a commercial and low density residential area which is low rise building, the site located to the main primary street from on the south side of the site, also it has an easily transportation from everywhere.

Residential building

Residential building

Fig 4-17. Site alternative 02, Size and Zoning diagram.

Commercial building Residential Villa

Residential Villa

186

Fig 4-18. Site alternative 03, Size and Zoning diagram.

Residential building

187

Views Perceptual views and spatial patterns of the site play an important role in providing the required aesthetics in design. This include vistas,views of the site and views from the site. The selected plot is the one offering the maximum positive views to and from the site.

Fig 4-19. Site alternative 01, Diagram illustrating views and outlooks.

The first alternative Site 01 has an overlook on the royal palace with alots of natural features on the north side, on the south side there are a lots of mountains covered by low rise residential and commercial area , on the north west side the site has overlooking to Amman citadel and Roman Amphitheatre which considedred as a historical area, while on the east side the site has an overlooking to the bus station, Site 01 has the maximum open views from the north and north west side, while on the south side there are alot of low rise building act to block the view surrounding.

The second alternative Site 02 located in Ras alain, Amman, it has an overlooking on fumous high rise hotels from the northe side surrounding by natural features of mountains, also it an overlooking on the museums, also oit looks to low rise residential area , on the south side it has an overlooking to Amman downtown which has a low rise commercial buildings, also in has an overlooking to Amman citadel from the north east, the selected site has an attractive open view especially from the north side.

Fig 4-20. Site alternative 02, Diagram illustrating views and outlooks.

Fig 4-21. Site alternative 03, Diagram illustrating views and outlooks.

188

The third alternative Site 03 located on the Airport road, it has an open attractive view from all of the sides, on the north east side it looks to villa district which is low rise building for high income people, from north west it looks to low rise density residential area the has an open view to natural features, while on the south east side it has a mid rise commercial area, also on the south west area it has an over looking to the mid rise residential buildings for high income people surrounded by mountains and natural features the alternative Site 03 is considred as the best selected site because it has alot of on open views.

189

Nature and man-made features The opposite diagrams highlight the natural features (landscape,desert and water surfaces) and manmade landmarks that are proximate to the selected sites. also the diagram is explaining the distribution of natural landscaping and water.

The first alternative Site 01 lies in a high density urban area, is facing the Royal palace which surrounded by alots of green land andnatural feature, although this area is a high density area it has a minimum amiunt of green area and public parks. The site could be of sighnificant importance because the site lies 3 kilometers away from the Amman citadel which a romanian historical place, it located on the north west of the site , on the west of the site and 1.5 kilometers away there is a Roman Amphitheatre. The site is located on the bottom of Amman mountains that has a several contour lines, this could be a positive element in the site to creat a project with several views and interests.

Fig 4-22. Site alternative 01, Nature/man-made feature Diagram.

The second alternative Site 02 lies in a mid density urban area, area and has alot of nature features especially mountains and a few number of tree which create several views and interests in the area. However, it is 500m away from the nearest park on the south east. on the west of the site and 3 kilometers away there is a man made public park, but the view from the south is blocked because of several of man made projects. while in the north side it has a nice view through the mountains.

The third alternative site 03 lies in low density area, with high income, it has a large amount of natural features such as mountains, green areas and trees especially on the north side, which make an attractive view, the nearest man made park on the north east 6000m away from the sellected site which considered as the largest park in Jordan, also from south side there is a little of natural features.

Fig 4-23. Site alternative 02, Nature/man-made feature Diagram.

190

Fig 4-24. Site alternative 03, Nature/man-made feature Diagram.

191

Environmental Factors The climate diagram is analyzing the sun path and the direction of the wind, as well as analyzing pollution coming from noisy areas. Since all of the sites are located in Amman which is the capital Jordan, they all tend to have the same direction of prevailing winds, sun movement and rain direction. Each site experiences north westerly existing winds and south easterly warm desert curents.

The first alternative Site 01 has the sun rising from the back of the site, the most intense solar radiation comes from the south, especially in the sun set time, because the site facing the west , the low hight of the land and the open area surrounding the site in the north gives the area much more ventilation and prevailing winds, because the site on the main street and near bus station it offres maximum of noise pollution, also there is noise pollution from the souq area in downtown .

Fig 4-25. Site alternative 01, Diagram illustrating Climate factors and noise sources.

The second alternative Site 02 has the shortest side facing the south where the sun exploure reaches the maximum level, less lighting facing front of the site, the cold air come from the north west could be blocked by the surroung low - mid ride building, but the warm air from the south east could be easy access because all the area is open, the area has less pollution comperaing with the first alternative Site 01 .

The third alternative Site 03, also it has the shortest side facing the south where the sun exploure reaches the maximum level, less lighting facing front of the site, the site has a maximum cold air from the north west because most of the north side area are open and has low rise residential villas, the warm air from the south east could be blocked by the low - mid rise buildings, the alternative Site 03 has a less amount of pollution bocause most of surrounding area for high income people, with low density .

192

Fig 4-26. Site alternative 02, Diagram illustrating Climate factors and noise sources.

Fig 4-27. Site alternative 03, Diagram illustrating Climate factors and noise sources.

193

Figure-ground The figure-ground diagrams clarify the relationship between the mass and the void, it has is analyzing the relation between the voids which might be an empty spaces not constructed yet, also it has relating the amount of “figure” (buildings) to the amount of “ground” (white background space). They help elucidate the general patterns in the urban fabric encompassing each of the selected sites.

The first alternative Site 01 has an urban fabric which displays a hierarchical distribution in the street and block patterns, it has encompassing which is a high density residential area masses, the site has less amount of void and ampty spaces, This can be seen with the increased ratio of the mass to the void, where less than 20% of the urban context is comprised of void spaces, 80% of the urban context is comprised of masses .

Fig 4-28. Site alternative 01, Figure-ground diagram.

The second alternative Site 02 has an urban context. it dispalys through different activities, The north western region is packed with low rise resdential building and high rise hotels, it has a little No. of an open spaces and parks. The building typologies gradually change, offering more voids and open space in a south-east direction from the selected plot it has a low rise commercial buildings. This can be seen with the increased ratio of the mass to the void, where less than 35% of the urban context is comprised of void spaces, 65% of the urban context is comprised of masses. it is creating best balance between the mass and the void.

The third alternative Site 03, has an urban context, different from the previous selected sites, it has a large amount of empty spaces, the masses is low rise houses for high income level. This can be seen with the increased ratio of the void to the mass, where less than 60% of the urban context is comprised of void spaces, 40% of the urban context is comprised of masses.

194

Fig 4-29. Site alternative 02, Figure-ground diagram.

Fig 4-30. Site alternative 03, Figure-ground diagram.

195

Site Selection The preceding diagrams attempted to simultaneously analyze the alternative sites, the site selection was based on the table showing the positive and negative of the three sites ,thus identifying and evaluating the potential opportunities and constraints of each seletion.

Site 01 is is the most relevant selection for the prospective, it is well located in the center of the city, easily described and have a close bus stations in the area where all of the people can reach it easily, it has a direct connection with all the cities. It has no future building plan that blocks the views The site area is very suitable for having the youth center, ground floor parking and outdoor areas with some landscape areas. There are no close high-rise towers which blocks the views. The site is facing the the royal palace that make it a focal poit.

90

196

75

65

197

CHAPTER 05: Conclusion

Summary of previous chapters

198

199

Youth development center Developing society is one of the practical ways to increase education, experience and economy. the aim of development is to reach to the highest level of human efforts, and to give opporunities in order to strart with high knowledge skills, and also to expand the human’s knowledge to develope his life.

After World War II, The situation was disaster, The world faced problem of devastation, development was an urgent requirement, the first term of development was economic, accompanied by the human development, after that educational development has just started.

Each society consists of groups of elder people, youth and children, Youth age is between ( 15 - 24 years)Hashemite kingdom of Jordan has a rapid population growth, which means Jordan is a youth country, A center for youth development in Jordan is needed. because 2.2 million of Jordan youth suffer from a lack of interests, especially after school, university and work. They spend all the time on the streets, playing, seating and using the internet, they do not have a goal for their life, , they always try to waste the time, no matter if they kill it in bad or good things. Also many youths face a problem to continue their education, because of the difficult economic living situation.They also suffer from increasing number of students in each class because of refugees. They cause a decrease of education level. And this is one of the factors for students to leave school, The youths are the future of Jordan, and we should take care of their future.

The aim of the center is to solve problems for many youths and to begin their life in a successful way.

Some solutions the center will provide for youth is and to provide a safety place for them to meet. togather to protect them from street. The center is a place to share their idea and to improve them selves. Changing the psychologically of youth, providing all support for youth, changing the life style for youth,from seating, playing and spending their time on the street to do somethings useful to benifit the socity ,rising the awareness and responsibility, developing the skills ,preserve them from harmful pests ( Drug, smoking and robbing), which is spread wide in Jordan, take the maximum benifits of their leisure time, use youth energy for social benefits, train them for volunteer work, provide them a place to teach some activities for those who do not complete their education and providing place to help them in their educational life. which is the most important thing in their life.

200

Fig 5-01. The Ă˜restad College..

201

The fourth precedent study was Roy and Diana Vagelos Education Center in New York city, USA .

Architects are Diller Scofidio + Renfro, The idea behinde the design to create a vertical towe for medical education centre and to use the limitations of the site to make a space with vertically structured in section, rather than horizantally. The planning of design was to create a simple ceneter with dividing all the public areas and tasks in the program from the really private clinic spaces, and combination and squashing them into what is acheivly mannar as a vertical builfing.

The center have a wide range sections with ramps and stairs . The Education Center has a 14-storey levels tower that divided into advanced classrooms, collaboration spaces, laboratories and a state-of-theart medical simulation facility that reflects the 21st century medecine visions.

Precedent Studies Observation The analysis of the 6 architectural precedent studies provided an insight towards the architectural design of youth development center and education facilities.

The schemas developed for each of the projects had common features that addressed the specific requirements of young people. The study and analysis of precedent studies led to collect very important information and data to consider as well as mistakes to be avoided, in designing the next much better youth development center.

Firstly, The primary School for Sciences and Biodiversity designed by Chartier-Dalix architects was a winning proposal of a competition for innovation design for a primary school and sport hall, the project built in the heart of urban renovation area in western suberbas in Paris, France, The aim of the school is to return biodiversity to the heart of urban areas. The connection is to give a logical order for the various elements and for giving a supporte in teaching spaces enter into conversation with outdoor play spaces

The Ørestad College was the fifth precedent study , it is a secondary school and gymnasium, founded on 2005 , in Ørestad Boulevard, Copenhagen, Denmark, was designed by 3XN architects. The aim of school building design is to create an open studying circumference in new way of designing rethar then the enclosing boundary class rooms that is traditional way of teaching, it focus on modern way of teaching, using modern teaching technique and methods, it focus specially in media, communications, and culture. All teaching methods are digital and contemporary way of teaching, so the school building is a result of innovative architecture idea for school building. The wide range of multi-flexible study zones is the aim ideas for Ørestad College to change the idea of typical classical classrooms, the school designed for specail supports for 21st Century Learning Skills of cooperation, connection, Creativity and Critical Thinking. The main central staircase give the allowance for double-height and triple-height spaces which is meke it through the concentricity of interest and management programs.

The second precedent study was Blavatnik School of Government and public policy at the University of Oxford in united kingdom,was designe by Herzog & de Meuron architects, The school building has different volumes, it works to give a sense of scale and proportion, that can help combine the building within its careful historic context, it has some argument around the planning guidelines of the historic site, the design work as accurate a series of pure geometric circles, shifted discs, it is developed from the parameters of the site and plot boundaries that allows its important neighbors to maintain and improve their presence, while opening up access to the site.

The school building has specially designed to encourage students to interact between floors levels through the tiered formation of the building design which is act to support a chain of circle formed pathways surrounding the cenral open court.

The last precedent study was Ryerson University Student Learning Centre special designed for university students founded in 2015, in Toronto, Canada, it was designed by Zeidler Partnership Architects, Snøhetta architects,The main idea for the center is to redifine of an inner-city student commons and give it a value,it is audacious bid to redifine the space with urban surrounding. The project inspired by old historical space for gethering and meating , it was inspire from the Greece ancient, that has alot of stones and theatre in their design, the Greece ancient had inherently social where were learning in it. Sustainability in the center was in maximizing the use of recycled materials with the highest standards of product quality.

The third precedent study wasJean Moulin High School designed by Duncan Lewis Scape architects was a winning proposal redesign for a high school, it works by concentrating on the relationship between the built and the natural environment landscape and marage them, it was the main objective to win the school project, it became a challenge for new generation of architects, the school building follow the topography of the land.The forest balcony was the idea behind the school project, the school has special, unique and archetypal of this area, it was developed naturally in the school building, 202

Fig 5-02. Precedent studies conceptual diagrams.

203

Program Comparison & contextual issues The 3rd chapter encompassed the analysis and comparison of the architectural precedent programs,thus helping formulate a program that fits the needs of the Youth center users. Furthermore, it classified the various contextual issues that are generally faced in a design process. Such contextual issues point out to both physical (such as adjacent buildings, land contours and roads) and non-physical (such as culture and climatic conditions) elements.

Landscape & outdoor

Jordan has a moderate climate, so the design should respond to the local climate context through careful building orientation and also through the use of suitable construction materials. on the other hand, culture imposes another non-physical contextual issue.

When the educational system in Jordan started go down , a lot of it’s youth went out of school and had no education for the last 10 years ago, the design should be able to cover all of these youth needs. Therefore, the design facility should not ‘isolate and shelter’ the young people, but instead ought to ‘integrate’ them within the society. Respecting the social and cultural contexts starts from the functional zoning of spaces all the way to material selection and finishes.

As for contextual issues, Amman as a international city and a link between the west and east various cultures, It is crucial to have a special space that can tell a story of the truth that the center wants to deliver to the young people, since the center has a main goal is to display the true life for youth. a Therefore looking for a city like Amman that can deliver the center message was crucial. To design a socially sustainabile facility, all of the ecological, economic, cultural and educational contexts should be classified

Landscape & outdoor

Education

Education

Landscape & outdoor

Education

Landscape & outdoor

Auditorium Administration/ Auditorium

Services Administration/

Services

Education

Auditorium Administration/

Circulation Circulation Services

Auditorium Administration/ Services Circulation

Circulation

Fig 5-03. Comparison of precedents’Spectrum Diagrams’.

204

205

Program Formulation

2 MASS VOLUME

(The con-

cluded program) The concluded program shown in the opposite table summarizes the average areas required for the Center with an estimated total area of 18700 m2. The deduced program consists of 6 main zones; Landscape and outdoor spaces, Education spaces, Auditorium, Administration/ staff, Services and circulation.

From the table it can be inferred that the large part of the center which has 30% of the total area of the center is the circulation.

The second main part that comprising 24% of the total area is made up of Landscape& outdoor space part, which include four parts, first part is an outdoor sport hall, which is exterior playground, the second part is indoor sport hall, the third part is interior court space, which is place inside to school open to the air like courtyard, the last part of the project is landscape outdoor area. Landscape & outdoor spaces are required in term to enhance the center’s functions and to have a variety in activities.

1 AREAS 3 DIVIDE

The education space has 14% of the total area in the center, it divided into 8 parts, which are classrooms, technical workshop, IT room, midea lab, languague lab, library, art classrooms and handwork rooms.

An auditorium and malti purpose hall are comprising 08%bof the total area, it includes multi-function hall, stage, back stage, set room, control room, lobby, special room and mechanical room.

4 SPLIT & ARRANGE

Administration facilities and staff offices are take 2%of the total area, which have finance, adminstration , administration office, clininc, staff room and teacher’s room where teachers can work in a comfortable place, it have providing regular suspervision and security to the students.

To secure the users are easy and experience an untroubled stay, 22% of total area work as service part for the center, it include dining hall, canteen, dining terrace, reception, lobby, atrium, preyer room and W.C for both gender, storage, mechanical and electrical room, security room, equipment store, drop off area for cars and busses, kitchen prepartion, kitchen store, general purpose room, library store, archive room, garbage room and facility room.

206

Fig 5-04. Space Program Massing & Analysis.

207

Fig 5-05. Diagram of the formulated program.

208

209

Site selection The site selection was done through the analysis and comparision of 3 alternate localities in Jordan, The first alternative Site 01 was chosen which is in Amman downtown as a destination for being the most populous of Amman, for being one of the most populat areas in Amman city which is the capital of Jordan and becase of it’s location as the nearest city to other cities and it located near bus station which make the transportation easy from every where .

The selection was based upon the maximum potentialities that each site could offer and upon each site’s advantages and disadvantages, Measures for the selection encompassed the neighboring context, functional distribution and zoning, circulation, noise, views and panoramas from site and adjacent natural and manmade features.

The comparative analysis between the plots concluded that Side 01 was the most relevant selection for the prospective youth development center. The site has as approximate area of 24,000 m2 and thus can readily fit the youth development center program , The site is facing the royal palace from the north east, a residential area for further extension from thesouth side, while the commercial area from the west side, the bus station on the east of the site and the main street from the north side. The location of this site has an advantage of being is exactly facing the royal palace and very close to the main bus station of Amman city and downtown.

SITE 01

210

Fig 5-06. Alternate Site 01.

211

ATTRIBUTE

SITE 01

SITE 02

SITE 03

24,000m²

20,000m²

17,000m²

Site

Area Location

On the east side of Amman city.

On the middle side of Amman city.

On the south side of Amman city.

Density

High density (combination of others cities) .

Mid density urban area.

Low density ( high income people).

Automotive Traffic

Relativity higher automotive traffic due to neighbouring commercial activities.

Minimal vehicular Traffic compared to others two sites.

Vehicular Traffic lower then site 01.

Environmental (climate condition)

North Westley prevailing winds & south – easterly warm winds.

North Westley prevailing winds & south – easterly warm winds.

North Westley prevailing winds & south – easterly warm winds.

Noise pollution

Increased noise pollution due close proximity downtown & bus station.

Minimal Noise pollution.

Increased noise pollution due close proximity Airport.

Facilities vehicular Accessibilities

Accessible from Amman downtown

Accessible from Amman downtown

Accessible from Airport road

Close proximity to public transit

500m away from the bus station

200m away from bus station

700m away from bus station

Landscape and vegetation

Confined natural & Landscape zones.

Confined natural & Landscapes zones.

Confined natural & Landscape zones.

Landmarks

Close to Royal palace.

500m away from The Jordan Museum.

3000km away from Q. Alia Airport.

Water views

None.

None.

None.

Best combined views

Offers the best views.

Overlooks to the famous hotels.

Maximum Negative views (compared to site 01 & 02).

Context eligibility Fig 5-07. Comparative scheduale of the alternate 3 sites.

212

213

Design Concept The corresponding conceptual design Showing the functional spaces, circulation, built up area with the relation to the groundcover are and the outdoors, utilizes the physical context for the functional distribution of spaces and finally the final concept result.

Second floor

The design concept of the Youth development center aims to create an iconic landmark in Amman city, that spread the awareness of the youth rights. To start with mass observation study, to study in which position to locate the activities and space regarding to Sun & Wind direction. Further mass division is applied to accumulate with the building function and letting NW wind, Northern light to reach best spaces in the center. Form division arrangement is designed to block from the south sun radiation to avoid the heat gain affect inside the building.

First floor Split

Ground floor

Split

Total mass

In terms of wind, NW wind & summer wind are facing the educational spaces that need such good lighting in addition into the outdoor spaces to be kept away from heat radiation. Noise effect mainly is coming from Army St. which is main road and surrounding.

The form is divided and arranged to provide good views towards the main street. After dealing with sun and wind with masses, mass functional arrangement is done according to the building program.

Firstly, the center was devided into several zones, the main lobby and library in the ground level, close to interior open area to make some activities and playground, and the closed traditional class room was lefted upside to separate them from the open area and to let them have thier own activities and to give privecy to the spaces, it’s in the same floor level of laboratories and workshops so they can use easily these spaces.

Administration was placed in the fourth level which is the last level, close to the laboratories and workshops and at the same time it is connected easily with class rooms and main lobby. It has an easy access, reachable and has it’s own parking area separated from the auditorium parking.

Empty Plot

Split

Wind direction

Offices Class room Open space

Food court

Main Lobby

Adminstration Add mass

Laboratories

Audotrium

Parking

Add mass

Auditorium is placed in the south, becase it does not require that much of oppinings and it has a direct access to the main road, and it’s own parking facilities.

It is possible to use the level of the exissting ground to make underground area, with playing with the levels of the landscape to creat varieties of open spaces and outdoor sport areas.

214

Total mass

Third floor

Fig 5-07. Concept Diagram.

Sport

Empty Plot

215

References http://urbantoronto.ca/database/projects/ryerson-student-learning-centre https://www.architecturalrecord.com/articles/10223-ryerson-university-student-learning-centre https://snohetta.com/project/250-ryerson-university-student-learning-centre https://www.archdaily.com/771491/ryerson-university-student-learning-centre-zeidler-partnership https://www.dezeen.com/2015/12/03/student-learning-centre-ryerson-university-toronto-snohetta-zeidler http://urbantoronto.ca/database/projects/ryerson-student-learning-centre https://www.domusweb.it/en/architecture/2017/01/06/jean_moulin_high_school_scape_architecture.htm https://www.archdaily.com/804930/jean-moulin-high-school-duncan-lewis-scape-architecture https://www.designboom.com/architecture/off-architecture-jean-moulin-high-school https://divisare.com/projects/336068-duncan-lewis-scape-architecture-off-architecture-jean-moulin http://www.archello.com/en/project/jean-moulin-high-school http://openbuildings.com/buildings/jean-moulin-high-school-profile-38915 http://chartier-dalix.com/portfolio/gs-18classes/?lang=en https://www.arch2o.com/primary-school-sciences-biodiversity-chartier-dalix-architectes/ http://aasarchitecture.com/2015/01/primary-school-sciences-biodiversity-chartier-dalix-architectes.html https://www.archdaily.com/585862/primary-school-for-sciences-and-biodiversity-chartier-dalix-architectes http://www.archello.com/en/project/primary-school-sciences-and-biodiversity https://www.dezeen.com/2007/10/19/orestad-college-copenhagen-by-3xn-architects/ http://halilarsen.com/following/halilarsen.com/precedent-study-3XN-s-Orestad-Gymnasium https://en.wikipedia.org/wiki/%C3%98restad_Gymnasium http://3xn.com/project/orestad-college https://www.architonic.com/en/project/3xn-restad-college/5100079 http://www.architravel.com/architravel/building/orestad-college/ https://www.theplan.it/eng/magazine/the-plan-022-10-2007/orestad-collegehttp://www.contemporist.com/study-space-at-%C3%98restad-college-in-denmark/ https://www.flickr.com/photos/97521087@N03/9058242024/in/album-72157634152905637/ https://www.archdaily.com/771491/ryerson-university-student-learning-centre-zeidler-partnership-architects http://www.ryerson.ca/facilities-management-development/campus-design-construction/completed-projects https://snohetta.com/project/250-ryerson-university-student-learning-centre https://slc.blog.ryerson.ca https://www.designboom.com/architecture/snohetta-ryerson-university-student-learning-centre-toronto http://www.architectmagazine.com/design/buildings/snhettas-ryerson-university-student-learning-center-in http://www.architectmagazine.com/project-gallery/ryerson-university-student-learning-center_o https://www.archdaily.com/783390/blavatnik-school-of-government-herzog-and-de-meuron https://www.designboom.com/architecture/herzog-de-meuron-blavatnik-school-of-government-university https://www.designboom.com/architecture/herzog-de-meuron-blavatnik-school-of-government-oxford/ https://www.dezeen.com/2016/02/25/herzog-de-meuron-oxford-university-blavatnik-school-governance https://www.wallpaper.com/architecture/herzog-de-meuron-complete-blavatnik-school-of-government https://www.archdaily.com/793971/roy-and-diana-vagelos-education-center-diller-scofidio-plus-renfro https://www.dezeen.com/2016/08/05/diller-scofidio-renfro-completes-vagelos-education-center-colu http://www.architectmagazine.com/project-gallery/columbia-university-roy-and-diana-vagelos-educa https://www.architecturalrecord.com/articles/11972-roy-and-diana-vagelos-education-center-at-colu bia-uni https://archpaper.com/2016/08/peek-dsrs-new-14-story-study-cascade-columbia-university-medcenter/#gal http://newsroom.cumc.columbia.edu/blog/2016/06/10/columbia-university-medical-center-dedicates-roy-di http://aasarchitecture.com/2016/09/roy-diana-vagelos-education-center-diller-scofidio-renfro.html https://www.gensler.com/projects/columbia-university-medical-center http://www.gensleron.com/cities/2016/6/6/connecting-a-medical-school-to-its-community-the-roy-and-dhtml https://www.meteoblue.com/ar/weather/forecast/modelclimate/%D8%B9%D9%85%D9%91%D8%A7%D9% http://suncalc.net/#/31.9467,35.8587,15/2017.11.11/12:12

216

217

18*

218