COLLECTION 3 Jacob Waldbillig
TABLE OF CONTENTS Cover Page……………………………………………………………………………………………. ……………………………..1 Table of Contents……………………………………………………………………………………………………………….……2 Part 1: Analysis…………………………………………………………………………………………………………………….…..3 Boyd Education Centre..………………………………………………………………………………………………......4-6 Introduction and Site………………………………………………………………………………………………...…4 Interior Relationships and Organization………………………………………………………………………….....5 Exterior Building Elements………………………………………………………………………………………...……6 Howard House……………………………………………………………………………………………………………..…7-9 Introduction and Site………………………………………………………………………………………………...…7 Interior Relationships and Organization………………………………………………………………………….....8 Exterior Form………………………………………………………………………………………………………...……9 Part 2: Comparison……………………………………………………………………………………………………………….…10 Site and Surroundings……………………………………………………………………………………………………..…11 Interior Relationships and Organization…………………………………………………………………………............12 Exterior Form and Features…………………………………………………………………………………………………13 Conclusion………………………………………………………………………………………………………………….…14 References………………………………………………………………………………………………………………………….…15
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Figure 1. Boyd Education Centre – Exterior (Oz.e.tecture, n.d.)
Figure 2 Howard House - Balcony (Archdaily, 2011)
PART 1 : ANALYSIS
BOYD EDUCATION CENTRE
Figure 3. Boyd Education Centre – Overall Site (Google Mops, n.d.)
INTRODUCTION AND SITE The Boyd Education Centre sits upon an rural area know as Riversdale in llaroo, New South Wales, Australia. The 64 acres of land was originally granted in 1853 to Captain Charles Wardlow. The property was passed around until it was purchased by Arthur and Yvonne Boyd in 1974 They continued to add land to the over 144 acres that they now own. The majority of the land has gone untouched with the exception of the original cottage that housed the offices of the Bundanon Trust company (Bundanon Trust, n.d.). The Boyd’s donated this land to the Shoalhaben river valley for the purpose of a state of the art retreat for artists and students (Oz.e.tecture, n.d.).
Bangalee Site
Nowra
North Site Access
Glenn Murcutt cooperated with Wendy Lewin and Reg Lark in a competition that was in search of an art retreat. After winning this completion, the project commenced in 1997 and was officially opened in February, 1999 (Corda, 2014). The Boyd Education Centre is located about 25 minutes west of the town of Nowra. The main building is located between forest and cultivated farmland, the building uses this location to its advance by creating spectacular views into both environments. The west access approaches the building in an oblique manner to enhance the perspective of the form. While the north access approaches the building on a frontal like manner. This being the main entry to the site, it provides a exceptional perspective on the main features of the building (Ching, 2015). Both of these entry's lead to the main parking lot surrounded by three timber cottages (Oz.e.tecture, n.d.). The user is then lead to a elevated outdoor platform.
Boyd Ed. Centre
West Site Access
Figure 4. Boyd Education Centre – Site (Google Mops, n.d.)
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Figure 5. Boyd Education Centre – Main Floor Plan (Oz.e.tecture, n.d.)
BOYD EDUCATION CENTRE INTERIOR RELATIONSHIPS AND ORGANIZATION The buildings interior scope comprises of an open plan including a hall area, commercial kitchen, outdoor court, and dwelling spaces. It was designed to host events such as dining, weddings, workshops, conferences, and performances (Bundanon Trust, n.d.). The small dwelling spaces shown in figure 6, allow the building to hold up to 32 people at once. The architects laid the units out in a linear organization pattern to stretch the building horizontally which creates a long façade to utilize (Ching, 2015). The units are grouped together and share a common bathroom. Each cluster only separated by public breezeways used to connect with the exterior. With the beds forming each personal space, a window space is created adjacent. These windows feature a fixed bottom glazing panel and a pivoting top wood panel to allow a visual and physical connection to the surrounding landscape (Oz.e.tecture, n.d.). The strategy of organizing the rooms allows the users to all enjoy the same exterior experience while not compromising the amount of occupants. Sliding doors separate bed spaces, allowing spaces to become open units. Increasing connections and growing relationships with both the building and its users. The building uses multiple space organizations in different places. For example, in the public spaces the architect elects to create open spaces to create a more public environment. While in the dwelling spaces they featured a dorm like style to encourage communication amongst users while not constraining their privacy (Ching, 2015).
MAIN FLOOR PLAN
Path of Travel Public Points of Gather Dwelling Spaces
Sliding Door
Sliding Door Figure 6. Boyd Education Centre – Bedroom (Oz.e.tecture, n.d.)
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BOYD EDUCATION CENTRE
Protruding Wall
EXTERIOR BUILDING ELEMENTS As discussed earlier the repetition of the dwelling spaces allows the building to stretch over 74 meters in length; giving a long façade for the architects to work with. With the integration of the pivoting windows show in figure 1. The placement of these rooms allows each user to have access to a spectacular view into the surrounding landscape (Oz.e.tecture, n.d.). This location can be described as a hierarchy by placement. The architects placed the windows there for the reason of a common exterior connection. In addition, they highlighted this using a soft wood texture that draws the eye on approach (Clark & Pause, 2012). In Australia the sun path rises from the east and sets in the west, while approaching the north, as shown in figure 4. This means that north facing facades receives the most sunlight. The architects also provided a screen like extrusion to block the sun from the dwelling spaces as shown in figure 1. This allows the user to not be blinded with the rays from the sun, thus they can enjoy the views at all times of the day. It also introduces the opportunity for shadows. With these screens protruding quite far off the building they create dramatic shadows that splash against the various surfaces. The use of materials on this building is quite simple. As mentioned the architects highlighted the windows with a light wood texture. The most interesting material is the raw concrete, the architects chose not to cover this material as to embrace the brutalist background it provides. The open court area on the east side is covered by a folded metal roof, which is said to “guide the eyes of the observer towards the landscape, creating a connection with the inclination of the roofs of the nearby cottages” (Corda, 2014).
Pivoting Window
Figure 1. Boyd Education Centre – Exterior (Oz.e.tecture, n.d.)
Sun Path
Boyd Ed. Centre Figure 4. Boyd Education Centre – Site (Google Mops, n.d.)
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HOWARD HOUSE
Figure 7. Howard House – Overall Site (Google Maps, n.d.)
INTRODUCTION AND SITE The Howard House is residential project located in a rural community know as West Pennant, 30 minutes south of Halifax. The ocean front property sits upon a four acre site over looking the North Atlantic Ocean. This slender house measures 12 feet wide by 110 feet long (ArchDaily, 2011).
Halifax Figure 2 Howard House - Balcony (ArchDaily, 2011)
The site features one entry approach from the north side of the building. This access approaches at first a oblique angle, then at a frontal angle to guide the user to the rear garage space. The original oblique approach comes from the main highway and travels down the side of the nearby bay. Prolonging the approach and emphasizing the form of the house (Ching, 2015).
Site Access
Figure 8. Howard House – Site (Google Maps, n.d.)
Site
Atlantic Ocean Howard House
Sun Path
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HOWARD HOUSE INTERIOR RELATIONSHIPS AND ORGANIZATION
The interior includes four bedrooms and two bathrooms. The main living area is located a the southern most point of the main floor. This space has an abundance of glazing facing south. For a large portion of the day, the space is illuminated by the rays of the sun as shown in figure 9. This living area also has direct access to the adjacent balcony, giving vast views of the harbor. West of the living area is the stairs leading the second floor. The second floor loft includes the master bedroom and bathroom as well as an office. The remaining three bedrooms occupy the lower level (Architecture Week, 2014). The architects did a good job of utilizing a skinny building shape. With the building being naturally linear, each space takes up the entire width of the building. As you move through the building each space opens into the next, creating an abundance of adjacent spaces with little to no visual or physical separation (Ching, 2015).
MAIN FLOOR PLAN
SECOND FLOOR PLAN
Figure 9. Howard House – Main Floor Plan (Architecture Week, 2014)
Figure 10. Howard House – Second Floor Plan (Architecture Week, 2014)
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HOWARD HOUSE EXTERIOR FORM The slender form of this house features a slanted roof, tilted to the south. This tilt creates additional space on the south facing façade for high glazing to be placed. With a large area of glazing the sunlight is able to enter the main living area at all times of the day. This creates a high degree of illumination that saves from having to light the space, a strategy known as passive solar design. This amount of sunlight can also lead to a excess heat gain. Which can be beneficial in the winter months but can be bothersome in the summer months (Ching, 2015). With the exceptions of the sloped roof plane and the long stairwell along the west facade, the remainder of the form is quite simple. The building is covered in a metal corrugated siding with an assortment of glazing (ArchDaily, 2011). The base plane starts at ground level, but as it protrudes onto the shore it stays level. With the shoreline declining, the building gets a higher point of perspective. With the base plane retaining its level as it approaches the water, it is able to define the buildings space as well as creating a sense of dominance amongst the waterfront landscape (Ching, 2015).
Figure 11. Howard House – Side Perspective (ArchDailly, 2011)
Main Living Area
Garage
Level Base Plane
The north portion of the house includes a sliding barn style door providing a breezeway for the use of an interactive space as well as a path from the garage to the living area (Architecture Week, 2014). Figure 12. Howard House – Breezeway (MacKay-Lyons Sweetapple Architects, n.d.)
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Figure 14. Howard House – Kitchen (MacKay-Lyons Sweetapple Architects, n.d.)
Figure 11. Howard House – Side Perspective (ArchDailly, 2011)
Figure 13. Boyd Education Centre – Open Court (Oz.e.tecture, n.d.)
Figure 6. Boyd Education Centre – Bedroom (Oz.e.tecture, n.d.)
PART 2 : COMPARISON
COMPARISON
Figure 15. Boyd Education Centre – Front Perspective (Corda, S.,2014)
SITE AND SURROUNDINGS
Occupant Sightlines
The surrounding environment is sometimes the main focus of an architects design. When considering the buildings connectivity to its site there are two initial items to investigate. How does the building integrate with its surroundings? Does it mesh with the environment or does it juxtapose it. How does the building enhance its surroundings? Both of these buildings are located in rural environments of their respected areas. These environments are different from your typical city; concrete jungle surrounding. They provide a peace and tranquil area to relax. The Boyd Education Centre integrates with its environment by enhancing the connection of the exterior through the use of strong perspectives. The building uses the views of the dwelling spaces to establish a visual relationship between the users and their surrounding environment (Oz.e.tecture, n.d.). This is very fitting for the occupants of this building as they can use this environment as inspiration for their work. It also integrates through the use of an open court area that connects directly to the adjacent topography. The Howard House as a similar approach, the building uses its slender form to stretch the building onto its shoreline. This gives an on demand high elevation view of its surroundings. The architect also took advantage of the buildings orientation to capture the sunlight into the main living area.
Shoreline
Figure 16. Howard House – Site Perspective (ArchDaily, 2011)
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COMPARISON INTERIOR RELATIONSHIPS AND ORGANIZATION
Figure 13. Boyd Education Centre – Open Court (Oz.e.tecture, n.d.)
Extend of open court space
These buildings share similar space relationships, but different space organizations. Both use a linear organization pattern to layout portions of their interior. In the case of the Boyd Education Centre, it uses an adjacent space technique for the majority of the building. Creating many distinct spaces, some separated simply with a wall and a door. The only exceptions are the dwelling spaces and the court. The dwelling spaces are grouped and share a common bathroom space. These spaces are then repeated in a linear pattern across the south portion of the building created a grid format on the exterior. The public court has no vertical wall planes, therefore the space defining elements are the columns and the roof plane as seen in figure 13. This makes the space more inviting and public by nature (Ching, 2015).
Figure 14. Howard House – Kitchen (MacKay-Lyons Sweetapple Architects, n.d.)
In comparison, the Howard house is completely linear. As the building only 12 feet wide the architect is forced to let the space occupy the entire width. This then allows each space to flow into the next in an adjacent space fashion (Ching, 2015). This building also has different programming as it is a residential house. The living area is comparable to the open court area of the Boyd Education Centre. Both share the traits of being open, public, and connected the exterior. The house also has comparable spaces such as the kitchens, the dwelling spaces and the bathroom.
Kitchen
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COMPARISON
Figure 17. Boyd Education Centre – Front Elevation (Oz.e.tecture, n.d.)
EXTERIOR FORM AND FEATURES These buildings have very different exterior form concepts. The Boyd Education Centre uses a grid format to focus on the views of its users. While the Howard house uses a simple articulated slender form that protrudes its envelope to receive elevated shoreline views (Ching, 2015). First looking at the Boyd Education Centre, the architects wanted all the users to have the same experience as the others. They achieved this by stretching the building to fit the desired amount of bedrooms. They then assembled these units in a grid format as shown on figure 17. These extrusions that are the bedrooms appear as a additive form to the building. They protrude out in a hierarchical grid format to exactly define the modular interior units (Clark & Pause, 2012). These extrusions place high on the hierarchy of the building, as they are closer to the user and draw the eye on approach.
Figure 11. Howard House – Side Perspective (ArchDailly, 2011)
In comparison, the Howard house has a simple exterior articulated form. It features a tilted rectangular form that rises into the south. The largest exterior feature is the array of glazing on the south face. Unlike the Boyd Education Centre, the architect took advantage of the buildings location to capture sunlight into the open plan interior; rather than block it from the users. The building also has no additive form, it does use a small portion of subtractive form the create the breezeway south of the garage (Ching, 2015). The simple form of this building allows for a legible and easily perceived form, in fact the buildings exterior is often “mistaken for one of the many boatsheds that dot the local coastline” (Architecture Week, 2014).
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COMPARISON CONCLUSION In conclusion, these buildings have many similarities and differences. Starting from the site, the buildings are very similar in this category. They both reside in quiet rural areas of their respected environments. Both integrate with their surrounding environment while also enhancing the views of the user. These buildings do a great job of providing an experience for their users. They provide views that can be seen at different places, but the architects enhance these already fantastic views but creating comfortable interior environments for people to use. The buildings public portions both use open adjacent spaces to separate the spaces with little to no physical or visual separation. The Howard house has more spaces separated by doors, while the Education Centre only has doors on rooms such as the kitchen, store and bathroom. They also have doors on the dwelling spaces, but these are sliding doors that are most likely left open the majority of the time. This also the spaces to open in up into one larger space at any time (Ching, 2015).
Figure 1. Boyd Education Centre – Exterior (Oz.e.tecture, n.d.)
The forms of theses buildings are perhaps the largest difference. The Boyd Education Centre features eye grabbing extrusions completed with pivoting wood windows, as well as a covered open court yard. While the Howard House is a simple slender form with little articulation. The last similarity these buildings share is that they are both award winning. The Boyd Education Centre went on to win a total of 3 awards including the National RAIA award as well as the Kenneth F Brown Asia Pacific Culture and Architecture Award (Bundanon Trust, n.d.). The Howard house has gathered 5 awards including the Lieutenant Governors Award of Merit and most recently the American Institute of Architects Honor Award (MacKay-Lyons Sweetapple Architects, n.d.).
Figure 11. Howard House – Side Perspective (ArchDailly, 2011)
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REFERENCES Architecture Week. (2014). Classic Home 071. Retrieved from http://www.architectur eweek.com/2014/1203/classic_home.html Arch Daily. (2011). Howard House / Brian MacKay-Lyons Urban Design. Retrieved from https://www.archdaily.com/135238/howard-house-mackay-lyonssweetapple-architects Bundanon Trust. (n.d.). Framing the Views: Riversdale Architecture. Retrieved from https://bundanon.com.au/place/architecture/riversdale/ https://bundanon.com.au/place/architecture/riversdale/ Ching, F. (2015). Architecture: Form, Space, & Order. New Jersey: John Wiley & Sons, inc. Clark, R.H. Pause, M. (2012). Precedents in Architecture: Analytic Diagrams, Formative Ideas, and Partis. New Jersey: John Wiley & Sons, inc. Corda, S. (2014). Arthur and Yvonne Boyd Education Centre. Retrieved from https://www.area-arch.it/en/arthur-and-yvonne-boyd-education-centre/ Google Maps. (n.d.) Retrieved from https://www.google.com/maps/place/Arthur+ %26+Yvonne+Boyd+Education+Centre/@-34.8665891,150.4905971,1834m /data=!3m1!1e3!4m5!3m4!1s0x6b147f3395216153:0xf3d23d8105be1823!8m2!3d-34.8669322!4d150.4935047 Google Maps. (n.d.). Retrieved from https://www.google.com/maps/place/West+Pen nant,+NS/@44.473128,-63.6569304,3191m/data=!3m2!1e3!4b1!4m5! 3m4!1s0x4b5a1add08fe228f:0x803fe3f73d009a4d!8m2!3d44.4747228!4d-63.6512368 MacKay-Lyons Sweetapple Architects. (n.d.). Howard House. Retrieved from http://www.mlsarchitects.ca/howardhouse.htm Oz.e.tecture. (n.d.). Riversdale Boyd Education Centre. Retrieved from https://www.ozet ecture.org/riversdale-boyd-education-centre
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