A DUAL EDUCATION CENTRE FOR MOTHERS AND INFANTS The proposal consists of and adult education centre, an early development.centre and also performs a housing function.
INNER-CITY P R E T O R I A T S H W A N E EXPLORING...THE SIGNIFICANCE OF A PEDAGOGY OF CARE WITHIN A . . . N A R R AT I V E CHARACTERISED B Y. . . D I F F E R I N G PERCEPTIONS MASTERS...DESIGN DISSER TATION JANI SCHREUDER 2015068345 2017
“All our knowledge begins with the senses, [and] proceeds then to the understanding...� (Kant, 2014:online)
A DUAL EDUCATION CENTRE FOR MOTHERS AND INFANTS IN THE INNER CITY OF PRETORIA, TSHWANE. EXPLORING THE SIGNIFICANCE OF A PEDAGOGY OF CARE IN THE MANIFESTATION OF BUILT PLACE THAT IS RELATABLE AND UNDERSTANDABLE FOR THE IDENTIFIED USER DEMOGRAPHIC.
This dissertation is submitted in partial fulfilment of the requirements for the degree M.Arch. (Professional). Department of Architecture, Faculty of Natural and Agricultural Sciences University of the Free State. Jani Schreuder | 2015068345 schreuder.jani@gmail.com | 0730183797 12 August 2017 Supervisors: Prof. J.D. Smit, H.B. Pretorius, J.I. Olivier and H. Raubenheimer Declaration of original authorship The work contained in this dissertation has not been previously submitted to meet the requirements for a qualification at this or any other institution of higher education. To the best of my knowledge, this dissertation contains no material previously published or written by any other person except where due reference is made.
Acknowledgements Thank you to all forms of food. Thank you to my mother, Naomi Schreuder - for her unconditional emotional support; and to my father, Jaco Schreuder for his voice of reason and logic when I needed it most. Mr. Rudolf Van Rensburg, a phenomenal mentor; your words of insight an encouragement were second to none. And lastly, thank you to Robert Peter Renton, without whom this experience would not have been realised. You really were the anchor to my buoyant disposition. The dissertation was text-edited by Brian C. Klopper B.A.(Hons) B.Ed (UCT)
PREAMBLE _
a summary
The objective of this dissertation is to work towards an architectural representation that addresses the topical issue of education, by investigating the effects of ‘touch’ on perception and experience. The interest in addressing a problem such as education within our society, is grounded in my own personal enthusiasm to promote change. My intentions throughout my studies, which I am sure will continue on into my career, have been to design architectural potentials that have the capacity to improve the lives of those in need. The sector of society that has limited or no access to fundamental needs is too large to ignore. By fundamental needs, I refer to adequate shelter, provision of safe drinking water, the means to access adequate quality food, and lastly, sufficient access to good quality education. Education of this kind ranges from a developmental stage of learning (0-5 years of age), through to a range of adult education schemes. Essentially, the primary means by which a society can uplift the socio-economic status of its impoverished population, is by means of education. We are currently confronted with an age that is characterised by enormous gaps in education levels between zero, low, and high income families. In any suitably caring society, a statistic of this kind needs to improve. It thus becomes paramount to address the shortage of adequate education facilities accessible to the impoverished sectors of society. The intention is to develop a user-friendly architectural solution, aimed at young mothers and their infant children. The proposed intervention thus becomes dual in nature, coupling an early development centre with that of an adult educational facility. The proposed intervention has a supporting function comprised of rentable accommodation and ‘facility-enabling’ housing, the latter of which refers to living units specifically designed to provide intermediate homes for mothers and their children as users of the centre. Incorporating living units as a facilitating element, opens up a multiplicity of opportunities for collateral, indirect and incidental learning within a consolidated educational theme (Van Rensburg, 2017: email).
STREET ER PAUL KRUG
“All the senses are fundamentally, one sense. They are various forms of touch.” - Alan Watt (2013: video)
JOHANNES E ST RAMOKHOAS SITE UARE CHURCH SQ
PRETORIUS
STREET
Fig. I locality of the site in the city, (author, 2017). The proposed site - located on the corner of Johannes Ramokhoase and Thabo Sehume Street, Pretoria CBD - sits within the precincts of the City of Tshwane Inner City Regeneration Scheme. It intentionally becomes interwoven into the initiative developed by the Tshwane 2055 Vision. The site itself sits a mere block away from the junction of the government and ceremonial boulevard, and is walking distance from the northern gateway of the CBD. The surrounding context presents a general educational theme, with the exception of the Department of Home Affairs and the National Treasury. Resulting from their physical form and reaction to the street front, they offer opportunities to make commentary, and respond to edge conditions and treatment of the public interface. The conceptual nature of this project is founded on the premise that the human relationship with architecture is based on the association and/or experience such a human being has within any such space. The world perceived by human beings as per the writings of Maurice Merleau-Ponty (1970) is explored, with particular emphasis placed on his exploration of the lived body - the body-subject - and the grounding of consciousness within contingent and temporal experience. The exploration will act as a key to accommodating and sustaining a society that I have determined to be characterised by difference and subjectivity. The architecture is informed by the contrasting experiential conditions of subjectivity and difference, to relate and to form relations, to learn and to teach, and, to perceive and to be perceived. The two-fold education centre fills the gap, as previously identified, and in its provision for and recognition of the user, attempts to transform the daily reality of its users.
CONTENTS INTRODUCTION
14
DOCUMENT FRAMEWORK
16
RESEARCH METHODOLOGY
18
_20 PART 01
situating the project
1.1 P r o j e c t R at i o n a l e 1.1.1 Education: an etymological basis 1.1.2 Narrative Introduction & Normative Position 1.1.3 General Issue 1.1.4 Urban Issue 1.1.5 Architectural Issue 1.1.6 Project Statistics
22 23 24 25 25 26
1.2
P r o b l e m S tat e m e n t s
1.3
D i s s e r tat i o n I n t e n t i o n s 36
1.4
Research Question
37
1.5
S u b -Q u e s t i o n s
37
1.2.1 1.2.2 1.2.3 1.2.4
and
Aims
Typology Topology Morphology Tectonics
28 30 32 34
_38 PART 02 2.1
theoretical exploration
& project grounding
Conceptual Development
2.1.1 Touchstone 2.1.2 Design Concepts 2.1.3 Conceptual Focus 2.2
T y p o l o g y _ i n c i d e n ta l
learning
2.2.1 Client Profile 2.2.2 User Profile 2.2.3 Accommodation List & Programme Exploration
10
2.3
Topology_the
2.3.1 2.3.2 2.3.3 2.3.4 2.3.5
44 46 53
s pa c e s a r o u n d m e
56 58 60
Locality Site Rationale : Tshwane Regeneration Macro Analysis: the larger network Meso Analysis: the immediate context Micro Analysis: quantitative observation
64 68 70 74 80
2.4
Morphology_the
2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 2.4.6 2.4.7 2.4.8
2.5
Tectonics_constructed
2.5.1 2.5.2 2.5.3 2.5.4
2.6
Precedent Studies 2.6.1 2.6.2 2.6.3 2.6.4
skin you’re in
Introduction Body as Primary Site Body-Subject in Relation Pedagogy of Care Forms of Learning Spaces Social Space & Trialectics of Space Learning Spaces: whole-being Additional Reflection
90 91 92 93 94 96 98 99
experience
Technical Concept Structural Intention Materiality Technical Report
102 103 104 106
Introduction & Informants Social Architecture Programmatic Precedent Structural Precedent
120 122 128 144
_148 PART 03
project development
3.1
Programme
3.1.1 3.1.2 3.1.3
3.2
Design Development
3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7 3.2.8
development
Introduction Accommodation List Accommodation Spatial Calc.
Introduction Design Iteration 01 Design Iteration 02 Design Iteration 03 Design Iteration 04 Final Design Proposal Final Technical Synthesis Final Pin-up and Critique
150 152 154
164 166 168 170 172 174 xx ccc
_182 PART 04
refelction and self-evaluation
4.1 a personal conclusion
184
_186 REFERENCES
11
12
definition
Touch
_verb [with object] - come into or be in contact with - handle in order to interfere with, alter, or otherwise affect - affect or concern - produce feelings of affection, gratitude, or sympathy in _noun
- an act of touching someone or something (Oxford Dictionary, 2017:online) ______ Interpreted in the text as an interwoven haptic experience, interpreting all the senses (visual, auditory, gustatory, olfactory, and touch as defined above) as a form of touch.
Chiasm
_as explored by Maurice Merleau-Ponty [with object] - an exchange between the body and things, speaking of the ‘flesh’ of things - a kinship between the sensing body and the sensed things, allowing for cross communication - a proliferation of chiasms
integrated into our daily life-world:
body as sensible-sentient obverse and reverse, touch and vision, body and world, self and other. - ‘flesh’ becomes the “general thing” between the individual and the element of interaction. _
“the idea of chiasm, that is: every relation with being is simultaneously a taking and a being held, the hold is held, it is inscribed and inscribed in the same being that it takes hold of. Starting from there, elaborate an idea of philosophy… . It is the simultaneous experience of the holding and the held in all orders (Merleau-Ponty, 1964, 319/266) 13
I ntroduction a personal note
re-establishing the notion of care in inter-personal relations: a forgotten grace
Poverty stricken communities have long had the sympathy of those circulating in the upper echelons of society. Efforts have been made through charitable organisations to fund food and medical supplies , or even the building of the odd home for the lucky few. I find myself facing a very personal plight because it is only natural to want to aid in the provision of food kitchens, medical supplies, blanket runs, etc. but these could never be enough to promote sustainable upliftment. I find myself, as an architectural student, assuming the responsibility to do more for this significant and struggling sector of society. To a certain extent, the socialist in me has fuelled the origin of this project but it is the realist in me that drove it to its latent potential. It becomes paramount to stop addressing only the symptoms of poverty and to start understanding why it has become so impossible for those people caught in its firm grasp to break the poverty cycle. This was the genesis of the proposed dual education centre for women and infants. Firstly as a result of technological advancements and the creation of a society characterised by few labour intensive jobs, education has increasingly become a major factor in determining employment. The reality is simple; the better one’s education level and experience, the higher one’s chances of finding and maintaining a job. Secondly, the decision to develop a programme aimed at single female-headed families was informed by the shocking statistics (see page 23), and on-site reality surrounding this specific topic. Approximately one third of the households in Tshwane are single parent households, with women heading 98 of every 100 such households.(Tshwane vision 2055, 2013:online). The Brookings Institute in New York has done intensive studies into the causes of and sustained prevalence of poverty in contemporary societies. Their studies indicate 14
that female-headed families living in their capacity to alter their familial circumstances or improve their exposure to needed opportunities (Haskins, 2010:online). That being said, a crucial factor to the success of any poverty-deterring initiative is the motivation behind the collective group, as well as the willingness of each individual to take full responsibility for improving his or her socioeconomic status. This means that those groups identified for change implementation must also be ambitious on their own accord and must be determined no longer to live off of a government grant. This ideal is synonymous with the notion of upward social mobility, defined by Brian Green (2016:8) as “the movement, or opportunities for movement, between different social groups and the advantages and disadvantages that go with this in terms of income, security of employment, opportunities for advancement, etc.” Essentially, a person’s attitude becomes crucial in the realisation of upward social mobility and “through building schools ... the industry can influence the well-being and life chances of [this user group]” (Green, 2016:7) Most importantly, however, as identified by Green, is the way in which we build our cities and inhabited spaces and the provision of connections for certain population groups has a strong bearing on the social mobility of such a community (Green, 2016:7). Social mobility “is inextricably linked to issues of equality and fairness, in opportunity if not in outcomes” and the realisation of this within the built environment thoroughly determines who we meet, who we know, how we meet them, how well we learn, how we work and our cognitive and physical state of being (Green, 2016:8). This dissertation is an attempt to address the issue of social stratification and seeks to act as a catalyst for upward social mobility and in the long run,to effect the economic mobility and social viability of its users.
Subsequent to multiple conversations with young women in this situation on site, on many different occasions, not only has the need been highlighted but also the enthusiasm and excitement shared with the user group was inspirational. The idea is to address the shortage of facilities and necessary infrastructure by equipping the identified user group with the necessary skill-set to improve its own circumstances. The dedicated programme manifests itself in two ways; 1. Single mothers are given the opportunity to acquire basic computer and language literacy skills, as well as a creative and practical component to generate temporary income; 2. Infants between the ages of 0-5 are catered for in an Early Development Centre (EDC). This EDC aims to provide quality and qualified child care, accompanied by pre-primary learning. Basically, this aims to improve the overall skill-readiness for poorer infants, increasing their capacity for success within a grade R-12 schooling system. The underlying issues of this dissertation are in alignment with my own passion for community improvement interventions and fuelled also by a society that, in my opinion, doesn’t care enough. The only way for us to make a difference is to re-assume a state of grace and care towards impoverished communities, and recognise them as a collection of individual human beings, ripe with potential to better our national community.
‘The only way for us to make a difference is to re-assume a state of grace and care...’ (Author, 2017) 15
DOC UM E N T F R A M E W O R K introduction to intervention The i n t rodu c t ory se c t i on , a l re a dy w o r k e d t h ro u g h , s h o u ld h a v e e q u ip p e d t he re a de r w i t h a ba si c ba c k grou n d a n d u n d e r s t a n d in g o f w h e re t h e p ro je c t is si t u a t e d, w h y t h e spe c i f i c progr a m m e w a s c h o s e n a n d w h a t t h e g e n e r a l int e n t i on be h i n d t h e propose d i n t e r v e n t io n is .
s i t u at i n g t h e p r o j e c t
part_01
This section aims to oreintate the reader regarding the topical importance of such a prject within the CBD of Pretoria. It introduces the site and general issues faced.
t h e o r e t i c a l e x p l o r at i o n
part_02
+
project grounding
Part 02 delivers an in depth inestigation into the project informents, and conducts comphrehensive studies into the site, theoretical grounding, precedents and all other aspects that translates into design informants.
project development
part_03
The third section develops the programme of the building along side the design and constrction development. It explores each design interation as the project progressed, using hand sketches to show spatial resolution and design development.
refelction
part_04
16
+
s e l f e va l u at i o n
Part 04 se rve s a s t h e c on c l u di n g c o n c lu d in g c o m p o n e n t t o t h is d is s e r t a t io n doc u m e n t . F or t h e m ost pa rt , i t t a k e s t h e re a d e r t h ro u g h m y p e r s o n a l expe ri e n c e fof t h e proj e c t t h rou gho u t t h e y e a r. C a re f u l s e lf re f le c t io n is d o n e on m y ow n a n a l ysi s of t h e su c c e ss e s o f t h e p ro je c t , id e n t if y in g p o s s ib le short c om i n gs, a n d a ge n e ra l post - r a t io n a lis e d a s s e s m e n t o f t h e w o r k d o n e .
aims: g at h e r and guide
aims: ground and express
MASTERS D E S I G N PROPOSAL
aims: develop and expose
17
18
19
PART 1
20
S I T U AT I N G
THE
PROJECT
This section aims to orientate the reader, and explores the project in terms of its grounding elements. It considers the location, the social issues, the narrative of the user group, as well as a brief description of the importance of designing educational facilities for the progression of the user group identified.
21
education
an etymological basis
ed·u·ca·tion
/ejə’kāSH(ə)n/ noun
_The process of receiving or giving systematic instruction, especially at a school or university. -The theory and practice of teaching. -Information about or training in a particular subject. _An enlightening experience. (Oxford Dictionary, 2017) The word education originates from the Latin words, educare and educere. The latter “usually with reference to bodily nurture or support, while educare refers more frequently to the mind” (Etymonline, 2017:online). Educare can further be understood as the preservation and passing of knowledge from parents to their infants, usually to shape them in becoming good workers, and deals primarily with role memorisation (Bass & Good, 2004:162). This appears to be a primitive definition, but serves as the basis for western education systems. Educere, on the other hand, means “to lead out”; aimed at preparing young students to question, create and think so as to be equipped to create solutions to the unknown problems faced in the future (Bass & Good, 2004:162). The latter seems to be in short supply, with certain amounts of creativity and out-of-the-box thinking often viewed with alarm (Bass & Good, 2004:161). Essentially, these two opposing sides denote vastly different concepts for the notion of education (Bass & Good, 2004:163). “A
person who is schooled only to pass
the test, however, is ill prepared to cope with
today’s
Something
rapidly
changing
world.
more is needed to make the
student successful in today’s world.”
PART 01 ___ Project Rationale ___ Education
(Bass & Good, 2004:163)
22
Bass and Good continue to express the need for a change in the organisational structure of the ways in which decisions are made, calling for a system that focused on whole child development. This includes “student learning in terms of cognitive and intellectual development, in terms of growth, in terms of social awareness and social conscience, [and] in terms of social and emotional development” (Bass & Good, 2004:166). A reform of accessible and well-rounded educational environments within South Africa is thus necessary and involves considering a balance in content, creating teachers as facilitators, rather than instructors, and recognising the importance of continuous dialogue within the designed structure and curriculum. In addition, emotional intellligence assumes paramount importance in such environments; “it includes our ability to understand, and manage our emotions, and moreover our ability to understand and in turn influence, the emotions in other people” (Tustin, 2014:online).
NA RR AT I V E I NTR ODUCTI O N The
following introduction originates from observations
made by the author during site visits, and most predominantly, from informal conversations had with the users of the specific context.
The
intention behind this narrative introduction is
to allow the reader to become immersed in the every-day reality of the user.
Another day commences, engulfed by the uninterrupted smoke from last night’s desperate fires. The sun-rays penetrate the opaque sky and yet, it radiates the promise of another cloudless day. A mother pauses for a moment of elation before the dawn of her unfailing reality. A fire is lit, symbolising the possibility of a meal to come. Passers-by greet and make their way to their closest point of departure, another day of time-consuming transportation. The majority is left behind: mothers gather to ease their hunger with conversation, and their children play innocently in their palace of dust and sand. Comforted by the presence of company, they hatch a plan to source yet another meal. Everyday, a few souls leave their communities to brave the insensitive city streets. Babe by her side and R25 poorer, she faces, yet again, the impossibility of finding an unskilled job.
NO RMAT I V E PO SI TI O N Human-relations determine the capacity of a space to become relational. In short, users activate a space and such a space is given depth and complexity by the relations formed within it. Such relations are manifold and can be experienced within the self, between the self and the other, between the self and a specific space and even between the building and the city beyond it. designers have the ability, through architectural intervention,
to
exploit
and
celebrate
human
interaction as a spatial activator. such platforms can be utilised not only to encourage human relation and encounter but also to build an
economic, community-driven place of work, play and live.
(Author)
23
general issue Break
the cycle.
Breaking the cycle is the bottom line. It becomes clear that in order to facilitate any form of reduction in poverty, one would have to find a way to increase certain opportunities for families living in impoverished circumstances. By implication, one would have to aid in reducing the educational gap between families of no income to families of high income. As the Brookings Institute in New York identifies, singlemother families are limited in their capacity to provide the environment and opportunities to overcome their family’s socio-economic status. This cyclical degenerative process becomes the core issue of this study, with a specific focus on addressing the education levels of mothers and infants that fall within an impoverished category.
PART 01 ___ Project Rationale ___ General & Urban Issues
“Research indicates that both low maternal education and lower-quality non-parental care diminishes toddlers cognitive development.” (Brookings, 2015:57)
24
It becomes clear that addressing the education levels of these two portions of our society is essential in reducing levels of poverty and bridging the ever-present educational gap. The aim is“to ensure that mothers of all ages are able to contribute to their communities and that they are treated with the equality and dignity that they deserve.” (Amasaba, 2015: online) Not only does this present an opportunity for academic skill development for mothers and infants but it opens up the possibility for developing socio-emotional skills and providing infants with the necessary tools to tackle their educational careers. Architecture acts as the facilitator within the built environment, and has the reach to not only to present designed spaces but through provision of quality building and public spaces, to have an impact on human beings’ view of themselves (Green, 2016:10). The cognitive process that considers one’s self-importance is very much influenced by the quality and characteristics of the built fabric that surrounds us. The effects of perception of space and place (architecture) and the relevance on the development of human beings within an educational space is contextualised in Part 02.
urban issue
Although the street-scape (see figure alongside) around the site is occupied and vibrant with pedestrians, the tissue of the surrounding context is isolated and withdrawn. The site itself sits latent with potential, offering opportunities for regeneration by addressing the edge condition and giving public space back to the city. EDGE CONDITION
Fig. 1.1.1 Photograph showing site edge condition (Author, 2017)
“Edge and core are separate and unique fields of activity, except for moments of catalytic communication.” (Pendleton-Jullian, 2009) Externally, the context has developed into unapproachable built mass, not allowing its foothold to be appropriated or even accessed by the city dweller. The resulting spaces become unrelatable, and thus do not allow for any relationship of care to develop between city and user. Such conditions provide this dissertation with ample opportunity to address these issues on an urban level. The intent is thus to design a solution that celebrates the presence of the pedestrian and creates awareness of the value of user-driven built form in transforming the character and gestalt of the urban environment.
A rchitectural issue “A r c h i t e c t u r e
has
a
serious
problem
t o d ay
in
t h at p e o p l e w h o a r e n o t a l i k e d o n ’ t c o m m u n i c at e ”
(Koolhaas, 2016:online)
The above statement grasps the responsibility that architecture has towards social relations on a spatial level. How can architecture address notions of difference and subjective perspective found in a city whose fabric is characterised by unwelcoming texture and static fences that isolate and give life to destruction? The site needs to be re-established as an operational node that exploits and comments on the surrounding tissue. By looking at scale, edge conditions and the programmes currently on site, it becomes clear that through architecture, the value of the site can be repaired so that it is understood as a functional city segment. Awareness should be raised regarding the potential of civic public spaces as the grounding for any built typology within this city scape. These spaces must be integrated into the architectural response in order to induce regeneration and sustain the surrounding context.
25
Project statistics
326 113 headed by women
29 100
headed by children
911 536
total households
6 7 0 0 0 children aged 7-18 are not in school. why? F U N D I N G
2 OUT OF 3 young African women are j o b l e s s
7 5 % of the unemployed people...in South Africa are under 35 years old. 4%
no school
17%
some primary
4%
completed primary
30%
some secondary
28%
matric
17%
higher education
O N LY 4 1 % of South A f r i c a ’s population use.....the internet
1 3 5 6 4 0 h o u s e h o l d s in Tshwane have no annual I N C O M E (Statistics SA, 2013:online)
“the
m e n ta l
environment
image
contribute
tional
well-being
ity
the
of
and
i n d i v i d u a l [,]
to
organise
ly
r e l at e d
(Ekman, 2013)
of
and
the to
the
and and
emo-
s ta b i l -
m e ta l
retrieve
memories
physical
it
helps
social-
va l u e s .�
typology For this proposal, the typology investigated and questioned is that of an educational fa cility, specific within an urban environment. From this categorisation, there are a multiplicity of age groups and expertise that could be addressed although, as previously mentioned, specific focus is placed on that of an EDC (Early Development Centre) as an accompaniment to a post-secondary educational facility for young mothers aged 18 - 35 . From this specification, one can draw distinct typological certainties, such as teaching rooms, larger multifunctional lecture halls, pause spaces, play areas, sleeping nooks, and study stations, etc . Together with the exploration of a pedagogy of care, the needs of the specific user group were identified and analysed and this is explored in depth in PAR T 02, sub - section 2 . 2 . Resulting from the research conducted on the user profile, certain design considerations were made regarding the typological manifestation in typical vs . needed spaces . “Place and sense of place do not lend themselves to scientific analysis for they are inextricably bound up with all the hopes, frustrations, and confusions of life.� (Relph, 1976)
PART 01 ___ Problem Statements and Aims ___ Typology
Additionally, an in-depth study is done regarding the typology of lear ning spaces. In summary, the study considers the characteristics of lear ning spaces, what they typically consist of and the intention to look at lear ning spaces differently. Ultimately the aim is to introduce, through architecture, spaces of transition and transformation; spaces synonymous with liminality and spaces that allow individuals to create their own lear ning environment. This focuses the general typological intention on creating spaces that aren’t physically or psychologically removed from the life-world that surrounds us ; spaces that allow for academic noise,spaces that introduce social areas as academic platforms for dialogue and debate. These translate into spaces such as play grounds, lunch time gatherings, and coincidental meeting spots. Essentially, the spaces induce an underlying genius loci where values of being become more central than values of doing/product or outcome driven values. 28
p r o b l e m s tat e m e n t
The first typological impediment faced was bridging the gap between an Early Development Centre and that of an Adult Education Centre. Typically, age grouping of educational facilities is in chronological order, and systematically, spaces are separated to the extent of completely different campuses being established. Although not normally combined, the closest typology where mul- tiple ages groups combine, is that of a community centre. The importance, however, of having young mothers and their infant children in close proximity to one another is paramount: “Higher self-esteem, improved academic performance, better parent-child communication and fewer psychological and behaviour problems have been linked to [the presence of such contact].” (Schwartz, 2017:on-line) In addition to combining these two components, the next typological challenge faced was attempting to un- derstand how an educational facility, essentially an EDC, materialises within a city scape. Typically, early development centres are situated on the ground floor, and aren’t found in the heart of a city, (a worthy option perhaps?).
aims
What then, do these spaces look like within Pretoria’s CBD? One of the main typological challenges facing the design process will be to identify and design the functional requirements of the private academic space, whilst simultaneously considering the civic nature of the ground floor and public pedestrian spaces.
The typological aim of the dissertation is to develop a possible design solution and programme suggestion suitable to the user group, that explores multiple variations of ‘educational spaces’. These spaces are required to extend beyond just the norm of a classroom but offer spaces proportional to human development and means of interaction. This implies that in-between spaces, where spontaneous interaction and indirect learning take place, play the equally important role of collaborative curriculum spaces. Throughout the building, there needs to be a relationship between organised and defined learning spaces and those that are spaces of becoming; open and flexible in nature. This dissertation seeks to explore whether architecture has the capacity to create spaces in which human relations of care and sensitivity can be formed, by considering the sensory experience and freedom of movement of the individual within a community-driven building.
29
topology The terrain in the inner-city of Pretoria presents a vibrant gestalt, filled with real on-street presence and formalised informality (street vendors with ritualistic selling locations and set ups), showcasing the desire for entrepreneurial exploration. Deciding on the final site took a fair amount of consideration, requiring a study of the direct context of each possible site, as well as the meso and macro context, all within the spectrum of the Tshwane 2055 InnerCity Rejuvenation Scheme. Originally, three different sites were considered, all situated along Johannes Ramokhoase Street. The street itself sits just North of Church Square and South of what has been demarcated as the Ceremonial Boulevard. Subsequently, the site sits just off of the main traffic routes, requiring a response tailored to pedestrian pause and dwelling spaces. The final chosen site is on the cor ner of Johannes Ramokhoase and Thabo Sehume Streets, directly North and East of the National Treasury of South Africa and the Department of Home Affairs, respectively. It is currently a 73m x 42, ground floor shaded parking lot, underused for the value held by such a substantial portion of a city block. The opportunity presented by the site and surrounding context for pedestrian accommodation and edge condition is plentiful , as no such infrastructure exists, and thus the site was selected for its undeniable rejuvenation potential.
PART 01 ___ Problem Statements and Aims ___ Topology
“[M]an is in the world, it is within the world that he knows himself. (Merleau-Ponty, 2005)
johannes CHURCH SQUARE
um
e
ab th
30
o
h se
et
s
e tr
ramokhoase street
Fig. 1.2.1 Adaption from google earth image (Author, 2017)
p r o b l e m s tat e m e n t
south african national treasury dpt. of home affairs
site
south african national treasury dpt. of home affairs
south african national
site
dpt. of home affairs
treasury
Fig. 1.2.2 Adaption from google earth image (Author, 2017)
The built fabric of the surrounding context presents a diverse mixture of brutalist, modernist and contemporary architecture, ranging in scale from the 4 storey National Library of South Africa, contrasted by the height of the National Treasury at approximately 115m. All the faรงades surrounding the selected parking lot site sit proud with blatant irreverence, internalising all activity and effectively creating a barrier between itself and active city life. The site itself is barricaded off by means of a fence, allowing passers by visual access to yet another inaccessible space. The National Library of South Africa, flanking the northern side of Johannes Ramokhoase Street, presents beautiful brickwork and a welcoming covered walkway along its eastern side for pedestrians. Yet it rejects its southern facade by placing yet another impersonal parking lot between the skin of the building and the potential user. The site was selected due to the latent potential it presents for redevelopment and regeneration, forming the basis for the theoretical discourse of this dissertation. The site itself is underused and sparse and still offers no space for the use or interaction of pedestrians. The Department of Home Affairs deals with the identity of human beings, representing a public function, yet its facade is rigid and inaccessibly high. It reflects the city and in doing so, deflects the pedestrian user. This building, along with the National Treasury, present hostility towards the street in their overwhelming demeanour, characterised as untouchable, unrelatable and thus inexplicably not intended for human interaction or appropriation. The context and the human being that inhabits it become disjointed, presenting the challenge of re-introducing people-driven architecture, that is touchable and thus, understandable.
aims
The strategies proposed by this investigation aim to rejuvenate and regenerate community involvement and access to productive civic space. The proposed intervention seeks to identify whether architecture is able to extend beyond its physical boundaries and not only welcome the everyday pedestrian but create places of pause for those to dwell beyond the sidewalk. The building proposal seeks to contrast the surrounding context in its treatment of the rich presence of being and aims to comment on the buildings flanking its sides. Such a strategy becomes strengthened through the need to create dialogue between the people, the built fabric and the vibrant atmospheric presence on site.
31
morphology The morphological development of the project finds its roots in the comprehensive explora tion done as regards the theoretical argument indicated in Part 02 (2.4). Moreover, this component provides the reader with an understanding of why and how certain morphologi cal developments occurred, giving meaning to the intervention. Such meaning is developed and identified within the context of the materi - al and immaterial realm of physical and metal space .
PART 01 ___ Problem Statements and Aims ___ Morphology
“[...]while the tactile space separates the observer from the objects, the visual space separates the objects from each other [...] the perceptual world is guided by the touch, being more immediate and welcoming than the world guided by sight� (Zumthor, 2005)
32
p r o b l e m s tat e m e n t
The morphology of government educational centres tends to present mundane articulation of learning spaces, conforming to tradition and often not seeking to think about such spaces in an innovative way so as to inspire interactive learning. For example, in the diagrammatic sketch alongside, a typical educational space is depicted. Focus is placed on the dominant figure, the teacher, causing forced crowd-orientation. This is a rigid and organised environment where users are guided by design to do what is expected of them. Secondly, the diagram indicates what is referred to as ‘habitual use of space’, indicating what the space is used for and what the window of opportunity is for personalisation of such a space. The typical classroom presents the opportunity for relative dominance over a space, meaning that for a specific period of time an individual has priority use over a restricted area, after which such dominance is lost. Again, this presents controlled access, and scant opportunity for personalisation or appropriation of learning spaces is allowed. In addition, the classroom presents characteristics of over-crowding, indicating the presence of a rigid hierarchy; distances maintained between teacher and students remains defined and static, increasing experienced hierarchy as a result of ‘personal space’ around the most dominant figure. Lastly, classrooms rarely present windows at eyelevel that give students access to natural views when seated. The effect of this is that individuals experience prolonged enclosure as a result of the lack of external visual access, in combination with the perception of increased crowdedness.
Essentially, the typical morphological development of educational spaces has significant psychological implications for the students and is thus considered in the morphological development of this dissertation.
The above is explored in conjunction with the typology of civic spaces, which are rarely diversified to the extent that they become integrated with typologies such as education, which presents a distinct opportunity for this dis- sertation. In combining the above typologies, the spatial quality or resulting spaces become challenging to define. Spatial cues drawn from the physical context and the theoretical discourse will be integrated into the develop- ment of this design intervention.
aims
The resultant combination of spaces presents a distinct dynamic nature, opening a gap for spontaneous direct and indirect interaction, allowing for in-between spaces to manifest as places synonymous with collateral learning. Spaces need to be articulated in such a way as to allow for relation and understanding between the built form and the human being, thus creating safe spaces for developing inter-relationships of care and grace. The intention is not to question a typical classroom layout but rather to concentrate on how to make learning spaces more functional and comfortable. Including inbetween space, focus is placed on quality of light, ventilation and visual communication with other functions withinthe building, as well as with the urban cityscape, etc. 33
T ectonics The technical concept is explored in depth in PAR T 02, (2.5), and considers the amalgamation of explored conceptual approaches and subsequent structural solutions. Caught within impoverished communities, the user group becomes shackled by its social and economic situation . The proposal needed to reflect how upliftment of such circumstanc es to self - sustained care could be achieved through architectural design. Thus, by considering how individuals interact with materials to understand themselves and their position within a space and effec tively understand the space itself, an architectural response is propagated. The structural composition focuses on exposing connections so that users are able to access the means by which the space around them remains intact . “The building is a machine able to produce some human reactions predetermined...� (Zumthor, 2005)
PART 01 ___ Problem Statements and Aims ___ Tectonics
34
p r o b l e m s tat e m e n t
The tectonics of this architectural proposal stretch beyond the physical construction of the design, and present opportunities for articulated and explorative connections that stem from the structural concept. The sheer size of the proposed intervention presents structural challenges in terms of slenderness, robustness, user understanding of built form and even association through material usage, all within distinct and standard requirements for solving the problems associated with typical high rise buildings. aims
Paramount to the technical resolution of this project is the relationship between the user, context and materiality. The structure needs to be robust, understandable, connected and proportional to the functions housed within each different space. It seeks to honour the presence and prevalence of human beings, yet integrates structural integrity and inviting materiality into plan, section and facade development.
35
dissertation intention “Great lear ning happens in groups, collaboration is the stuff of growth.� (Robinson, 2010)
Fundamental aspects of development, such as educational facilities, are taken for granted by too large a portion of society, proving it impossible for many people to imagine their lives without them. The fact of the matter is that education, although it shouldn’t be, is inaccessible to too many communities. Similarly, the development of cognitive and emotional skills is not integrated into daily rituals of survival, with little to no emphasis placed on sustainable whole- being development. Architecture has the ability to facilitate the introduction of these components into a diverse and multi-disciplinary space, combining perceived, experienced, defined and spontaneous spaces into one concrete building. The intention of the project is to create a common ground for daily formal and informal activity, acting as a catalyst for creating caring inter- relationships.
PART 01 ___ Dissertation Intention ___ Research Questions
Thus, the investigation seeks to propose architecture as a social system, rather than to design rigid and single-function spaces. Creating ownership of place for individuals from impoverished families provides them with a platform to acquire sustainable life skills. These life skills combined with individual ambition, grants the users the chance to change their own circumstances, and effectively brea k the cycle of poverty.
36
research q uestion How can architecture aid the process of creating collective relations of care for mothers and infants, characterised by difference, through questioning the current typological manifestation of rigid educational environments within a alter native context, such as a civic space? In so doing, can one implement new approaches to typological form by integrating the morphological and tectonic exploration of the physical and the lived world to create interactive and incidental lear ning environments? The prevalence of educational facilities not focused on whole-child development demands re-thinking the spaces and the methods of teaching. The responsibility of providing educational facilities for impoverished and under-educated families is profound and must go beyond mere academic study to develop sustained knowledge and life skills. The crux of the project lies in providing spaces that are not only connected, but that become supportive of a sustainable lifestyle from home life and lear ning environments right through to social gatherings. Essentially, those in the the user group are given the opportunity to take responsibility for and ownership of their own lives, their own spaces and their individual choices.
sub-questions
“Owned spaces refers to a process by which communities feel concer ned about and responsible for their immediate and daily environment.” (Ewing, 2015)
Is it possible to combine an educational environment with that of a civic space to inspire an incidental lear ning environment that stretches beyond that of the classroom? Can architecture act as a mediator between those families in necessitous circumstances and a developing, economic cityscape ? Architecture has the potential to rejuvenate and induce growth but is it able to encourage the collaborative effort required to develop relationships of care through the establishment of specific space? Can community driven environments with adaptable and appropriate spaces still provide enough structure to ensure a stable and reliable ‘home-base’? 37
PART 2
38
theoretical exploration & project grounding This chapter is an investigation that seeks to determine a set of design informants derived from the quantitative elements mentioned in PAR T 01. The explorative process starts by introducing the three initial design conce pts that developed from the decided programme and general intention of the dissertation. This chapter also investigates in depth the typology, topology, morphology and tectonics of the proposed intervention, and by means of developing the theoretical discourse, morphological cues will be developed so as to drive the design methodology.
39
40
PART 02 ___ Chapter Structure
chapter structure breakdown
2.1 conceptual development
Exploring of the soul of the project.
2.2 Typology: incidental learning
Exploring of the needs of a lear ning space.
2.3 topology: the spaces around me
Exploring the nature of the urban fabric.
2.4 morphology: The skin you’re in
Form derived from theoretical discourse
2.5 tectonics constructed experience
Structural logic and concept.
2.6 Precedent studies
Learning t h r o u g h built form.
41
PART 02 ___ Conceptual Development
touchstone The purpose of the touchstone is to give the reader an abstract depiction of the essence and intention of the proposed intervention. My initial touchstone looked very different to the image shown here, and has not been included because it didn’t prove successful in being a tool to measure against, or ev en as a motivating, thought-provoking object. Throughout the design process, there always seemed to be an image that I would revert back to, to find my bearings, to abstractly understand the concept, and to realise the depth of the issues that I am addressing. The core issue of the dissertation is a cause I think to be crucial for the development of a sustainable and balanced society. The touchstone itself embodies the intensity of the life world that surrounds us, the possi bility of individual development, collective growth, and the architectural potential that can originate from it.
PART 02 ___ Conceptual Exploration ___ Touchstone
This graphic is representative of the complexity offered by each and every human being, and the multiplicity of layers each person brings to the layers of space. It speaks of bringing polar, almost impossible things together; it speaks of the natural flui dity of movement; it speaks of a core, of flexibility, of free play, of association; it speaks of gestures and containment,of extension and collection, and of anarchy and non-heirarchy.
44
The idea is to understand the rituals of the human being, as we do this image: a myriad of complex layers, understood from the core as a reference point, from which every extension and association is made. Every ring of containment, every point of perception is reflected to and from the core. These perceptions built and manifest to start to understand and form relations with the other. The other in this case could be other human being, the built form, or even a sensual experience. To further advance the analysis of how this abstraction is essential to understanding the conceptual grounding of the design process, further concepts are directly derived from its form and structure.
Fig. 2.1.1 Adaption by author of Biscoe House Environment (Davies, 2014:online)
45
PART 02 ___ Conceptual Exploration ___ Design Concept
design concept 0 1
46
Fig. 2.1.2 Understanding the other through the self.
INTER-PLACE ATTACHMENTS : BRIDGING NOTIONS OF GIVE AND TAKE TO BRIDGE SIMILARITIES BETWEEN THE MAKING OF INTERPERSONAL AND INTER-PLACE ASSOCIATIONS
educator
___ coach as teacher
educated
___ peer as taught
educational
___ space ground as neutral third teacher
This concept deals with generating a design methodology by learning from the way in which people establish interpersonal relations. It explores the nature of behaviour between infant and mother/caring figure, by looking at gestures made and meaningful feedback given and the impacts this has on the actual relationship developed. Subsequently this focuses on the way in which people form association with and attachment to place and the similarities found between the establishment of interpersonal and inter-place relations.
Fig. 2.1.3 Dimensional exploration of relation. 47
PART 02 ___ Conceptual Exploration ___ Design Concept
design concept 0 2
48
Fig. 2.1.4 Sketch exploring extension and collection.
RECOLLECTION AND RAMBLING : RE-APPROPRIATING THE HUNTER-GATHERER IDEOLOGY TO UNDERSTAND INDIVIDUAL COGNITION AND COLLECTIVE BEHAVIOUR |
This concept deals with generating a design methodology by understanding the process of collecting information by means of extension of the self. Conceptually, this approach is strengthened by understanding the psychological state associated with the ability one has to interact and relation with individuals or a group of people. The diagram above shows the different stages in which one can be as regards this interaction and modulation thereof.
Fig. 2.1.5 Dimensional exploration of cognition.
49
PART 02 ___ Conceptual Exploration ___ Design Concept
design concept 0 3
50
Fig. 2.1.6 Conceptualising notions of play in space.
FLEXIBLE URBAN PLAYGROUND : EXPLORING THE TANGIBLE BENEFITS OF ‘FREE’ STREET PLAY IN BEHAVIOURAL PSYCHOLOGY AND HUMAN INTERACTION politically charged spaces _lecture space _interactive learning small scale changes _scattered place _prevent rigid hierarchy This concept deals with generating a design methodology through exploration of free play within a successful educational environment. Aldo Van Euyk was a forerunner of designing playgrounds for the betterment of child development and this idea stems from this, in that it considers playful interaction and the affects this has on individuals and the collective. This concept also deals with spaces that allow for education through play beyond the extent of typical educational rooms.
Fig. 2.1.7 Dimensional exploration of play. 51
PART 02 ___ Conceptual Exploration ___ Conceptual Focus
Conceptual focus
52
The general conceptual focus stems from the previously explored design concepts, background data, typology exploration and topological consideration.
Project Rationale: Gaining perspective on the need for intervention
Typology Topology Morphology Tectonics -
e d u c at i o n a l vibrant
&
&
civic
inaccessible
form from needs an understood structure
Dissertation intention:
aims and strategies developed for problems
TOUCHSTONE ‘T h e i d e a i s t o
& aims
u n d e r s ta n d t h e w o r k i n g s o f
the human being, as we do this image: a myr-
i a d o f c o m p l e x l ay e r s , u n d e r s t o o d f r o m t h e
core as a reference point, from which every e x t e n s i o n a n d a s s o c i at i o n i s m a d e .
Every
ring
o f c o n ta i n m e n t , e v e r y p o i n t o f p e r c e p t i o n i s r e f l e c t e d t o a n d f r o m t h e c o r e .’
01 INTER-PLACE ATTACHMENTS
BRIDGING NOTIONS OF GIVE AND TAKE TO BRIDGE SIMILARITIES BETWEEN THE MAKING OF INTERPERSONAL AND INTER-PLACE ASSOCIATIONS
02 RECOLLECTION AND RAMBLING
RE-APPROPRIATING THE HUNTER-GATHERER IDEOLOGY TO UNDERSTAND INDIVIDUAL COGNITION AND COLLECTIVE BEHAVIOUR
03 FLEXIBLE URBAN PLAYGROUND
EXPLORING TANGIBLE BENEFITS OF ‘FREE’ STREET PLAY IN BEHAVIOURAL PSYCHOLOGY AND HUMAN INTERACTION amalgamation of ideas:
EXPLORING THE SIGNIFICANCE OF A PEDAGOGY OF CARE WITHIN A NARRATIVE CHARACTERISED BY DIFFERING PERCEPTIONS 53
PART 02 ___ Typology ___ Incidental Learning
client profile
City of Tshwane __ TSHWANE VISION 2 0 5 5 R e m a k i n g S o u t h A f r i c a ’ s C a p i ta l C i t y __ T s h w a n e i n n e r c i t y r e g e n e r at i o n __ the
city
of
tshwane
a s c h e m e t h at
has
developed
i n t e n d s t o i n t e g r at e
i n t e r v e n t i o n s t o s t i m u l at e i n v e s t m e n t s , growth fa l l s
and
within
job the
c r e at i o n . second
The
site
identified
PART 02 ___ Typology : Incidental Learning ___ Client Profile
precint as per this scheme, and aims
56
t o t i e i n w i t h t h e e d u c at i o n a l t h e m e proposed for justice college.
“Our vision is a City of Tshwane that in 2055 is liveable, resilient and inclusive...” (City of Tshwane, 2013: online)
Fig. 2.2.1 Tshwane 2055 vision (Tshwane Vision, 2013: online).
about the
T s h w a n e 2055
vision
AIM: To overcome triple challenges inequality and unemployment:
of
poverty,
c re a t i n g a n e n a b l i n g e n v i ro - ment that supports growth, d e v e l o p m e n t a n d d i v e r s i f i c a - tion of it’s economic base. OUTCOMES: _Outcome 1 - A resilient and resource-efficient City _Outcome 2 - A growing economy that is inclusive, diversified and competitive _Outcome 3 - Quality infrastructure development that supports liveable communities _Outcome 4 - An equitable City that supports happiness, social cohesion, safety and healthy citizens. KEY INDICATORS: “The City’s economy must become more productive, labour absorbing and simultaneously create and support entrepreneurship and overcome structural barriers for the entry of youth into the economy. The quality of services and infrastructure that the City of Tshwane provides, influences the extent that its economy can grow, develop and diversify. A vibrant economy con- tributes to the overall quality of life for the citizens, in part from their ability to access economic opportunities locally; be it as part of the workforce required by the economy, or as entrepreneurs exploiting such opportunities.” (Tshwane 2055 V ision, 2013: online) Essentially, the porposed intervention not only falls within the proposals made by the City of Tshwane, but aims to provide a base for the development of social cohesion, livable communities, and give people the opportunity to develop skills and stimulate economic growth.
57
user profile Both the mothers and the infants have been identified as the most important users of the centre, allowing their needs to be investigated first. Resulting from many on site conversations with people around the site, as well as off site but interested in the scheme, those needs were able to be identified. As a result of the civic nature of the ground floor and it being one of the generators of the project, the pedestrian becomes a user of the site too. Alongside the above-mentioned users, the staff play an important role in the functioning and upkeep of the building. The emotional and physiological needs of the user profile have been identified and must be read in the light of the thorough study of their socio-economic status and their impoverished circumstances.
“I
design for the use of a building and
the place and for the people who use i t ...
To
This
is the core of architecture:
p r o v i d e a s pa c e f o r h u m a n b e i n g s . �
PART 02 ___ Typology : Incidental Learning ___ User Profile
(Zumthor, 2011:online)
58
Infants:
Mothers:
_dependent of mother for emotional support _beginning to formulate own identity and perceptions of their surroundings _typical approach: overwhelmed, excitement, joy, fear, uncertainty.
_protective over their children within CBD environment _uncertain about opportunities offered by new venture _typical approach: overwhelmed, perceptive, observant, optimistic.
Staff: _assisting process of assimilation between functions of building and main user group _Curate experience of cooperative learning, and understand process of adaption for both mother an child _typical approach: optimistic, enthusiastic, calm.
General Public: _users and inhabitants of the civic ground floor _responsible and required for activating the edge condition of boundary of site _offers opportunities of extended interaction between users and general public, increasing chance of incidental learning.
59
PART 02 ___ Typology : Incidental Learning ___ Accommodation
accommodation list & programme exploration
60
’
offices to facilitate the process of finding jobs within the city (regeneration from raw materials) internal placement of staff to retain value of interpersonal relations (self for the other) facilitating mediation between city users and the building (inclusivity of the other)
facilitating mediation between self and healing (acceptance of the self in space)
61
62
SYNOPSIS: This sub-section seeks to contextualise the practical and conceptual issues identified via site analysis. The approach should be understood through the lens of the conceptual basis already established. The project intends to address, and therefore requires the analysis of three major scales of intervention: Macro (the larger network); Meso (the immediate context); and Micro (quantitative observation). Throughout this analysis, design generators are revealed, from both the qualitative and quantitative aspects studied.
PART 02 ___ Topology ___ The Spaces Around Me 63
PART 02 ___ Topology ___ Locality
Locality
64
Fig. 2.3.1 locality plan, (author, 2017).
Fig. 2.3.2 locality plan of city, (author, 2017).
65
66
PART 02 ___ Topology ___ Locality
JOHANNES RAMOKHOASE
ST
SITE
PRETORIUS STREET
PAUL KRUGER STREET
CHURCH SQUARE
Fig. 2.3.3 site in city, (author, 2017). 67
Site Rationale : Tshwane regeneration scheme
PART 02 ___ Topology ___Site Rationale
site location
68
Fig. 2.3.4 Pretoria city as viewed from the union buildings (Tshwane Vision, 2013: online).
As a part of realising the Tshwane 2055 vision, the city of Tshwane has initiated certain projects, where design and construction has already commenced. According to the Tshwane Inner City Regeneration Scheme, presented in 2015, the interventions part of this initiative are required to stimulate growth of the city, including job creation and effectively improving the engagement of stakeholders concer ned in the City’s development. It is aimed at “developing strong institutional mechanisms to drive various initiatives - in a programmatic manner with clear deliverables linked to time-lines, continuous risk management and mitigation� and in accordance with outcome 6 of the Tshwane 2055 vision, activating citizens to engage and tackle societal challenges (Tshwane 2055 V ision, 2015). In light of this, the project aims at addressing many points highlighted in the V ision but most specifically is looking at the creation of a liveable environment, i.e. a space that allows for people to dwell in every regard: live, sleep, eat, lear n, engage, experience, grow and develop as people. The following, as identified within the 2055 V ision forms part and parcel of the site rationale:
----Compact urban form _ i.e. increase the density of sites that are not making sufficient use of the area they assume. ----Promotion of alter native residence _ i.e. looking beyond the norm of who and what kind of living is provided ----Ease of transformation _ interpreted as transformation of site, but also as transform-ability of building type, and future use of building to make the ven- ture more sustainable ----Better use of Municipal infrastruc- ture_ the intervention essentially becomes municipal, extending their ver- satility in building typology owned, and striving towards their V ision - - - - S p a t i a l re s t r u c t u r i n g t h ro u g h u r b a n design _ design that extends beyond the edges of the site, but makes a pos- i t i v e d i ff e re n c e o n t h e b ro a d e r c i t y / u s e r ability of the street scape etc.
The remaking of spatial form is guided by the principles of justice, sustainability, resilience, spatial quality, spatial efficiency (Tshwane V ision, 2015:5).
69
Macro analysis :
the larger network
The CBD falls within Region 3 and thus the location of the site is central to the second highest population group within the City of Tshwane. In addition, Region 3 is closely accessible to regions 1, 2, 6 and 4; making it ideally placed to be accessible to most inhabitants of the metropolis. The importance of looking at the functions of the larger city network that surrounds the site is to understand the setting in which the proposed education facility will be functioning. Figure 2.3.6 indicates the precincts that surround the site, as well as the manifestation of certain boundaries and thresholds faced by the city user when entering the cityscape. These elements play a role in understanding the route travelled by a potential user and impacts upon the design in terms of visual language on approach, threshold between city and building, street and function and user and programme.
PART 02 ___ Topology ___Macro Analysis
As an attempt to understand the workings of the city on a larger scale, a basic understanding of the inhabitants is required. The networks, bus terminals and routes, taxi routes, formal informal stops, access points into the city, and the site locality with regards to the Tshwane 2055 Vision. “Poor infrastructure is a major impediment to development, poverty reductions and improved standard of living. For example, road congestion, poor public transportation, poor facilities for pedestrians, poor sani- tation, and power outages, etc. are major infrastructural deficiencies that hinder development� (Myeza, 2013: 96). Essentially, in order for the proposed programme to be- come effective in its function, it has to be surrounded by sufficient functioning systems and infrastructures to support it. The building cannot survive if it cannot be accessed. The proposed site sits close to both bus and taxi routes, as well as being close to the northern gateway of the city.
70
Fig. 2.3.5 Tshwane stats (Tshwane Vision, 2013: online).
C
A
R
stanza bopape [church street]
D
O [c.a.r.d.o
]
ceremonial boulevard of imagined spaces
DECAMANUS government [left] and civic [right] precinct
[d.e.c.a
threshholds between public streets and b u i l t - - - - - - f a b r i c
.m.a.n.u .s]
R E L AT I O N A L S PA C E of imagination and relation site and city enstranged from supporting c o m m u n i t i e s
Fig. 2.3.6 The many axis of Tshwane (author, 2017).
71
PART 02 ___ Topology ___Macro Analysis
Macro analysis :
72 the larger network
Diagram is used to understand the relational nature of the Inner City of Pretoria when compared to other parts of the city, as well as the relation to site in terms of proximity and extended infrastructures.
Fig. 2.3.7 relation of city to whole (author, 2017). 73
Meso analysis : q uantitative __ climate
PART 02 ___ Topology ___Meso Analysis
Th e cl imat e play s an i m port a n t rol e i n de si gn i n g pa s s iv e s y s t e m s t o re g u la t e a n d m a in t a in t h e r m a l a n d v is u a l c o mfo r t lev els fo r the i nh ab i tant s of t he buil di n g. Th e se gra ph i c s w e re c om p ile d t o in d ic a t e t h e e x t e n t o f t h e c lim a t ic s t u d y d o n e in o rder to b etter info r m d esi gn decisio ns.
74
Fig. 2.3.10 sun analysis (author, 2017).
Fig. 2.3.11 rain analysis (author, 2017).
75
PART 02 ___ Topology ___Meso Analysis
Meso analysis :wind analysis
76
Fig. 2.3.12wind analysis (author, 2017).
77
78
PART 02 ___ Topology ___Meso Analysis
79
M i cr o ana lysis:
t h e i m m e d i at e c o n t e x t
In order to understand the response and influence of the context on the design process, an in-depth analysis needs to be done to orientate the reader in terms of the theoretical premise used to define it. Please refer to individual image captions for specific explanations. SOUTH AFRICAN NATIONAL LIBRARY
ACCOMMODATION & RETAIL GROUND FLOOR
VIEW 1
DPT. OF HOME AFFAIRS
SITE
CHRISTIAN COLLEGE
SOUTH AFRICAN NATIONAL TREASURY N
PART 02 ___ Topology ___Micro Analysis
The site itself sits fenced off from the surrounding streetscape. Similar to the National Treasury and the Dept. of Home Affairs, its edges are blunt and impersonal; they don’t open to the street edge so as to welcome the pedestrian. Moreover, the materiality offered by the built fabric where the pedestrians come into contact with it is neither welcoming nor connected, in that it offers no calling for interaction or interest. The façades of the buildings towards the streets thus repel the pedestrians to a certain extent, forcing them to move swiftly along the street edge and never to engage with the built fabric.
80
The result of the above is a vibrant and interactive streetscape, alive with the sporadic movement of pedestrians and taxis and the only platform that accommodates the ritualistic social functions of the city user. In looking at the South African National Library, however, some attempt has been made to invite the pedestrian under its shading structure, to walk and remain sheltered from the elements. Problematic still, is the lack of provision of spaces to pause, sit, and interact with the flurry of people passing by you. What became important in terms Fig. 2.3.8 site photos: Immediate context (author, 2017).
VIEW 2
VIEW 3
VIEW 4 Fig. 2.3.13-20 photographs of context (author, 2017).
architecture; a building that belongs to the city that, regardless of its intended function, opens up its base to the pedestrian and assumes a civic function through its ground floor and facade articulation. To the East of the site, across Thabo Sehume St, lies the Christian College as well as retail and accommodation buildings. These functions are smaller in scale and translate into the buildings that house them. Regardless, they seem to sit on an impenetrable pedestal: the retail functions serve as an accessible, yet shallow response to pedestrian engagement. The activity still remains contained to the street edge and ultimately spills over into the road. In analysing and understanding the direct context of the site from this perspective, it emphasises the need to accommodate for increased pedestrian access. Additionally, the informal functions that take place on the sidewalk need to be integrated into the built fabric of the city. These functions, classified as formalised informal traders, include food vendors and sewing stations for the fixing of small leather goods, etc. They serve to activate the edges, create opportunities for interaction, and offer moments of pause along the sidewalk.
VIEW 5
VIEW 6
7
2&6
3
1
8
VIEW 7
5
4 VIEW FINDER
VIEW 8 81
M i cr o ana lysis:
s i t e s k e t c h e x p l o r at i o n
STREET SEHUME
PART 02 ___ Topology ___Micro Analysis
THABO
82
johannes ramokhoase street
Fig. 2.3.21 sketches of context (author, 2017).
83 Fig. 2.3.22 google earth adaption (author, 2017).
U rban H ub design toolkit In conducting research into the methods of setting up a design strategy to create a building that sit s as a primary node within a c ommunity, I came across the Urban Hub Toolkit, set up by NM & Associates Planners and Designers (2013:i). In reading this document, I noted that the principles dealt with, resonated with the purpose of the proposed intervention. Their relevance informed inclusion in the study, specifically in reference to the site analysis where these principles guided the investigation and identification of primary and secondary networks.Some of the key terms used to understand the site, as defined in the Urban Hub Design Toolkit are: “_Public Space: Public space includes all land that does not belong to private individuals or institutions and which is accessible to the broader public for circulation, socialising, trading, events etc. _Public Realm: Space, outside of the privatised and securitised precincts and buildings which is perceived to be part of a broader shared domain.
PART 02 ___ Topology ___Meso Analysis
Prioritised Pedestrian Network: A portion of the Public Space Network that is prioritised in order to focus movement onto key routes and at strategic points.” (Urban Design Toolkit, 2013:1) In addition to the above, the aim and purpose of the building is to serve as a resource node with in the inner city, and should “function as urban service centre and contain a number of important public services combined with commercial activity”(Urban Design Toolkit, 2013:2) Subsequently, a brief understanding of the principles of the toolkit is requi red, as this will aid in understanding the design process and decisions that were made according to such principles.
84
The Urban Hub Toolkit, developed in early 2013, is aimed at providing a “strategy to enable long term restructuring of our larger urban settlements” (Urban Hub Toolkit, 2013:1). Spatial and structural preconditions were established to facilitate firstly, key housing/work destination, secondly, a “draw card” to attract people into the city, and lastly, as gateways to the broader City of Tshwane (Urban Hub Toolkit, 2013:2). Accordingly, certain requirements have to be met for projects to be successful and vibrant hubs, that address daily challenges of township residents, namely: “
_ Create a sense of place by responding to the topography, climate, human needs, function and culture. _ Cater for those on foot (not to the exclusion of the car but always prioritised above the car) _ Be structured around a safe, convenient, secure, comfortable public space networks supported by a mix of land uses and activities. A public network of spaces and links should be the most important focus of intervention within these hubs…This will allow thresholds to b e i n c re a s e d a l o n g s t r a t e g i c ro u t e s and around key spaces.
(U r b a n H u b T o o l k i t , 2013:2)”
[corner st
of
&
Johannes
ramokhoase
t h a b o s e h u m e s t .]
The density and programmatic nature offered by the immediate context around the site is witness to and part of the reason that the context is seen as inaccessible and not for the pedestrian. Subsequently, the pedestrians are constrained to the sidewalks and because of lack of space, there is spillover into the taxioccupied streets. Although the pedestrian must be prioritised, I cannot help but wonder what the site condition would become if civic spaces beyond that of the pavement were given back to the pedestrian.
time - bound
CITY USER PEAK TIME USAGE O F S U R R O U N D I N G FA C I L I T I E S PM
12
R E L AT I O N A L : P L AY A N D I N T E R A C T I V E lunch movements: _foot traffic _multiple ages in streets
R E L AT I O N A L : A B A N D O N M E N T night traffic: _homeless _unsavoury character _pockets of play _aimless wandering
RE
TIO
AY
FU
L +
VIO
US
s c h o o l ’s o u t : _children out _democratic _anarchy _carefree
3
R
9
LA
PL L : NA
S MI
E CH
E L A T IO N A
N
: M O V E M E N T IN T E R A C T IV E
evening traffic: _ t a x i ’s _busses _city abandonment _passive security deminishes
IO
L
AT N TI T S E EN D M : E V L O A N M O D I T TE LA E EN R RI O
6
S PA Z A S H O P S + INFORMAL FOOD MARKETS
In conduct ing sit e a n a l ysi s, i t se e m e d re l e va n t t o s t u d y t h e c h a n g e s in a c t iv it y a ro u n d t h e s it e a s re la t e d to the specific t ime o f d a y. Th e re su l t s of t h a t st u dy h a v e b e e n c a p t u re d in t h e d ia g r a m b e lo w, a n d c o v e r a 1 2 h o u r p er io d from 12 pm t o 12 a m . Th e i n form a t i on u se d t o do c u m e n t t h e t im e p e r io d b e t w e e n 7 p m a n d 1 2 a m o r ig in a t e d f ro m an i n fo rmal int erview h a d w i t h a f e l l ow a rc h i t e c t u re s t u d e n t a n d f r ie n d , B a t a t u Q w a b e .
Fig. 2.3.23 peripheral site movement (author, 2017).
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DESIGN IMPLICATIONS: Both the qualitative and quantitative analysis led to a better understanding of what potentials the site presents, but also allowed for certain needs to be itentified through obervation and study. These implications stem from both the site analysis and research components of this dissertation. _ The introduction of entrance hierarchy into and approach towards the site could establish a possible corridor for movement and allocation of public place. Seeing as the city provides little relief from built up space, let alone sensitive and inclusive civic place, the need for open publicbly accessible space arises, giving opportunity for the development of a recreational, commercial and civic node. _The site is located on the threshold bet ween the gover nement and civic precints, as identified by the Tshwane 2055 V ision, and thus needs to facilitate the meeeting of building, function and civc space for the pedestrian. One of the objetives for the proposal is to design solutions that address the transition between certain domains, such domains include but are not limited to: -boundaries between street and commercial; -public and private; -commuity driven public space; -community driven institutional space; -sites of lear ning and observation; -spaces for infants and spaces for mothers; -spaces of transition and spaces of dwelling, etc.
86
_ A range of possible programmatic responses have stemmed from the complexity of the site. This materialises in terms of the levels of intervention possible, ranging from freely accessible recreational space, to access to certain services, to the formalisation of certain infrastructural systems. This ascending ladder of complexity in programme allows the design process to consider the movement of the user through the space, from preliminary exposure to site through to involvement and interaction with functions. Subsequently, the design needs to create a viable urban environment to encourage participation by empowering certain networks. An example of a structure of informal activity that could be used as connecting tissue is informal fruit and vegetable trade already present on the sidewalk.
_The design needs to enable personalised interaction between the collecti ve city user and built fabric, considering that all users belong to different categories of vulnerability. Appropriate urban expression lies in the ability of the design to recognise the diverse perceptions of its society. The need arises to design relatable, nonprescriptive spaces, where users feel comfortable to negotiate and intergrate differences in attempt to develop collective and individual identity. This also gives fuel to the different kinds of lear ning sites identified for both the EDC and the education centre for the mothers, as well as inbetween zones between the two and the civic ground floor. _ Differences in social, cultral and economic practices are ever present in the city, and specifically on and around the site. The architectural response effects the human interface by creating implied and exlicit boundaries. As identified by the site analysis, the patter ns present in the surrounding context exemplifies inflexible boundaries and impermeable facades, disallowing any interaction between private and public, informal and formal, and risidual and used space. The response recognises the need for a dynamic architectural environment, encouraging interaction, social relations and layering of complex functions to be safe whilst still inlcusive. “It is essential that an urban dweller is able to experience a city by way of its sociospatial relationships, which are a ctivated by a variety of temporal patter ns, rhythms, interruptions, surface conditions, spatialities and textural qualities that appeal to all the senses simultaneously� (Da Costa & van Rensburg, 2008:38). _ Lastly, the vibrant atmosphere present on the city’s sidewalk is a crucial source of energy and an asset of the surrounding community. The socio-cultural energies that have created impromptu spaces need to be included into redefining the spatial development of the city. Essentially, each designed space within the new intervention becomes transitional in nature, appropriated differently for different functions and domains, and need to be articulated in terms of material, scale and accessibility. The response becomse complex, requiring spaces to be of significance for a multi-faceted community, and remain non-prescriptive in nature. 87
88
SYNOPSIS: This sub-section seeks to contextualise the practical and conceptual development of the project as based in a theoretical discourse. It thoroughly develops the theoretical argument, after which the morphological development shown in PART 03, sub-section 3.2, can be understood. This section is filled predominantly with type, as it forms the theoretical underpinning of the entire dissertation.
PART 02 ___ Morphology ___ The skin you’re in 89
introduction The purpose of formulating this theoretical premise in the form of a written study is to showcase the flesh that augmented the design process. Although this paper does not not directly address the design process as such, it aims, rather, to give the reader a deeper understanding of the thought process that fuelled the design intervention. Subsequently, both the theoretical argument and the design proposal are bound together throughout the thesis document. “I move in response to the demand of things to be seen as they are, as they need to be seen to respond to the reflexive questions that arise between us. The active, constituting, centrifugal role of the body, its transcendental operation is inconceivable apart from its receptor, responsive existence as flesh amidst the flesh of the world. The body does not synthesise the world ex nihilo; the body seeks understanding from the bodies with which it interacts.” (Dillon, 1997:146)
PART 02 ___ Morphology ___Introduction
Fundamentally, this paper intends to discuss critically, the relation of a human being to lived space, to the other and inanimate objects, which in this case, is the built form. Maurice Merleau-Ponty, a French Philosopher concerned primarily with phenomenology, focuses on understanding these complex and interdependent relationships. Thus, Merleau-Ponty’s (1970) work becomes central to this study, alongside that of Henri Lefebvre’s (1991) exploration of the trialetctics of space and the writings of Nel Noddings (2010). Her short essay, Pedagogy of Care, concerning the importance of forming relations of care within a learning environment elucidates an argument that finds its grounding in the programmatic delineation of the proposed intervention, as well as in an abstracted exploration of physical space.
90
Body
as the
Primary Site
of
Knowing
the
World: A human being enters this world, and does so unfamiliar with its cyclical and relational nature. When a new-born first encounters another form, besides the womb of his/her mother, it is by means of touch that he/she becomes aware of such an encounter. The blankets that make his/her bed warm, are the same blankets that may interfere with body-on-body contact so necessary between mother and child. Family members and hospital personnel reach our with welcoming arms, all sub-consciously extending different sensations of touch. It is though touch that a baby’s first relations are formed. It is through touch that a newborn to toddler becomes aware of its own body in the world. What becomes of paramount importance here is the centrality that the body plays in the experiencing of the world around us. Human beings, at any age, are first and foremost using their bodies as the primary site of reference (Merleau-Ponty, 1970:92). Merleau-Ponty states that the body is permanent and effectively is observed from the same angle for that specific person (1970:92). Thus, one is able to use this original point of reference as the condition by which to measure and understand the permanence of a space or object (Viljoen, 2009:25). Stemming from this understanding is the notion that one’s physical body and consciousness cannot be separated as two distinct entities (The Flesh of the World, 2012:online). As explored extensively by Merleau-Ponty, human beings are able to be both immanent (material corporeal experience), and transcendent (intellectual and imaginative), simultaneously (Ladkin, 2012:online). Deeply rooted within the body’s interaction with the world, are the mental cognitive processes; forming an interdependent state of being (Wilson, 2002: 625). This simultaneity of body and mind was coined by Merleau-Ponty as the ‘body-subject’. It is this body subject that is able not only to reflect on itself but through such reflection, is able to give meaning to an embodied existence (Viljoen, 2009:28). Merleau-Ponty states that ‘body is no longer conceived as an object of the world, but as our means of communication with it...the world [is] no longer conceived as a collection of determinate objects, but [rather], as the horizon latent in all our experience and itself ever-present and anterior to every determining thought’ (Merleau-Ponty, 1970:92). The world of everyday experience is thus born as a lived-through world: “it is me inasmuch as I am conscious of the world” (Merleau-Ponty, 1970:150)
91
In knowing that the programme for the proposal is focused largely on education for both mothers and infants, as well as supportive social functions, one can start understanding the importance of perception and experience of spaces and people for each individual person on a daily basis. The spaces within the building, along with the multiplicity of uses offered within any such space, as well as the complexity presented by the users, create a dynamic atmosphere, rich with possibilities of direct and indirect interaction. The following section delves further into understanding the relations formed by the human body, by looking at the senses, the corresponding behaviours and emotions, as well as paying attention to the resulting dialogue between the body-subject and the world.
PART 02 ___ Morphology ___Body-subject in Relation
Body-subject
92
in
R e l at i o n :
Merleau-Ponty believed that from the view of the lived body, we constitute an object as being in the world and similarly, through our contact with such an object, we, the lived subject, are constituted in return. (Merleau-Ponty, 1970:151) What this means, is that our understanding of the external context that surrounds us at any give time, is what allows us to grasp a spatial understanding of ourselves in the world. These moments weave together to form experiences and such experiences inform our perceptions, as well as place us in the position to be perceived. As we grow, our effective ‘experience library’ grows with use, and aids us in our responses to the respective situations we face. These situations evoke certain emotions, grounded in our past experiences and corresponding perceptions and effectively trigger certain behavioural reactions. Each behavioural reaction is grounded, even if subconsciously, in the sensations experienced by our bodies (The Flesh of the World, 2012:online). Senses, for the purposes of this paper, aren’t separated or treated as different means of experience but rather as a different form of touch. For example, light waves touch the retina, which allows for a visual experience; sound waves travel and reach the eardrum, which pass through as vibrations that touch your cochlea and cause an auditory experience; food touches your taste buds to allow for a gustatory experience and fragrant aromas are moved around in the air to be breathed in and cause an olfactory sensation. All of the above senses are interwoven to form an overall haptic experience, beyond the fundamental act of touch.
Touch is what allows the human body to perceive a unified world fully (The Flesh of the World, 2012:online). As a result, sensations felt stretch beyond mere sensory organs; they become embodied via communication with the whole body-subject. It is this communication that allows for sensory experiences to transcend into perceptions as the human body moves through the world spatially(The Flesh of the World, 2012:online). These experiences of movement become so engrained in each human being, that individuals, from a very young age, begin to communicate subconsciously via body language (Ladkin, 2012:online). Donna Ladkin describes this body language as being “the way that one’s body holds patterns of tension, one’s energetic quality, the way that one uses his or her voice, patterns and styles of movement, and general quality of bodily presence” (2012:online). It is through this means of inter-body communication, coupled with a human being’s ability to be perceived, reflect and be perceived, that the spaces between bodysubjects become catalytic to revealing the quality of interpersonal relationships. Characteristically, through the subconscious communication of others’ embodied responses within a space, we indirectly learn more about ourselves from our reaction. The next chapter develops the notion of a pedagogy of care, with specific reference to interpersonal relations in an educational environment.
A Pedagogy
of
Care: Nel Noddings introduces the notion of caring relations within educational environments (Noddings, 2010:1). Her writing about this topic initiates thinking about why certain educational environments remain unsuccessful, undeterred by teachers’ claims to care about their students (Noddings, 2010:2). Her study identifies the relational sense of caring that stresses the importance of the relationship itself. Noddings states that “the phenomenological analysis of caring reveals the part [that] each participant plays…[firstly with] the one caring [identified as being] attentive…[and] receptive; it received what the cared for is feeling and trying to express” (Noddings, 2010:2). Noddings refers to this way of behaviour as causing “motivational displacement” (2010:2), whereby one’s motivating or embodied behaviour is extended towards the cared-for’s receptive body subject. Such an expression of care is thus received, recognised, and in turn, the cared-for has his or her own detectable response (Noddings, 2010:2). In such a way, the one caring can receive and reflect on the response received and a reciprocal relationship of care can be established (Noddings, 2010:3). 93
In my opinion, such a way of establishing relationships of care requires an educational system and environment characterised by recognition, respect and integrity. The proposed intervention can thus explore the opportunity for designing educational spaces that provoke moral interdependence between students and teacher, which stem largely from interrelations and how spaces allow for such interaction (Noddings, 2010:4). As identified by Noddings, the leaders (teachers), need to initiate a community of knowing, where efforts are interpreted and perceived as cooperative work rather than unwelcome interference (2010:4). Such environments, according to Noddings, can only be achieved if a relationship of care and integrity is established (2010:5). This way of teaching extends beyond the limits of the classroom because educational content, spontaneous interaction and social gathering spaces need to evoke interest and effectively, collateral and incidental learning.
PART 02 ___ Morphology ___Forms of Learning spaces
It now becomes possible to contextualise the above study and understand the principal role played by a human being in understanding and reflecting on the world and the other. Even more so, one is able to identify the value of the interdependent nature of human relations on the success or failure of a caring educational environment. This shows us that architecture has a responsibility to bestow grace and sensitivity towards the human beings it encompasses.
Forms
94
o f l e a r n i n g s pa c e s
: Subsequently, the question arises as to whether architecture can provide possible solutions for learning spaces that address the above factors and if so, how? The articulation and manifestation of learning spaces not only affects the functional use of spaces but also the attitude students have when entering such spaces. There is a complex relationship between learning and the spaces in which it takes place. This section continues to develop the theoretical premise by gaining a greater understanding about the requirements of learning environments and formulating a conceptual framework for design solutions. It outlines alternative possibilities for creative improvements of learning spaces so as to house socio-spatial encounters and interactive processes of learning constructively.
“Approaches to learning in educational settings are changing. Traditional teacher-centred models, where good teaching is conceptualised as the passing on of sound academic, practical or vocational knowledge, are being replaced with student-centred approaches which emphasise the construction of knowledge through shared situations...” (Boys, 2009:2) The concept of learning spaces as spaces of encounter and engagement, where disconnected thoughts and approaches are sometimes inchoate, presents a space of cohesion, even if suspended from the outside world. (Boys, 200:2) Typologically, classrooms sit in isolation - with no visual access to other learning environments, campuses sit fenced off from the daily rituals of the living world that surround its borders. Essentially, typical educational facilities are characterised by physical and psychological isolation from any activity other than teacher-based learning. The campus of the University of the Free State, for example, is a typical educational environment which sits separate from the functions of the city in which it is located. If we take a closer look at the Department of Architecture, specifically at the classrooms situated on the sub-ground level, we can clearly see how learning becomes separated and thus, partly abstracted from its surrounding context. The rooms, although intimate and small enough for personalised contact and feedback, lack visual or physical access to functions external to the building or even on the same floor. Their being situated below ground level limits the natural daylight that enters the space, with the layout emphasising the desired crowd orientation. Desk placements and lack of interactive designed spaces encourage individual listening- and writing-based learning, as opposed to problem-based learning, which is aimed at collaborative critique within a flexible and adaptable learning space. (Please note, the classrooms at the Department of Architecture, UFS, are used as an accessible reference point to demonstrate the characteristics of typical classroom spaces and in no way reflects on the remainder of the buildings’ design.) Characteristically, typical classrooms and lecture halls, prevalent at most universities and schools across the country, are sites of knowledge, of traditional pedagogical structures and to a certain extent, sites of order and regulation (Savin-Baden, 2007:9). Pause spaces, symbolic of social interaction or self-reflection, that sit betwixt such spaces, are synonymous with innovation and incidental learning. These zones present different means of spatial practice, defined by McGraw Hill as “the way in which space is produced and reproduced in particular locations and social formations” (2017:9). 95
Our learning spaces are infinitely influenced by the routines, rituals, practices and infrastructures that surround them and thus cannot be forced to function in isolation from them.
Social
s pa c e
&
t h e t r i a l e c t i c s o f s pa c e :
PART 02 ___ Morphology ___Social Space and the trialectics of space
The idea of spatial practice is explored in depth by Henri Lefebvre (1991:26, original emphasis) in The Production of Space, where he argues that “(social) space is a (social) product’, and in addition to such space being produced, it also serves as a tool of action and a tool of thought (Savin-Baden, 2007:10). Social space , as a product integral to social practice, is what Lefebvre denotes as being “both a result and precondition of the production of space” (Lefebvre cited in Goonewardena, Kipfer, Milgrom & Schmid, 2008:29). His exploration deals specifically with this production of space which “can be divided into three dialectically interconnected dimensions or processes”, often referred to as the trialectics of space (Lefebvre cited in Goonewardena, et al., 2008:29).
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These three dimensions that constitute social reality, present a duality within themselves; one phenomenological and the other semiotic in nature. The former concerns a triad of “perceived”, “conceived”, and “lived space”, with the latter translating those into “spatial practice”, “representations of space” and “spaces of representation” (Lefebvre cited in Goonewardena, et al., 2008:29). Each of these three dimensions, or ‘moments’ (1991:26), exist in relation with one another and are dialectically interconnected, yet remain distinct from one another (Lefebvre cited in Goonewardena, et al., 2008:33); hence the emergence of Lefebvre’s “triadic dialectic” or the trialectics of space. Fundamentally, spatial practice or perceived space refers to the outcome of certain choices one makes regarding the use of/specific practices within space (Briercliffe, 2015). It refers to everyday activities within the wider socio-economic context and to a certain extent, ensures continuity of every person’s social relationship within space (Kam, Tang, Lee & Leung, 2011:413). These spaces are complex and opportune, as they change according to the user requirement and may even become ambiguous and covert (SavinBaden, 2007:9). Representations of space, or conceived space, are a function of relations of production and the order systematically derived from those relations (Kam, et al., 2011:413). It refers to the presiding planning function based on a concrete and humanly produced reality (Briercliffe, 2015). This component functions as a ‘people-less’ sphere, where space is conceived of and conceptualised purely on imagined representations of
The last component that completes the triad, is that of lived space, or spaces of representation. Its embodies both the perceived and conceived but cannot be reduced to either one; it is characterised by pure subjectivity and human experiences (Zhang, 2006:221). Lived space constitutes imagination, feeling and people’s inherent reaction of sense-making; it becomes the embodied subjective experience of the conceived and perceived reality of space (Zhang, 2006:224). This space also serves as the space of the everyday, that users cognitively seek to appropriate and change in order to form an interactive and meaningful relationship with the surrounding world (Kam, et al., 2011:414). Central to this thought is the interconnected nature of these moments, or functions of space. They cannot be separated and understood as three modes of space, functioning in isolation. Their combined product is what constitutes the contradictory nature of social space as conceived by Lefebvre and thus it presents a complex platform from which to consider the mode of production in social learning spaces. What can be understood from the above exploration, is that managing and re-creating learning spaces is just as reliant on the spaces between people as it is on the spaces between places. All the in-betweens become transitional nodes of translation and encounter, indirect and epic learning sites realised within lived space. Spaces between teacher and learner, between learner and learner, between mother and child, between the self and the other, all become sites of learning and sites of lived experience. This indicates the social nature of sites of learning through experience and encounter and the importance of maintaining contact between learner and social practice, so as to ensure a continuous dialogue between sources of knowledge and the way in which each individual comes to understand the spaces around him or her (Savin-Baden, 2007:10). McGraw -Hill (2017:12) defines some such incidental learning spaces as: “_ Bounded learning spaces: days away in which to think and reflect, alone or in a group; _Formal learning spaces: courses and conferences; _Social learning spaces: where dialogue and debate can occur in informal and less bounded settings; _Silent learning spaces: away from ‘sounds’ that get in the way of creativity, innovation and space to think; _Writing spaces: places not only to write but to reconsider one’s stances and ideas; _Dialogic spaces: in which critical conversations can occur but also where the relationship between the oral and the written can be explored; 97
_Reflective learning spaces: which reach beyond contemplation and reconsidering past thoughts, they are spaces of meaning-making, and consciousnessraising�. Learning spaces could then be described in many different ways, reliant on cultures, place, time, discipline and presence of social encounter. One can never factually define what counts as a learning space because each one constitutes different means of learning and different content serving as ‘learnt’. In the light of this exploration, however, certain design and spatial cues can be interpreted from the text, such as the need for boundary refinement and treatment of the edges between different spaces, the framing and accessibility of such spaces, flexibility in articulation and adaptability of layout and configurations, etc. First and foremost, however, the above must allow for all the learning spaces to celebrate differences and the inherent need of the user to appropriate and make sense of the environment in which they find themselves.
PART 02 ___ Morphology ___Learning spaces - A whole being approach
Learning
98
s pa c e s :
A
w h o l e - b e i n g a pp r o a c h
In summarising the overall theoretical underpinning thus far, what has been discussed is the processes involved with human beings gaining an understanding of the life world that surrounds them, as well as their place within it. The process of gaining insight and making sense of such spaces is mediated through the human body, or rather, the body-subject in relation to that and what surrounds it. Moreover, the importance of relations of care within an environment characterised by learning proved critical to the study, alongside that which constitutes a site of learning and how exactly such sites or spaces are interpreted and understood. Furthermore, the study of learning spaces needs to be addressed, even if briefly so, from a moral perspective, as this indicates a necessary change regarding learning spaces on a societal level This may not reflect directly on design solutions but is imperative for the community user group and the success of such an intervention. Learning spaces become constructed realities, experienced and perceived by body-subjects and thus act as building blocks to re-creating pedagogical environments. By looking at the importance of relations of care and whole child development, the creation of learning environments needs to include knowledge acquisition and conceptions alongside the complexity of interrelation, ontology, moral values and social practices (Savin-Baden, 2007:18).
Every student, teacher, mentor, staff member and member of the community involved, operates on diverse trajectories (Savin-Baden, 2007:18). What assumes paramount importance, is the collateral learning that happens in the spaces where collisions of these people take place. Effectively, this significantly increases the moral duty of each person who chooses to become part of what would be an integrated environment. “Learning Spaces [traditionally] implies quite a narrow idea - it is somewhere where you go to do a specific task - but actually, it is about what you carry with you, what expectations you bring and how you change... learning spaces is what is inside you really - and the relationship between that and the physical space...” (Boys, 2009:2) The actual classroom does not materialise as the centre of the design proposal; rather, the transitional zones between designated functions and the transparency and flexibility of those functions become the core purpose of the intervention. Adaptable, relational space is emphasised, where “values of being are more central than values of doing” (Savin-Baden, 2007:11). The design proposal, grounded in this theoretical premise, re-creates learning spaces through prioritising social spaces of dialogue and discussion within an architectural language that is connected, understandable and serves as an orientating datum for the everyday ritual of learning.
Additional
reflection:
“[F]inding and generating learning spaces is about the creation of an academic identity”, of whole-being development and liberating the inherent potential of such spaces within our cities and communities (Boys, 2009:2).
The above study thus questions how architecture can provide a space that allows for relations of care to be formed. How does one create a building that from street edge, through facade, internal spaces and finally the complete built form, materialises to welcome, accommodate and reveal itself to be a place for the people? From the site analysis through theoretical exploration, one of the main considerations is this edge condition and facade treatment, as these have been identified within the context as problematic and repelling spaces for the street user. Internal spaces, even if not enclosed, are required to be relational in terms of material and proportion, which begs the question; how does one create a relational space that remains civic in nature? Additionally, how does one manipulate sources of sensory stimulation to initiate a spatial journey of contemplation, association and reflection? These are a few questions stemming from the theoretical premise that helped develop the design. 99
100
SYNOPSIS: This sub-section investigates the materialisation of the project in terms of its structure and physical materiality. The project is explained in terms of the technical concept and the overall structural intentions, followed by a materiality study and a technical report on the intrinsic morphological value of the intervention, namely, the skin.
PART 02 ___ Techtonics ___ constructed experience. 101
technical concept The technical concept was developed as an extension of the design concept. In the context of the inner city of Pretoria, city dwellers have become isolated and abandoned as a result of the lack of inclusion offered by the built fabric. Moreover, city dwellers conducting their daily rituals have been pushed to the boundaries of the city blocks, and are prescribed a space for all social, cultural and informal economic encounters: the sidewalk. Inherently, there is no issue with the sidewalk, it provides a dynamic and energetic front to any building, but this needs to be extended into the city blocks. The scheme needed to reflect how through the development of caring relations, and understanding ones own position within space can be made possible through architecture. Thus, social spaces of encounter and individual spaces of reflection had to be understandable and relatable, and by exposing the structural elements of the building, a greater understanding of the construct of space around oneself can be achieved.
PART 02 ___ Techtonics ___Technical concept
Passive design strategies have been implemented, such as natural ventilation, daylight systems, planted green spaces, and as a facade solution, making use of thermally insulating translucent panels, namely, Danpatherm. Through this and material usage, the user is able to enter into dialogue with the structural elements of the building, directly and indirectly, and allows for different intensities of interaction between human and built form. Part of the structure becomes solid, part becomes climbable, and part investigates new modes of interaction through the introduction of safety nets and permeable flooring as alternative areas of play.
102
structural intention The structural intention was to create understandable and relatable learning spaces, including those incidental or prescribed in nature, and doing so on a site characterised by pedestrian exclusion, yet with high levels of pedestrian and vehicular traffic. In addition, the structure had to allow for a multi-sensory understanding of sites of learning. A steel structure is proposed for the Education Centre, including both the mother and infant sections, where infill panels between steel members differ in materiality. These infill panels present different materiality to inspire different response from user groups, as well as different materials being exposed to different age groups. The idea is to encourage interaction with different surfaces of the built fabric to allow for increased interaction between building and human beings. Essentially, the building becomes a teacher, and informer, and a constant point of reference for the student, at which ever age. The steel structure is sheltered with a double facade system, exemplifying layers of protection, comprised of a perforated galvanised steel sheeting in combination with Danpatherm transparent panels. The perforated continues to fold over the roof edges, providing a seemingly continuous folding of elements, almost blanket like in appearance. The light filters through the perforated sheet and moves through the Danpatherm panels and finally lights up the spaces with diffused natural light. The intention with this is to ensure continuous visual access for all users, and to create a greater understanding of the skin/facade that shelters you. The first three storeys of the high rise component serves as the core of the building, and reflects its duty through materiality. The core materialises as a combination between concrete and brick, extending into the facility as the occasional infill panel. The intervention plays with tectonic and stereotomic elements in conjunction with specific programme to offer unconventional opportunities of interaction between building and user, and user-to-user.
103
glass curtain wall
104
wooden slats
PART 02 ___ Techtonics ___Materiality
galv. steel sheets
danpatherm
masonry
mild steel profiles
in-situ concrete
perspective expereince
texture of touch
materiality
area of use structural high-rise core service
smooth hard cold solid scale
educational facility permeable structure
smooth colourful elongated cold hard
rough smooth multifarious interactive relatable
smooth warm light protective inviting
educational facility facade highrise continuity
permeable climable touchable relatable growth
educational facility facade highrise continuity
warm inviting permeable perspective scale
smooth transparent cold warm accessible
core infill panels
edging site security playground
infill high-rise
105
technical report The technical report serves as a crucial part to understanding the design and technical approach, as it explores the most influential sturctural system in the intervention. This component, namely the skin of the building, is considered in terms of it function, form, conceptual grounding and the effects it may have on the multi-sensory experience of the user. 01 SITE LOCATION As explored in depth in Part 02, 2.3, the site is situated in the inner city of Pretoria, on the corner of Johannes Ramokhoase and Thabo Sehume Streets. The site flanks both the South African National Treasury (South) as well as the Department of Home Affairs (West), both high rise buildings, and remains unobstructed in terms of Northern orientation. Please see image alongside to identify the locality as well as referring to pages 64-85 for an in-depth siteanalysis. 02 CLIMATIC CONDITIONS Pretoria, South Africa is at 25°44’S, 28°11’E, 1308 m According to SANS 10400-X, Pretoria falls within climatic zone 2, classified as temperate interior. Within the Köppen-Geiger classification, Pretoria borders two climatic zones, namely, a mid-latitude steppe/ semiarid cool climate, classified as BSk, as well as Cwa, a warm temperate climate, sporting dry winters and hot summers. Pretoria is known to have summer rainfalls, all of which can be seen in the two sun and water diagrams in Part 02, 2.3. From the above classification and the site analysis done, careful attention needs to be paid not only to thermal performance of each building leaf (floor, wall, roof), but the approach to conservation of energy and resources where possible. Passive design strategies have been implemented in terms of natural ventilation, daylighting, screening, solar energy systems, etc. so as to minimise the dependence on mechanical systems, and improve self-sufficiency within the building. In addition to energy conservation, the intervention has been designed so as to recycle grey water usage as much as possible to reduce reliance on municipal supply, and conserve water as much as possible within a building of this size. Consequential to this study, the structural philosophy was strengthened, allowing for informed design decisions to be made to advance the response to climate, environment and materiality. 106
STREET ER PAUL KRUG
JOHANNES E ST RAMOKHOAS SITE UARE CHURCH SQ
PRETORIUS
STREET
SUN ANGLES, PRETORIA 25°44’S, 28°11’E JANUARY
80°
FEBRUARY
72°
MARCH
64°
APRIL
56°
MAY
48°
JUNE
44°
JULY
48°
AUGUST
56°
SEPTEMBER
64°
OCTOBER
72°
NOVEMBER
80°
DECEMBER
88°
AVERAGE RAINFALL PER ANNUM: (based on record for 2016 rainfall) 1001.16mm AVERAGE SUNNY DAYS PER ANNUM: 229 days
107
03 WATER USAGE CALCULATIONS Calculations were to done to determine, first of all, the amount of water used by each component of the building (educational facility, civic ground floor, facility enabling living units and rentable accommodation). As can be seen below, these calculations were able to help determine (based on certain assumptions), how much water will be required from municipal supply per month, how much grey water can be recycled and reused and, essentially, what percentage of water can be harvested from rainfall. This allowed for the design to include required tank spaces and pump systems, below ground, on basement and on the eleventh and sixteenth floor, respectively.
108
109
04 DETAILED STUDY OF THE SKIN Through a series of contextual studies and the development of the theoretical and structural approach, it became apparent that the facade of the building on approach, upon arrival, and also when touching distance from it, serves as the first layer of interaction and association with the building This layer becomes the first point of contact, and becomes the mediator between user and place. Subsequently, the development of the facade in terms of design, technification, materiality, texture, ambiance, presence and all factors that contribute to its being perceived and experienced, became instrumental to the creative process. The notion of the skin, as mentioned above, materialises what is perceived through touch, as previously explored in the document. The skin, as the protective and associative layer, is what becomes touchable, and effectively what allows for user to interact with the built fabric.
110
iteration
01
The first iteration of facade design focussed on exposing the steel structure, and playing with permeable and opaque cladding materials. Innitially, corten steel was considered, but was soon ruled out as some facade sections would interact with the EDC playground, and the materiality seemed too harsh no longer agreed with the structural
Johannes Ramokhoase Street
111
EDUCATIONAL FACILITY SKIN DEVELOPMENT : THE CIVIC WINDOW AND PEDESTRIAN ACCESS The sketches and photos below and alongside indicate the process of development of the skin of the building. The process proved to be very explorative, and allowed for creative exploration of construction principles through materiality and alternative means of construction.
112
113
HIGH RISE HOUSING SKIN DEVELOPMENT : THE HOMEWARD BOUND The sketches and photos below and alongside indicate the process of development of the skin of the high-rise, and needed to serve as continuation of the facade from the facility below. The process depicts the shift from rigid and rectilinear design to an intuitive approach, which ended up being logical in terms of the structural approach.
114
115
SKIN DETAIL DEVELOPMENT :
116
SKIN DETAIL DEVELOPMENT : Material
Thickness(mm)
R-value (m2K/W)
U-value (W/m2K)
Bondek concrete composit
150
0.117
8.52
Screed
50
0.044
22.6
Thermaguard
75
2.3
0.43
Gravel
50
1.2
6.25
Galv. steel perforated sheet
5
0.0001
10000
3.66
0.27
1.923
0.52
ROOF
combined
SKIN Danpatherm © Air gap, ventilated
200-400
1.98
0.50
Galv. steel perforated sheet
5
0.0001
10000
3.9
0.25
combined
117
118
SYNOPSIS: This sub-section explores the precedent studies conducted during the design process. These precedents were used as informants as well as tools in the design process to understand the creation of certain community and educational spaces. The last precedent is a structural precedent, and concerns the Tectonic exploration as per the previous section.
PART 02 ___ Precedent Studies ___ to learn from. 119
SOCIAL
precedent studies : INTRODUCTION
01
SOCIAL DEVELOPMENT PROJECT Fig. 2.6.1 community engagement (archdaily, 2015).
02
DAWUD KLAASTE MULIT-PURPOSE CENTRE
PROGRAMME
Fig. 2.6.2 community engagement (cs studios, 2005).
03
PUMANQUE COMMUNITY CENTRE Fig. 2.6.3 community platform (archdaily, 2014).
04
COMMUNITY CENTRE MรกJ Fig. 2.6.4 diverse interaction spaces (archdaily, 2015).
05
EL PINAL NURSERY
06
KUPULWE [ INTERNAL LANGUAGE ] Fig. 2.6.6 internal interactice environment (archdaily, 2013).
07
OAK HOUSE HIGH SCHOOL BUILDING Fig. 2.6.7 integration of habitable green spaces (archdaily, 2013).
STRUCTURAL
PART 02 ___ Precedent Studies ___Introduction
Fig. 2.6.5 whole being growth (archdaily, 2012).
120
08
LEADENHALL BUILDING Fig. 2.6.8 complex structural systems and scale (archdaily, 2013).
Throughout the project, precedents have been identified, and thus studied for their particular relevance to the design process, whether it be programmatic, typological, structural, or regarding the social implications on surrounding communities. As mentioned previously in PAR T 1, the challenges facing this intervention are manifold. Firstly, the education centre houses both women aged 1835 (approx.), and children between the ages of 0-5year s, and sits in the inner city of Pretoria. Through exploration of different typologies, certain lessons were lear nt and specific tools utilised. Firstly, the two social precedents presents platforms open to and catalytic to production of social and community processes. The social interaction of the users plays a crucial role in the design and planning of the architecture produced. Secondly, the four programmatic precedents considers the actual programmatic response of certain typological spaces within ‘community’ settings. Community centres a re investigated, as well as educational facilities in urban settings. Both inter nal and exter nal spaces have been analysed here. Lastly, the structural precedent serves as a tool for understanding structural decisions and cues taken to solve a complex, but intuitive structure. It concer ns the structural logic behind a high rise building, understood within the framework proposed by my intervention.
121
precedent study 01 : SOCI AL investigation social development project
PART 02 ___ Precedent Studies ___01
Fig. 2.6.9 community engagement (archdaily, 2015). focus:
s o c i a l i m pa c t a n d e s ta b l i s h m e n t o f c o m m u n i t y p l at f o r m
architects: l o c at i o n :
indalo, collective saga joe slovo township. port elizabeth, south africa
area:
138
year:
2015
sqm
m at e r i a l i t y :
s h i pp i n g c o n ta i n e r , pa l e t t e s , c o r r u g at e d r o o f , b o t t l e s , p ly w o o d
budget:
e q u i va l e n t o f
122
1
x
RD P
house
@ 36 s q m
ABOUT:
Fig. 2.6.10 workspace (archdaily, 2015).
The surrounding township has limited access to electricity, and no access to running water, contributing to the absence of facilities and services of the area. The project stemmed from the need for a larger space for a crèche, as the shack made use of prior to its being built was too small in size for the 50-80 students it needed to serve daily. The intervention comprises of a skill centre, a community centre as well as a vegetable garden. What distinguishes the project is the intensity at which the community was made part of the process, contributing to the goal of making sustainable improvements.
Fig. 2.6.11 creche interaction (archdaily, 2015).
“... by building in a different way we can off the uses better, bigger and more flexible spaces” (Archdaily, 2015). The objective of the project was to develop simple and reproducible processes, essentially aiding the community with the necessary tools and knowledge to reproduce such processes on their own accord. The built intervention is transitional in nature, being built to temporarily house the crèche until a fixed structure can be built for it, after which the built space can be utilised by the community to produce products (woodwork, crafts, etc.) that will aid them in generating an income. Additionally, this means that such practices will have a dedicated space, as opposed to being engaged with in someone’s small home/not engaged with at all.
Fig. 2.6.12 self made window mechanism (archdaily, 2015).
The physical structure materialises humans and social processes all, essentially establishing a platform that is more than just a crèche, but a space for gathering, and essentially, an environment where a sense of community can be developed and established. Fig. 2.6.13 complete space in landscape (archdaily, 2015).
123
PART 02 ___ Precedent Studies ___01 124
Fig. 2.6.14 isometric diagram to understand building (archdaily, 2015).
ground floor plan Fig. 2.6.15 sketch showing materiality usage (author, 2017).
section elevation sketch Fig. 2.6.16 sketch showing materiality usage and rythmic order (author, 2017). 125
precedent study 02 : SOCI AL investigation dawid klaaste multi purpose centre
PART 02 ___ Precedent Studies ___02
Fig. 2.6.17 recycled steel structure (cs studios, 2005).
focus:
c o m m u n i t y i n v o lv e m e n t a n d i n t e r a c t i o n w i t h e s ta b l i s h m e n t o f c o m m u n i t y p l at f o r m
architects: l o c at i o n :
cs studion architects laingsburg, western cape
area:
unknown sqm
year:
2002-2005
m at e r i a l i t y :
126
r e c y c l e d s t e e l , c o r r u g at e d i r o n , fa r m ya r d s c r a p
Fig. 2.6.18 finished building (cs studios, 2005).
Fig. 2.6.19 ground floor plan (author, 2017).
ABOUT: The site was chosen after an interactive process of community consultation, and served to be symbolic for transformation. The intention being this community centre was to create a space for community gatherings, a space where everyone was welcome and sheltered, and a building that everyone could be a part of, especially in terms of the process.
Fig. 2.6.20 elevation and section (cs studios, 2005).
The building structure was mostly recycled from existing structures on site, to create a dynamic new environment for all to enjoy. All the roofs were transformed to become new mono-pitch roofs, causing large outside spaces to be shaded, and thus habitable within the hot karoo temperatures.
Fig. 2.6.21 ventilation and daylight diagram (cs studios, 2005). 127
precedent study 03 : PR OGR AM M ATIC investigation PUMANQUE COMMUNITY CENTRE
PART 02 ___ Precedent Studies ___03
Fig. 2.6.22 architectural language of exterior facade (archdaily, 2014). focus:
c o m m u n i t y p l a c e , c r a f t t r a i n i n g , p l at f o r m o f c r e at i o n
architects: l o c at i o n :
t h e s c a r c i t y a n d c r e at i v i t y s t u d i o pumanque, pumanque, o’higgins region, chile
area:
unknown sqm
year:
2014
m at e r i a l i t y :
128
timber, glass, steel, ptfe membrane
Fig. 2.6.23 ground floor plan diagram (author, 2017).
Fig. 2.6.24 buildiing integration into landscape (archdaily, 2014).
ABOUT: This precedent was designed to act as rehabilitation node after earthquake devastation robbed the community of 80% of their built infrastructure. The initiative was fuelled by a community development group, focussed on facilitating the reintroduction of a functioning platform for social interaction and community support.
Fig. 2.6.25 built form at night (archdaily, 2014).
The design of the facility was aimed at providing spaces for community development, craft training workshops and social events. It consists of two main workshop spaces/ halls, as can be seen in fig. 2.6.23 (top right). These spaces are adaptable for diverse activities. The timber screen that wraps the entire building as well as the ptfe membrane allows for permanent shade throughout the building, allowing through indirect light and not compromising views from the inside out. Fig. 2.6.26 social interaction with building (archdaily, 2014). 129
precedent study 04 : PR OGR AM M ATIC investigation Community Centre Mรกj
PART 02 ___ Precedent Studies ___04
Fig. 2.6.27 building in context (archdaily, 2015). focus:
s o c i a l c a r e s e r v i c e s a i m e d at c h i l d r e n a n d y o u t h , w h o l e - b e i n g d e v e l o p m e n t
architects: l o c at i o n :
slla architects ceske budejovice, czech republic
area:
1939
year:
2015
m at e r i a l i t y :
130
sqm
concrete, glass, planted creepers on mesh screen, open air environment
Fig. 2.6.28 circulation relation to street (archdaily, 2015).
ABOUT: “The Community centre is designed for social care services aimed at children and youth a maternity-centre, low-threshold facility for children and youth, the primary prevention centre and senior centre,as well as social counselling and a municipal police station” (Archdaily, 2015).
Fig. 2.6.29 integration of plants on facade (archdaily, 2015).
The centre was designed and built for the betterment of community life, with direct focus on the facade interaction with the surrounding context, as well as the public interface - what welcomes all members of the community to use the space? Social meeting spaces become a focus of the intervention, and, similar to my dissertation, place a huge emphasis on the interaction of different ages groups in coincidental ways. “The design, chosen by way of an architectural competition, is user friendly regardless of one’s age, beliefs or skin colour” (Archdaily, 2015).
Fig. 2.6.30 in-between : classrooms & walkway (archdaily,
The building itself materialises the micro-climate of the community, and in its materialisation, is able to house and accept the expressions instigated by all its user. This precedent served as a programmatic influence, it allowed for a greater understanding of the interrelated principles such a community centre entails, as well as to the extent that a programme can become complex, without being superfluous in nature. This was the most influential programmatic precedent explored to date.
Fig. 2.6.31 astro turf on roof top (archdaily, 2015). 131
132 Fig. 2.6.32 sidewalk, transport, circulation, function (archdaily, 2015).
133 Fig. 2.6.33 planted facade & astro integration (archdaily, 2015).
precedent study 05 : PR OGR AM M ATIC investigation el pinal nursery
PART 02 ___ Precedent Studies ___05
Fig. 2.6.34 entrance and approach to building (Seiah, 2016:online).
focus:
w h o l e - b e i n g d e v e l o p m e n t o f i n fa n t s , i n t e g r at i o n o f s o c i a l a n d n at u r a l r e a l m s
a r c h i t e c t s : A r c h i t e c t s F e l i p e B e r n a l H e n a o , J av i e r C a s ta Ăą e d a A c e r o , A l e j a n d r o R e s t r e p o -M o n t o ya A r q u i t e c t u r a l o c at i o n :
E l P i n a l , M e d e l l Ă n , A n t i o q u i a , C o l o m b i a
area:
850
year:
2012
m at e r i a l i t y :
134
sqm
s t e e l , g l a s s d a n pa l
ABOUT: The intention of building this nursery was to address problems of insecurity and inequality within certain neighbourhoods. “These buildings, designed as spaces for education and culture, have begun to transform life in these parts of the city” (Seiah, 2016:online). The nursery, similar to that of an early development centre, is s space specifically designed to initiate the process of education and social interaction. Spaces are used to learn through play and encounter, and integrate the involvement of families so as to extend the process of growth beyond just that of the individual child.
Fig. 2.6.35 structure allows for direct contact between infant and nature (Seiah, 2016:online).
“A succession of natural light and shadows created by the roof forms a backdrop for the encounter of children, play and life” (Seiah, 2016:online). Playgrounds, teaching rooms and spaces of encounter are independent volumes, brought together by the playful and undulating roof. The teaching spaces themselves focus on recreational learning methods for the children, allowing for direct access between learn and play. “These teaching and interaction rooms are interior spaces that generate a relationship with the outside world and allow control of the children’s activities inside from the playgrounds” (Seiah, 2016:online).
Fig. 2.6.36 playscape (Seiah, 2016:online).
The roof also served as a mechanism for regulating the temperatures of the inside and outside but shaded functions. Given the main focus being a nursery, what sets this programme and building apart from similar typologies is the integration of family and community. Social interaction and inclusion transcends this into an open and social architecture, synonymous with family and play, and does so by capturing the essence domestic and urban places of encounter.
Fig. 2.6.37 classroom & access to playspace (Seiah, 2016:online)
135
136
137 Fig. 2.6.38 the art of playing (Seiah, 2016:online).
Fig. 2.6.39section: dark grey line (Seiah, 2016:online).
Fig. 2.6.40 section: green line (Seiah, 2016:online).
138
Fig. 2.6.41 section: yellow line (Seiah, 2016:online).
Fig. 2.6.42 ground floor plan (author, 2017).
139
precedent study 06 : PR OGR AM M ATIC & Theoretical investigation kupulwe
PART 02 ___ Precedent Studies ___06
Fig. 2.6.43 ownership of corridoor space (archdaily, 2013).
focus:
w h o l e - b e i n g d e v e l o p m e n t o f i n fa n t s , i n t e g r at i o n o f s o c i a l a n d n at u r a l r e a l m s
architects: l o c at i o n :
E t i e n n e L e f r a n c + G o n z a l o
319
year:
2013
m at e r i a l i t y :
140
La Parra
L a R e i n a , R e g i รณ n M e t r o p o l i ta n a , C h i l e
area:
de
sqm
t i m b e r , b r i c k , t i l e , e n g i n e e r e d p l a s t i c pa n e l s
Fig. 2.6.44 ground floor plan in relation (author, 2017). ABOUT: The Kupulwe centre is aimed at addressing certain shortages in current education systems by approaching education, and thus educational spaces, from a different angle. This educational methodology, referred to as reggio emilia, comprises of two concepts that effects children in their early development. The first approach deals with the child as the protagonist, and the second looks at space as the third teacher. These concepts touch on the theoretical premise explored in this thesis, in looking at space and perceptions thereof from the body subject. These concepts are what gave shape to the design and formation of space. “Conceptually, the project propose it self as an artefact of Stimulation and Experimentation where the protagonist is the infant� (Archdaily, 2013). The whole design focusses on making the child the main focus, with materiality and scale specifically design to the scale of the child, with additional overhead windows acting as an advising mechanism for the time and path of the sun. The design captures the colourful and lively nature of a space design for children. The adaptability and structure of classroom spaces allows for flexibility of space, and the chance for children to interact with, and ultimately, shape their own spaces as they, as the protagonist in heir own life, see fit. Fig. 2.6.45 infant scale classroom space (archdaily, 2013).
141
precedent study 07 : PR OGR AM M ATIC investigation oak house high school building
PART 02 ___ Precedent Studies ___07
Fig. 2.6.46 social space quadrant (archdaily, 2015). focus:
s t r u c t u r e d e s i g n e d t o a l l o w h u m a n s t o u n d e r s ta n d s pa c e b e y o n d i t s p h y s i c a l p r e s e n c e
architects: l o c at i o n :
T r a s b o r d o A r q u i t e c t u r a
C a r r e r
de
S a n t P e r e C l av e r , 08017 B a r c e l o n a , S pa i n
area:
unknown sqm
year:
2015
m at e r i a l i t y :
142
concrete, timber, steel
Fig. 2.6.47 ground floor plan sketch (author, 2017).
ABOUT: The genius loci that this project aimed to achieve was one that reflected man’s need to understand the all-encompassing place surrounding him beyond that of the physical and morphological realisation of space (Archdaily, 2015). The site itself proved to be meaningful to the specific community surrounding it, and needed to be utilised in a way that could affect the community directly (Archdaily, 2015). Thus, the design has to conserve the meaning and values communicated by the community. The design itself is focussed on maximising natural daylight into the educational space, which in themselves are open and adaptable in nature (Archdaily, 2015). The intention was to ensure a dialogue between functions and floor levels, as can be seen on the section alongside. “[T]his project’s solution arises from the dialectics between the upper and lower levels” (Archdaily, 2015). The relationship between spaces is exposed further with the use of stereotomic and tectonic materials, allowing for a play between solidity and transparency, symbolic of the educational system.
Fig. 2.6.48 open learning spaces (archdaily, 2015).
Fig. 2.6.49 section showing mass and light (archdaily, 2015).
The building is almost entirely self-sufficient, making use of passive systems to stabilise internal temperatures throughout summer and winter, as well as ventilated and engineered walls and façades. Active systems are at play to ensure efficient use of solar energy again to reach thermal comfort. The heating and cooling system is regulated via a geothermal energy system (Archdaily, 2015).
Fig. 2.6.50 exterior - circulation - function (archdaily, 2015). 143
precedent study 08 : structrual investigation leadenhall building
PART 02 ___ Precedent Studies ___08
Fig. 2.6.51 ground floor quintals, 2013:onl;ine).
focus:
structure of a high rise building, scale, bracing
architects: l o c at i o n :
R o g e r s S t i r k H a r b o u r + P a r t n e r s
london, united kingdom
area:
84 424 s q m
year:
2013
m at e r i a l i t y :
concrete, steel, glass
Budget:
ÂŁ340 000 000
144
Fig. 2.6.52 building in context.
ABOUT: The primary reason behind the shape of the building was a response to the context and the desire to maintain views of St. Paul’s cathedral as well as the view down Fleet Street. The building contrasts and compliments the surrounding buildings, creating a dialogue between architectural languages, rather than ‘fitting in’ unnoticed in the context (quintals, 2013:online). The ground floor opens up into an 8 storey volume, spilling out into the streets, acting as a majestic yet inviting break from constructed space (quintals, 2013:online). This allows for a break in the density f the city on pedestrian level. The ground floor is made lively and interactive by means of a restaurant and commercial entities (quintals, 2013:online).
floor plates reduce by 750mm on each level, causing the building to taper to the top
services and structure moved to edges allowing simple open floor plates Fig. 2.6.53 typical floor plan sketch (author, 2017). 145
PART 02 ___ Precedent Studies ___08 Fig. 2.6.54 spatial relationship
146 between elements (quintals,
2013:online).
Fig. 2.6.55 round floor plan sketch (quintals, 2013 online). envelope
offices
ladder frame
northern support core
public realm
envelope for potential development
site profile
Fig. 2.6.56 scale of entry foyer, openess (quintals, 2013 online).
Fig. 2.6.57 daytime genius loci (quintals, 2013 online).
Fig. 2.6.58 scale experinced (quintals, 2013 online).
147
PART 3
148
P rogramme development and exploration of creative design process This section analyses the functions of the building, setting out all the components that each main function comprises of. A further in depth study is done of spaces that are intrinsic to the intervention, such as workshops, EDC lear ning/play spaces, facility enabling living units, etc. Once the comprehensive study of programme is complete, the design process is depicted, showing a succession of iterations as the year progressed. Lastly, a reflective study is done, showing my experience of the process of completing a Masters thesis in Architecture - it certainly has been a jour ney.
149
IN T RO D U C T I ON TO programme development This design intervention questions and explores possible alternatives to certain specified and established design typologies. The info graphic alongside serves as a tool for understanding and developing the typological response, and acted as an accommodation list generator for each space. The main 5 spatial response are explored, and although separated in terms of this analysis, would in actual fact integrate in the materialisation of built form. Firstly, the typological manifestation of educational environments for both adults and infants is studied and compared to one another in terms of what the typical spatial requirements are, and the associated objectives of such spaces. Secondly, a analysis of civic specs is done so as to better understand what distinguishes civic place from freely accessible space. What are the requirements for the establishment of public association with place, where a general attitude of belonging and ownership is assumed. Thirdly, spaces of interaction and encounter are studied to establish what factors encourage people to pause and interact with another person, as opposed to subconsciously continuing on ones path of movement. What allows for such spaces to become attractive and associative?
PART 03 ___ Programme Development ___Introduction
The fourth component conducts a study into creative platforms, and what allows users to establish and appropriate their own stations, and create a space where they feel free and comfortable to explore their creative tendencies and skills.
150
Lastly, the typology of high rise housing units is analysed in terms of its typological successes and failures. This allows for a contextual and informed response in terms of the small scale units proposed, presenting possible solutions to certain issues identified in similar scale projects.
OBJECTIVES OBJECTIVES : HOW? OBJECTIVES
_Scale _Security _Anonymity _Lack of outdoor space _Family life restriction _Lack of community space _Insensitive _Dense
_Reflect the community’s local character and personality? _Foster social interaction and create a sense of community and neighbourliness? _Provide a sense of comfort or safety to people gathering and using the space? _Encourage use and interaction among a diverse cross section of the public?
_Encounter _Incidental learning _Associations _Relations _Social skills _Establish sense of community _Shared ritual _Change perceptions of what encounter with different cultures can be _Care
OBJECTIVES :
_Separate environments _Specifically for artistic people _Exclusive access _Not integrated into cultural variety and vibrancy of city life
_Learning _Develop social and interaction skills _Develop individual identity _Allow for self-actualisation _Knowlegde and skill acquisition _Physical health _Responsibility for own actions and choices _Equality
_Explore ones creativity _Improve relationship with self and ones intuitive side _Allow for expression of emotion as a creative outlet and stress reliever _Appropriation of own space _Ownership of ones space, ones creative process, and effectively ones choices _Develop and establish ones identity
OBJECTIVES
TYPICAL CHARACTERISTICS CHARACTERISTICS
_Scale sensitive _Protection from traffic _Protection from crime _Protection from the elements _A place to stop and stand _A place to sit _Things to see _Opportunities for conversations _Opportunities for play _Opportunities to enjoy good weather
TYPICAL
_Promotes human contact and social activities. _Is safe, welcoming, and accommodating for all users. _Has design and architectural features that are visually interesting. _Promotes community involvement. _Reflects the local culture or history. _Relates well to bordering uses. _Is well maintained.
TYPICAL
CIVIC PLACE
01
EXPLORING TYPICAL EDUCATIONAL SPACES
02 03
SPACES OF INCIDENTAL INTERACTION AND ENCOUNTER
04
CREATIVE PLATFORMS FOR SELFACTUALISATION
05
LIVING UNITS AS SUPPORTIVE SYSTEMS
_Rectilinear classrooms _Separate learning environments _Hallways, linear and monotonous _Specified function per space _Hierarchical _Service spaces, ablutions, etc. _Set gymnasium space _Green space, separate from classroom _Staff room, isolated _Storage spaces
_Establish community platform _Limit units per floor to encourage ownership of spaces _Provision of services and amenities _ Appropriation of units _Improve opportunities for interaction and family life _Ensure security _Access to ground floor space _24/7 activity for passive security
151
Accommodation list EARLY DEVELOPMENT CENTRE
PART 03 ___ Programme Development ___Accommodation list
_foyer & drop off _locker space/ demarcated space for each child _reception/security point _wc’s observable and safe _kitchen with food storage _cafeteria/ access to cooked meals _nurse station/first aid _homework/aftercare area _library _meeting spaces _staff room _supervision desk for aftercare _all purpose rooms for different activities _walkway appropriate to educational phase _learning space/class room per age grouping, 0-12 months, 12-24 months, 2-5 years --within each: _adaptable learning spaces _storage _sleeping area _play area _water points _teacher stations _outdoor partly shaded playground _green planted areas (vertical hydroponics) _exterior open air platform: astro turf _pavilion to soccer field _soccer field _access to fire escape
152
WOMENS/MOTHERS EDUCATION CENTRE _foyer/arrival space _student locker room _staff locker room _staff/student break out area _staff/student kitchenette _staff/student balcony _WC’s, disabled WC _clean store _storage rooms _adaptable learning spaces/classrooms _multifunctional divisible space with associated storage space _computer labs _personal refelction spaces _design and make studios _creative works teaching pods _interaction with EDC _walkway appropriate to needs _access to fire escape _commercial facilities: creative works shop _student services/ job finding services
CIVIC SPACE: GROUND FLOOR REALM _open easy access _information kiosk: passive security _commercial facilities: passive security _shaded and open exterior space _unobstructed walkways _public seating _lunch eating spaces _protection from the elements _protection from traffic _protection from crime _protection from the elements _a place to walk _a place to stop and stand _things to see _opportunities for conversations _opportunities for play: public playground area with passive security systems in place _human-scale _opportunities to enjoy good weather _aesthetic quality _reception _job finding facility (offices) _courtyard spaces with activity _opportunity for forming relationships and taking ownership of spaces FACILITY-ENABLING LIVING UNITS _lift access _stair access _foyer _controlled access to unit holding space : security door _circulation/ holding space _atrium to levels below/above _units: - kitchen - dining - homework/working station - sleeping space for up to 4 people - access to potable water - balcony spaces _showers, wc’s, wash hand basins, communally shared per floor _access to laundry facilities (shared) _small amount of units per level to encourage neighbourly relation and association: passive security system _a level dedicated to community engagement and recreation: community growth _grounded by a facility focussed on community development
153
Accommodation SPATI AL CAL C ULATION S BASEMENT function
quantity
size (m2)
Parking
36
1085
Foyer
01
22
Lift
02
6.8
Lift foyer
01
9
Duct
01
12
Server room
01
29
Pump room
01
24
Water tank room
01
112
Open leather and fabric storage
01
90
Workshop and maintenance
01
25
Design and make studio
02
245
Courtyard for design work
01
133
Storage room
01
25
TOTAL
1817.8
GROUND FLOOR quantity
size (m2)
Open civic space/public couryard
01
850
Creative works shop front
01
95
Information kiosk
01
8.5
Public playground area
01
135
Design and make studio
01
190
Open courtyard
01
102
Reception/security point
01
17
Storage
03
36
Consultation offices
05
48
Waiting area
01
42
Circulation
02
75
Staff break out area
01
25
Lift foyer
01
9
Lift
02
6.8
Vertical circulation stairs
01
17
WC for female, male and dis.
12
46
Serving/dining area
01
90
PART 03 ___ Programme Development ___Accommodation Spatial Calc.
function
154
GROUND FLOOR CONT. quantity
size (m2)
Kitchen: cook and serve
01
26
Kitchen: food preparation
01
19
Kitchen: Wash up area
01
14
Coffee shop
01
8
Cold store
01
20
Dry store
01
20
Refuse removal (facility)
01
18
Refuse removal (high rise)
01
20
Delivery alley
01
67
Garden store
01
28
Ducts
02
16
function
TOTAL
2048.3
FIRST FLOOR: Womens Education Centre quantity
size (m2)
Vertical circulation stairs
01
17
Catch and release foyer
01
37
Lift
02
6.8
Lift foyer
01
9
Circulation
01
22
Foyer for learning spaces
01
28
Adaptable learning spaces
03
94
Multifunctional divisible space
01
165
Staff locker room
81
18
Student locker room
216
45
WC’s (students and staff)
6
20
Nurse station
01
10
Storage room
03
20.6
Staff/student break out area
01
36
Balcony
01
26
Kitchenette
01
9
Walkway
01
113
Duct
02
20
Computer lab
01
95
function
155
FIRST FLOOR CONT. quantity
size (m2)
Design and make studio
02
197
Creative workshop teaching pods
05
71
Break out area
01
30
function
TOTAL
1089.4
SECOND FLOOR: Early Development Centre quantity
size (m2)
Vertical circulation stairs
01
17
Catch and release foyer
01
33
Lift
02
6.8
Lift foyer
01
9
Circulation
01
22
Reception
01
8
EDC homework study space
01
40
Balcony
01
23
EDC locker room
80
17
Kitchenette/food storage
01
12
Storage
02
24.8
WC’s (infants & staff)
10
46
WC’s and change area (sport)
8
31
Exterior open air platform
01
181
Pavilion to soccer field
01
154
Walkway
01
113
EDC classroom
03
292
EDC playground
01
170
Duct
02
16
PART 03 ___ Programme Development ___Accommodation Spatial Calc.
function
TOTAL
1215.6
THIRD FLOOR: Management Offices & Therapy quantity
size (m2)
Vertical circulation stairs
01
17
Circulation
01
22
Lift
02
6.8
Lift foyer
01
9
function
156
THIRD FLOOR CONT. quantity
size (m2)
Reception
01
9
Office waiting area
01
16.5
Coffee station
01
6
30 pax
70
Management offices
06
60
Circulation around office
01
62
Therapy waiting area
01
14
Therapy rooms
05
100
WC’s (unisex)
03
15
Duct
01
13
function
Open plan offices
TOTAL
420
FOURTH FLOOR: Living Units (facility enabling) quantity
size (m2)
Vertical circulation stairs
01
17
Circulation in core
01
22
Lift
02
6.8
Lift foyer
01
9
Open atrium/holding/circ.
01
25
Communal bathrooms
05
30
Duct
01
13
NORTHERN UNITS
06
Kitchen/dining/entrance
01
15
Sleeping/lounge
01
11
Mezzanine/sleeping space
01
6
Balcony
01
3.2
function
SUB-TOTAL
35.2
SOUTHERN UNITS
02
Kitchen/dining/entrance
01
19
Sleeping/lounge
01
18
Mezzanine/sleeping space
01
6
SUB-TOTAL
43
TOTAL
420 157
FIFTH FLOOR: Living Units TENTH FLOOR: Living Units repeast as per table below, with minor changes in balconry sizes. Units remian uniform. quantity
size (m2)
Vertical circulation stairs
01
17
Circulation in core
01
22
Lift
02
6.8
Lift foyer
01
9
Open atrium/holding/circ.
01
25
Communal bathrooms
05
30
Duct
01
13
NORTHERN UNITS
06
Kitchen/dining/entrance
01
15
Sleeping/lounge
01
11
Mezzanine/sleeping space
01
6
Balcony
01
3.2
function
PART 03 ___ Programme Development ___Accommodation Spatial Calc.
SUB-TOTAL
35.2
SOUTHERN UNITS
02
Kitchen/dining/entrance
01
19
Sleeping/lounge
01
18
Mezzanine/sleeping space
01
6
SUB-TOTAL
43
TOTAL
420
ELEVENTH FLOOR: Communal Recreation & Services quantity
size (m2)
Vertical circulation stairs
01
17
Circulation
01
22
Lift
02
6.8
Lift foyer
01
9
Laundry room
01
50
Laundry drying space
01
70
Recreational community space
01
220
function
TOTAL 158
394.8
TWELFTH FLOOR: Rentable Apartments quantity
size (m2)
Vertical circulation stairs
01
17
Circulation
01
22
Lift
02
6.8
Lift foyer
01
9
Passage to units
01
25
Duct
01
13
function
SUB-TOTAL
92.8
UNIT NW Kitchen/dining/entrance
01
24
Lounge
01
14.5
Main bedroom
01
12
Bathroom incl. guest wc
01
8
Mezzanine bedroom
02
20
Mezzanine bathroom
01
8
Passage
01
5
SUB-TOTAL
91.5
UNIT NE Kitchen/dining/entrance
01
27
Lounge
01
18
Main bedroom
01
16
Bathroom incl. guest wc
01
6.5
Mezzanine bedroom
02
22
Mezzanine bathroom
01
6.5
Passage
01
5
SUB-TOTAL
101
UNIT SE Kitchen/dining/entrance
01
27
Lounge
01
18
Main bedroom
01
16
Bathroom incl. guest wc
01
6.5
Mezzanine bedroom
02
22
Mezzanine bathroom
01
6.5
Passage
01
5
SUB-TOTAL
101 159
TWELFTH FLOOR: Rentable Apartments Cont. UNIT SW Kitchen/dining/entrance
01
24
Lounge
01
14.5
Main bedroom
01
12
Bathroom incl. guest wc
01
6
Mezzanine bedroom
02
20
Mezzanine bathroom
01
6
Passage
01
5
SUB-TOTAL
87.5
TOTAL
473.8
Floor plan and unit sizes repeat from the TWEFLTH FLOOR through to the FOURTEENTH FLOOR, with units NE (north east) and NW (north west) reducing in size by 10m2 each every level. There are only two units on the FIFTEENTH FLOOR, each approx 180m2. SIXTEENTH FLOOR: Water Tank, Service Floor quantity
size (m2)
Vertical circulation stairs
01
17
Circulation
01
22
Lift motor room
01
15.8
Open roof area
01
130
Water tank space
01
130
Duct
01
13
PART 03 ___ Programme Development ___Accommodation Spatial Calc.
function
TOTAL
160
327.8
OVERALL PROJECT AREA CALCULATION floor
size (m2)
Basement
1817.8
Ground floor
2048.3
First floor
1089.4
Second floor
1215.6
Third floor
420
Fourth floor
420
Fifth floor
420
Sixth floor
420
Seventh floor
520
Eighth floor
520
Ninth floor
450
Tenth floor
420
Eleventh floor
394.8
Twefth floor
473.8
Thirteenth floor
453.8
Fourteenth floor
433.8
Fifteenth floor
413.8
Sixteenth floor
327.8
TOTAL
12 258.9
161
162
PART 03 ___ Design Development ___ ITERATIONS 163
introduction A REFLECTION: The design process, cyclical and complex in nature, is a difficult one to document, or at least, difficult to document so that it presents accessible to everyone. My process, in short, is characterised by explorative sketches and intuitive design, based from inception in some kind of conceptual or theoretical approach. My intention throughout this year was to create meaningful place, and to do so by making informed and sensitive decisions. The proposed intervention developed as a response to various informants, as have been discussed throughout the document thus far. Together with notes made after the site analysis, the design aims to consider: URBAN SCALE: - Under-utilised portions of city blocks - Insufficient systems to implement sustainable changes aimed at poverty reduction - Insensitive and unwelcoming built fabric - Lack of place for the pedestrian and street user - The highly active street front flanking the site - Safe and inviting civic environment BUILDING SCALE:
PART 03 ___ Design Development ___Introduction
- Lack of formal educational systems for children before entering primary school - Lack of support and educational facilities for young single mothers - Lack of focus placed on whole-being development of children - Insufficient places for safe interaction and experience of life world through body for developing children - Most importantly, designing a place of belonging and relation, where relations of care can be formed as a result of coincidental interaction and association with places of meaning.
A ll
of
relate
the to
above
the
relationships
aspects
intersection and
the
inherently of
human
architecture
interface which supports or disrupts the potential of these relationships .
164
The design has undergone numerous iterations, each approaching the typological, morphological, topological and techtonic challenges differently. This approach intended to find the correct approach to designing a building that addresses such a multiplicity of age groups and functions. The intervention is aimed at creating social spaces, in all its forms, and this should be reflected in the theoretical, programmatic and designed spaces proposed. Incorporating the technification aspect from an early stage allowed for the intervention to find its foothold quite early on, presenting opportunities for a continuous evaluation process.
165
iteration 1 FOCUS:
PART 03 ___ Design Development ___Iteration 1
_movement _access _visual access _approachability _context
166
167
iteration 2 FOCUS:
PART 03 ___ Design Development ___Iteration 2
_movement _fluidity _programme _order _playing with the notion of the skin _exposure _protection
168
169
iteration 3 FOCUS:
PART 03 ___ Design Development ___Iteration 3
_movement _functional access _aesthetic of high rise _architectural langauge _skin on building and high rise _mediating scale _contextual
170
171
iteration 4 FOCUS:
PART 03 ___ Design Development ___Iteration 4
_development of user experience through the building _skin as protective layer _continuity in facade _association of place _high-rise development
172
173
PART 03 ___ Design Development ___Final Design
174
Final Desgin
175
176
177
FIRST FLOOR PLAN W O M E N S E D U C AT I O N C E N T R E SCALE 1:100
JOHANNES RAMOKHOASE STREET
A
SIDEWALK BELOW
FI
RE
E
A SC
PE
I N T E R A C T I V E W A L K W AY
STORAGE
BREAK OUT AREA
FIRE ESCAPE
C R E AT I V E T E A C H I N G P O D S
FIRE ESCAPE ABOVE
C AT C H A N D R E L E A S E S PA C E
E
ACTIVITY
N
O
N E I G H B O R I N G B U I L D I N G : D E PA R T M E N T O F H O M E A F FA I R S
B
D
DESIGN AND MAKE WORKSHOP
DESIGN AND MAKE WORKSHOP
B
C AT C H A N D R E L E A S E S PA C E
THABO SEHUME STREET
W A L K W AY
G R E E N S PA C E
C O U R T YA R D B E L O W
COMPUTER LAB
C AT C H A N D R E L E A S E S PA C E
BALCONY
C O U R T YA R D B E L O W
AC
BREAK OUT AREA
TIVITY
NODE
NURSE S TAT I O N KITCHENETTE
D I V I S I B L E S PA C E S TA F F LOCKER
M U LT I F U N C T I O N A L S PA C E EG. PRODUCT EXHIBITION AND LECTURE
C AT C H A N D R E L E A S E F O Y E R
ROOM
OFFICE C I R C U L AT I O N PA U S E S PA C E HANDICP WC
LIFT FOYER STORAGE
MOTHERS CLEAN STORE LOCKER
178
A D A P TA B L E L E A R N I N G S PA C E
DUCT
ROOM
FEMALE WC’S
A D A P TA B L E L E A R N I N G S PA C E
STORAGE DUCT
NEIGHBOURING BUILDING:
A D A P TA B L E L E A R N I N G S PA C E
179
180
181
182
183
184
185
186
187
188
189
190
PART 03 ___ Technical Synthesis ___Final Technical Development
technical synthesis
SOUTH AFRICAN NATIONAL LIBRARY
EXISTING BUILDING
ERF 2975
ERF 2975
JOHANNES RAMOKHOASE STREET
4
3
5000
5000
44240
1500
7
6
5000
8
5000
9
7000mm sidewalk with 2000mm paved concrete walkway
5000
5000
2000
5000
5
boundary line
boundary line
3350
MANHOLE top of manhole cover used as datum point
5800
7000mm sidewalk with 2000mm paved concrete walkway
2
7465
1
5065
5000mm sidewalk with 2000mm paved concrete walkway
5000mm sidewalk with 2000mm paved concrete walkway
CONCRETE ROOF
A
5000
5000
A
CONCRETE ROOF
131
B
CONCRETE ROOF
5000
5000
CONCRETE ROOF
D
EXISTING BUILDING
5000
5000
boundary line
1780
C
1780
C
D
3m
B
E
CONCRETE ROOF
5000
ERF 2975
CONCRETE ROOF
8000
8000
5000mm sidewalk with 2000mm paved concrete walkway
74980
F
boundary line
F
G
5000mm sidewalk with 2000mm paved concrete walkway
G
5000
5000
CONCRETE ROOF
H
1595
1595
H
ERF 2820 & R/2575
CONCRETE BALCONY
I
6405
PROPOSED NEW BUILDING
6405
I
THABO SEHUME STREET
CONCRETE ROOF OPEN CIVIC SPACE/PUBLIC COURTYARD
E
5000
DEPARTMENT OF HOME AFFAIRS
5000
5000
ERF 2975
J
9000
9000
J
CONCRETE ROOF
CONCRETE ROOF
K
K
6000
6000
CONCRETE ROOF
L
3000
3000
L
5000 1
5000 2
5000 3
1500 4
5000 5
5000 6
5000 7
5000 8
9
131
4m EXISTING BUILDING
SOUTH AFRICAN NATIONAL TREASURY
ERF 2975
ERF 2975
N DATE DRAWN: 23 October 2017 DRAWING STATUS: Working Drawing 5000mm sidewalk with 2000mm paved concrete walkway
SCALE: 1:200
DUAL EDUCATION CENTRE PRETORIA CBD
SITE PLAN CONTEXT
DESIGNED AND DRAWN: Jani Schreuder
5000mm sidewalk with 2000mm paved concrete walkway
191
1315m
EXISTING BUILDING ERF 2975
1
2
W1
4
3
5000
5000
6
5
5000
1500
8
7
5000
5000
9
A
5000
MANHOLE
5000
3350 top of manhole cover used as datum point
5800
300
compacted ground fill
2100
2100
cast in situ concrete retaining wall
2700
A 1
5055
400mm x 300mm cast in-situ 400 reinforced oval concrete column
2
7100
to support coffered slab above
5030
line of beam above to support columns from above
300
300
400
2700
2700
5000
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
21
22
2700
2700
A
23
5315
400mm x 300mm cast in-situ 400 reinforced oval concrete column line of beam above to support columns from above
to support coffered slab above
300
300
400
2800
2800
5000
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
4
5000
3
cast in situ concrete retaining wall
B
2700
B
24
1130
220 2800
1130
97 840
D9 97 840
1935
14 13 12 11 10
9 8
1
1200mm x 1200mm concrete pavers 133m² 97 120
drainage grate
drainage grate
drainage grate
6
5 4
STEP
3
STORAGE ROOM
900
D9
2 1
power floated concrete 25m²
2150
D9
D9
14870
UP 97 300
D1
G
line of beam above
6875
line of beam above
line of beam above
line of beam above
line of beam above
2800
line of floor above
2900
34
5000
1230
33
BIC
5000
5000
F
2
PRIVATE COURTYARD FOR DESIGN WORK
15
4500
4
3
STEPS
8000
W1 top hinged
1935
220
STEP
16
G new tree
E
B
line of beam above
line of beam above
line of beam above
1055
98 020
1935
17
8035
2800
1130
97 120
7
2800
polished screed 95m²
W1 top hinged
BIC
18
to support coffered slab above
300
300
1935
W1
6020
drainage grate
2750
1130 top hinged
DESIGN AND MAKE STUDIO 98 200
1935
400mm x 300mm cast in-situ 400 reinforced oval concrete column
11
1935
cast in situ concrete retaining wall
2800
line of floor above
2900
35
1
00
2750
0
100 360
2
3
4
11
0
400 line of floor above
5
6
7
17
31
32
UP 98 380
100 360 8
STEP
1200
30
1820
line of beam above
1935
W1
51
UNDERGROUND PARKING
1130 top hinged
line of beam above
300
1720
20
power floated concrete 1085m² 97 180
1935
26°
10
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
1935
W1
BIC
11 10 9
line of floor above
1130 top hinged
to support coffered slab above
F new tree
1935
W1
400mm x 300mm cast in-situ 400 reinforced oval concrete column
300
400
9
1935
top hinged
compacted ground fill
29
2800
line of floor above
300
28
THABO SEHUME STREET
2800
line of floor above
retaining wall
2750 2750
5000
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
1050
PUBLIC PLAYGROUND AREA 10mm thick decoflex flooring 135m² 98 920
26°
6755
line of floor above
8
°
1
1935
line of floor above
58
2
5000
27
E
8000
10 3
2800
2750 2900
new tree
5
95
6 4
7
4445
7
5
line of floor above
5000
8
100 360
220
compacted ground fill
to support coffered slab above
UP
B
re
STEP
line of beam above
te
ncre
co
cast in situ concrete retaining wall
2800
400mm x 300mm cast in-situ 400 reinforced oval concrete column
300
300
400
tu
in si
cast
26
all
gw
in tain
20
10000
D
25
55
6 400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
2800
1780 2800
5
2800
D
1780
C drainage grate
C
compacted ground fill
6
5
2050
2110
2
1
800mm x 800mm cast in-situ reinforced concrete column
800
400
3
4
10
UP 97 300
9
D5
top hinged
top hinged 800mm x 800mm cast in-situ reinforced concrete column
top hinged
6200
800
leather rack
WORKSHOP AND MAINTENANCE power floated concrete 25m² 97 300
200
DUCT
3800
power floated concrete 12m²
19
LIFT
LIFT
2405
D1
800mm x 800mm cast in-situ reinforced concrete column
800
800
800mm x 800mm cast in-situ reinforced concrete column
800
1595 6405
K
800
WATER TANK ROOM
including filtration systems and access to water tanks on this floor and below treated concrete 'basin' 112m² volume: 336 cubic litres
PUMP ROOM
compacted ground fill
power floated concrete 24m²
cast in situ concrete retaining wall
400
handicapped parking bay
800mm x 800mm cast in-situ reinforced concrete column
1095 800
8295
5105
200
1700
power floated concrete 29m²
800
800
1700
SERVER ROOM
4700
300
800mm x 800mm cast in-situ reinforced concrete column
800
polished screed 9m²
line of beam above
2295
1800
2800
D9
13645
D5
1045 400 1400
LIFT FOYER
400
K J
4360
power floated concrete 90m² 97 300
17
18
800mm x 800mm cast in-situ reinforced concrete column
BIC
4450
drainage grate
9000 2800
top hinged
110
1400
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
6000
W1
800
OPEN LEATHER AND FABRIC STORAGE
7595
K
top hinged
6200
BASEMENT FOYER polished screed 22m² 97 300
220
1480 drainage grate
W1 top hinged 800mm x 800mm cast in-situ reinforced concrete column
17030 BIC
2800
planter box
800
line of beam above
16
8
9000
300
400
7
11
new tree new tree
6000
400
8
800
15
1800
2800
97 300
12
5
45 16
13
6
7
98 200
1
2
30
100 360
OPEN COURTYARD 16600
UP 98 080 3
1935
32
2600
1070
4
1130
5700
2515
97 180 RAMPUP @1:15
800
14
70
22
1935
400
6405 2800
295
1935
1200mm x 1200mm concrete pavers 102m²
0
030
030
030
I
top hinged
1935
6440
36 handicapped parking bay
1130 1935
H
800
3600
400 400 400600 600 600 400 400
30
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
W1
205
BIC
5315
16 15 14 13 12 11 10 9
K J
W1 top hinged
7100 13
D5
to support coffered slab above
5200
2800
5055
4925
cast in situ concrete retaining wall
400mm x 300mm cast in-situ 400 400 reinforced oval concrete column line of beam above
polished screed 150m² 97 300
line of beam above
1800
cast in situ concrete retaining wall
I
400
1925
800
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
35
800
2800
12
300
1595
line of floor above
300
2750
DESIGN AND MAKE STUDIO H
400mm x 300mm cast in-situ reinforced oval concrete column to support coffered slab above
N DATE DRAWN: 23 October 2017
M
DRAWING STATUS: Working Drawing SCALE: 1:100
DUAL EDUCATION CENTRE
192 FLOOR PLAN BASEMENT PRETORIA CBD
PARKING AND WORKSHOP FUNCTIONS
DESIGNED AND DRAWN: Jani Schreuder
20
400
L
cast in situ concrete retaining wall
compacted ground fill
3000
handicapped parking bay
300
3800
3000
L
M
existing retaining wall from neighbouring building
RAMP UP FROM NEIGBOURING BUILDING 400
5155
3495
3500
400
3605
200 1205 400 800200
6200
13700
300
200 2960
4995
1
5005
2
5000
3
1500
4
5000
5
5000
6
5000
7
RAMP DOWN FROM NEIGBOURING BUILDING PROPOSED NOTARIAL TIE WITH NATIONAL TREASURY PARKING STRUCTIRE
5000
8
A 9
1
2
3
4
5
6
7
8
9
A
JOHANNES RAMOKHOASE STREET
39115 MANHOLE existing jacaranda tree
5000
5000
5000
1500
5000
5000
5000
existing jacaranda tree
existing jacaranda tree
5000
3350 top of manhole cover used as datum point
existing jacaranda tree
concrete paver sidewalk extended into site development
1780 3775 °
1050
PUBLIC PLAYGROUND AREA 10mm thick decoflex flooring 135m²
existing jacaranda tree
4450
1935
1130
1130
97 840 DN D9
4
8 6 5 4 2
1
1565
W1
1935
1130
1935
bottom hinged
1935
1130
1935
1130
1935
1935
bottom hinged
1130
fresh produce market stalls
6080
110 600 880 600 880 600 880 600 110
800
tiles 14m²
5000
5005
J
UP
MANAGER'S OFFICE
D5
800
3950 D2 DIS. WC tiles 3m²
900
1000
1260 D3
800mm x 800mm cast in-situ reinforced concrete column
800
D3
BIC 110mm Ø opvc vp
DUCT
D10
screed 13m²
600mm x 600mm tiles 17m²
900 D10
900 D10
900 D10
CLEAN STORE
D4 tiles 6m²
D1
800
1 2 3 4 5
800mm x 800mm cast in-situ6 reinforced concrete column 7
800
9 10 11 12 13
MALE WC
900
900
D10
D10
900 D10
600mm X 600mm tiles 17m²
DRY STORE
COLD STORE epoxy 20m²
660 750 750 660
REFUSE REMOVAL tiles 18m²
tiles 20m²
14 15 16 17 18
110mm Ø opvc vp
900
K
8
110mm Ø opvc vp
1145
FEMALE WC 900
D1
tiles 6m²
800mm x 800mm cast in-situ reinforced concrete column
6000
LIFT
990
1800
800
19
D5
110mm Ø upvc drain pipe
20 21
L
23 24
DELIVERY ALLEY
25
concrete pavers
67m²
300
screed 3m²
existing jacaranda tree
2700
concrete pavers 20m²
3000
1700
800mm x 800mm cast in-situ reinforced concrete column
15000
tiles 19m²
3350
400
405
tiles 8m²
FOOD PREPARATION
FHR
1045 400 1400
8200
COFFEE COUNTER TO STREET
4495
1400
9000
W1
22
DUCT
carpet tiles 18m²
carpet tiles 12m²
800mm x 800mm cast in-situ reinforced concrete column
800
WASH-UP AREA
KITCHEN COOK AND SERVE
HIGH RISE REFUSE REMOVAL POINT
1000 CONSULTATION OFFICE
6200
400700400
2285
800
polished screed 90m²
12
D7
220 900
STORAGE
bottom hingedbottom hinged bottom hinged 800mm x 800mm cast in-situ reinforced concrete column
I
bottom hingedbottom hinged
11
D6
400
100 985
3410
W1
800
800
15
SERVING/ OPTIONAL DINING AREA
D1
1670
6200
tiles 26m²
2405 LIFT
bottom hinged bottom hinged bottom hinged 800mm x 800mm cast in-situ reinforced concrete column
800
10
polished screed 9m²
1700
W1
800
800
9
16
LIFT FOYER
2415
STAFF BREAK OUT AREA
6200
8
17
2500
200
7
new tree
3745
7
1800
200 900 2500
3095
5500
1830 100 985
19
polished screed 22m²
carpet tiles 25m²
900100900
300
6
CIRCULATION
100
carpet tiles 53m²
100 1435
1900
8
2 4 5
20
STORAGE
400
9
10
3
21
13
D5
D9 800mm x 800mm cast in-situ reinforced concrete column
800
12001001200
4630
11
1
2
H
1
22
14
5
12
3
STORAGE
900 800200 900
100 1860 1860 100 955 1830 100 955
CIRCULATION WALKWAY
23
6
800
1525
3005
4465 100 2900
9000 100
2900 100 2900 100 6000 2900 100
24
STORAGE ROOM
CONSULTATION OFFICE
300 3000
25
D8
screed 11m²
7
cast in-situ concrete 17m²100 360UP
18
CONSULTATION OFFICE
SCALE: 1:100
VERTICAL CIRCULATION STAIRS
carpet tiles 17m²
D1
8
13
4
30
16 15 14 13 12 11 10 9
RECEPTION AND SECURITY BOX
3570
DN 100 360
400 690 600
DN
5
32
carpet tiles 42m²
L
790
6
45 16
WAITING AREA
1905
2410
6405 335
70
22
W2
new tree
98 080
D9
5030
98 200
0
1285
6290
5495
0
60
1200mm x 1200mm concrete pavers 102m²
0 03
030
030
30
16600
800
30
red brick pavers herringbone pattern 850m² 100 360
0
66
400 400 400600 600 600 400 400
OPEN CIVIC SPACE/PUBLIC COURTYARD
30
carpet tiles 9m²
4525
1935
OPEN COURTYARD
0
95
50
14
GARDEN STORE
CONSULTATION OFFICE
220
110 W1
bottom hinged
1935
line of beam above
line of beam above
W1
W1
bottom hinged
0
p
90
n ta
1500
BIC
G
1595
680
line of beam above
line of beam above
line of beam above
3605
8400
5600
BREAK OUT AREA
fresh produce market stalls
polished screed 95m²
110 600 880 600 880 600
680
DESIGN AND MAKE STUDIO
3010
5000
14745
D10
1595 255
1885
8000
3145
3
97 300
1595
7
6405
9
SIDEWALK
10
7995
1200mm x 1200mm concrete pavers 133m² 97 120
00
11
THABO SEHUME STREET
PRIVATE COURTYARD FOR DESIGN WORK
12
8005
4890
16 15
2925
F
2 1
17
500
screed 28m²
CONSULTATION OFFICE
220
3
STEPS
SECONDARY ACCESS WALKWAY
3095
4500
line of beam above
97 840
1935
B
18
13
0
rde
ga
300
STEP
W1 bottom hinged
1935
E
97 120
14
66
1595
98 020
1935
fresh produce market stalls
line of beam above
polished screed 95m²
W1
bottom hinged
1935
W1
DESIGN AND MAKE STUDIO
UP STEP 98 380 98 200
1
1045
0 11
100 360 DN
2
1130 bottom hinged
6405
5600
5 73
3
4
1935
220
5
1935
W1
725
6
1130
110600 880 600 880 600 110
7
1935
bottom hinged
line of beam above 8
22
line of walkway above
1935
W1
2700 220800
11 10 9
1 line of walkway above
1130 bottom hinged
100 360 D11
0
110450 950 450110
1935
51
110
1935
W1
00
110
1130 bottom hinged
line of beam above
PUBLIC SEATING
3345 1000220
10000
1935
5000
26°
5000
58
1
5000
10 2
7135
565 565 565
5
95
6
450
7
3
space requirement detail 1
4280
carpet tiles 9m²
870
7360
line of walkway above
110 110450 950 450110
110
OPEN CIVIC SPACE/PUBLIC COURTYARD
red brick pavers herringbone pattern 850m² 100 360
I
D
8
100 360 DN
new tree
K
5000
7930 925
C
98 920
precast concrete
carpet tiles 9m²
5800
3035 220
4745
line of beam above
line of beam above
line of beam above
3525
PUBLIC SEATING
6755
PUBLIC SEATING & TABLE
carpet tiles 9m²
B
line of beam above
D9
W1
red brick pavers herringbone pattern 850m² 100 360
precast concrete
3995
1000 400
5980 100
DUAL EDUCATION CENTRE
2115
900 785 900
400 800
220
10100
3380
305
12000
3575
200
5000
250
795
1800
780
100
220
22400
193
PRETORIA CBD
GROUND FLOOR PLAN
4995
CIVIC LEVEL
DESIGNED AND DRAWN: Jani Schreuder
5030
line of beam above
3000
3000 line of beam above
200
bottom hinged
3525
new tree
retaining wall
existing jacaranda tree line of beam above
OPEN CIVIC SPACE/PUBLIC COURTYARD
5600
retaining wall
200 polished screed 95m²
4
precast concrete
retaining wall
line of beam above
line of beam above line of beam above
line of beam above
line of beam above
leather fixing market stalls
3000
600 880 600 880 600 880 600 880 600 880 600 880 600 880 600440
5000 1780
12025 110
UP
CREATIVE WORKS SHOP FRONT
D9
3000
0
44
0
PUBLIC SEATING
J
A
5000
STEP
5
110 2580
865205
20
5000
200
51
5600
1505
55
5600
Custom pivot door See detail elsewhere
precast concrete
5000
5000
1505
26°
8000
STEP
PUBLIC SEATING
5000
H
1990
44
line of fire escape above
PUBLIC SEATING & TABLE
2580
1505
line of beam above
0
11
0
90
F
DRAWING STATUS: Working Drawing
1505
26°
10000
0
D6
0 11
B
DATE DRAWN: 23 October 2017
1990
11
5600
80
47 polished screed 8.5m²
E
NEIGHBOURING BUILDING : DEPARTMENT OF HOME AFFAIRS
STEP
new tree
G
1505
STEP
INFO KIOSK
line of beam above
5000
N
1505
line of beam above
0
D
100 000
2275
UP line of beam above
C
MAIN ENTRANCE
6780
21
STEP
line of walkway above
22
600 x 600mm terazzo concrete pavers used for internal new sidewalk 220 colour: natural grey honed
line of beam above
23
5
line of beam above
line of beam above 24
18
11
6
7
line of beam above
5995 5000 1205
245
25
19
12
13
14
15
8
9
1
2
3
11
B
26
20
16
E
AP
SC
EE
FIR
17
10
4
line of beam above
UP
A
4865
465
2000
existing jacaranda tree
1
5005 2
5000 3
1500 4
5000 5
5000 6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
5000 7
5000 8
A
9
1
2
4
3
5
7
6
8
9
JOHANNES RAMOKHOASE STREET
A
39115 16375
MANHOLE existing jacaranda tree
5000
5000
5000
1500
5000
5000
5000
existing jacaranda tree
existing jacaranda tree
5000
3350 top of manhole cover used as datum point
existing jacaranda tree
0
2000
3600
existing jacaranda tree
1465
1935
UP
23
1935
1130
1935
1935
1130
W1
100 000
STEP
1935
1935
1130
W1
bottom hinged
STEP
1935
1935
1130
W1
bottom hinged
STEP
1935
1935
1130
W1
bottom hinged
3035
MAIN ENTRANCE BELOW
line of beam above
STEP
line of beam above
17
10
line of beam above
18
19
11
600 x 600mm terazzo concrete pavers used for internal new sidewalk colour: natural grey honed
line of beam above
20
14
existing jacaranda tree
1935
W1
bottom hinged
bottom hinged line of floor above
polished screed 104 360 101m²
7930 W1
2765
1000
4745
1500 top hinged
1000 220 1000
line of beam above
2765
5000
1000 220 1000
2765
line of beam above
955 220 1000
1500
1500
220
5100
B
CREATIVE WORKSHOP TEACHING PODS
1225
CREATIVE WORKSHOP TEACHING PODS
D8
storage
1000 220
3000
line of beam above
2765
3000
line of beam above
1000 220 1000
BREAK OUT AREA
line of beam above
2765
1500
1500 1000
3000
D1
line of beam above
2390
3000
line of beam above
line of beam above
5000
3000
A
1
220
10000
26
24
25
21
22
12
13
2
3
4
5
line of beam above
line of beam above
1205
104 360
to walkway along dept. Home Affairs
E
CAP
E ES
FIR
15
16
7
8
9
6
line of beam above
5995
A
polished screed 104 360 101m²
D5
line of floor above
1780
1780
1780
bottom hinged
bottom hinged
W1
27 28 29
31
30
32
34 35
33
36
37
38
39
1130
1935
D5 40
41 42
43
1935
44 45
47 48
46
1935
1560
49 50
1130
1130
1935
C
bottom hinged
W1
1935
1130
1935
W1
1935
1130
1935
1800 OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW
1935
5490
red brick pavers herringbone pattern 850m²
6780
line of walkway above
1935
bottom hinged
W1
FIRE ESCAPE ABOVE
UP
D
bottom hinged
W1
D
28980
C
PUBLIC SEATING BELOW
PUBLIC PLAYGROUND AREA BELOW
100 360
6730
B
4865
concrete paver sidewalk extended into site development
WALKWAY
polished screed
1130
1935
W1 W1
220
F
bottom hinged
1935
1130
1935
49980 4500 3
D9
1935
1
13
97 120
10
SIDEWALK
9
6 5 3 2 1
1200
1300
1200
1300
1200
1400
1200
BIC
W1
W1
bottom hinged
1935
1130
1935
bottom hinged
1935
1130
1935
W1
bottom hinged
1935
1130
1935
1935
H
bottom hinged
1130
1595
W1
1500
G
3295
BIC
1020
SECONDARY ACCESS WALKWAY
I
334
OPEN COURTYARD BELOW
0
WALKWAY
polished screed
OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW red brick pavers herringbone pattern 850m²
2805
1000
800
DN 100 360
13
D5
CLEAN STORE
STUDENTS LOCKER ROOM 45m²
1050 1200
9000
216 lockers
1050 600 1040
3000
37
40
38
2600
3725
1700
4950
110mm Ø upvc
D10
6200
800
14215 MULTUFUNCTIONAL DIVISIBLE SPACE polished screed
1400
165m²
800mm x 800mm cast in-situ reinforced concrete column
106 360
400
W1
W1
W1
UP 2
4
FOYER FOR LEARNING SPACES polished screed 28m²
104 360
800
800mm x 800mm cast in-situ reinforced concrete column
6200
800
800mm x 800mm cast in-situ reinforced concrete column
6200
5
800mm x 800mm 6 cast in-situ reinforced concrete column 7
800
6200
8
800
K
9 10 11
13
LIFT
6570
2405
6890
ADAPTABLE LEARNING SPACES
DUCT screed 13m²
D1
110
polished screed 26m²
110
7100
ADAPTABLE LEARNING SPACES
ADAPTABLE LEARNING SPACES
28m²
40m²
polished screed
104 360
14
polished screed
104 360
15
104 360
16 17
D7
18 19
6000 mm x 3500mm whiteboard fitted to wall for explorative learning
6000 mm x 3500mm whiteboard fitted to wall for explorative learning
7m²
20
6000 mm x 3500mm whiteboard fitted to wall for explorative learning
rectagrid
21 22
D10
23
HIGH RISE REFUSE REMOVAL POINT BELOW
24 25
DELIVERY ALLEY BELOW
M
L existing jacaranda tree
M 300
5000
6570
100
3600
1405
400 800 200
6570
110
6890
110
7100
220 1200
20
DUAL EDUCATION CENTRE
12000
194 FIRST FLOOR PLAN
5400
14570
7430
PRETORIA CBD
4995
WOMENS EDUCATION CENTRE
DESIGNED AND DRAWN: Jani Schreuder
1
3
1400 69 5
12
D1
LIFT
J
W1
D5
2045
800
bottom hinged
800
bottom hinged
1700
DUCT
D10
1050
partition panel light weight and on lockable wheels
CIRCULATION polished screed 22m²
bottom hinged 800mm x 800mm cast in-situ reinforced concrete column
2380 3000
2500
W1
800
EXAMPLE OF A DIVISIBLE SPACE
106 360
200
bottom hinged
6200
9000
36
41
bottom hinged
8200
35
42
bottom hinged 800mm x 800mm cast in-situ reinforced concrete column
800
43
W1
800
bottom hinged bottom hinged bottom hinged bottom hinged bottom hinged
34
bottom hinged
6200
8200
33
44
bottom hinged
905
300
32
45
STORAGE
polished screed 13m²
900100 900100 900100 900100 900 D10
31
46
polished screed 9m²
600mm x 600mm tiles 17m²
D10
W1 bottom hinged 800mm x 800mm cast in-situ reinforced concrete column
D3
110mm Ø upvc
1210
L
1900
100
2240
FEMALE WC
N
30
47
D9
D2
D3
1815
29
48
LIFT FOYER
polished screed 4.8m²
8350
polished screed
28
49
5
6000
space requirement detail 2
D1
new tree
3000
1200
tiles 3m²
partition notice board light weight and on lockable wheels
0
7
1
5400
DIS. WC
900
D1
1050
K
27
50
39
2030
900
51
6
800
1200 100 1200
400
100 1190
2015
3105
600
100 1305
1000
3595
100
104 360
825 400
7595
8
2
800
37m²
9
3
1420
polished screed
D1
10
800
'CATCH AND RELEASE ' FOYER
81 lockers
6000
900
7
800
3620
4875
STAFF LOCKER ROOM
1030
8
2410
685
100 9000
4835
2420
9
cast in-situ concrete 17m² 104 360 UP
D1
D9
11 10
VERTICAL CIRCULATION STAIRS
STORAGE
1525
1200
vinyl tiles 10m²
4725
5490
600
NURSE STATION
14 13 12
800
16 15
STAFF AND STUDENT BREAK OUT AREA
600mm x 600mm tiles 9m²
11
4
DN
600mm x 600mm tiles 36m²
KITCHEN
12
5
800
6405
40
1800
6
2380
48
4070
1560
new tree
98 080
100 360
0
679
6005
7635
113m² 104 360
800
6130
600mm x 600mm concrete tiles 26m²
800
STAFF AND STUDENT BALCONY/SMOKING AREA
5005
1300
220
1200
COMPUTER LAB
polished screed 95m² 104 360
4525
1300
1200
1200
240
1595
1300
D11
3000
4930
1200
line of beam above
1100
220
holding space for function in wing, containing seating and coat hooks
670
line of beam above
4525
D9
1080
line of beam above
1200 220
220
3325
60m²
new tree
retaining wall
5600
G
97 300
550
polished screed
120
ACCESS WALKWAY
precast concrete
line of beam above
2580
4
PUBLIC SEATING & TABLE
3700
7995
133m²
11
8025
110
1200mm x 1200mm concrete pavers
12
7
J
THABO SEHUME STREET
PRIVATE COURTYARD FOR DESIGN WORK BELOW
14
8
polished screed 18m²
F
2 1130STEPS 1935
17 15
D9
SCALE: 1:100
1935
18 16
113m² 104 360
I
DRAWING STATUS: Working Drawing
1130
8025
100 360 DN
H
DATE DRAWN: 23 October 2017
top hinged
W1
bottom hinged
1935
B
97 120 MESH SCREEN FLOOR TO CEILING WITH HYDROPONIC PLANTS PLANTED UP SURFACE CAUSING 'WALL' OF PLANTED MATERIAL
polished screed
8000
1935
new tree
retaining wall
5590
1130
WALKWAY
5000
NEIGHBOURING BUILDING : DEPARTMENT OF HOME AFFAIRS
W1
bottom hinged
1935
BIC
220
1
1070
102 380
polished screed 95m²
E
220
1935
41980
4850
line of beam above
line of beam above
1935
700
2
1130
2000
3
4
1935
700
5
6
7
1935
DESIGN AND MAKE STUDIO
line of beam above
4500
100 360
8
3285
120
precast concrete
9
1130
line of beam above
110 2580
holding space for function in wing, containing seating and coat hooks
red brick pavers herringbone pattern 850m²
1935
102 380 UP
D11 10
OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW
PUBLIC SEATING & TABLE
1935
existing jacaranda tree
line of beam above
1235 220
1130
104 360
B 5000
1935
D11
BIC
line of beam above
D9
E
polished screed 104 360 102m²
line of beam above
3385 1345
new tree
retaining wall
DESIGN AND MAKE STUDIO
4845
holding space for function in wing, containing seating and coat hooks
220
220
100 360 DN
110 5600
10000
113m² 104 360
1
5005 2
5000 3
1500 4
5000 5
5000 6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
5000 7
5000 8
A
9
A
JOHANNES RAMOKHOASE STREET
39115 1
2
3
4
5
16375
6
8
7
9
MANHOLE existing jacaranda tree
5000
5000
5000
1500
5000
5000
5000
existing jacaranda tree
existing jacaranda tree
5000
3350 top of manhole cover used as datum point
existing jacaranda tree
elasticized safety net on steel frame along all sides
elasticized safety net on steel frame along all sides
elasticized safety net on steel frame along all sides
elasticized safety net on steel frame along all sides
A
3035
line of beam above
line of beam above
line of beam above
line of beam above
line of beam above
line of beam above
fine grade trampoline safety net play area 170m²
1205
existing jacaranda tree
to walkway along dept. Home Affairs
26
220
B
7930 4745
line of beam above
line of beam above
line of beam above
100 x 100 x 25mm impcat absorbing porous rubber tile 170m² 108 360
line of beam above
line of beam above
EDC PLAYGROUND
line of beam above
2390
line of beam above
line of beam above
line of floor above
5000
B
10000
line of beam above
5995
A
4865
1465
0
2000
3600
existing jacaranda tree
300mm deep sand pit water point line of floor above
FIRE ESCAPE
1935
1130
1800
1935
OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW
PUBLIC SEATING BELOW
PUBLIC PLAYGROUND AREA BELOW
D
28980
1935
6730
1130
5490
1935
1560
39 40 41 42 43 44 45 46 47 48 49 50
27 28 29 30 31 32 33 34 35 36 37 38
D
C
D5
6780
UP
line of walkway above
1780
1780
1780
C
WALKWAY
polished screed
1
100 x 100 x 25mm impcat absorbing soft rubber tile 95m² 106 380
1130
1935
1935
bottom hinged
1130
1130
1935
4850 220
3
1935
1
17
16 14 13
1200mm x 1200mm concrete pavers 133m² 97 120
12 11
SIDEWALK
10 9 8 7
6 5
1
1500
W1
built in cupoboards @ 900mm
W1
bottom hinged
1935
1130
1935
1935
bottom hinged
1130
1935
1935
STAFF AND STUDENT BALCONY/SMOKING AREA
W1
H
bottom hinged
1935
1130
I
6005
113m² 108 360
0
723
2805
D5
RECEPTION polished screed 8m²
polished screed 9m²
1700
D1
D1
1700
110mm Ø upvc
D10
900 900
D10 D10
900
600mm x 600mm tiles 23m²
MALE WC
D10 D10
900
110mm Ø upvc
LIFT
CHANGE
900150
600mm x 600mm tiles 15m²
900 D10
900 D10
900 D10
D3
CHANGE
800
MALE WC
FEMALE WC 2405 DUCT
D7
900
600mm X 600mm tiles 16m²
D10
750 750
110mm Ø upvc
2120
7m² D1
HIGH RISE REFUSE REMOVAL POINT BELOW
DUCT
M
rectagrid 3m²
SCALE: 1:100
300
3700
1000 5
DUAL EDUCATION CENTRE
3495 100
5470
6995
1670 100
3600
100
1605 800
200 2930
5400
SECOND FLOOR PLAN
4995
5005
5000
1500
110 360
6200
800
DESIGNED AND DRAWN: Jani Schreuder
2
3
4
6200
9000
K
9 10
13
PAVILION/STEPS DESCENDING TO SOCCER FIELD polished screed 154m²
14 15 16 17 18 19 20 21 22 23 24 25
5000
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
8
800
L
existing jacaranda tree
M
UP 107 000
14125
220
5000 7
1200
SOCCER FIELD SIZE: 30M x 45M regulation requirement for u11 field
14345
6
800mm x 800mm cast in-situ6 reinforced concrete column 7
12
ASTRO TURF SOCCER IELD INSTALLED ON TOP OF ROOF OF PARKING GARAGE OF THE SOUTH AFRICAN NATIONAL TREASURY
5000 5
8200 5
110 360
11
UP 107 000
2220 3625
800mm x 800mm cast in-situ reinforced concrete column
195
5000
EARLY DEVELOPMENT CENTRE
1
800
800
2 4
7655
PRETORIA CBD
1 3
800mm x 800mm cast in-situ reinforced concrete column
200
12000
800
800
800 800
screed 13m²
screed 22m²
900
D10 D10 D10 D10 D10
900 900 900
900
110mm Ø upvc
100
LIFT
D3
4100
950
300
600mm x 600mm tiles 23m²
L
FEMALE WC
5970
900
6000
D3
STORAGE
900
800
LIFT FOYER
UP
comabination: astro turf and concrete 181m² 110 360
D3
1210
6000
600
630 D1
D9
D3 temp refuse hold
3000
2500
200
1900
polished screed 22m² 108 360
670
630
D1
20675 EXTERIOR PLATFORM: SMALLER ASTRO TURF PLAYING/PRACTICE AREAS
800
400
J
W1
65
3290
800mm x 800mm cast in-situ reinforced concrete column
5600
64
800
40
63
66
6200
top hinged
62
67
800mm x 800mm cast in-situ reinforced concrete column
top hinged
61
68
W1
800
8200
60
69
6200
800
58 59
70
CIRCULATION
100
1250
57
71
110 360
80 lockers
screed 12m²
56
72
1000 1000 1000 1000 1000 1000 1000 1000 1000
2005
55
73
800mm x 800mm cast in-situ reinforced concrete column
650350650350650350650350650350650350650350650350650350
2000
54
74
W1
800
12001001200
4725
polished screed 33m² 108 360
53
75
6200
800
SUPERVISION DESK
77
76
800mm x 800mm cast in-situ reinforced concrete column
1525
600 1075 1000 1075 500
100 500
9000
100
400mm x 400mm x 25mm rubber tiles 40m²
'CATCH AND RELEASE ' FOYER
W1
800
cast in-situ concrete 17m²108 360UP
EDC & OTHER HOMEWORK/ STUDY SPACE
2430
K
VERTICAL CIRCULATION STAIRS
1530
3965
3305
1525
J
4000
1000 800
DN
STORAGE
1310
240
1800
2410
55 50
4070
1560
600mm x 600mm concrete tiles 23m² 8740
KITCHENETTE/ FOOD STORAGE /REFRIDGERATION
5005
220 4780
line of beam above
1935
OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW
7635
polished screed
6405
1130
BIC
6405
6290
WALKWAY
polished screed 17m²
G
OPEN COURTYARD BELOW
STAFF AND INFANT BALCONY
3000
W1
bottom hinged
nappy changing counter
line of beam above
play and learning space baby proof access gates
sleeping space for babies 20 beds each 400 x 600mm
1595
1595
3000
100 x 100 x 25mm impcat absorbing soft rubber tile 95m² 108 360
line of beam above
line of beam above
4525
3325
BIC
220
D9
EDC CLASSROOM AGES 0-12 MONTHS
nappy changing counter
built in cupoboards @ 900mm D11
observation spot/counter
60m²
1200 220
550 1080 670
holding space for drop and collection of children in specific age group
retaining wall
5600
2
polished screed
120
ACCESS WALKWAY
3
97 300
1595
2580
4
7995
PRIVATE COURTYARD FOR DESIGN WORK BELOW
15
THABO SEHUME STREET
18
68000
100 360 DN
113m² 108 360
EDC LOCKER ROOM
F
2 1130STEPS 1935
97 120
polished screed
G
E
W1
bottom hinged
W1
bottom hinged
1935
1935
1935
B
intimate teaching spaces aimed at close contact relation building
table stacking position
W1
bottom hinged
1935
41980
220
nappy changing counter
line ofof beam above line beam above
line of of beam above line beam above
line of beam above
nappy changing counter
1130
1935
bottom hinged
EDC CLASSROOM AGES 3-5 YEARS
W1
220 retaining wall
5590
1935
4500
2
1130 bottom hinged
220
3
4
1935
built in cupoboards @ 900mm
8025
5
6
1935
bottom hinged
existing jacaranda tree
BIC
line of beam above
7
UP 106 380
1130
play and learning space baby proof access gates
line of beam above
4500
8
slide down
space requirement detail 3
110
8000
1935
line of beam above
10 9
3285
5000
2580 120
D11
WALKWAY
5000
NEIGHBOURING BUILDING : DEPARTMENT OF HOME AFFAIRS
1935
bottom hinged
MESH SCREEN FLOOR TO CEILING WITH HYDROPONIC PLANTS PLANTED UP SURFACE CAUSING 'WALL' OF PLANTED MATERIAL
I
DRAWING STATUS: Working Drawing
1130
100 x 100 x 25mm impcat absorbing soft rubber tile 102m² 108 360
rock climbing structure on incline
H
N
1935
D11
holding space for drop and collection of children in specific age group
OPEN CIVIC SPACE/PUBLIC COURTYARD BELOW
red brick pavers herringbone pattern 850m² 100 360
built in cupoboards @ 900mm
EDC CLASSROOM AGES 12-24 MONTHS
sleeping space for toddlers mattresses and pillows
line of beam above
110
108 360
F
DATE DRAWN: 23 October 2017
line of beam above
4845 D9
E
B
BIC
1235 220 1345
retaining wall
5600
3385
holding space for drop and collection of children in specific age group
observation spot/counter
220
110
10000
113m² 108 360
8
9
1
2
4
3
5
7
6
8
A
JOHANNES RAMOKHOASE STREET
MANHOLE 5000
5000
5000
5000
5000
5000
5000
3350
5800
top of manhole cover used as datum point
A
5030
5000
A
CONCRETE ROOF
CONCRETE ROOF
B
B
CONCRETE ROOF
5000
5000
CONCRETE ROOF
1780
C
1780
C
D
5000 CONCRETE ROOF CONCRETE ROOF E
E
B
B
5000
CONCRETE ROOF
5000
DEPARTMENT OF HOME AFFAIRS
10000
5000
D
G
THABO SEHUME STREET
8000
F
8000
F
G
5000
5000
CONCRETE ROOF
CONCRETE ROOF
+0.70
1595
H
1595
H
6405
I
6405
I
CONCRETE BALCONY
1905
3100
VERTICAL CIRCULATION STAIRS
J
7050
24
D11
3 4
21
5
20
6
19
7
18
8
9000
15 14
MANAGER OFFICE
polished screed 11m²
polished screed 11m²
D11
D11
MANAGER OFFICE
MANAGER OFFICE
polished screed 11m²
MANAGER OFFICE
polished screed 11m²
D11
polished screed 11m²
D11
J
D11
2
22
16
MANAGER OFFICE
polished screed 25m²
1
23
17
polished screed 11m²
COFFEE STATION
cast in-situ concrete 17m²117 360UP 25
MANAGER OFFICE
600
OPEN PLAN OFFICE
WAITING AREA
9
polished screed 62m² 117 360
polished screed 17m²
10 11
9000
400
12 13
STAFF BREAK OUT AREA
polished screed 30m²
STORAGE
THERAPY WAITING AREA
LIFT FOYER
CONCRETE ROOF
5450
polished screed 9m²
UNISEX WC'S
14m² 600mm x 600 mm tiles
D10
D10
D10
WC
WC
WC
D11
D11
K
D11
D11
D11
6000
DUCT LIFT
LIFT
rectagrid 13m²
THERAPY SPACE
D7
THERAPY SPACE THERAPY SPACE
carpet tiles 15m²
carpet tiles 15m²
THERAPY SPACE THERAPY SPACE
carpet tiles 15m²
carpet tiles 15m²
carpet tiles 15m²
110mm Ø upvc
L
800
1100
N
polished screed 25m² 117 360
D3
DRAWING STATUS: Working Drawing SCALE: 1:100
196
11590
DUAL EDUCATION CENTRE
400
5000
23605
1000
7000
PRETORIA CBD
THIRD FLOOR PLAN DESIGNED AND DRAWN: Jani Schreuder
L
3000
DATE DRAWN: 23 October 2017
EDUCATIONAL FACILITY OFFICES
6000
K
polished screed 15m² 117 360
D5
polished screed 22m²
4900
1800
RECEPTION CIRCULATION
1
2
3
4
5
6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
A 7
8
1
2
3
4
6
5
8
7
A
JOHANNES RAMOKHOASE STREET
MANHOLE 5000
5000
5000
5000
5000
5000
5000
3350
5800
top of manhole cover used as datum point
A
5030
5000
A
CONCRETE ROOF
CONCRETE ROOF
B
B
CONCRETE ROOF
5000
5000
CONCRETE ROOF
1780
C
1780
C
D
5000 CONCRETE ROOF CONCRETE ROOF
E
E
5000
CONCRETE ROOF
5000
DEPARTMENT OF HOME AFFAIRS
10000
5000
D
G
THABO SEHUME STREET
8000
F
8000
F
G
5000
5000
CONCRETE ROOF
CONCRETE ROOF
H
1595
245
+0.70
300
3605
100
3300
300
3300
100
3300
245
3300
H
3605
1595
100
I
I
5
20
6
19
7
18
8
17
9
121 860
880
880
D3
900
ladder to mezzanine
BIC BIC
ladder to mezzanine
UP mezzanine: 2 x single mezzanine: 2 x single UP 6m² beds. beds. 6m²
PASSAGE WAY polished screed 4300
900
D3
900
25m² 121 860
fold out table
1000
6405
3400 1200
121 860
J
1485
ladder to mezzanine
D3
UP mezzanine: 2 x single mezzanine: 2 x single UP 6m² beds. beds. 6m²
D3
900
4310
900
9000
900
4000
steel and cable ballustrade @ 1000mm
DOUBLE VOLUME safety net
WC
WC
D10
D10
600mm x 600 mm tiles 30m²
1100
shower shower shower shower shower
1205
800 400
D3
mezzanine: 2 x single 6m² beds.
1520
D3
line of mezzanine above
fold out bed/ fold out counter
corkolleum 17m²
6450
BIC
1150
K
UP
line of mezzanine above
BIC
KITCHEN/ DINING
corkolleum 18m² 121 860
fold out table
5050 ladder to mezzanine mezzanine: 2 x single beds. 6m²
KITCHEN/ DINING
SLEEPING/ LOUNGE
900
corkolleum 121 860 19m²
6700
fold out table
1520
fold out bed/ fold out counter
4900
WC D10
COMMUNAL BATHROOM
1300
D3
SLEEPING/ LOUNGE 7005
corkolleum 18m²
800
WC D10
UP
5390
900 WC D10
900
polished screed 25m² 121 860
D3
rectagrid 13m²
250
PASSAGE WAY 5300
900 735
7000
6450
200
800
L
300
SCALE: 1:100
14250 8150
DUAL EDUCATION CENTRE
11590
PRETORIA CBD
400
5000
1000
7000
7000
FACILITY ENABLING LIVING UNITS
1
2
3
4
5
6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
197
7000
FOURTH FLOOR PLAN DESIGNED AND DRAWN: Jani Schreuder
fold out table
1000
1800 5450
DUCT
6000
900
5115
LIFT FOYER
3550
121 860
D5
polished screed 9m²
DRAWING STATUS: Working Drawing
fold out table
shelf
L
ladder to mezzanine
D3
4300
110mm Ø opvc vp
DATE DRAWN: 23 October 2017
ladder to mezzanine
UP mezzanine: 2 x single mezzanine: 2 x single UP 6m² beds. beds. 6m²
polished screed 25m² 121 860
D7
N
ladder to mezzanine
D3
900
OPEN ATRIUM/ HOLDING SPACE
polished screed 22m²
LIFT
BIC BIC
12
CIRCULATION
LIFT
fold out table
blue gum wooden floor 15m²
11
STORAGE
CONCRETE ROOF
880
10
13
K
121 860
880
kitchen counter
KITCHEN/ DINING
blue gum wooden floor 15m²
shelf
14
121 860
1000
15
fold out table
2000
kitchen counter
KITCHEN/ DINING
6000
4
21
BIC BIC
kitchen counter
blue gum wooden floor 15m²
3000
3
22
fold out table
fold out bed/ permanent couch/ seat below
2000
KITCHEN/ DINING
blue gum wooden floor 15m²
corkolleum 11m²
1250
2
23
16
9000
1
kitchen counter
KITCHEN/ DINING
SLEEPING/ LOUNGE
fold out bed/ permanent couch/ seat below
2000
5355
7050
24
shelves
25
fold out bed/ permanent couch/ seat below
BIC
shelves
121 860
cast in-situ concrete 17m²121 860UP
1000
VERTICAL CIRCULATION STAIRS
J
blue gum wooden floor 15m²
corkolleum 11m²
805
kitchen counter
KITCHEN/ DINING
blue gum wooden floor 15m²
SLEEPING/ LOUNGE BIC
corkolleum 11m²
2495
kitchen counter
KITCHEN/ DINING
rectagrid
1000
600
SLEEPING/ LOUNGE
2000 shelf
3100
BIC
fold out bed/ permanent couch/ seat below
2000
1000
1905
corkolleum 11m²
fold out bed/ permanent couch/ seat below
2000 400
SLEEPING/ LOUNGE BIC
corkolleum 11m²
BLACONY
rectagrid
1000
fold out bed/ permanent couch/ seat below
SLEEPING/ LOUNGE
BLACONY
rectagrid
shelf
BIC
shelf
6405
corkolleum 11m²
BLACONY
rectagrid
shelf
SLEEPING/ LOUNGE BIC
CONCRETE BALCONY
BLACONY
rectagrid
1000
BLACONY
rectagrid
1000
BLACONY
A 7
8
1
2
3
4
6
5
8
7
A
JOHANNES RAMOKHOASE STREET
MANHOLE 5000
5000
5000
5000
5000
5000
5000
3350
5800
top of manhole cover used as datum point
A
5030
5000
A
CONCRETE ROOF
CONCRETE ROOF
B
B
CONCRETE ROOF
5000
5000
CONCRETE ROOF
1780
C
1780
C
D
5000 CONCRETE ROOF CONCRETE ROOF E
E
B
B
5000
CONCRETE ROOF
5000
DEPARTMENT OF HOME AFFAIRS
10000
5000
D
G
THABO SEHUME STREET
8000
F
8000
F
G
5000
5000
CONCRETE ROOF
CONCRETE ROOF
H
1595
H
I
I
6405
OPEN COURTYARD
CONCRETE BALCONY
GUEST TOILET/ MAIN
5 6 8 9 10
D3
KITCHEN/ DINING polished screed 27m² 155 860
11 12
900 600 900
13
8900
900 600 900
13 12
5450
2155 3245
1025
3755
rectagrid 13m²
corkolleum 12m²
1100
polished screed 24m² 155 860
polished screed 27m² 155 860
10
13
8
12
7
11
6 4 3
8 7
2
6
1
5
1300
4 3
1200
4145 LOUNGE
2
LOUNGE
1
polished screed
UP
1200
14.5m²
800 BATHROOM tiles 6.5m²
WC WC GUEST TOILET/ BATHROOM MAIN tiles 6.5m²
polished screed
1300
18m² shelf
650
3190 MAIN BEDROOM corkolleum 16m²
800
DRAWING STATUS: Working Drawing SCALE: 1:100
DUAL EDUCATION CENTRE
198 FLOOR PLAN TWELFTH
11590
PRETORIA CBD
400
5000
1000
7000
7000
7000
RENTABLE LIVING UNITS
DESIGNED AND DRAWN: Jani Schreuder
1
2
3
4
5
K
5
10 9
5095
MAIN BEDROOM
KITCHEN/ DINING
11
D3
9
KITCHEN/ DINING
2915
DUCT
1085
WC GUEST TOILET/ MAIN
D3
tiles 6m²
900
BATHROOM
D3
GUEST TOILET/ MAIN
D3
LIFT FOYER
900 710
7
13
polished screed 25m² 155 860
905
1800
4
9 11
PASSAGE WAY TO UNITS
2000
3
8 10 12
D3
1400
polished screed 9m²
6000
polished screed 24m² 155 860
9450
D5
polished screed 22m²
KITCHEN/ DINING
3310
D3
L
2
9000
tiles 8m²
650
1
6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
A 7
6000
BATHROOM
4145
1200
8
L
3000
12
1300
1300
6665
11
14
1200
5
corkolleum 16m²
1180 350
9 10
15
D7
N DATE DRAWN: 23 October 2017
4
J
MAIN BEDROOM
800
8
16
CIRCULATION
LIFT
3
7
17
WC
LIFT
2
4440
7
845
CONCRETE ROOF
18m²
6
13
K
polished screed
1
4800
3695
D3
8935
18
LOUNGE
polished screed
800
19
shelf
LOUNGE 14.5m²
800
W1
3610
6
6200
895
5
20
800
1105
4
21
2955
1090
3
22
290
3745
2
23
2955
900
corkolleum 12m²
2920
24
800
2565
7050
1
900
MAIN BEDROOM
cast in-situ concrete 17m²155 860UP 25
DN
W1
VERTICAL CIRCULATION STAIRS
J
6200
775 900
800
1500
3100
900
1905
1085
400
1
2
3
4
5
6
7
8
A
JOHANNES RAMOKHOASE STREET
MANHOLE 5000
5000
5000
5000
5000
5000
5000
3350
5800
top of manhole cover used as datum point
A
5030
5000
A
CONCRETE ROOF
CONCRETE ROOF
B
B
CONCRETE ROOF
5000
5000
CONCRETE ROOF
C
1780
1780
C
D
5000 CONCRETE ROOF CONCRETE ROOF E
E
B
B
5000
CONCRETE ROOF
5000
DEPARTMENT OF HOME AFFAIRS
10000
5000
D
G
THABO SEHUME STREET
8000
F
8000
F
G
5000
5000
CONCRETE ROOF
CONCRETE ROOF
H
1595
H
I
I
6405
OPEN COURTYARD
CONCRETE BALCONY
12
158 360 8m²
tiles
3
8
4
9
6 7 8
13
9
D3
D3
11 12
900 600 900
13
2400
13
8900
12
tiles
5450
LIFT
158 360 8m²
BEDROOM 1 158 360 8m²
DUCT
rectagrid 13m²
13
8
12
7
11
6
D3
D3
2
6
1
1300
3
BEDROOM 2
4145
650
hardwood floor 8m² 158 360
1200
1100
hardwood floor 8m² 158 360
LOUNGE
2
LOUNGE
BATHROOM tiles
D3
BEDROOM 1
WC
K
3
7
1
tiles
BATHROOM
4
9
8
5
UP
1200
polished screed
8m² 158 360 hardwood floor
BEDROOM 2
5
10
4
MAIN BEDROOM
D7
1300
3190 MAIN BEDROOM
polished screed
shelf
800
L
D3
3755
6000
LIFT
N
9
D3
BEDROOM 2 3245
10
900
BATHROOM
polished screed 9m²
D3
LIFT FOYER
CONCRETE ROOF
8m² 158 360 hardwood floor
BEDROOM 1 D3
D3
1400
10
11
K
800
5
11 12
polished screed 25m² 155 860
3310
D3
polished screed 22m²
7
10
PASSAGE WAY TO UNITS
650
2
9450
D5
CIRCULATION
D3
D3
BATHROOM 845
1800
BEDROOM 1
D3
13
DATE DRAWN: 23 October 2017
158 360 8m²
BEDROOM 2
4145
1
9000
11
14
1200
6000
9 10
15
1300
1300
6
8
16
1200
5
corkolleum 16m²
DRAWING STATUS: Working Drawing
800
L
3000
4
J
MAIN BEDROOM
6665
2 3
7
17
LOUNGE
1180 350
8935
18
shelf
800
19
800
W1
4800
4 6
6200
polished screed
1
3 5
20
800
polished screed
2
21
2955
LOUNGE
MAIN BEDROOM
1
22
290
5735
7050
23
2955
3610
24
800
900
cast in-situ concrete 17m²155 860UP 25
DN
W1
VERTICAL CIRCULATION STAIRS
J
6200
900
800
5735
3100
2565
1905
900
400
SCALE: 1:100
DUAL EDUCATION CENTRE PRETORIA CBD
TWELTH FLOOR PLAN
11590
400
5000
1000
7000
7000
199
7000
MEZZANINE LEVEL
DESIGNED AND DRAWN: Jani Schreuder
1
2
3
4
5
6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
A 7
8
1
2
3
4
5
6
7
8
9
JOHANNES RAMOKHOASE STREET
A
MANHOLE 5000
5000
5000
5000
5000
5000
5000
3350 top of manhole cover used as datum point
5800
Chromadek finished perforated roof covering to manufacturers specification on steel roof construction to engineers detail
100mm ø chromadek finished sheet metal rain water downpipe
100mm ø chromadek finished sheet metal rain water downpipe
+0.30
+0.75 +0.70
+0.75
1:100
1
+0.75 +0.55
+0.50
1:100
1:100
0 :10
outlet +0.25 +0.50
5000
+0.70
CONCRETE ROOF
1
0 :10
1:100
1
+0.55
1:1
00
outlet +0.25
+0.30 +0.55
100mm ø chromadek finished sheet metal rain water downpipe
B
+0.75 +0.50
CONCRETE ROOF
outlet +0.25
+0.30
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
+0.70 +0.50
1:100
outlet +0.25
+0.30 +0.55
100mm ø chromadek finished sheet metal rain water downpipe
00
1:1
CONCRETE ROOF
+0.70
+0.55
0 :10
1:1
00
00
1:1
1:100
1:100
CONCRETE ROOF
1:1
00
00
1:1
1:100
5000 B
1:100
1:100
1:1
00
00
+0.30
+0.25 outlet
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
+0.30 100mm ø chromadek finished sheet metal rain water downpipe
100mm ø chromadek finished sheet metal rain water downpipe
Chromadek finished perforated roof covering to manufacturers specification on steel roof construction to engineers detail
+0.30
C
1780
1780
C
5030
1:100
1:1
A
100mm ø chromadek finished sheet metal rain water downpipe
100 x 100 chromadek finished sheet metal rain water gutter +0.30
+0.25 outlet
5000
+0.25 outlet
1:100
100 x 100 chromadek finished sheet metal rain water gutter +0.30
1:100
100mm ø chromadek finished sheet metal rain water downpipe +0.25 outlet
1:100
A
RECTAGRID
D
D
100mm ø chromadek finished sheet metal rain water downpipe
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
100 x 100 chromadek finished sheet metal rain water gutter
10000
Chromadek finished perforated roof covering to manufacturers specification on steel roof construction to engineers detail
5000
+0.25 1:100
+0.30 100mm ø chromadek finished sheet metal rain water downpipe
+0.75
+0.30
100mm ø chromadek finished sheet metal rain water downpipe
100 x 100 chromadek finished sheet metal rain water gutter +0.30
+0.25 outlet
+0.30
+0.25 outlet
CONCRETE ROOF 1:100
5000
+0.75
+0.70
100mm ø chromadek finished sheet metal rain water downpipe
+0.70
00
1
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
+0.30
Chromadek finished perforated roof covering to manufacturers specification on steel roof construction to engineers detail
+0.75 +0.30
F
+0.25
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
1:100
4mm ABE Index Testudo waterChromadek finished perforated roof proofing to manufacturers specification on screed with falls to covering to manufacturers specification outlets on concrete slab to on steel roof construction to engineers engineers detail detail
F
8000
8000
100mm ø chromadek finished sheet metal rain water downpipe
5000
0 :10
outlet +0.25
+0.30
E
+0.55
+0.50
1:100
1:1
100mm ø chromadek finished +0.75 sheet metal rain water downpipe
+0.70 +0.55
CONCRETE ROOF
outlet +0.25
+0.30
1:100
+0.75
+0.50
+0.55
1:100
100 x 100 chromadek finished sheet metal rain water gutter
+0.25
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
THABO SEHUME STREET
RECTAGRID
00
1:1
CONCRETE ROOF
1:100 100mm ø chromadek finished sheet metal rain water downpipe
E
1:1
00
00
1:1
5000
1:1
00
00
1:1
1:100
DEPARTMENT OF HOME AFFAIRS
1:100
+0.30
RECTAGRID
G
100mm ø chromadek finished sheet metal rain water downpipe
+0.75
+0.25
outlet
100mm ø chromadek finished sheet metal rain water downpipe
100mm ø chromadek finished sheet metal rain water downpipe
outlet
+0.50 100 x 100 chromadek finished sheet metal rain water gutter
00
+0.25
+0.50 100 x 100 chromadek finished sheet metal rain water gutter
G
+0.25 outlet
1:1
1:1
1:1
00
1:100
00
1:100
1:100
00
1:100
00
1:1
CONCRETE ROOF
+0.75
+0.75
+0.70
+0.75
+0.70
+0.75
H
I
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
6405
1:100
6405
+0.25
+0.70
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
+0.30
100mm ø chromadek finished sheet metal rain water downpipe
00
1:1
1595
1595
I
+0.50
+0.25
+0.70
5000
100 x 100 chromadek finished sheet metal rain water gutter
H outlet
1:100
1:100
5000
1:1
CONCRETE ROOF
+0.25
100mm ø chromadek finished sheet metal rain water downpipe
CONCRETE BALCONY 4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
RECTAGRID +0.75
+0.70
J
+0.50
+0.25
+0.30
+0.50
outlet 150mm Ø high presure upvc rain water downpipe
+0.75
+0.25
+0.75
+0.50
+0.25
outlet 150mm Ø high presure upvc rain water downpipe
outlet
outlet 150mm Ø high presure upvc rain water downpipe
+0.50
+0.25
outlet 150mm Ø high presure upvc rain water downpipe
+0.50
+0.25
J
+0.25 outlet 150mm Ø high presure upvc rain water downpipe
0
9000
1:10
0 1:10
0 1:10
0 1:10
0
1:100
1:100
0
CONCRETE ROOF 179 240 K
1:100
0
0
0
1:10
1:100
1:10
1:100
1:10
1:10
0 1:10
1:100
1:10
0 1:10
9000
150mm Ø high presure upvc rain water downpipe
+0.75
CONCRETE ROOF 176 740
+0.75
+0.70
+0.70
+0.70
+0.75
+0.70
+0.75
K
+0.70
+0.75
CONCRETE ROOF 112 360
+0.25 outlet
+0.50
6000
1:100
1:100
00
1:1 00
+0.25 outlet
+0.50
ROOF PLAN
4995 1
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
5005 2
5000 3
1500 4
5000 5
L
150mm Ø high presure upvc rain water downpipe
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
200
DESIGNED AND DRAWN: Jani Schreuder
+0.25 outlet 150mm Ø high presure upvc rain water downpipe
150mm Ø high presure upvc rain water downpipe
DUAL EDUCATION CENTRE PRETORIA CBD
+0.50
150mm Ø high presure upvc rain water downpipe
+0.25 outlet
+0.50
150mm Ø high presure upvc rain water downpipe
+0.25 outlet
+0.50
150mm Ø high presure upvc rain water downpipe
3000
00 1:1
1:1
6000
SCALE: 1:100
00
00
+0.25 outlet
L
DRAWING STATUS: Working Drawing
1:100
+0.75
N DATE DRAWN: 23 October 2017
1:100
1:1
1:100
00
DUCT
1:1
outlet
00
1
1:1
1:100
0 :10
1:1
LIFT SHAFT
1:1 00
+0.25
+0.50
5000 6
NEIGHBOURING BUILDING : SOUTH AFRICAN NATIONAL TREASURY
5000 7
5000 8
A
9
201
so
uth
afr
ica
nn
atio
na
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rt
pa
de
su
ry
N
IO
CT
SE
irs
ffa
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fh
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B
B-
SE
CT
ION
A-A
3D DIAGRAM TO SHOW BUILDING IN CONTEXT SECTION LOCALITY INDICATED
M
179 240
176 740
L
K
J
I
H
G
F
E
D
C
A
B
179 240 CIRCULATION CORE ROOF/ LIFT SHAFT
CIRCULATION CORE ROOF/ LIFT SHAFT
176 740 SIXTEENTH FLOOR / BUILDING ROOFTOP
16 SIXTEENTH FLOOR / BUILDING ROOFTOP MEZZANINE/ SMALL BEDROOM
STUDY
drywall plastered and painted passage
DINING
KITCHEN
double volume
171 520
LIVING AREA
tile splashback and wall surface
double volume
15 FIFTEENTH FLOOR
FIFTEENTH FLOOR
drywall plastered and painted
drywall plastered and painted passage
passage
LIVING AREA
KITCHEN
KITCHEN
double volume
166 300
tile splashback and wall surface
tile splashback and wall surface
166 300 FOURTEENTH FLOOR
14 FOURTEENTH FLOOR MEZZANINE/ SMALL BEDROOM
MEZZANINE/ SMALL BEDROOM
drywall plastered and painted
drywall plastered and painted passage
passage
LIVING AREA
tile splashback and wall surface
tile splashback and wall surface
double volume
161 060 THIRTEENTH FLOOR
13 THIRTEENTH FLOOR MEZZANINE/ SMALL BEDROOM
MEZZANINE/ SMALL BEDROOM
drywall plastered and painted
drywall plastered and painted
passage
LIVING AREA
passage
KITCHEN
double volume
155 860
LIVING AREA
KITCHEN
KITCHEN
double volume
161 060
KITCHEN
tile splashback and wall surface
LIVING AREA
tile splashback and wall surface
double volume
12 TWELFTH FLOOR
TWELFTH FLOOR
SERVICE SPACE: LAUNDRY AND WATER TANK PLACEMENT
155 860
OPENABLE RECREATIONAL AREA FOR COMMUNITY ENGAGEMENT FOR INHABITANTS
double volume
148 860
171 520
MEZZANINE/ SMALL BEDROOM
MEZZANINE/ SMALL BEDROOM
double volume
planter box: semi-intensive green roof
11 ELEVENTH FLOOR / EXTERNAL PROTECTED RECREATIONAL SPACE
148 860 ELEVENTH FLOOR / EXTERNAL PROTECTED RECREATIONAL SPACE
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface
144 360
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
fold out table
10 TENTH FLOOR
drywall plastered and painted
WALKWAY
WALKWAY polished screed
polished screed
BIC
KITCHEN
ladder to mezzanine
BALCONY
tile splashback and wall surface
BIC
rectagrid
fold out table
BIC
fold out bed
fold out table
TENTH FLOOR
safety/play net
144 360
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface
139 860
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
fold out table
9 NINTH FLOOR
drywall plastered and painted
WALKWAY
WALKWAY
ladder to mezzanine
polished screed
polished screed
BIC
KITCHEN
BIC
BIC
BALCONY
tile splashback and wall surface
rectagrid
fold out table
fold out bed
fold out table
NINTH FLOOR
safety/play net
139 860
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface
100 360
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
fold out table
8 EIGHTH FLOOR
drywall plastered and painted
WALKWAY
KITCHEN
WALKWAY ladder to
polished screed
polished screed
mezzanine
BIC
BIC
BIC
BALCONY
tile splashback and wall surface
rectagrid
fold out table
fold out bed
fold out table
EIGHTH FLOOR
safety/play net
100 360
suspended ceiling, plastered and painted
BIC
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
drywall plastered and painted
drywall plastered and painted
KITCHEN
tile splashback and wall surface
135 360
fold out table
ladder to mezzanine
BIC
KITCHEN
BIC
BIC
BALCONY
tile splashback and wall surface
rectagrid
fold out table
fold out bed
7 SEVENTH FLOOR
fold out table
SEVENTH FLOOR
135 360
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface
130 860
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
fold out table
drywall plastered and painted
WALKWAY
WALKWAY
polished screed
polished screed
ladder to mezzanine
KITCHEN
BIC
BIC
6 SIXTH FLOOR
BIC
BALCONY
tile splashback and wall surface
rectagrid
fold out table
fold out bed
fold out table
SIXTH FLOOR
safety/play net
130 860
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface
126 360
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
fold out table
drywall plastered and painted
WALKWAY
WALKWAY
ladder to mezzanine
polished screed
polished screed
KITCHEN
BIC
BIC
5 FIFTH FLOOR
BIC
BALCONY
tile splashback and wall surface fold out table
rectagrid
fold out bed
fold out table
FIFTH FLOOR
safety/play net
126 360
suspended ceiling, plastered and painted
BIC
drywall plastered and painted
KITCHEN
tile splashback and wall surface fold out table
drywall plastered and painted
WALKWAY
KITCHEN
WALKWAY ladder to
polished screed
polished screed
mezzanine
BIC
BIC
4 FOURTH FLOOR /LVIVING UBITS
BALCONY
tile splashback and wall surface fold out table
rectagrid
fold out bed
fold out table
121 860 FOURTH FLOOR /LVIVING UBITS
safety/play net
THERAPY OFFICE
THERAPY WAITING AREA
carpet tile
carpet tile
OPEN OFFICE
OPEN OFFICE carpet tile
carpet tile
2100 117 360
BIC
2100
121 860
MEZZANINE/ INFANT SLEEPING SPACE
MEZZANINE/ INFANT SLEEPING SPACE
117 360 THRID FLOOR/ OFFICES
3 THIRD FLOOR/ OFFICES
OPEN AIR DECK 112 360
110 360
SOUTH AFRICAN NATIONAL TREASURY
astro turf
DETAIL 1
SOCCER FIELD ON NEIGHBOURING BUILDING'S PARKING ROOF
108 360
cast in situ concrete covered with shock absorbent rubber
MEZZANINE TWO
EARLY DEVELOPMENT CENTRE CLASSROOM AGES:0-12 MONTHS
2 SECOND FLOOR
104 360
100 x 100 x 25mm impact absorbing recycled rubber tile
translucent glass panels with additional movable partions
safety net around all sides
SECOND FLOOR
100 x 100 x 25mm impact absorbing recycled rubber tile
DETAIL 3 polished screed
1 FIRST FLOOR
MEZZANINE ONE
sliding window
DESIGN AND MAKE STUDIO
COMPUTER STUDY LAB
open plan with cork partition panels
110 360
EARLY DEVELOPMENT CENTRE PLAYGROUND
EARLY DEVELOPMENT CENTRE CLASSROOM AGES: 3-5 YEARS
ADMINISTRATION OFFICE SPACE
MEZZANINE ONE
DMEZZANINE TWO
EARLY DEVELOPMENT CENTRE CLASSROOM AGES:12-24 MONTHS
MULTIFUNCTIONAL LECTURE SPACE astroturf
106 360
112 360 EDUCATION CENTRE ROOF
safety net/ enclosure
PAVILLION STEPS TO SOCCER FIELD
100 x 100 x 25mm impact absorbing recycled rubber tile
safety net/ enclosure
DETAIL 2
EDUCATION CENTRE ROOF
FIRST FLOOR
DESIGN AND MAKE STUDIO
108 360
106 360
104 360
polished screed
KITCHEN/PREP AND OPEN DINING/SERVING SPACE
REFUSE REMOVAL OFF OF KITCHEN
drywall plastered and painted
DESIGN AND MAKE STUDIO
GROUND FLOOR
DELIVERY ALLEY
brick with polished screed flooring
PUBLIC SEATING concrete
NEW COVERED SIDEWALK concrete
GROUND FLOOR
polished screed
BASEMENT
PRETORIA CBD
SECTION A-A
202
ORIENTATING SECTION FOR 1:100 section a-a M
L
K
J
100 360
polished screed 97 820
DESIGN AND MAKE STUDIO
DUAL EDUCATION CENTRE
DESIGNED AND DRAWN: Jani Schreuder
SIDEWALK/PARKING
DESIGN AND MAKE STUDIO
cast in situ concrete terraces with concrete tiles
BUILDING MAINTENANCE WORKSHOP
fully sound insulated with ecophon Acusto Wall A and Combison ceiling
BASEMENT
porous compressed rubber flooring
OPEN COURTYARD FOR PUBLIC USE WATER TANK ROOM WITH ACCESS TO PUMP ROOM
97 300
PUBLIC PLAYGROUND
polished screed
brick
100 360
I
H
G
F
E
D
C
B
A
97 300
EDC PLAYGROUND
EDC
EDC
EDC
DESIGN & MAKE STUDIO
CREATIVE TRAINING PODS
COMP. LAB
DESIGN & MAKE STUDIO
CREATIVE WORKS SHOP FRONT
DESIGN & MAKE STUDIO
PUBLIC PLAYGROUND
DESIGN & MAKE STUDIO
DESIGN & MAKE STUDIO
SPATIALITY GRAPHIC
THERMGUARD Cellulose Fibre Insulation evenly blown to a depth as stipulated by SANS 10400-XA: Energy Usage in Buildings
4mm ABE Index Testudo waterproofing to manufacturers specification on screed with falls to outlets on concrete slab to engineers detail
5mm perforated galvanised steel sheet riveted to m/s steel lip channels
100 mm ø chromadek finished sheet metal rain water down pipe
5mm galvanised steel sheet riveted to m/s steel lip channels 76,2 x 76,2mm hot rolled square steel section as support for cladding 100 mm ø chromadek finished sheet metal rain water down pipe
5mm impact ycled rubber tile
100 mm ø chromadek finished sheet metal rain water down pipe
DETAIL 2
DETAIL 1
175 x 50 x 20 x 3mm mild steel lip channel o act s structure for perforated sheet cladding Danpatherm TM K12 panel complete with frame, seals, spacers, danaplon panel and drainage holes, fixed to wall with additional steel frame
175 x 50 x 20 x 3mm mild steel lip channel o act s structure for perforated sheet cladding 5mm galvanised steel sheet riveted to 254 x 146mm I-profile steel beam m/s steel lip channels bolted to H-columns with M24 bolts as 76,2 x 76,2mm hot rolled square per engineers specification steel section as support for cladding 100 mm ø chromadek finished sheet metal rain water down pipe
175 x 50 x 20 x 3mm mild steel lip 254 x 146mm I-profile steel beam channel o act s structure for bolted to H-columns with M24 bolts as perforated sheet cladding per engineers specification Danpatherm TM K12 panel complete with frame, seals, spacers, danaplon panel and drainage holes, fixed to wall with additional steel frame
VELOPMENT CLASSROOM 2 MONTHS
5mm perforated galvanised steel sheet riveted to m/s steel lip channels
75mm screed to fall 1:100 cast in situ 120mm concrete roof slab cast in situ on to Bond-Lok permanent formwork as by Global Roofing Solutions or similar approved product with ref 123 reinforcing
76,2 x 76,2mm hot rolled square steel section as support for cladding
EARLY DEVELOPMENT CENTRE CLASSROOM AGES:12-24 MONTHS 100 x 100 x 25mm impact absorbing recycled rubber tile
110 mm face brick wall
5mm perforated galvanised steel sheet riveted to m/s steel lip channels
175 x 50 x 20 x 3mm mild steel lip channel o act s structure for perforated sheet cladding Danpatherm TM K12 panel complete with frame, seals, spacers, danaplon panel and drainage holes, fixed to wall with additional steel frame 110 mm face brick wall
5mm perforated galvanised steel sheet riveted to m/s steel lip channels
EARLY DEVELOPMENT CENTRE CLASSROOM AGES: 3-5 YEARS 100 x 100 x 25mm impact absorbing recycled rubber tile
DETAIL 3
DESIGN AND MAKE STUDIO
120mm concrete floor slab cast in situ on to Bond-Lok permanent formwork as by Global Roofing Solutions or similar approved product with ref 123 reinforcing
ER STUDY LAB
203 x 153mm I-profile steel beam 254 x 146mm I-profile steel beam bolted to H-columns with M24 bolts as per engineers specification 203 x 203mm H-profile steel column as per engineers specification
Danpatherm TM K12 panel complete with frame, seals, spacers, danaplon panel and drainage holes, fixed to wall with additional steel frame 220mm brick wall
polished screed
DESIGN AND MAKE STUDIO polished screed
50 mm polished screed cast in situ
ND MAKE STUDIO
120mm concrete floor slab cast in situ on to Bond-Lok permanent formwork as by Global Roofing Solutions or similar approved product with ref 123 reinforcing
PUBLIC PLAYGROUND porous compressed rubber flooring
203 x 153mm I-profile steel beam 254 x 146mm I-profile steel beam bolted to H-columns with M24 bolts as per engineers specification Aluminium frame double glazed glass door 203 x 203mm H-profile steel column as per engineers specification
ND MAKE STUDIO
Danpatherm TM K12 panel complete with frame, seals, spacers, danaplon panel and drainage holes, fixed to wall with additional steel frame
PUBLIC SEATING concrete
DESIGN AND MAKE STUDIO polished screed 97 820
concrete pad foundation as per engineers specification
concrete strip foundation as per engineers specification concrete strip foundation as per engineers specification concrete pad foundation as per engineers specification
DUAL EDUCATION CENTRE PRETORIA CBD
DUAL EDUCATION CENTRE
DATE DRAWN: 23 October 2017
SECTION A-A (SEE MODEL)
DRAWING STATUS: Working Drawing
DETAIL WALL SECTION FROM SECTION A-A PRETORIA CBD
DRAWN BY: DESIGNED AND DRAWN: JANI SCHREUDER Jani Schreuder
SCALE: 1:50
DATE DRAWN: 23 OCTOBER 2017 DRAWING STATUS: WORKING DRAWING SCALE: 1:50
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PART 03___ Final Pin-up
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reflections and self evaluation This section analyses the functions of the building, setting out all the components that each main function comprises of. A further in depth study is done of spaces that are intrinsic to the interventi on, such as workshops, EDC lear ning/play spaces, facility enabling living units, etc. Once the comprehensive study of programme is complete, the design process is depicted, showing a succession of iterations as the year progressed. L astly, a reflective study is done, showing my experience of the process of completing a Masters thesis in Architecture - it certainly has been a jour ney.
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A Personal Conclusion
PART 03___ Reflection and Self-evaluation ___a Personal Conclusion
The redefining of educational spaces, or the attempt to consider them in a different manner, speaks also of the questioning of differences of culture, language, gender, etc. and the implications of this on appropriate pedagogy. What deems a pedagogical system appropriate to the society it serves? This question served as inspiration for the topic to be studied for the past year. The cultural setting, in Pretoria CBD, and even nationally, is so complex and multifarious in nature, designing any one space for on specific function or ritual seemed redundant. What surfaced as an intrinsic part of every human beings life, every culture, every age group, every pedagogical structure, civic space, etc., is the concept of communication. Differences in communication and perceptions guide every human being through their daily activities. Communication becomes a means of making meaning, and relates to the verbal, visual, audio, spatial, behavioural, olfactory, and haptic perceptions of life. These became central to the pragmatics of educational, civic, corporate and home lives.
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These were my initial thoughts in developing the foundation of the project. Stemming from this was the concept of relations of care between people experiencing different life worlds, and the transition of different people into different kinds of spaces. Can architecture facilitate spaces for community life where meaningful relations and associations can be made? The focus of this intervention is the intersection of human relationships and the architectural interface which supports or disrupts the potential of these relationships. Needless to say, the question and architectural response are complex. Originally, I had no intention of approaching a large scale urban building, especially when considering the limited exposure I have to this kind of architectural problem. Nevertheless, the proposal for an educational facility of this nature seemed futile without the inclusion of a housing structure. The facility-enabling housing thus assumed its role as the main supporting function. I think the combination of programmes is successful they seem so interconnected after concluding the study, and as a basic model, I believe that it contains a lot of potential in changing the social issue addressed. From a design perspective, I thoroughly enjoyed the process, and learned more in the past year
than any other year to date. I think attempting to solve a high rise building for the first time in my Masters year was, if anything, a bit ambitious, and partly above my pay grade. I enjoyed the challenge, but in a nutshell, that’s exactly what it was. In critically assessing the project, I have identified certain shortcomings of the project, certain sections underdeveloped and unsolved in comparison. There are components that have not received enough attention, such as the office floor, and the rentable units, including the services associated with the latter. In addition, programmatically, the project does not accommodate the amount of people that would fall into the identified user group. The living units and educational facility can only house 56 families at any one time. For a basic analysis, consider that each family consists of a mother with up to three children, resulting in only 224 people that can inhabit the building per educational cycle, if no external families outside of the housing structure enrol. That means that over a period of 10 years, just less than 2000 people have the opportunity to use the centre as a stepping stone. That being said, although the project is founded in social responsibility, it also assumes the responsibility of providing quality of life and opportunity for interaction for its users. The ground floor, presenting the civic interface, allows for more pedestrians to make use of and enjoy the building. In providing quality of life to those unaccustomed to it, the intervention sacrifices quantity for quality. Outdoor recreational spaces and areas where communities can strengthen and grow become intrinsic to its realisation and success. Considerations such as natural light and ventilation influenced the articulation of the educational centre to present at self contained components, feeding off of the main circulation artery. The design also had to respond contextually, mediating in scale between the National Library South African and the South African National Treasury. All of these parameters influenced the design development. I believe the design to be sustainable in terms of its social consciousness, cultural approach, civic nature, residential component, and its basis in creating community-driven making of place.
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PART 04 ___ References ___A List
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