Master of Architecture Studio E_Final Presentation_Melbourne School of Design_Semester 1 2020

Page 1

Task 6 _ Final Presentation Studio 25 Environmental BS Jessica Betterridge 761457 Studio E


Client Client Staff and Students of the Office of Environmental Programs: • Current number of students: 350

Client Consultation

• Current number of staff: 10 Event Space

Outdoor Space

Green Space

Designing for Projected Growth

Community

• Projected faculty growth: 450 in 2022 • Building will be used by other faculties, namely the science, agricultural faculty to hold some of their classes. • Case for expansion: the Melbourne School of Design was designed for a capacity of 1700 students, it currently has approximately 2500 students using the space, not all from the school of design. It has already exceeded design capacity.

More Learning Spaces

Comfortable Environment

Dedicated Spaces for Students More Space for Staff


Site _ University of Melbourne

South Lawn Swanston Street

Grattan Street


Concept Research “Effective sustainable design and development combines both lessening and avoiding adverse impacts on natural systems, as well as enhancing human health, productivity, and physical and mental well-being through fostering beneficial connections to nature.” (Baldwin 2011) “Biophilic design aims to create landscapes that enhance human physical and mental health and productivity by fostering beneficial connections between people and nature in places of cultural and ecological significance.” (Kellert 2008) “Social, psychological, and health benefits of interacting with healthy and functioning natural environments include reducing stress, pain, and depression (Hartig 2008); enhancing physical and mental resilience and health (Hartig1991, Frumkin 2003); improving childhood development, attention, and academic performance.” (Kahn and Kellert 2002)

Biophilic Design

Link

Improved Mental Health


Concept

To create a building that improves on the mental wellbeing of students and promotes sustainable learning practices

Vision of Sustainability Students and staff need to be able to work and learn in a place that caters to their overall mental health. The focus on mental wellbeing will allow for more sustainable learning practices without the users experiencing burnout.

• • • •

Principles of Biophilia

Sustainable Wellness Design Approaches

Implementing natural materials Views to nature Well lit spaces Interesting and dynamic design

• Specific study spaces that promote group learning and foster community • Spaces that promote mental wellness culture • Gardening • Student community spaces • Retreats throughout the building

Produces • • • •

Improved productivity for users Reduced stress, pain and depression Decreased isolation Increased attention span for users


Key Design Moves

1|

Providing access to views of nature and natural light sources.

2|

Implementing natural materials, strengthening connection to nature.

Classroom

3|

5|

Programing specific study and learning spaces that foster community and reduce isolation.

Study Space

Classroom

4|

Classroom

Classroom

Open spaces that provide calming effect.

Using the shape of the building (curves) to enhance the light quaility in the interior spaces, even on low light days. Providing a postive mental wellbeing environment year round.


Programing

Learning Space

Community Space

4|

Community Space

3|

Study Space

2|

Learning Space

1|

Engagement Space

Utilities

Community Garden | Event Space | Plant Lab | Group Study Areas

OEP Faculty Guests Students

Staff Area | Science Lab | Group and Individual Study Areas

Academics Students

Lecture Theatre | 2 Classrooms with Breakout Space | OEP Study Hall | Library

Students

Library | Cafe Exhibition Space | 4 Classrooms with attached Breakout Spaces

Students Guests

Public Space

Staff Space


Site Analysis

Views

Sun Path

Winter Wind

Summer Wind

More shading (operable) needed on the west side of the building due to sun path.

Space for students to sit in the sun

Rooftop lower (1 storey) for less obstructed sun for community garden

Less shading needed due to sun path (fixed)

N

Shade and undercover spaces provided for students to sit and study outside


Site Response - Way finding

N


Floor Plans

N

BASEMENT


0

1

3

Storage

5

Classroom 1

Classroom 2

10

Exibition Space

UP

Classroom 3

Cafe

Quiet Study Space

Library

N

-

---

2 GN Bathroom

Cafe

LEVEL 1 (GROUND FLOOR)

Exibition Space

Floor Plans

1

Classroom 1 ---

-


Floor Plans

N

LEVEL 2


Floor Plans

N

LEVEL 3


Floor Plans

N

LEVEL 4


North Elevation

-----

00

1 1

33

88

---

---


West Elevation 7

6

5

4

3

2

1

Roof 21000

---

Roof 1 17000 Level 3 13000 Level 2 9000 Level 1 5000 Ground Floor 1000

Base

00

11

33

88


Section 1 (Lecture Theatre)

0

1

3

8


Section 2 (Classroom Block)

0

1

3

8


ESD Strategies Mono-crystalline Cell Solar Cell System (23% efficient) Battery storage in

plant room

Recycled Materials

Green Roof

Shading System

Active Chilled Beams (water-cooled) HVAC Grey Water System

Geothermal Heating and Cooling System

system

Water Tank Storage


ESD Strategies: Shading Systems Creeper Plant Pot Operable Glazing

Fixed Shading System: Material: Recycled Corten Steel Perforated to let filtered light penetrate the building

Fixed Shading

Triple Glazing Operable Shading

Basement -3000 0

1

3

6

Operable Shading System: Material: Recycled CLT Not perforated so that the light can be better controlled by the Building Management System


ESD Strategies - Materials

Recyled Australian Softwood Locations: • Flooring • In-built Joinery

Triple Glazed Argon Filled Windows

Recyled Gluelam Locations: • Structure (columns, beams, internal wall structure)

Recycled Concrete using aggregate from previous building Locations: • Floor Slabs • Fire Stair Walls

Recyled CLT Panels Locations: • Exterior Walls • Internal Walls

Recyled Perforated Corten Steel Locations: • Fixed Shading System



Approach


Courtyard


OEP Library


Lecture Theatre


Breakout Space


OEP Study Hall


References Abdelaal M, 2018, ‘Biophilia and Salutogenesis as restorative design approaches in healthcare architecture’, Architectural Science Review, vol 62, pg 195-205. Baldwin R, 2011, ‘Habitat as Architecture: Integrating Conservation Planning and Human Health’, Ambio, Vol 40, pg 332-327. Browning, W, Ryan C, & Clancy J 2014. ’14 Patterns of Biophilic Design: Improving Health and Wellbeing in the Built Environment’, Terrapin Bright Green, New York. WELL Standard, 2020, ‘Enhanced Ventilation’, accessed 7 June 2020, <https://v2.wellcertified.com/v/en/air/feature/6>. WELL Standard, 2020, ‘Light’, accessed 7 June 2020, <https://v2.wellcertified.com/v/en/light>. WELL Standard, 2020, ‘Mind’, accessed 7 June 2020, <https://v2.wellcertified.com/v/en/mind>. WELL Standard, 2020, ‘Overview’, accessed 7 June 2020, <https://v2.wellcertified.com/v/en/overview>. WELL Standard, 2020, ‘Sound’, accessed 7 June 2020, <https://v2.wellcertified.com/v/en/sound>.


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