Academic Portfolio Jessica Wilkie
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Contents 4 7 11 37 49 75 91 101 123 149
Reflective Essay 6.1 The
6.1.1 Research
Learning Precinct
and Thesis Development 6.1.2 Design
Development
6.1.3 Design
Declaration
6.1.4 Technical
Information
6.2 Architecture
and Construction
5.3 Learning
Space
5.2 Building
Fabric
5.1 Urban
Fabric
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RIBA Criteria Map Graduate Attributes for Part 2 GA2 With regard to meeting the eleven General Criteria at parts 1 and 2 above, the part 2 will be awarded to students who have: GA2.1 ability to generate complex design proposals showing understanding of current architectural issues, originality in the application of subject knowledge and, where appropriate, to test new hypotheses and speculations. GA2.2 ability to evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain design proposals. GA2.3 ability to evaluate materials, processes and techniques that apply to complex architectural designs and building construction, and to integrate these into practicable design proposals. GA2.4 critical understanding of how knowledge is advanced through research to produce clear, logically argued and original written work relating to architectural culture, theory and design. GA2.5 understanding of the context of the architect and the construction industry, including the architect’s role in the processes of procurement and building production, and under legislation. GA2.6 problem solving skills, professional judgement, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances. GA2.7 ability to identify individual learning needs and understand the personal responsibility required to prepare for qualification as an architect.
General Criteria at Part 1 and Part 2: GC1 Ability to create architectural designs that satisfy both aesthetic and technical requirements. The graduate will have the ability to: GC1.1 prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief. GC1.2 understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project.
GC3.1 how the theories, practices and technologies of the arts influence architectural design; GC3.2 the creative application of the fine arts and their relevance and impact on architecture; GC3.3 the creative application of such work to studio design projects, in terms of their conceptualisation and representation. GC4 Adequate knowledge of urban design, planning and the skills involved in the planning process. The graduate will have knowledge of:
GC1.3 develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of its construction and the needs of the user.
GC4.1 theories of urban design and the planning of communities.
GC2 Adequate knowledge of the histories and theories of architecture and the related arts, technologies and human sciences. The graduate will have knowledge of:
GC4.3 current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these to design development.
GC2.1 the cultural, social and intellectual histories, theories and technologies that influence the design of buildings.
GC5 Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale. The graduate will have an understanding of:
GC2.2 the influence of history and theory on the spatial, social, and technological aspects of architecture. GC2.3 the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach. GC3 Knowledge of the fine arts as an influence on the quality of architectural design. The graduate will have knowledge of: 2
GC4.2 the influence of the design and development of cities, past and present on the contemporary built environment.
GC5.1 the needs and aspirations of building users. GC5.2 the impact of buildings on the environment, and the precepts of sustainable design. GC5.3 the way in which buildings fit into their local context.
GC6 Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors. The graduate will have an understanding of:
GC9.1 principles associated with designing optimum visual, thermal and acoustic environments. GC9.2 systems for environmental comfort realised within relevant precepts of sustainable design.
GC6.1 the nature of professionalism and the duties and responsibilities of architects to clients, building users, constructors, co-professionals and the wider society.
GC9.3 strategies for building services, and ability to integrate these in a design project.
GC6.2 the role of the architect within the design team and construction industry, recognising the importance of current methods and trends in the construction of the built environment;
GC10 The necessary design skills to meet building users’ requirements within the constraints imposed by cost factors and building regulations. The graduate will have the skills to:
GC6.3 the potential impact of building projects on existing and proposed communities.
GC10.1 critically examine the financial factors implied in varying building types, constructional systems, and specification choices, and the impact of these on architectural design.
GC7 Understanding of the methods of investigation and preparation of the brief for a design project. The graduate will have an understanding of:
GC10.2 understand the cost control mechanisms which operate during the development of a project.
GC7.1 the need to critically review precedents relevant to the function, organisation and technological strategy of design proposals.
GC10.3 prepare designs that will meet building users’ requirements and comply with UK legislation, appropriate performance standards and health and safety requirements.
GC7.2 the need to appraise and prepare building briefs of diverse scales and types, to define client and user requirements and their appropriateness to site and context
GC11 Adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning. The graduate will have knowledge of:
GC7.3 the contributions of architects and co-professionals to the formulation of the brief, and the methods of investigation used in its preparation.
GC11.1 the fundamental legal, professional and statutory responsibilities of the architect, and the organisations, regulations and procedures involved in the negotiation and approval of architectural designs, including land law, development control, building regulations and health and safety legislation.
GC8 Understanding of the structural design, constructional and engineering problems associated with building design. The graduate will have an understanding of: GC8.1 the investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design.
GC11.2 the professional inter-relationships of individuals and organisations involved in procuring and delivering architectural projects, and how these are defined through contractual and organisational structures.
GC8.2 strategies for building construction, and ability to integrate knowledge of structural principles and construction techniques.
GC11.3 the basic management theories and business principles related to running both an architects’ practice and architectural projects, recognising current and emerging trends in the construction industry.
GC8.3 the physical properties and characteristics of building materials, components and systems, and the environmental impact of specification choices. GC9 Adequate knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate. The graduate will have knowledge
GC11.3
GC11.2
GC11.1
GC10.3
GC10.2
GC10.1
GC9.3
GC9.2
GC9.1
GC8.3
GC8.2
GC8.1
GC7.3
GC7.2
GC7.1
GC6.3
GC6.2
GC6.1
GC5.3
GC5.2
GC5.1
GC4.3
GC4.2
GC4.1
GC3.3
GC3.2
GC3.1
GC2.3
GC2.2
GC2.1
GC1.3
GC1.2
GC1.1
Graph to show the extent to which each of the criteria has been met in the portfolio
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Reflective Essay
T
hrough the course of completing the MArch program I have begun to explore themes and interest which were not apparent in my undergraduate study. At the end of the BA degree I was unsure of my particular architectural interests and style as a designer, looking back those themes and styles were starting to develop, however I was unaware of them at the time. The MArch program has allowed me to identify and explore those themes in more depth, and feel more comfortable in developing my own personal style which does not match those of my peers. This is a process I have found enlightening and enjoyable. Looking retrospectively the most obvious theme explored in my work is that of education, particularly in my stage 6 work, as this theme was the primary focus of both the linked research (p.101) and thesis (p.7) projects. There are many links and cross-overs between the two projects, some of which I was aware of at the time and others I am only becoming aware of through the reflective process. It was not a conscious decision to explore this theme however having worked extensively within it I feel that it could potentially become an area I continue to explore and work within moving forward in my career. Education is a typology that carries through well into professional and contemporary practice, which is my ultimate goal. I can see how my interest in this subject can be cultivated further as I progress my career as it is a sector explored by almost all multidisciplinary practices at some point, whether it be through schools, university buildings or even workplace environments. The end goal of a career in contemporary practice has always been in my mind throughout my education and therefore it does not come as a surprise that I have perhaps subconsciously been working towards developing interests and my way of working into a style that promotes and leads to this end goal. The source for the education theme lies in the linked research project, which I began in the second half of stage 5. The basis of the project was to develop a space for both learning and working in the form of a small installation; my subsequent thesis built on and developed this premise as I looked at the link between education and work in the form of a vocational college campus. Both projects looked at challenging the current systems in education and work, the linked research in the use of evidence based design and the thesis in an exploration of retail strategies. The core theme in both projects were very similar but explored on a different scale, many of the learning points in the linked research project were further expanded and implemented in the thesis project. Where in linked research the themes were implemented on a small furniture sized scale in thesis these were implemented on a building and urban planning scale. For example attention restoration theory was explored and introduced to me through the linked research, this theory suggests that exposure to natural environments can Figure 1: User interaction with the Linked Research Installation Prototype aid concentration and reduce distraction. The parameters of the linked research did not allow us to fully explore and implement this theory as the installation was placed in existing rooms, therefore the natural environment was difficult to control. However in the thesis project I was able to explore the implementation of this theory more successfully as I could control where I placed buildings and rooms in relation to the natural environment, for example rooms used for learning and working were place nearby to outdoor social spaces planted with vegetation to allow users to glance towards the swaying trees to provide the attention restoration.
Figure 2: Example of consideration of how users use space in a staircase in the thesis project.
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Psychology was explored in both projects in different ways. The linked research focussed heavily on environmental psychology, (p.104) how people use space and how the space affects their behaviour and how to design with that in mind. Themes of personal space and territoriality allowed me to begin viewing space in a different way, not just what it looks like and what it is influenced by but how it is used and perceived by the user and how subtle factors can greatly affect the success of a space. Having begun to think about viewing space in this way and found myself interested in it I was then able to explore this further and in a different way in the thesis project, again moving up a scale I began thinking about the psychological aspects of my project. Influenced by the themes of the studio and the city of Stoke-on-Trent I primarily focussed on psychological aspects of stigma and thresholds. How adult education is perceived both by students and the wider public. Understanding the issues of stigma and thresholds as barriers allowed me to design in a way to reduce both of these things, in the same was we used our knowledge of environmental psychology to inform the design for linked research.
Exploring psychology in projects is just one branch of a wider interest in design lead by the users, something there has always been an element of in all my MArch projects. When I am designing any space I am always imagining how a user would navigate and use the space and often start with an idea of how the space will be user before I know what it is going to look like. I work out the function of a space and then use that to inform the form. ‘Form follows function’ is a phrase I tend to adhere to. The result of this is that many of the buildings I design tend to be at a smaller human scale rather than a large, tall monolithic block filled with many elements. I also apply this mantra to my urban planning strategies, which results in a campus collection of individual buildings where the way in which the layout is designed and how the user navigates the space is a key part of the design concept. User lead design is evident in both stage 5 projects and my thesis. In thesis the project is embedded within and existing urban environment and so the decision where to place my intervention was informed by the interplay with the existing function of the area and the psychological strategies involved. In Building Fabric the positioning of the apartments was informed by the user of each type, for example apartments intended for the elderly were positioned with south facing balconies and overlooking public areas as the elderly are more likely to spend more time at home and therefore make the most use of these advantages.
Figure 3: Aldo van Eyck’s Dijkstraat playground, Amsterdam, 1954
Architects who design for users have also been influential in my projects. Architects such as Aldo van Eyck and Herman Hertzberger were particularly influential in thesis, both architects are interested in how the user engages with the architecture on an everyday basis and their designs reflect this. Often their work very specific to the intended use and the eventual user of the space, both of them design educational buildings to focus on the child, and how a child uses and learns in a space (Figures 3&4). Both of them recognise that children will find ways to use space that adults won’t think of and therefore they leave their spaces open to different interpretations by children. Their educational spaces encouraged me to apply this ethos to my own design and try to find a balance between designing a space that is specific to the user, but not too prescribed to allow users to interpret the space in their own way. Neither architect is egotistical about their design but humble and quiet, this is something I try to emulate.
Figure 4: Herman Hertzberger, Delft Montissori School, 1960-66
In focusing on user-lead architecture it follows that the designs also be pragmatic to enable the project to be imagined in a real-world scenario. Producing projects and proposals that are able to be imagined as a real building and space is something that is important to me. In my previous education it has been a main focus for me and has sometimes impinged the creative process. In Urban Fabric the nature of the studio forced me to let go of this pragmatism in favour of a theoretical process, this was a challenging experience however I feel that it now allows me to balance pragmatism and creativity in my projects in a much better way. The project enabled me to see how theoretical elements could be embedded in a practical project, something which I feel I have achieved more successfully in my thesis project than in any previous project.
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6 - Stage 6 - Potteries
Project 6.1
The Learning Precinct Regeneration Through Knowledge Potteries Thinkbelt #2
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Preface How can we learn from the design strategies and techniques used in ‘successful’ retail and educational environments and apply them to a decaying and economically failing town centre to challenge the standard models in vocational education. Furthermore providing regeneration by situating the project in an existing urban context.
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The City of Stoke-on-Trent has long been associated with the Potteries, the industry that earned the city international recognition and was at the forefront of technological advancements and change in the beginnings of the industrial revolution, however what happens when that industry declines and fades away? The city now suffers from many of the expected struggles of a postindustrial landscape. Lack of industry, employment, education and capital paint a bleak picture. The thesis examines these issues within the context of Longton, the southernmost of the polycentric cities urban centres, to look to an alternative future where education is the metaphoric clay of the future economy. In a post industrial climate where historically employment was plentiful and expected in the industry of the populations fathers and fathers before them, the eventual decline and disappearance of this domicile leaves a vacuum of emptiness and aimlessness.
educational environments and asks what makes a place feel like a place of learning, inviting or exclusive. These design strategies are then applied to a vocational education typology with the aim of achieving a space that has the feel of a place of learning, but without the intimidation of an institution and with non invasive tactics to maximise learning.
The thesis observes the strategies used in successful retail economies, notably shopping centres to analyse how these spaces encourage spending of both time and money, and subliminally manipulate behaviours to achieve the maximum profit for the businesses. In parallel the thesis looks at
The thesis proposes a subtle and gentle architecture with respect to the existing urban environment. The purpose of this produces a project that focuses on the users of the space, existing and proposed, and designs a space primarily for this purpose beyond the indulgent and egotistical.
This leads into a further key theme of thresholds, implied and explicit. The thesis explores the effect of thresholds and how their careful treatment can reduce the stigma associated with adult learning and lack of knowledge. As well as addressing the societal norms of conventional education in the form of standard qualifications the thesis also looks at alternative learning within the built environment and how knowledge can be gained when formal ‘learning’ is not taking place.
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10 - Stage 6 - Potteries
6.1.1
Research and Thesis Development
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Kinetic Model Stoke-on-Trent
In the initial stages of the studio, and before I visited Stokeon-Trent the studio (including final year students from the undergraduate architecture program at the university) undertook a desktop study of the city and produced a kinetic model to reflect our collective initial thoughts about the city.
Scan the QR Code to view the model in motion.
The model is made up of 4 distinctive elements representing key themes of the city. Ball bearings travel through each element along a semi-defined route and dependant on a combination of chance and user defined intervention. The balls represent potential for the city, this could be potential people, potential knowledge, potential traffic etc. and all culminate in the final element which visually represents the implications of the chance routes and user interventions for the city. This enabled the studio to analyse how the different elements contribute to the city as a whole and provide many potential lines of inquiry subsequent thesis projects may take. At any point if ball bearings fall out of the model they are collected by the model tray representing wasted potential. Designed into the model were various ‘leak points’ where potential could be lost from the city. 13 - Stage 6 - Potteries
Transport
Input potential
This element represents the transport evolution in the city. Since the beginnings of the industrial revolution Stoke-on-Trent has always been a city dominated by transport and transport infrastructure. Initially the vast canal network carried goods to and from the city’s potteries, shortly followed by the railways providing vital links between the industrial hubs of Manchester, Liverpool to the north and Birmingham and London to the south. More recently the city has become a distribution hub with companies such as Sainsbury’s and Marks and Spencer locating their main distribution centres in the city. The larger cogs represent the three main modes of transport, canal, rail and road. These cogs carry potential upwards and into various other parts of the model, with exit points after each mode. The bottom cog represents canals and contains a small number of pockets to transport potential, representing the slow nature of this mode of transport. The middle cog represents rail and contains more pockets, representing the increase in speed and capacity of this mode. The final top cog represents road and contains many pockets representing the many vehicles using the cities road network each day.
Education
Input from Transport
Successful output to future business
Wasted Potential 14 - Stage 6 - Potteries
This element represents the education potential for the city. Stoke-on-Trent generally suffers from poor education standards with consistently below average pupil attainment and level of qualification (See page 65). The element takes the form of an Archimedes screw, angled upwards to represent the knowledge scale, potential arrives at the bottom of the screw with no knowledge and aims to leave the screw at the top with greater knowledge. The tray contains holes along the way which allow potential to be lost, representing the failures of the education system in Stoke-on-Trent. Plugging these holes allows more potential to reach the top of the screw and continue its journey through the model. Plugging the holes represents providing facilities and systems to prevent individuals dropping out of education prematurely and suffering through lack of knowledge later in life, and educated individuals leaving the city to pursue careers and lives elsewhere. This element of the model inspired and lead to the development of my thesis questions and arguments.
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Nature Like most urban cities Stoke-on-Trent is experiencing urban sprawl, gradually encroaching on the green belt surrounding the city. This element is made up of a box representing the capacity of the city, and a bag representing the urban sprawl expanding. The bag can only expand so far before it would need to extend the confines of the box, into the green belt. Simultaneously the air within the bag represents pollution in the city, and the box the finite natural resources available, such as the coal reserves under the city long exploited.
Identity The identity element is the final destination for the potential in the model, once potential has successfully navigated through the other elements in lands here in an arrangement that reflects the previous routes the potential has taken. The small wheels represent the elements the studio feel make up the identity of the city. Three wheels represent three key dates in the city’s history, 1916 – the peak of the potteries industry, 1966 – the time when the pottery industry began to decline and Cedric Price presented his Potteries Thinkbelt project and 2016 – the present day city. The other three wheels represent the cities identity based on Culture, Business and Education, the elements that make up a successful modern city. Potential filters into these wheels from specific areas of the model and fill the tray of the lower wheels accordingly. For example potential feeds into the Future Education wheel from the Archimedes screw education element, therefore the more potential reaches the top of this screw the more potential will end up in the educational section of the identity wheel. Similarly the potential from the transport element feeds into the wheel representing 2016, which in turn feeds randomly into the wheels for Future Culture, Business and Education, representing the more potential that reaches the city in the present day contributes to the identity of the city. Once all the potential has been released into the model and worked its way through to a final destination the amount of potential in each section of the lower wheel represents the identity of the city based on the routes the potential took through the city, how much was lost and how much was captured 15 - Stage 6 - Potteries
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Tunstall
Stoke-on-Trent Longton
Stoke-on-Trent lies equidistant between the large metropolitan centres of Manchester and Birmingham, well-connected by both rail and road the polycentric city’s transport infrastructure is part of its identity. One of only a handful of polycentric cities in the world the area is made up of six distinctive towns. Hanley is referred to as the city centre and is the main business and retail core. Stoke gives the city its name and is home to the city’s main railway station. Burslem is the original home of the Wedgewood pottery company and known for its historical structures. Tunstall and Fenton are the smallest town and despite both featuring high streets are predominantly residential suburbs.
Burslem
Hanley
The southernmost town is Longton and like each of the towns contains its own set of civic and municipal buildings. The town is served by a railway station and bypassed by a busy A-road, with an established town centre in between. The town centre is made up primarily of retail infrastructure, with a market hall, shopping precinct and large retail parks.
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Educational Statistics
School size and OFSTED rating Figures obtained via OFSTED show that education in Stoke-on-Trent is poor and failing. The graphic to the left shows the geographical location, size and most recent OFSTED rating, mapped alongside other relevant features.
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Fictional newspaper cover featuring real headlines to highlight the headline issues in Stoke-on-Trent
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Market Hall The Market Hall was built in 1863 and is one of the oldest surviving buildings in the town centre. The hall is occupied by independent market traders selling food, flowers, clothing and gifts. It is regarded fondly by locals and has a long history in the town. Market trading is one of the oldest and simplest forms of commerce. As the retailers cannot rely on brand to give their business credibility they rely on customer reputation and repeat business. Rents in the market hall are low however the value of the goods sold is also limited. The market hall occupies the north-western corner of the site and is attached to the Town Hall, which in turn sits opposite Longton Railway Station.
High streets Longton Town Centre has two main high streets, Market Street and The Strand. These streets encircle the main town centre and are some of the oldest streets in the town. Both streets maintain many original buildings with more modern additions inbetween. Both high streets are a mix of independent retailers and chain stores however The Strand, previously known as Stafford Street has a higher proportion of independent stores. Market Street sits to the north of the site and is particularly suffering from vacant shop units and derelict buildings, a reflection of the current economic situation in the town. The Strand is much closer to larger chain stores and therefore has managed to remain fairly occupied.
Bennett Precinct The Bennett Precinct, now known as Longton Exchange was built in 1965 and named after the council leader. The site was formerly occupied by potteries and latterly a bus station before the ambitious and progressive precinct complex was built. The precinct was part of a post-war masterplan for the city however much of this was never realised. The precinct originally boasted 00 shops, level car-parking and high street fronting units. Today there are many vacant units in the precinct most notably the former Woolworth units, vacant since the collapse of the company in 2008. Other stores such as Boots have remained in their current unit since the precinct opened. The precinct is in poor condition and the east-end is all but deserted however footfall is still regular on a Saturday afternoon even if the stores are mostly discount or low-end outlets.
Discount Shopping The edge of the town centre is occupied by large discount warehouse stores such as Wilko, Home Bargains, B&M Stores, Sports Direct, Matalan and Lidl. Land rents are cheap in this location and the demographics of Longton means these stores are thriving. They are however numb and generic and come equipped with large land grabbing car parks that result in Longton town centre being dominated by car parking, despite being the only town besides Stoke to have a railway station.
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Site Analysis Public and Private Space Public space (line hatch) refers to any space the public can freely use for any purpose. Private space (solid) refers to space that is privately owned and inaccessible to the general public. Semi-private space (criss-cross hatch) refers to space that is accessible to the general public but on condition of displaying a certain behaviour, for example buying something. Longton town centre is primarily semi-public space, meaning those who do not wish to or cannot spend money to engage in the activities on offer are excluded. The majority of public space is confined to pavements and limited parks, there is no defined public square or plaza where users can ‘do nothing’.
Front and Rears Public and Private Space
Front and Rears
All buildings regardless of their purpose or design have a front and a rear. The front is where the principle facades and entrances are and the rear is where all the unseen deliveries, waste disposal and services are located. In most conventional urban environments building are positioned front to front and back to back, almost like positive and negative. Conflicts occur when fronts face rears as the front is meant to be seen and the rear unseen. In Longton there are various locations where fronts of buildings face rears .This destroys the visual aesthetic of the area and creates a negative atmosphere. The aim of a new urban masterplan would be to eliminate these conflicts.
Vehicle Routes Despite the abundance of car parking in the town vehicles are lead on a defined route around the perimeter of the town centre. A large A-road junction provides easy access to the town however this route is sunk into a cutting in the land and therefore unfamiliar drivers are unaware they are passing the town centre. This route does however prevent the town centre becoming a vehicle thoroughfare.
Pedestrian Routes Vehicle Routes
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Pedestrian Routes
Pedestrian routes largely follow the paths and pavements on the road network. However in Longton the main routes through the town centre are exclusively pedestrian, this is due to the precinct and is a positive feature of the town centre. The route follows a northsouth, east-west axis and connects Market Street to the Strand and provides access into the centre of the town.
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Shopping Routes High streets with vehicle access down the middle force shoppers to work their way up and down the street without providing the opportunity to meander across. Designated crossing points aid this however there is generally one side opposing the other with shoppers trapped on either side, this also means they often work their way down one side of the street, neglecting the shops on the other side. In a pedestrianised area the shopper is free to bounce off each side of the walkway from shop to shop, meaning the shopper is more likely to stay within the area bouncing around rather than walking from one end to the other. Longton features both of these scenarios, the latter of which can be exploited in the thesis design.
Retail Analysis Shopping Routes
Retail Analysis The diagram opposite shows the retail typology makeup of the town centre. It shows that similar types of business group themselves together. Similar types of business attract similar customers and while this increases competition in a specific area it also allows businesses to poach customers from one another as it creates a destination of similar stores. In Longton many of the independent retailers are grouped together, this creates solidarity and camaraderie against the larger national retailers. The diagram also shows the extent of vacant units (black) which are clustered to the north east of the town centre. The consequential effect of businesses closing, reducing footfall and therefore causing nearby businesses to close is evident here. The closure of the large Woolworths unit has resulted in the north-eastern end of the precinct being largely deserted as well as much of Market Street.
Economic Analysis
Economic Analysis
Economic Prediction
The economic position of units within a retail environment can have a huge effect on the area as a whole. Of the chain stores in Longton the diagram opposite shows the businesses that are successful (green) and are likely to grow, and the businesses that are performing poorly (red) and may be likely to close. Stores that are showing neither decline nor expansion are shown in yellow. Vacant units are shown in black and all other units in grey.
Economic Prediction The economic analysis exercise has enabled a prediction of units that may be likely to close in the town centre, mapped along with the existing vacant units this presents an image of potentially available units in the town centre. This has been used as the starting point for the thesis design masterplan. Setting a rule to initially develop only within vacant units, reducing cost and beginning to rejuvenate the area. 23 - Stage 6 - Potteries
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Site Visit Longton
The initial field trip to Stoke-on-Trent allowed me to gain a basic understanding of the city as a whole however as the specific site for the thesis had not been chosen at this point it was necessary to undertake a second visit specifically to the site. The site visit took place on a Saturday afternoon in February, the time when the town centre was likely to be at its busiest. The initial desktop study of the site has lead me to believe that the town centre would be quiet and calm, however this hypothesis was wrong. The site on the whole was full of activity, except for the section of the precinct with a large proportion of vacant units. This was deserted and used only as an occasional thoroughfare. This observation however gives credibility to my proposal to begin the thesis project in this location, as this felt in the most need. Upon closer inspection many of the buildings on the site are tired and in some cases in a poor state of disrepair. There is however a feeling of community on the site, I observed many conversations and gatherings of locals however noted these people were mainly of the older generation. The car parks on the site were well used and busy however the majority of car parking on the site and in the town centre is pay and display, excluding those who are unable to afford to park in the town. The town is however served by a railway station close by.
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Plan Layering Shopping Malls
Shopping Malls are a shoppers and retailers paradise sheltered and removed from the outside world. Vast out of town shopping complexes are now banned under UK planning law however the many of the shopping malls built in the 1980’s and 1990’s are still thriving today. When inside it is difficult to comprehend the scale of the development, the average consumer will experience only a small proportion of the built environment on an average visit. However when the extent of these large shopping malls is laid over the plan of the town centre of Longton for example, their scale is clear. The scale of the town centre is comparable to the scale of the malls, in some cases the malls dwarfing the town. When competing with complexes such as this, is it any wonder traditional town centres are suffering? Metrocentre in Gateshead, Meadowhall in Sheffield and Bluewater in Dartford are such examples. Fortunately there are no large shopping malls in the vicinity of Stoke-on-Trent to tempt consumers away, however the effect of these on a smaller scale will still be felt.
University Campuses
Universities have long since been regarded as the pinnacle of knowledge. Universities exist dating back to medieval times and right up to the present day and whilst campus design and structure has changed greatly in that time many of the basic principles of a learning environment remain. The university campus is generally more comparable with the size of Longton
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town centre than the shopping malls as like town centres they are made up of numerous individual buildings, with streets and pedestrian routes between. Layering the figure grounds of various university campuses on the site in Longton shows that generally the building size and spacing is comparable. The key difference with university campuses is the amount of open space present, some universities have more than other, for example the University of Virginia has vast open spaces with relatively small buildings in between. On a campus in a confined location, at the Universities of Cambridge and Oxford for example space is much more limited, however free outdoor space is still integral to the campus design.
Secondary Schools
Secondary schools could be seen as miniature versions of the university campus, historically they to tended to be made up of a number of individual buildings however in modern times the trend is to have all facilities located under one roof. Compared with the town centre of Longton secondary school plans are noticeably smaller and sit like islands on the site. The 21st Century schools such as Titus Salts School in Bradford represent the standard model of the Building Schools for the Future government building programme of the early 2000’s. The volumes of the buildings tend to be larger than any of the buildings currently in the town centre however they feature vast areas of playing field surrounding them, disconnecting them from their surroundings.
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Plan Interrogations Having layered the basic figure ground of shopping malls, campuses and schools onto the site this exercise interrogates the plan further to ascertain the design strategies used to maximise profits of the retailers and makes places feel educational. Shopping malls are carefully planned and designed to coerce and trick consumers into spending more time in the mall and spending more money. Techniques such as confusion, destination and entrapment are prevalent. Strategies used in educational environments often aim to give the space feelings of grandeur, exclusivity and monumentality. Each university is striving to appear at the pinnacle of education and therefore needs a campus that evokes this. Traditionally religious buildings were seen as the highest aspirational monuments, however in the secular world education buildings often try to emulate this.
University of Cambridge
Metrocentre - Gateshead
The school building at Titus Salts School was innovative at its time, traditionally teaching spaces would have been arranged down a straight corridor, with classrooms on either side and circulation at each end. At Titus Salts the circulation is laid out like a street with classrooms located down winding avenues and administration spaces in the middle. The central spine connects all the elements together and is the main circulation route. Large teaching spaces are located at one end of the building close to the entrance. All functions are located under one roof with outdoor space designated solely for sports. The complex is designed to keep children in and danger out, therefore free roaming is not encouraged.
Metrocentre in Gateshead is the largest indoor shopping centre in the UK and boasts 340 shops trading in 2,000,000sqft of floor area. The plan has a confusing and cyclical layout, slowing down and disorientating consumers. Large anchor units are strategically placed throughout the centre to act as destination points, leading customers past many other stores on their way. Anchor units such as department stores are big draws for customers and the presence of these increases footfall in the centre, aiding smaller stores. The centre also features gathering spaces, often with food outlets they are designed as stopping points, meeting points and wayfinders, increasing the time spent in the centre.
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The University of Cambridge is one of the oldest universities in the English speaking world. Expanded gradually over many years the campus does not have a formal plan but has evolved and developed into an unsystematic arrangement but with recurring recognisable elements. The university is separated into colleges, each with their own collection of buildings arranged around an internal courtyard known as quadrangles. The quadrangles are exclusive and quiet areas removed from the surrounding city and have the effect of providing a serene and studious environment that excludes locals and members of the public who are not permitted to enter this prestigious community.
Titus Salt School
Key Large Group Teaching Spaces Teaching Spaces Administration Outdoor Sports Facilities Primary Routes Secondary Routes
Titus Salt School Shape | Space | Street
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Material Exploration Brick Making
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6.
Thinking Through Making These bricks were produced as part of a guided workshop aimed at beginning the process of thinking about materiality and tectonic . The history of potteries, clay and brick in Stoke-onTrent leads consequentially into brick making. The production of this brick lead to the development of masonry as a key tectonic focus.
Brick Making Process 1. Traditional wooden brick mould adapted to form asymmetric brick shape 2. Block of clay is placed in the brick mould 3. Clay is knocked and compacted into the mould to remove any air gaps 4. Excess clay is removed and the clay face smoothed 5. Mould is removed from clay brick 6. Completed bricks
Implementation into design The brick shape and coursing designed at this stage was then implemented into the final design in various locations. The shape is designed to work specifically with the coursing and is laid in opposite directions with each course, this provides a more tactile surface to the wall as well as distinctive shadows. The shape and coursing is designed to be simple and uncomplicated whilst exploring an alternative visual aesthetic to the traditional shapes and courses.
Bricks laid out in coursing pattern
Brick design implemented into final scheme
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Key Readings Ground Control: Fear and happiness in the twenty-first century city Anna Minton, 2009 This text examines the modern world through security and safety in UK cities. The text looks at the privatisation of public space, with reference to the Liverpool One complex and how the most secure places can increase feelings of fear, with reference to gated residential developments and the ExCel exhibition centre in London. This text encouraged me to think more about public urban space and how it is used and policed. Themes and ideas from the book have lead to consideration of how the public space in the thesis project will be designed to be secure and feel safe without the need for obvious and intimidating security features. This includes designing spaces with natural surveillance and avoiding hidden dark spaces.
Edgelands: Journeys into England’s True Wilderness Paul Farley, Micheal Symmons Roberts, 2011 This text looks at all the miscellaneous and undefined space on the edge of our cities. The text is set out in a series of parts explaining what the edgelands are an examples of how certain areas can be defined as edgelands. Edgelands include areas such as railway embankments, canals and retail parks, all features present in Stokeon-Trent. This text encouraged me to think about using space and sites that may not be immediately obvious as a location for an architectural proposal and how these spaces even though vague are essential to life in the city.
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Deschooling Society Ivan Illich, 1971 This text is a critical discourse on education in the modern world. The text challenges and highlights the pitfalls of institutionalized education and presents and alternative ‘deschooled’ approach through ‘Learning Networks’ which set out new systems and approaches to learning. This includes pooling educational resources and making them available to all, skills exchange and sharing depending on what individuals have to offer and want to learn, peer matching so people can learn alongside like-minded people and finally a directory of professionals willing to share their knowledge. This text influenced my thinking about alternative ways of learning beyond the standard models and how learning does not always have to be classroom, teacher based.
Space and Learning Herman Hertzberger, 2008 This text introduced me to the works of Herman Hertzberger, and the theories and ideas he uses in designing his places of education. Hertzberger encouraged me to challenge standard design models for educational environments and to design space in a way that responds to how to user will learn in that space. Hertzberger talks a lot about creating a sense of belonging in a space, particularly for young children and giving the space a domestic feel to introduce children to the concept of responsibility, this is an idea I found interesting and looked to imitate in my own design.
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Design Toolkit
Strategies and techniques The sections below outline the key strategies from the previous research that I intend to take forward in the design process. These strategies have been chosen as they will help the scheme to achieve the desired atmosphere and purpose. The strategies are taken from both retail and educational environments and aim to implement the thesis question of how the techniques used in successful retail and educational environments be applied to challenge the standard models in vocational education.
Cyclical Circulation Arranging circulation routes in a circuit will encourage users to spend longer in the learning facility and therefore gain more knowledge in each visit.
Anchor Units Anchor units will act as attractors to encourage people to visit the facility, they will placed at strategic points and equally spaced to generate an even distribution of footfall throughout the facility.
Enclosed Outdoor Space Public open space with varying levels of privacy will organise external spaces in a way that creates a sense of community whilst appearing accessible to all.
Pedestrian Passageways Discovered routes will support the privacy of the outdoor spaces and aid circulation. Adding intrigue to the circulation routes will encourage exploration and interest in the facility.
Natural Surveillance Arranging the buildings in a way that allows unobtrusive surveillance and avoids hidden areas will increase security and feelings of safety on the site without the sense of being watched or fear.
Attention Restoration This theory, first proposed in ‘The Experience of Nature’, Kaplan, 1989, suggests that mental fatigue and concentration can be alleviated by exposure to natural environments. Implementing this theory in the design will increase learners concentration in the facility and therefore allow more learning.
Thresholds Careful treatment of thresholds will lessen the stigma of adult learning. Harsh thresholds can be psychological barriers whereas implied thresholds can evoke a particular mindset with there being no physical barrier. Soft and implied thresholds can also be much easier to pass through for someone with confidence or confidentiality issues.
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Design Brief
The Learning Precinct Vocational Education The research has shown that both education, unemployment and deprivation are all very poor in Stoke-on-Trent. All three are linked, with poor education and economic conditions giving rise to high unemployment, which contributes to deprivation. Therefore the project will propose a new vocational learning college in the town of Longton. The college will cater for adults and young people no longer in mainstream education and will provide basic qualifications in English and Maths etc. whilst also providing specialist vocational training to give students skills to allow them to directly enter employment. Training offered will include mechanical and engineering, hair and beauty, childcare, catering and the arts.
Existing Urban Environment The site will be located within and existing town centre and will occupy many existing unused buildings. The extent to which the new interventions relate and respond to the existing environment is crucial to the success of the project. The project will respond to the existing environment in a way that is gentle and subtle, allowing existing activities in the town to carry on as they were whilst providing new activities alongside. The project will be embedded into the town in such a way that the existing and new functions work alongside each other in a harmonious way so that users transition between existing and new is seamless and unconscious.
Phased Development As the project is located in an existing town centre and will comprise of a combination of the renovation of existing vacant units the rebuilding of units and new build the masterplan will be phased to slowly grow into the town. The development will be funded and run by a charity and therefore will grow as and when funds allow and as the college becomes more established in the town. A slow phasing of the project will also allow it to develop slowly into the town, reducing the initial unfamiliarity and alienation of a large new building.
Client The client for the project will be NACRO (National Association for the Care and Resettlement of Offenders), a national charity with premises in Longton. The Charity provides services including Education, Health, Housing, Justice and Advice. The charity currently provides these services from a small building on Market Street in Longton. The charity can currently provide basic education courses on site however in other parts of the UK the charity has links with vocational colleges to provide more specialist courses. The Learning Precinct will be a purpose built facility for the charity to carry out the educational aspects of its operation. It will be funded by the charity with the potential for external funding from other sources.
Materiality and Tectonics The tectonic intention of the project is to be welcoming and recognisable to the people of Longton in an environment in which they feel comfortable and familiar. The materiality has been chosen to reflect the tectonic intent of the project as a whole. Concrete frame systems are used as opposed to steel as where this frame may be exposed internally the aesthetic will complement the project material palette. Heavy materials such as masonry and concrete have been chosen over light materials such as steel and glass to reflect the solidarity and modesty of the project. The primary building material for the project will be brick. Stoke-on-Trent has a long history of the use of clay, ceramics and brick making therefore the use of brick references historical and cultural customs. Brick is also a modest material, it is not ostentatious or gaudy which will prevent the buildings and project as a whole from appearing intimidating and unfamiliar. A colour palette runs through the entire project and works to unify and fuse the architectural interventions. The colour and wider material palette also help to highlight the areas of the town centre that are part of The Learning Precinct. The scheme is well bedded into the existing town centre environment and therefore it is important to recognise which buildings are involved with the Learning Precinct and also to prevent disparity with a large number of materials and colours going on. The colours also act as wayfinding symbols throughout the scheme. 35 - Stage 6 - Potteries
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6.1.2
Design Development
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Design Scenarios
Applying strategies to the site These scenarios are the first attempt Scenario 1 development is concentrated in the north-east and centre to implement the design strategies and The of the site. The initial premise is to begin the development in the brief onto the site. The aim is to test long vacant Woolworths unit and then grow gradually to use the open space currently occupied by the car park. This scenarios and evaluate ideas then take forward begins with a strong premise however looses the connection to the ideas that work best and respond the existing environment as large areas of new build are placed on the site. The developing impression in the precinct is lost in to the thesis question the most. later phases. The initial design scenarios are produced in a fairly unconsidered and unconscious way. This technique acknowledges that the final design proposal will not appear straight away and getting over-involved in fixing the specifics of the design at an early stage can hamper progress. The three scenarios start in different areas of the site with an initial premise and imagine the chain of events that occur as the design brief is implemented. All three scenarios present a phased development and respond to the particulars of the design brief such as consideration of circulation, use of existing buildings and new build elements. The eventual design proposal merges Scenarios 1 and 3, combining the positive elements and eliminating the negative ones. Scenario 2 was disregarded as I felt the proposal did not respond to the design brief.
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Scenario 2
This scenario explores the brief in a different location in the town. Whilst the scenario responds well to public transport hubs moving away from the main centre undermines many requirements of the brief such as revitalising the town centre and responding to vacant units.
Scenario 3
This scenario responds to the under-used upper level of the precinct. Above most unit are office spaces which in many cases look vacant and unused. These office spaces have separate access via a rear walkway however access is restricted by locked gates and barbed wire fencing. The scenario also responds to the changing levels on the site and incorporates the existing fabric well. However elements of the scheme are extensive and may be excessive.
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Masterplan - Year 1
Utilising only existing vacant units The first phase of the development uses of the vacant former post office unit at the centre of the precinct. This building fulfils community function as well as academic and only existing vacant units on the site, provides space for large group teaching, community meetings these units will be readily available and and arts performance space. cheap to acquire. Initially the learning facility will provide classroom based Typology Throughout the scheme it is important to evenly space the academic teaching with the intention different typologies across the site to avoid a mono-culture in one area. This ensures that the scheme blends seamlessly of providing basic level qualifications particular into the existing fabric of the town and avoids harsh thresholds to enable students to move on to either where one portion of the site feels too academic and therefore is intimidating and avoided. An important typology is the mixed employment or more specialised study. units (pink), these units fulfil both academic and public functions The development begins in the vacant Woolworths unit in the north east corner of the site, this becomes the first anchor building as acts as a gateway to the facility at the north east end. This building initially contains the main admin and social spaces. Vacant units opposite are given a light refurbishment to be utilised as classrooms. At the west end of the site the upper level office spaces are utilized as staff administration spaces and seminar rooms for smaller group teaching. This element provides the western gateway to the site, coupled with the eastern end this gives the impression that the facility occupies the whole of the town centre. This is aided by the development
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and help with unifying the scheme. These units also reduce the stigma of entering an educational environment as there are public functions taking place alongside academic ones.
Levels of Intervention
In this initial phase elements of the scheme are realised via a light intervention only, this involves superficial renovation and keeps costs low.
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Masterplan - Year 3
Utilising future vacant units with new build elements the B&M unit to provide new retail frontages creates a new The second phase of the development of public square on the site of the current car park, surveillance is presented in the third year of the for this square is provided by the surrounding units. New build to the east of the site create another square and mask facility. By this point the facility is elements the rears of the properties on Market Street. These buildings established in the town and has capital contain specialist engineering and childcare facilities and allow to expand. This phase begins to realise the development to provide vocational study. the urban strategy by manipulation Typology of existing structures and new build The typology of the units surrounding the new squares begins to define the atmosphere in these spaces, the eastern area contains elements. more educational functions and therefore begins to feel more Development in existing structures now takes place in the predicted available units, which by this point have been vacated. In the precinct the addition of more units helps to increase the unified atmosphere in this area. The large former Iceland unit is knocked into adjacent vacant units to become the second anchor unit. This unit houses a public and educational library as well as retail functions. The placement of this unit ties into the initial Woolworths unit and produces an area that still retains the original retail functions but feels completely remodelled and fresh. Interventions in the car park begin to create the open outdoor spaces found in educational environments. Adding entrances to the rear of the precinct units and taking a proportion
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private and quiet, the central area contains public functions and therefore feels inviting and accessible.
Levels of Intervention
In this phase intervention is extended to heavy refurbishment, which is defined as extensive remodelling of existing units involving demolition and new build, and new build elements which are complete entities that did not exist previously.
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Masterplan - Year 7 Final developed proposal
The development at year 7 is presented place this may risk over-development in the area and suffocating the existing retail economy. By this stage all vacant units in the as the final scheme where the town centre are either occupied by the scheme or have become by other retailers due to the growing economy in the requirements from the design brief are occupied town. implemented. The key elements at this stage are 2 new buildings that unify Typology The final scheme shows even distribution of typologies with and complete the scheme. sufficient retail functions remaining to allow the retail economy The new large building to the west of the site is a hub building that provides entertainment, education and business functions. This building connects through to the existing upper precinct units maintaining undercroft access to the retail units below, this building also encloses the central open square and creates an elevated open area to the west of the site. The central large building provides specialist teaching with focusing design, food and beauty. This building separates and completes the two open squares. Extensive land reformation enables underground delivery access for the precinct units and level public space. These two new buildings act as the final anchor units and the pedestrian routes are completed providing a circuit round the development and numerous access points. The scheme is now fully combined with the existing urban environment and while further future development may take
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to flourish within the learning environment.
Levels of Intervention
This phase involved primarily new build and land reformation elements with final refurbishments.
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6.1.3
Design Declaration
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Implementation of Key Themes Cyclical Circulation
Arranging circulation routes in a circuit will encourage users to spend longer in the learning facility and therefore gain more knowledge in each visit.
Pedestrian Passageways
Discovered routes will support the privacy of the outdoor spaces and aid circulation. Adding intrigue to the circulation routes will encourage exploration and interest in the facility.
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Anchor Units
Anchor units will act as attractors to encourage people to visit the facility, they will placed at strategic points and equally spaced to generate an even distribution of footfall throughout the facility.
Natural Surveillance
Arranging the buildings in a way that allows unobtrusive surveillance and avoids hidden areas will increase security and feelings of safety on the site without the sense of being watched or fear.
Attention Restoration
Outdoor Space
Public open space with varying levels of privacy will organise external spaces in a way that creates a sense of community whilst appearing accessible to all.
This theory, first proposed in ‘The Experience of Nature’, Kaplan, 1989, suggests that mental fatigue and concentration can be alleviated by exposure to natural environments. Implementing this theory in the design will increase learners concentration in the facility and therefore allow more learning.
Thresholds and Stigma
Careful treatment of thresholds will lessen the stigma of adult learning. Harsh thresholds can be psychological barriers whereas implied thresholds can evoke a particular mindset with there being no physical barrier. Soft and implied thresholds can also be much easier to pass through for someone with confidence or confidentiality issues.
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Phase 1 - Year 1 Seminar Rooms, Offices and Cafe
Upper level precinct buildings given basic refurbishment to become seminar rooms, staff offices and a student-run cafe that becomes the western gateway to the campus.
Cafeteria
Vacant unit given basic refurbishment to become student-run cafeteria providing snacks and lunches for staff, students and members of the public.
Assembly Centre
Former Post Office unit given basic refurbishment to provide large hall for community events and group teaching.
Welcome Centre
Former Woolworths unit given basic refurbishment to provide classrooms, reception and administration spaces.
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Phase 2 - Year 3
Assembly Centre
Assembly Centre expands into adjacent vacant Heron Foods unit with link to first storey of Boots to provide two large halls for large group teaching and community use as well as foodbank and soup kitchen.
Library
Former Iceland unit rebuilt and expanded into precinct walkway with link to Assembly Building and Staff Offices.
Staff Offices
Vacant space on upper level of precinct refurbished to become staff offices with link to library.
Classrooms etc.
Vacant units refurbished for use as classrooms, seminar rooms and student-run retail units.
Engineering Building
New building built on car park to provide workshop spaces, science laboratories and classrooms.
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Nursery
New building built on car park to provide day care nursery and classrooms.
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Phase 3 - Year 7
Potbank
New building build on car park site with lower ground floor used as staff car parking, and ground floor bridging across to upper precinct level to maintain delivery access to retail units.
Craft Building
New building build on car park site bridging delivery area maintaining access. Providing links to Library and outdoor public areas.
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Level 0 - Floorplan
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Level 1 - Floorplan
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Level 2 - Floorplan
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Level 3 - Floorplan
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Before and After Woolworths and East Gateway
The former Woolworths unit would be partially demolished leaving the basic concrete frame structure intact, this would them provide the basis for the new structure to be built around, new floors, walls and roof would be installed.
Existing Building
Proposed Building
Proposed Building Existing Building
Retained Structure Foundation, party walls and structural columns
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New Structure including new floorplates, roof, stairs and lift shaft
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Leaflets The Learning Precinct is a place that will be full of leaflets, leaflets advertising courses, leaflets about careers and leaflets giving advice. Therefore I have produced a leaflet to introduce the Learning Precinct as a whole, and seven leaflets dedicated to each of the main buildings in The Learning Precinct. These leaflets give information about the theoretical and practical themes in each building, as well as information regarding the layout and facilities of each building.
The Learning Precinct
The Library
Regeneration Through Knowledge
The Learning Precinct
Welcome Centre
The Potbank
The Assembly Building
The Nursery
Teaching Building
Teaching Building
The Learning Precinct
The Learning Precinct
The Learning Precinct
The Learning Precinct
And Childcare
Craft
Engineering
And Foodbank
The Learning Precinct
The Learning Precinct
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Welcome Centre
The Library
1 Public Open Space 2 Reception Area 3 Covered Foyer 4 Staff Area 5 Interview Rooms 6 Food Outlet 7 Toilets 8 General Classroom 9 Seminar Room
1 Student-run Bookshop 2 Student-run Cafeteria 3 General Resource Area 4 Courtyard 5 Greggs 6 Personal Working Area 7 Children’s Library 8 General Classroom 9 Staff Office 10 Seminar Room 11 Academic Resource Area 12 Reading Room 13 Terrace 14 Rooftop Garden
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The Potbank
1 Car Park 2 Plant Room 3 Student-run Restaurant 4 Lecture Theatre 5 Social Working Space 6 Toilets and Core 7 Public Open Space 8 Student-run Cafe 9 Seminar Rooms 10 Mezzanine Working Area 11 Video Games Area 12 Gym 13 Business Start-up Offices 14 Rooftop Garden
The Assembly Building
1 Foyer 2 Main Hall 3 Foodbank Shop 4 Foodbank Rear Entrance 5 Kitchen 6 Foodstore 7 Chair Store 8 Changing Rooms 9 Mezzanine 10 Seminar Room 11 Toilets 12 Secondary Hall 13 Chair/ Equipment Store 63 - Stage 6 - Potteries
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The Nursery And Childcare
1 Toddler Room 2 Pre-school Room 3 Play Area 4 Pre-school Dining Room 5 Kitchen 6 Laundry 7 Childcare Classroom 8 Childcare Seminar Room 9 Toilets 10 Baby Room 11 Sleeping Room 12 Nappy Changing Room 13 Staff Room 64 - Stage 6 - Potteries
Teaching Building Craft
1 Delivery Area 2 Plant Room 3 General Classroom 4 Toilets 5 Hair and Beauty Room 6 General Classroom 7 Social Working Area 8 Staff Room 9 Store 10 Textile Room 11 Ceramics Room 12 Catering Room
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Teaching Building Engineering
1 Workshop 2 Workshop Store 3 Plantroom 4 Toilets 5 Delivery Access 6 Electronics Laboratory 7 Staff Room and Store 8 General Classroom 9 Science Laboratory 10 Staff Room and Chemical Store 11 Rooftop Terrace 65 - Stage 6 - Potteries
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Classrooms, Seminar Rooms and Student-run Retail Units Key Moment
These units are incorporated into existing precinct buildings and working around existing occupied units.
Existing Retail Units
Including AgeUK, Banardos and Boots Opticians
Classrooms
Providing classroom based teaching such as basic English and Maths
Student-run Retail Units
To give students practical experience in areas such as health and beauty and retail, whilst also providing public services and generating revenue, including hair and beauty salon, vintage clothes shop and bookshop
Seminar Rooms
For smaller group teaching
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Foodbank and Soup Kitchen Key Moment
Providing a foodbank shop to feel like a normal shopping experience, with additional rear access for privacy and accompanying soup kitchen for providing free meals for members of the community in need.
D e R liv ea e r A ry cc Are es a s
Foodbank Store and Pantry Foodbank discreet rear access for privacy
Foodbank front of house shop to feel like a normal shopping experience
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Kitchen for providing community meals
Foyer to community hall available for providing free community meals As
se En mbl tra y C nc en e t
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Nursery Play Area ‘Fort’ Feature Key Moment
Elevated play area wall for privacy including windows to peek out.
Raised ‘fort’ play area
Windows to peek out of
High walls to prevent climbing and falls and for child protection Public plaza at lower level
300mm child seating area Rubber floor for soft landings Covered hiding area
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Children’s Library Wall Key Moment
With features including reading nooks, outward facing PC’s and bookshelves and seating of varying height Bookshelf within glazed brick wall
Visible PC’s for internet surfing
Higher level window seat for older children to read, retreat or peek out of
Nook for children to sit, read and play
For young children to play, retreat, read or peek out into the courtyard
External coursing detail
Seat at different heights for different age children, through window to external seat on courtyard terrace
For older children to look out and retreat
3000mm 760mm
1340mm
1340mm 600mm
740mm
740mm 450mm
300mm
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Football / Games Pitch Key Moment
Free for anyone to use for community events and to provide a safe place for children to ‘hang-out’ after school High walls to contain runaway balls
Pitch at lower level for natural surveillance and spectators
Low maintenance artificial grass Seat for resting, changing and bags Low wall to contain runaway footballs
Steps, seating and walls for spectators
Anti-vandal goal post
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Welcome Centre Approach Key Moment
Built in former Woolworths unit, first port of call for prospective students incorporating public plaza to blur thresholds
Greggs in the Library Key Moment
To entice people into the library and provide refreshment for library users
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Library Staircase Key Moment
Including missing bricks for community book depository
Brick and coursing detail
Book slot detail with missing brick for community book depository
Gap in brickwork for precast concrete staircase Glazed brick handrail for wayfinding Wall gap detail to allow views of floorplate beyond to reduce fear of unknown and hidden space
Recessed strip for grip
Concrete step for durability
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6.1.4
Technical Information
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Material Palette Colour Palette The colour palette runs through the entire project and works to unify and fuse the architectural interventions. The colour and wider material palette also help to highlight the areas of the town centre that are part of The Learning Precinct. The scheme is well bedded into the existing town centre environment and therefore it is important to recognise which buildings are involved with the Learning Precinct and also to prevent disparity with a large number of materials and colours going on. The colours are repeated throughout the project in a variety of formats including glazed brick and wall colours. The colours also act as wayfinding symbols throughout the scheme.
RAL 1027 Curry This colour adds vibrancy to the scheme and is highly visible, it is used in many locations as a wayfinding tool.
RAL 8012 Red Brown This colour complements and moderates the vibrancy of the green colour above. It is also used as a wayfinding tool.
RAL 7044 Silk Grey This colours neutralises the above colours and softens the colour palette. As a natural colour it also complements the other building materials used such as concrete and polycarbonate.
Masonry The primary building material for the project will be brick. Stoke-on-Trent has a long history of the use of clay, ceramics and brick making therefore the use of brick references historical and cultural customs. Brick is also a modest material, it is not ostentatious or gaudy which will prevent the buildings and project as a whole from appearing intimidating and unfamiliar. The tectonic intention of the project is to be welcoming and recognisable to the people of Longton in an environment in which they feel comfortable and familiar.
Manufacturer: Ibstock Name: Birtley Olde English Buff Type: Waterstruck Facing: Distressed
Manufacturer: Ibstock Name: Holbrook Sandfaced Dark Type: Wirecut Facing: Sandfaced
This buff brick will be the primary brick used in the project. The existing precinct buildings are constructed from a dark brown smooth brick and therefore the use of this brick distinguishes The Learning Precinct from the rest of the town centre.
This darker engineering brick will complement and contrast the paler buff brick, This brick is used in smaller areas to highlight certain features whilst still providing a contrast with the existing brick used in the town.
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Glazed Brick Glazed brick will be used to highlight areas of the project and reinforce the colour palette. This use of coloured glazed bricks also adds fun and interest to the buildings which will attract attention. The colours have been chosen from the standard range to match as closely as possible to the RAL colour palette outlined previously.
Manufacturer: Ibstock Name: Glazed Colour Select Colour: GLAZED G-CSL LIME
Manufacturer: Ibstock Name: Glazed Brick Colour Standard Colour: GLAZED G-CSG BURGUNDY
Manufacturer: Ibstock Name: Glazed Colour Select Colour: GLAZED G-CSL LIGHTGREY
Paving Paving has been used in the project both internally and externally to blur the boundaries between indoor and outdoor space. Floor finishes run through from the external public areas into the buildings, creating continuity with inside and outside. In some areas the darker charcoal have been used to highlight certain elements of the building and for wayfinding.
Manufacturer: Marshalls Name: Metropolitan Colour: Buff Size: 300x200mm
Manufacturer: Marshalls Name: Metropolitan Colour: Charcoal Size: 300x200mm
Polycarbonate Cladding Polycarbonate cladding has been used in the project in many areas in the place of large areas of glazing. This is to soften the aesthetics of the tectonic and also to provide privacy whilst letting light enter the internal spaces of the project. In Some cases polycarbonate cladding has been used as a external cladding structure which acts as an entrance overhang to provide shelter and blur the threshold. Manufacturer: Brett Martin Name: Marlon Clickfix 1040 Type: Translucent Features: • Click and fix installation • Thermally insulating • Structural durability • Lightweight • UV resistant 77 - Stage 6 - Potteries
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Bespoke Railing Design The railings to be used throughout the project are based on the Mintons tile pattern. Mintons was a large ceramics manufacturer based on Stoke-on-Trent made famous for their iconic tile pattern, seen and mimicked throughout the UK and internationally. These geometric tile patterns are commonly seen in lobbies and porches of buildings however they are also used as decorative patterns on facades particularly in Stoke-on-Trent. Using this bespoke railing in the project imitates the use of decorative patterns on buildings but in a subtle way. The railing would be manufactured from sheet steel, with the tile pattern cut out using a high powered water jet. An additional grab rail would be added and the railing embedded into the floor finish. Example Mintons tile pattern
Railing Detail 1:10
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Construction Build-up: The Library The structure of this building has been chosen to reflect the tectonic intent of the project as a whole. A concrete frame system has been chosen as opposed to load bearing masonry due to the large floor plate and spans and also due to the potential heavy loading of library equipment. Concrete has been chosen as opposed to steel as where this frame may be exposed internally the aesthetic will complement the project material palette. Heavy materials such as masonry and concrete have been chosen over light materials such as steel and glass to reflect the solidarity and modesty of the project. The structural build up used in this building will be replicated throughout the project
1 Cast in-situ concrete pad foundations As the condition of the existing foundations is unknown and the new library building will carry more load than the existing retail unit, new cast in-situ concrete foundations will be built
2 Cast in-situ concrete floor slab A new cast in-situ concrete floor slab will sit on top of the new foundations
3 Precast concrete frame A precast concrete frame will be assembled on site. As the site is located in an existing public environment a precast system has been chosen to allow building elements to be delivered to site outside of the opening hours of the surrounding retail units. precast elements can be delivered to site and stored in other vacant units to minimise disruption to other tenants and members of the public.
4 Wall build-up The wall finish will be masonry both externally and internally however this will not be load bearing. A cavity wall system will consist of an external masonry leaf which flies past the concrete frame to give a continuous external aesthetic followed by an open cavity, waterproof membrane and insulation. The inner masonry leaf will be supported at each floor by the floor slab and tied to the external leaf.
5 Precast concrete hollowcore floor slabs Precast hollowcore floor slabs can be stored and assembled quickly on site. The hollow centres of the slab reduce the volume of concrete needed for the slab reducing weight and carbon emissions. The air pockets will also improve thermal performance and provide sound insulation between floors, a beneficial attribute in a library building.
6 Precast concrete stairs Precast concrete stairs can be lowered into position easily, attached to the concrete frame and left exposed.
7 Green roof A green sedum roof system will be constructed on the library building and all buildings in the project. This will help identify the buildings that are part of the project and also improve the thermal performance of the buildings. The roof will also provide a microclimate and promote insect and bird life in the town.
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Detail Section
2 Intermediate Floor Detail
1 Foundation Detail
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3 Green Roof Detail
4 Stair Detail
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Foundation Detail 1:20
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1 Concrete pad foundation 2 Ground beam 3 Hardcore 4 Blockwork 5 Concrete floor slab 6 Rigid insulation 7 Damp proof course 8 Cavity tray 9 Brick external leaf 10 Rockwool insulation 11 Cement mortar bed 12 Mortar bond course 13 Floor tile 14 Blockwork inner leaf 15 Damp proof membrane
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Intermediate Floor Detail 1:20
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1 Brick external leaf 2 Rockwool insulation 3 Blockwork 4 Cement mortar bed 5 Suspended ceiling system 6 Precast concrete beam 7 Precast concrete floor slab 8 Rigid insulation 9 Screed 10 Concrete floor finish 11 Cavity closer 12 Polyester powder coated aluminium window 13 Chamfered brick for drainage
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Green Roof Detail 1:20
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Brick faced lintel Precast concrete beam Brick external leaf Precast concrete floor slab Rigid insulation Cavity tray Capping piece Parapet flashing Sedum vegetation Growing medium/ soil Drainage layer Waterproof membrane
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Stair Detail with community book depository and vision gaps 1:20
1 Internal brickwork 2 Wind post 3 Precast concrete stair supported by frame 4 Brick faced lintel 5 Precast concrete floor slab 6 Missing brick for community book depository 7 Blockwork 8 Brickwork for ‘vision gap’ 9 Brick faced lintel 10 Precast concrete stair supported by frame 11 Concrete beam
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Facade Study
Teaching Building Craft - Example Facade
Upper Precinct Level Seminar Rooms - Example Facade
1 Concrete pad foundation 2 Cast in-situ concrete slab 3 Ground beam 4 Hardcore 5 Screed 6 Concrete floor finish 7 Concrete retaining wall 8 Waterproof Membrane 9 Damp proof course 10 Gap in masonry for ventilation 11 1/4 length projecting brick 12 Concrete beam 13 Precast concrete floor slabs 14 Rigid insulation 15 Screed 16 Concrete floor finish 17 Quilt insulation 18 Vapour Control Layer 19 Cavity tray 20 Soldier course sill 21 Polyester powder coated aluminium windows 22 Brick slip lintel 23 Water-cut steel railing (side hung) 24 Cavity tray 25 Flashing 26 Parapet capping piece 27 Damp proof membrane 88 - Stage 6 - Potteries
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90 - Stage 6 - Architecture and Construction
Project 6.2
Architecture and Construction Process and Management
A report into implementing the thesis design project in a professional scenario
91 - Stage 6 - Architecture and Construction
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Aim of the Report
The Report aims to explain and explore how the thesis project would be implemented if it were to become a live construction project in a professional scenario. The report will provide a brief explanation of the project, followed by an analysis of the professional practice and project management issues that would arise. It will then highlight two important issues specific to the project and discuss these in further detail, these will relate to access to the site during the construction process and construction within existing buildings.
The Project
The project brief is to develop a new vocational learning college for adults and post-16 students within an economically failing town centre. The project is located in Longton, a town in Stoke-on-Trent suffering from deprivation and unemployment. The aim of the project is to apply the design strategies used in successful retail environments such as shopping malls to a learning environment to challenge the standard education design models. Locating the project within an existing failing town centre also aims to rejuvenate the area.
Figure 1: Location Plan
The site (Figure 1) occupies a large area of the main town centre, like many town centres the area is currently dominated by retail. Many of the units within the precinct are currently vacant and therefore the project will involve refurbishment and reworking of these as well as new build elements. The buildings to be reused are mostly within the shopping precinct and the new build elements occupy the land currently used for car parking (See Appendix for plan showing refurbished and new build elements on the site.) The project involves multiple independent buildings with programs such as a library, workshops, classrooms and retail spaces.
92 - Stage 6 - Architecture and Construction
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Design Programme Commentary
A design programme in the form of a Gantt Chart (Figure 2) was produced for this project. This chart outlined the tasks to be undertaken for the project alongside deadlines and other modules on the course. Overall most tasks have been completed however in some cases they have not taken the amount of time specified or happened at the time stipulated. For example task 1.2.1 ‘Concept Design’ was designated 5 weeks, however only took 3 weeks. One exception is that section 1.4 ‘Technical Design’ has not progressed as expected and is currently behind schedule. Even though many of the tasks completed in the above sections took less time than expected section 3 ‘ARC8058 Linked Research’ required much more time and for a period of 2 weeks before the module deadline work on section 1 ‘ARC8060 Thesis’ was halted. This meant that the technical design tasks suffered the most. The critical path has been slightly delayed.
Figure 2: Project Programme Gantt Chart
Professional Practice and Management issues involved in the Project
This section assumes that the project will be undertaken by an architectural firm. The assumed client for the project will be NACRO, a national social justice charity with current facilities close to the site. The charity’s services include providing education, housing, justice and health provision for people in need in the local area. The charity will use the new facilities to provide its educational activities. It is assumed the charity will raise the appropriate funds for the project. The construction process will be phased over 7 years as the project grows into the town, this also reduces the need for the charity to have all the funds in place at the start of construction.
Project team and inputs from other professionals
The procurement route for this project would be ‘Develop and Construct’, a variation of ‘Design and Build’ where the majority of the design work is complete before a contractor is appointed. In this project the details are crucial to the overall design concept and therefore a standard design and build contract may lead to decisions that are detriment to the design as a whole. Therefore a develop and construct contract allows for design changes that may come about as a result of site investigations and funding delays so that the initial design is respected. In this procurement route the contractor is usually appointed at RIBA Plan of Work Stage 3 or 4 so they can assist with detailed design and technical input. The design team is then novated to the main contractor before a fixed price is agreed. The majority of the existing precinct buildings to be developed were built in 1965 and therefore it is reasonable to assume there may be asbestos present in the structure , it will be essential to appoint an approved contractor who has experience in dealing with asbestos construction. The table and matrix below shows the expected project team and their roles:
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Client
Team Member
Contractor (Asbestos Approved) Architect (Design Team) Project Manager (May be tied to contractor) Structural Engineer M&E Engineer Quantity Surveyor Access Consultant
• • • • • • • • • • • • • • • • • • • • •
Role and Responsibilities Instigator and end user of the project Provide funds for the project. Has the final say on all decisions All construction work Development of procurement strategy Appointment of subcontractors Coordination of suppliers All design work Principle Designer (health and safety) Contract Administrator (Employer’s Agent) Represent and act on behalf of the client Day to day management of the project Issue instruction Structural Design Management of connections to existing services Provision of new services Prepare cost plans Monitoring costs and funding Advising client on all financial aspects of the project Ensuring the project meets Building Regulations Part M Assisting on ensuring the design is inclusive beyond Part M.
Responsibilities under the client appointment
For this project the RIBA standard form of appointment can be used, this is a secure and comprehensive document that set outs the standard terms such as duty of care, payment terms and dispute resolution. As the project will be a variation of design and build the client agreement will state that the architect is to be novated to the contractor, therefore the initial client appointment will apply to the point at which the architect is novated. After this the terms of the original client appointment will still apply however responsibility will transfer to the contractor.
Client Priorities (Time, Cost and Quality)
The client for this project is a charitable organisation and although it is assumed the charity will raise the appropriate funds for the project it is likely that the budget will be restricted, therefore cost will be an extremely important factor. The project is due to be realised over a period of 7 years and therefore all the funds for the project may not be available immediately but will be raised as the project progresses. As is the case with all projects cost management and monitoring will be paramount. It will be important at all stages for the client to ensure the funds are in place for the works as if funds are delayed they may face legal action from the contractor. Similarly the contractor must ensure they do not cause delays as they will be liable to pay the client damages for breach of contract. Funds for the project will have been donated from a number of sources and therefore the charity will want to achieve value and expect a level of quality that will ensure the building is fit for purpose and durable as they will not want to have to replace elements of the building regularly. It will be important to specify materials for their durability and cost but without detriment to the overall design concept.
Site Constraints
As the construction site is already occupied by buildings there will be many constraints to be considered during the construction process. A major constraint will be access to the site for existing users which will be discussed in detail in the next section. Risk management will be important as the project will involve major site excavations and land build-up. It will be essential to be aware of underground services that may be affected by this, both in relation to avoiding damage to existing services during excavations and maintaining access to existing services. The contract should include insurance for accidental damage to services. The discovery of existing services in areas of excavation presents a risk and will have an effect on cost and programme, therefore the location of these should be found as soon as possible and the project programme and cost tentative until that stage. This will ensure that if extra time and funds are needed the client is aware at the earliest opportunity. There are no natural water courses (underground or over ground) or listed structures on the site and therefore no issues raised in relation to these. As mentioned previously there is a risk of asbestos being present and therefore a survey should take place outside of the contract. If asbestos is found this will become a constraint and will have to be dealt with. However an asbestos survey will not completely remove the risk.
Statutory Approvals
The two major statutory approvals required for this project will be planning permission and building regulations approval. As the project covers a large area and multiple buildings the cost and time involved in submitting a full planning application will be high, therefore outline planning permission would first be sought for the scheme to reduce the risk of a refused application, and then subsequently a full planning application submitted. Individual building regulations approvals will be required along with completion certificates as some elements of the scheme will be operational whilst construction is taking place elsewhere on the site. A Change of Use application will be required for the existing units to be changed from the current use Class A1 (Shops) to Class D1 (Nonresidential Institutions) 94 - Stage 6 - Architecture and Construction
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As the scheme aims to revitalise the failing economy of the town centre and provide facilities to benefit the wider community it is likely the council and wider consultants would look favourably on the scheme, opposition however may come due the removal of a large area of council owned pay and display parking, this could be resolved by a Section 106 agreement to upgrade existing council car parking in the town to mitigate the loss of parking in this area. Existing car parks exist on Chancery Lane, Commerce Street and Berry Lane. Additional opposition may come from businesses that will be greatly affected by the construction process, some units will have works taking place on each side, to the front, to the rear and above their premises which will affect their operation. As the client is a charity and the development is to be used for solely charitable activities the development will be exempt from the Community Infrastructure Levy.
Access to the site during the construction process
As the project involves developing vacant units alongside units currently occupied by businesses there are many parties to consider when providing and monitoring access during the construction process. This involves: • Restricting access to the construction site for the safety of business owners and members of the public. • Ensuring customer access is not obstructed to occupied units. • Ensuring delivery access is not obstructed to occupied units. • Ensuring construction materials can be safely delivered to site. Successful management of access during construction is in the client interest in order to maintain good neighbour relations both during construction and in use, this will reduce and bad feeling and problems in the future. The charity will occupy a large area of the town centre therefore there are multiple neighbours to consider. The construction process is expected to take place over a number of years and therefore a phased strategy for both construction and access is required. The access arrangements and associated issues for each phase are set out below.
Figure 4: Phase 1 Access Plan 95 - Stage 6 - Architecture and Construction
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During Phase 1 (Figure 4) all works will be to existing units, therefore a no access zone (red hatch) has been placed to the front and back of units that will require ground floor access (orange), this still allows access through the precinct and rear delivery access to all occupied units. For the units that require first floor access, (blue) access to the upper level will be restricted. To the north east of the site there are buildings that will require more invasive works and therefore a larger area of the precinct has been restricted. Unit A is currently occupied by the charity shop Age UK, as there will be major work around this unit it is proposed this is temporarily relocated to another vacant unit in the precinct (purple hatch), as the shop has a simple interior fit-out it will be easy to relocate this business, the existing shop will be refurbished as part of the scheme. (Figure 5) The site compound (blue hatch) is located on an existing car park close to the works area. King Cross Street is frequently used for parking and therefore to ensure safe delivery of materials parking would be suspended for the duration of construction, the exit to the main car park would also be blocked to prevent public vehicles using this route, therefore Kings Cross Street will be used solely for delivery to the construction site and occupied units. (Figure 6)
Figure 5: Details of Age UK relocation
Figure 6: Details of Parking Suspension and Site Compound 96 - Stage 6 - Architecture and Construction
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Figure 7: Phase 2 Access Plan
Phase 2 (Figure 7) will involve refurbishment works to existing units and new build elements. A larger no access zone will be required as this phase includes land reconfiguration works. The site compound has been moved to a car park on Chancery Lane as construction work is required in its original location. (Figure 8) Chancery Lane is only used for delivery access to existing units so there will be minimum public flow through this route. Customer access to Unit B is maintained (Figure 9), as is delivery access to Unit C. Access to Unit D (Boots Opticians) will be restricted during the construction process, the store will have to close however some operations may be moved to the neighbouring Boots store (Unit E), it is likely the client will pay compensation for this.
Figure 8: Site Compound and maintaining delivery access
Figure 9: Access to units maintained 97 - Stage 6 - Architecture and Construction
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Figure 10: Phase 3 Access Plan By Phase 3 (Figure 10) the majority of works to existing buildings will be completed. Works in this phase include extensive land works and 2 new buildings (Orange). There will be a no access zone across the centre of the site currently occupied by a car park (Figure 11), this is to allow construction of the 2 new buildings. It is important to maintain access to the rear of the units on The Strand (Figure 12) and the fronts of units surrounding the car park. The site compound does not move from its previous position so arrangements for access and delivery are as Phase 2.
Figure 11: No Access Zone for major land works and construction of new buildings 98 - Stage 6 - Architecture and Construction
Figure 12: Rear access maintained to units on The Strand
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Construction within existing buildings
As previously stated the project involves major works to existing buildings, delays and mistakes can cost the project time and money. The re-use of existing buildings for this project is important to embed the project seamlessly into the existing surroundings and to alleviate the problem of vacant units in the town centre.
Site Investigations
Site investigations at the early stages of the project will be important as information found at this stage could affect the project greatly in terms of design, time and cost. For the adaptive reuse of the precinct units structural and building condition surveys will be vital. The structural and building survey will highlight firstly if the buildings are in a suitable condition to be reused and secondly if there are any particular issues to be aware of during the works. Some of the units to be reused are currently vacant and therefore accessible for an intrusive survey allowing access to the internal structure of the building. Other units are currently occupied and therefore access will be more limited, however as all units were built as part of the same development investigations from the more intrusive surveys can be used to inform further surveys in other units, the phased nature of this development also means that previous surveys can be used to inform future ones. Most of the units have been occupied recently however a unit of particular concern is former Woolworths unit (Figure 13) which has been unoccupied since the collapse of the company in 2008, vacant for almost 10 years it is likely this unit may have fallen into disrepair and have greater structural damage. As this unit is scheduled for development in Phase 1 it will be one of the first to be surveyed and therefore it is important this is done thoroughly to ascertain any issues that may affect the future of the project. It is also noted that due to the long-term vacancy of the unit surveyors should take extra care due to the potential for unknown structural damage. Another important survey will be the hazardous materials survey. As previously stated due to the age of the existing buildings it is expected there will be asbestos present in the structure and therefore an investigation into this at an early stage will reduce the risk of unexpected costs and health and safety issues further in the project.
Figure 13: Former Woolworths unit vacant since 2008 Other important surveys include existing electrical, gas, water supply and drainage surveys. It is important to ensure that new services within the building are able to connect into existing ones and that the existing network has the capacity to accommodate the new additions. In some cases the proposed occupancy will be greater than the existing one and therefore works to existing services may be required, for example the sanitary requirements will be greater than the current provision. Support for existing structures Works to the existing structures will in some cases require demolition close to structures that are occupied. Therefore it is important that adequate steps are taken to ensure the safety of the buildings, users and construction workers at this time. Detailed structural analysis will be required to ensure that the existing buildings can withstand the ongoing works and in some cases it may be necessary to provided temporary support and vacate these buildings. The client needs to be made aware of the legal issues and liabilities in the event of building failure and any costs due to disruption to surrounding businesses. There may also be costs involved in works to existing services, it is likely that at various points services may need to be temporarily cut off to surrounding properties and it is important that existing users are made aware of when this will happen and how it will affect them. Where possible works to existing services should take place outside the opening hours of the surrounding retail units to avoid additional costs to the client. Efforts should also be made to ensure that works to occupied properties and services should be subject to stringent safety checks to reduce the risk of injury and threat to life of construction workers and existing users. The client should be made aware that this may result in extra legal and operational costs. 99 - Stage 6 - Architecture and Construction
100 - Stage 5&6 - Learning Space
Project 5.3
Learning Space Linked Research
A collaborative project to design and build a new learning space for Newcastle University School of Architecture, Planning and Landscape
101 - Stage 5&6 - Learning Space
102 - Stage 5&6 - Learning Space
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Introduction Learning Space
The key focus of this research document was to study and test how psychology and architecture disciplines can be brought together to improve the design process and outcomes. This project worked within a unique inter-professional learning environment, in collaboration with architects from EDable Architecture, environmental psychologists from University of Sunderland and architecture students from Newcastle University. This synergy drew on distinct knowledge from both professions, exploring how the two can influence and drive a new way of thinking and understanding of how space is utilised, and therefore designed. This research document considered the interplay between individuals and their environment through two case studies, a higher education environment and a recently built office for a Housing Association. The project involved using evidence based design to produce a functional installation for both a learning and working environment so that the installation could promote working in a learning environment and learning in a working environment. This was achieved using a unique methodology which challenged the standard design process. The methodology used evidence based design to produce a solution specific to the eventual environment and also accepted that the ‘final’ solution to the design may not be the most appropriate therefore used post occupancy review to further refine and improve the design. The specific methodology used is set out below:
Literature review Gain an understanding of environmental psychology.
Baseline Mapping Utilising skills employed by both architects and environmental psychologists to understand the requirements of the users of the space.
Make Design and build an installation informed by the literature review and mapping exercises.
Test Install the prototype in the higher education space.
Map the educational environment Map the interplay between people, the environment and the installation.
Move Install the prototype in the office environment.
Map the office environment Again map the interplay between people, the environment and the installation.
Conclude
103 - Stage 5&6 - Learning Space
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Environmental Psychology and Conditions Literature Review
Environmental Psychology is the study of the interactions between individuals and their physical surroundings. In these interactions, individuals alter their environment, and in turn, their environment influences their behaviour and experiences. Environmental psychology provides us with an understanding of the methods in which humans process their environments and react to it. The fundamental process of experiencing environmental stimuli and the impact this has on occupant’s behaviour, informs us that when designing, stimuli need to be managed and maintained at a moderate level, in order to create a productive environment. Following the environmental psychology literature review, further study into space management processes allowed for a set of environmental conditions to be developed. These informed the mapping and analysis of the behaviour of the occupants, and then formulated design constraints that shaped a design brief for the installation.
Personal Space The stop-distance method is an approach to measuring the alpha personal distance. In this method participants are studied as a live encounter, in a controlled situation. Participants are asked to start from an uncomfortable distance that is too far away from the experimenter, then asked to walk slowly toward the experimenter, stopping to signal a comfortable distance, and then continuing until the distance is too close and uncomfortable. Researchers credit the method as being reliable and realistic, as it tends to yield similar distances, the disadvantage of this method however is that the participants are very aware of the distancing process. Variable such as gender, age, height, level of acquaintance and personality will all have an effect on the study.
Crowding When social density increases, privacy is lowered, personal space and territory is reduced, resources are spread thinner, and more physical interference is encountered. This then has the potential to create the feeling of crowding, which generally leads to negative behavioural responses. By understanding the meaning of crowding, the influences on creating that feeling, and in turn the responses that are consequently formed by that feeling; it enables informed design decisions to be made in order to produce spaces that are comfortable.
Territoriality Territoriality is a pattern of behaviour and attitudes held by an individual or group that is based on perceived, attempted, or actual control of a definable physical space, object, or idea that may involve habitual occupation, defence, personalisation, and demarcation. Because students and employees spend large quantities of time within their respective workplaces’, it is expected that the environment is important to them. This will exist in varying degrees depending on the individual. Because of this territorial behaviours will manifest within the space. By understanding the classification of territories, how they are infringed and defended, it will enable territorial behaviours within the space to be spotted and analysed. Further to this it will help to create an understanding the changing social dynamics within the space when the installation is introduced.
Privacy Privacy, like personal space and territoriality provides an important dimension to our daily lives. Altman (1975) views privacy as the central concept among the other environmental considerations. The research will be investigating the changing behaviours and social dynamics of the occupants within the workplace by changing the physical space. The installation will form new territories and allow for different levels of privacy within the space, by doing so the occupants will be given choice. Solitude is one of the crucial behaviour-settings that the installation should be aiming to facilitate within it’s design; this is because this level of privacy enables individuals to be the most creative and productive.
104 - Stage 5&6 - Learning Space
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Literature Review Education, Workplace, Flexible Architecture and Dynamic Mapping Five key research threads form the basis of the literature review. Analysing the history of higher education and workplace design enable parallels to be drawn between the two in order to explore how design can support future learning. The research into flexible, portable and interactive architecture will allow for a better understanding of the fundamental application of flexibility in the design of the proposed installation. The field of environmental psychology provides an insight into the reasoning behind occupant’s behavioural patterns, allowing for a set of environmental considerations to be developed to become the driver for the design of the installation. Understanding dynamic mapping provides reliable methods of analysing and evaluating the space in order to gauge the success of installation.
Higher Education Design This chapter looked at a time-line of higher education design in the UK from the beginnings of one–to–one teaching in the 11th century, up until the present day. An extensive literature review was undertaken and the research formed the broader context surrounding education spaces to provide a base understanding of the type of setting that the initial study site focuses on. Looking at the history of higher education space design enables informed choices to be made when designing the installation.
Workplace Design This chapter analysed office design in the last century and discussed how future developments and advancements will shape the nature of the office. The outcome of this improved our understanding of the necessary criteria required for our design output.
Dynamic Mapping From the research into dynamic mapping throughout history, techniques of representation can be used in order to convey the mapping information for further analysis and allows conclusions to be drawn out from the data gathered. This aims to move the project forward in developing a design brief which can start to inform the design of an installation space, testing theories previously analysed through environmental psychology research.
Flexible Architecture The research into flexible, portable and interactive architecture will allow for a better understanding of the fundamental application of flexibility in the design of the proposed installation. Consideration of the development of the systems that were created and applied throughout history will inform the importance of certain factors in making the impermanence sustainable. Therefore, this research into flexible architecture will create more opportunity for flexible design exploration to be applied into the final installation.
105 - Stage 5&6 - Learning Space
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Baseline Mapping Higher Education The baseline mapping further explores the educational space in more depth using a range of mapping techniques. The techniques employed originate from the initial dynamic mapping literature review, and enabled a more enhanced understanding of social behaviours as well as the physical properties of the space. The mapping was then be analysed against the psychological factors which then enabled the formulation of the design brief for the installation occupants. Examples of mapping exercises undertaken are shown below. Static snapshot
Allows for occupants activities and behaviours within the space to be recorded and analysed.
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Enables occupant’s behaviours, interactions and activities to be recorded across a larger time frame.
106 - Stage 5&6 - Learning Space
L: 17.44
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Questionnaire
Measures the behaviour, attitudes, preferences and opinions of occupants.
Vision
Personal Space
Sound
Territorial Markers
Personality
Personality
Mapping the peripheral vision of each workstation
The markers used by each occupant
Mapping the personal space of each workstation
Predicted territory and personality distribution
And conversations between the occupants
Territory and personality based on student interview
107 - Stage 5&6 - Learning Space
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Design Brief The aim of the research project is to investigate how we learn from our environments, and in turn how we can create an environment for learning. The flexible design installation will ultimately provide learning space that facilitates behaviour-settings for contemplation, solitude, collaboration and exhibition; which will facilitate functions of relaxation, individual working, group working and presentation. Evidence gathered from the literature review and mapping phase of the project suggest that the design needs to encompass key environmental considerations in order for it to work successfully, with these being: personal space, territoriality, crowding, privacy, affordance, stimulation, opportunity for interaction, attention restoration, comfort, acoustics, lighting and physical size. In conjunction with these there is a set of performance requirements and practical constraints that also need to be considered when designing. Perceptual consistency also needs to be maintained within the design and overall masterplan of the space in order to provide the occupants with familiarity and affordance, therefore encouraging the desired behaviours. The fundamental behavioursettings each require the supporting environmental considerations to be at various levels, in order to deliver optimum learning environments. By designing and constructing a new learning space it will enable an investigation of the changing social dynamics of the architecture studio. By recording the studio before, during and after the insertion of the installation, it allows the analysis of social and behavioural change in relation to the physical environmental change. This will therefore determine if the environmental change has had a positive impact on the learning of the occupants. The required levels of the supporting environmental considerations differ in reference to each of the desired behaviour-settings; contemplation, solitude, collaboration and exhibition. Therefore this component of the brief is presented as a set of scale bars, allowing for a clear understanding of what each of the behaviour-settings require. The visual graphic allows for each of the behavioursettings to be overlaid and cross-referenced against one another, so that the similarities and differences of each can be understood and incorporated into the design. Below is a selection of the criteria set out in the brief used to inform the design process.
Personal Space
Personal space is a personal, portable territory, in which everybody is surrounded by and takes care to control. Personal space ranges from intimate to public. Intimate 0-0.45m, personal 0.45-1.2m, social 1.2-3.6m and public 3.6-7.6m. When in a sociable working environment, occupants should be able to maintain a comfortable, personal distance from one another.
Territoriality
A territory is a geographical area that is personalised or marked in some way and is defended from encroachment, they are classified as primary, secondary and public territories in relation to the space’s importance to the occupier. When the installation is operating as each of the different functions it is important to indicate clearly which function mode is operational because territorial ownership generates expectations about how outsiders will behave.
Crowding
When social density increases, privacy is lowered, personal space and territory is reduced, resources are spread thinner, and more physical interference is encountered. This then has the potential to create the feeling of crowding, which generally leads to negative behavioural responses. Control, expectation, experience, and the behaviour of others influences if an individual feels crowded.
Privacy
Personal space and territoriality is a way in which in which a person regulates privacy, with crowding being the result of failing to obtain it. The variety of tasks and activities undertaken in the installation will require differing levels of privacy, ranging from complete privacy to open public space.
Affordance
Individuals organise environmental features into recognisable patterns based on the arrangements of cues that provide immediate perceptual information. This information then tells us how to interact with those features. The flexible dynamic of the installation must afford the occupants with the correct information on how to use it.
Stimulation
Each of our five senses can be overstimulated or under-stimulated. At one end of the scale is the absolute minimal intensity of stimulus we can perceive and at the other is the maximum amount of stimulation we can cope with effectively. Stress is a psychological response to a stimulus an needs to be minimised, however individuals will be able to cope with varying degrees of stimulation depending on the task they are undertaking.
Opportunity For Interaction
Interaction with others can either aid work or hinder it. Depending on the activity interaction with others is essential, however when undertaking a task that requires the individuals undivided attention, then interaction is distracting.
108 - Stage 5&6 - Learning Space
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Design Precedents An important precursor to the design process is to look at a number of different design precedents of what has been done before. This will not only help to provide ideas and spark creativity, but also allows analysis and evaluation of different design elements and systems. By evaluating what works and what does not work in relation to the brief, therefore helps to make informed decisions moving forward with the design process. The following section picks out a selection of precedents to be considered in the following categories; systems, joints, materials and affordance features. Stickers denote where a particular precedent or design relates to or demonstrates a particular psychological condition.
Systems
Looking at a number of different construction systems in order to choose a viable system to proceed with the design.
PRIVACY
CONTROL
Materials
Analysing different materials that may be chosen in the installation.
PRIVACY
PINNABLE
ACOUSTIC
PERSONALISATION
109 - Stage 5&6 - Learning Space
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Concept Design In order to produce a design that is a product of true collaboration, a series of design workshops were held to produce concept design ideas, with the intention of the final design to be an amalgamation of all the best features from each design. Using the systems and joints precedents as a base point for the concept designs, the idea is that each design will attempt to create flexible space that can be adapted for relaxation, individual learning, group learning and presentation. Each design will then be evaluated against the brief with specific attention its flexibility, portability, durability, ease of manufacture and most importantly its ability to adapt to all the desired behaviour-settings. Below are a few examples of concept designs that informed the subsequent design.
Collapsible The collapsible concept has the best application for affordances in its design as it does not require any loose components which would require assemblage and understanding of its configurable settings. The collapsible concept will easily allow the components to be pulled out forming usable spaces.
PRIVACY
TERRITORIALITY
AFFORDANCES
Modular This modular concept by default has personal space, privacy and territoriality which is not customisable to suit the extroverts. However, it has good application of affordances given its easy usage.
PRIVACY
TERRITORIALITY
PERSONAL SPACE
AFFORDANCES
Folding Folding concept provides not only more control but the options to create multiple spaces for personal space or even group space catering to the personality of the occupants.
PRIVACY
TERRITORIALITY
PERSONALITY
CONTROL
110 - Stage 5&6 - Learning Space
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Design Development The next step is to refine and develop the design. This process involves combining the best aspects of the concepts to create a number of further iterations that will enable more detailed elements of the design. Further to this, it will allow full exploration of the different spatial configurations that the design can create, referring to the brief to ensure that it fulfils all the required functions. Finally, it will then be possible to evaluate where to position the installation within the stage three studio and produce a masterplan of the site. The concept exploration resulted in consideration of a folding design system, which uses a fabric hinge, allowing maximum spatial configurations. Two development models have then been built to explore the possible spacial configurations further to test whether the design has the potential to facilitate the required behaviour-setting outlined within the brief. Alongside this, both models also explore potential furniture incorporation and structure.
T MODEL
This design explores a folding modular system with its default position being a T-shape. The design incorporates furniture within the panel that either folds out or slots together, as well as permeable materials to allow for varied privacy levels and helps attention restoration.
Z MODEL
This design again explores a folding system, but one which develops the idea of using a fabric hinge, with the housing of the system at the top and bottom of the panel. The design of the hinge system consists of two ropes which sit within a groove in the panel, thus enabling a full 360 degrees fold. This design consists of a frame structure with folding furniture.
ATTENTION RESTORATION
ATTENTION RESTORATION
PRIVACY
CONTROL
CONTROL
111 - Stage 5&6 - Learning Space
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Configurations A key requirement of the design is flexibility, the design shown below is developed from the previous intermediate designs and is shown in the numerous configurations which allow for different activities to take place such a presentation, group working and solitary working.
CROWDING
PRIVACY
PRIVACY
CROWDING
112 - Stage 5&6 - Learning Space
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Prototype
Scan QR Code Link to the Video Demonstration of the Prototype and the Different Configurations.
113 - Stage 5&6 - Learning Space
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Post Occupancy Review Higher Education
The built prototype was then positioned in the educational space and mapped to understand its use. This information will then be used to inform future design iterations. The mapping techniques used were designed to be as close to the baseline mapping as possible to allow for comparison. Examples of the exercises undertaken are shown below.
Static snapshot Allows for occupants activities and behaviours within the space to be recorded and analysed. Overall, the panel installation designed for the studio space has seen little use other than an initial tutorial being held on the first day. This indicates that the room occupants either feel they have no need for use at this time, don’t fully understand how it works or don’t see how it could be used properly within the space. Across the full week of re-mapping, the studio seems under-occupied compared to the first stage of mapping the space. This was due to a Dissertation hand in that the Stage 3 Students were required to submit that week, which also corresponds with the main tasks being undertaken by occupants mainly being performed on laptop and desktop computers. 2
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During this mapping phase, the stage three students were working on their dissertations for an upcoming deadline, therefore the studio was not as populated as it might have been during a normal studio week as many students choose to carry out written work either in the library or at home. This also meant that creative activities such as modelling, drawing and group meetings did not take place and students tended to work alone. For this reason the data obtained by the mapping was fairly limited. For example it was not possible to obtain the personality traits of the students working in the space due to a lack of recurrent users. The analysis presented below takes into account data obtained from the static snapshot mapping and where the data is not available conclusions have been drawn from the knowledge gained from the baseline mapping to speculate certain situations. A 16.13
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114 - Stage 5&6 - Learning Space
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Questionnaire Using a questionnaire as part of the baseline mapping provided an effective means of measuring the behaviour, attitudes, preferences, opinions and intentions of occupants within the stage three studio. This technique was therefore repeated for the post occupancy review. The questions were altered to take into account the presence of the installation in the space, where previously the questions were geared towards finding out how the students used the space and what they thought of the general environment the new questionnaire focussed more on how the students used the installation and their thoughts about it.
Has your productivity altered as a result of the installation being in place?
Has the installation affected your concentration in the studio?
Although 75% of respondents have noted no change to productivity levels while using the installation, it may be that they have not experienced it during different working requirements.
The psychology behind concentration levels and different ways of how personality types work was important in how the design developed. Although 58% of respondents feel there has been no change, it is not surprising that the results are quite mixed.
Conclusion / Learning Points The installation attracted quite a lot of attention however it was not well used, which could be due to it unfamiliarity. The under use of the installation could be because it was seen as a threat to the occupant’s territory, particularly because of negative past experiences. Waste material in the space affected the use of the installation, because it limited the configurations that could be created and stopped occupants from sitting in the corner seats The students did not feel the installation was very flexible. The existing environment greatly affects how the installation is used. The environment was not suitably set up to allow maximum use and flexibility of the installation. The existing culture in the studio contributed to a reluctance to use the installation, this is an example of behaviour setting theory where the studio environment already evokes a certain type of behaviour that the installation was unable to alter. The students were not educated enough in how they could use the installation. A lecture was given prior to the installation being put in place however for subsequent use a User Guide was created to accompany the installation. This shows that the current iteration of the installation did not sufficiently meet the affordances required. The studio mapping identified areas of the design that had either been unsuccessful or required improvement, this information could then be used in further design revisions.
115 - Stage 5&6 - Learning Space
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Prototype Revisions Having mapped the installation in the third year studio the next stage would be to map the installation in an office environment. However before this could be done, time was taken to reflect on the findings of the previous mapping, as well as the conclusions drawn from the initial design process and use this to develop a second iteration of the design. This chapter looks at the revisions made to the design before the installation was mapped in the office environment and the process of carrying out these revisions on the installation itself. The key design revisions implemented were to upgrade the existing sliding panels and handles, updating the material, mechanism and design. A simple hook-on table was also added to enable the installation to be used as a work space without the need for existing tables to be present in the space. The build program was also revised to reflect the actual sequence of events and inform the future build and mapping program. Then follows an analysis of the initial prototype build with reflections on how issues were overcome in the revised build process.
Internal Screen Development The internal sliding panels of the prototype were designed to provide users with controllable privacy, as well as acoustic insulation. Although privacy was achievable, the acoustic insulation was not. The internal screens also didn’t perform on a practical or aesthetic level as they did not slide together properly and the vision gaps were not cut accurately. Therefore Valchromat, a coloured engineered wood fibre panel has been selected as a replacement material for the internal sliding panel. All three panels now have wooden handles on both ends, and a magnetic catch which is attached in the middle and at both ends of the frame in order to keep the panels in place after sliding and to allow a better alignment with the vision gaps on the outer layer of the panel.
AFFORDANCES
Desk Design The mapping of the prototype shows that it is necessary for a desk to be included in the design in order for it to become more portable and flexible to work with each of the behaviour-settings. The need for existing tables to be present to allow for each behaviour setting may have limited the prototypes use. The desk is designed with a bracket system that allows it to be hooked into the vision gaps on each of the panels.
Insert hinge into the gap 116 - Stage 5&6 - Learning Space
Hinge is hooked in place
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Completed Prototype
In-situ in the workplace environment
117 - Stage 5&6 - Learning Space
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Post Occupancy Review Workplace
The refined prototype was then positioned in the working space and mapped to understand its use. This information will then be used to inform future design iterations. The mapping techniques used were designed to be as close to the two previous mapping sessions as possible to allow for comparison. Examples of the exercises undertaken are shown below.
Static snapshot Overall, mapping the installation in the Thirteen Group office environment could have been improved through an allowance by the management to set the installation up in working areas, rather than an atrium space away from the main office floor. Existing office furniture has successfully provided an analysis of the importance of user functionality and has offered an insight into behaviourisms which was not available within the studio mapping exercise. The static snapshot had to be amended to map all interactions throughout the day rather than at 10 minute intervals due to the lack of user density and movement through the area.
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The office environment is more formal than the studio environment, and therefore the presence of territorial markers in the space is reduced or none existent. This is due to two factors, the first being that often in an office the spaces are not occupied by the same person each time (hot-desking or social spaces) and therefore territorial markers are not appropriate, secondly where spaces are occupied by recurrent users they have often been assigned this desk by management, and therefore the need for territorial markers is reduced as there is no threat to the territory. Due to the lack of a formal employee interview, it was not possible to map the personality traits of the users, therefore as in the studio re-mapping the diagrams opposite speculate where people of different personalities might choose to position themselves, these speculations have been made based on the previous reading and findings of environmental psychology theory. It was felt that due to the way in which the installation was discussed and used during the mapping period, a more informal approach to feedback was more beneficial than a formal interview. The heat map on the diagrams opposite represents the noise levels in the space. Specific decibel readings for this space were not taken as then decibel readings measure sound levels, and in a small space like this the sound levels do not fluctuate greatly across the space. Noise is a measure of unwanted sound in that particular space relevant to the tasks being undertaken, whereas sound is a measure of volume alone. For example an environment can be deemed too noisy for reading, but optimal for drawing, despite the sound level remaining the same. Therefore the diagrams opposite display where the sources of noise originate, for example from the voids opening to lower floors and the stairwell are sources of noise. The data for this analysis was taken from anecdotal evidence taken during the mapping process. The diagrams opposite show the peripheral vision of the users interacting with the installation in the various configurations. The information for this peripheral vision is based on the previous reading and findings of environmental psychology theory.
118 - Stage 5&6 - Learning Space
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Questionnaire Using a questionnaire as part of the baseline mapping provided an effective means of measuring the behaviour, attitudes, preferences, opinions and intentions of occupants within the stage three studio. This technique was therefore repeated for the post occupancy review. The questions were altered to take into account the presence of the installation in the space, where previously the questions were geared towards finding out how the students used the space and what they thought of the general environment the new questionnaire focussed more on how the students used the installation and their thoughts about it.
Do you think this type of addition to the office would increase productivity?
Would an installation of this type increase your ability to concentrate at work?
There were mixed reviews returned on whether the installation would increase the users productivity within the office environment. This is understandable as it is dependant on the type of personality and how they feel they would benefit from different working space.
Concentration and focus was a key part to the design, and there were more positive responses found here than asking the same question in the studio environment which implies that this is dependant on the type of area in which the installation is implemented.
Conclusion / Learning Points Placing the installation close to existing spaces that offer some of the functions of the installation, for example small group meeting, means users are more likely to choose to use the existing facility rather than the new one due to familiarity. The installation provides a semi-private space for when users feel the need for more privacy however do not want to appear to be deliberately closing themselves off, for example many users choose to make phone calls in this space rather than at their desk or in a private meeting room.. The lack of any defined territories in this space increases use of the installation due to a universal knowledge that the space is free for anyone to use. This is a rule enforced by management that is not present in the studio environment. The lack of any unclaimed items in the space also increases use of the installation. This is also a rule enforced by management that is not present in the studio environment. The presence of the user guide is believed to have greatly improved the education of the users meaning they were able to use the installation much more effectively. Different types of users have different motivations and therefore will give different feedback on the installation. The second revision of the design is still not fully developed and could be revised further to improve the functionality and success of the installation. The short mapping time period limited the sophistication of the post occupancy data that could be obtained. This also meant that social learning theory could not be implemented as employees did not have time to learn from each other about how to use the installation. 119 - Stage 5&6 - Learning Space
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Hypothetical Prototype Revisions Design and build, an engaging practical element to the document, has allowed improvements to be made through an iterative process. Changes which have been implemented, respond to the gathered data, feedback and an analysis of the design brief. A third iteration newly proposed, further refining the design, aims to improve occupant interaction and usability in both the higher education and work place environments. Firstly, in order to solve the weight issue, and therefore the perceived difficultly in movement described in feedback, the main structural framework is changed from timber to aluminium steel frame. This not only minimises weight but creates opportunity for the thickness of each panel to be further reduced. Secondly, comments from the workplace mapping questionnaires indicated the lack of light fittings and power sockets for charging technological equipment. Hence, the new proposed design will have lighting in each panel and power sockets built into the panel, connecting to an existing power source within the environment. A further point, derived from the initial brief, also prompted by the need to improve the new design in its psychological responses. Therefore a fabric blind installed in front of the sliding panels, partially blocking out vision and thus providing a solution to attention restoration. Building upon these theories will subsequently benefit users performance. A storage area within each panel is designed to allow the table and chair to be stored while providing additional legs to transform the hook-on table into an stand alone table to encourage a better group space scenario.
Z - Configuration for Personal Workspace with Built-in Table and Chair
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L - Configuration for Group Discussion Space with Stand Alone Tables and Chairs
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Overall Conclusions How could the mapping exercise and review been improved The mapping techniques deployed were not consistent for each phase of the mapping, where the mapping process changes this creates inconsistencies in the research and weakens the argument. It also makes comparison and conclusion more difficult. In future mapping it should be ensured that the mapping techniques are identical. Examples of where mapping techniques were not consistent include: Time-lapse – Continuous CCTV recording of the professional workplace was not available to the research team. No other means of recording was carried out. A user interview was not carried out for either the studio or office mapping periods, therefore the findings of the initial baseline mapping interview could not be compared, subjects such as personality traits and conversations had to be speculated in further analysis. Some mapping techniques were not identically replicated in further mapping as this would have been inappropriate for the research, for example initially the static snapshots were taken for a defined number of minutes at regular intervals, however in the office environment the installation only received intermittent use and therefore regular intervals would not have been appropriate as it may have resulted in inaccurate conclusions. The time period mapped, in this case a period of one week, was insufficient to gain a thorough analysis of the installation in place. In further mappings the installation should be in place for a number of weeks before mapping takes place. This will allow the users to become familiar with the installation and begin using it before the mapping process starts. This will allow for a more reliable conclusion.
How did the mapping exercise alter / strengthen the research? The baseline mapping allowed for a more informed design process. This evidence based design is something that is not common in current architectural practice The mapping allowed measurement of the success of the design based against the requirements of the brief and the users’ perception of success. The mapping allowed the design to be adapted to most suit the user needs post-occupancy. It allowed the research team to learn from the use of the installation and use that information to adapt and improve the installation for future users. The three mapping sessions combined strengthened the research conclusions and gave a more reliable result.
How does the research fit into architectural practice? The exercise of carrying out Post Occupancy Reviews, evaluating and altering designs as a result of the reviews is not currently common in architecture. The current RIBA Plan of Work 2013 now includes two new work stages not present in previous work stages. The research and mapping process respond to both these new stages: Stage 0 – Strategic Definition is defined as ‘Identifying client’s Business Case and Strategic Brief and other core project requirements.’ The baseline mapping process fulfils this stage as the needs of the future environment and occupants were carefully understood before the design process began. The mapping process provided a deeper understanding of the environment and occupants and surpasses the standard site analysis approach normally undertaken in current practice. Stage 7 – In Use is defined as ‘Undertake In Use services in accordance with Schedule of Services’. Whilst the Plan of Work refers to post-occupancy evaluations in this stage the normal practice is to use the conclusions of the evaluations to inform further projects, however this research applies to post-occupancy review to the current project to adapt and improve it for current users. It is standard practice to provide manuals for technical objects within the architecture during the handover process, e.g. air conditioning manuals. However it is not common practice to provide manuals for how to use the architecture itself, as it is expected in design that users will intrinsically know how to use the space in the way the architect intended. In this research the presence of the user guide recognises that users will not always know the intended use for an architecture. However this research applies to post-occupancy review to the current project to adapt and improve it for current users. 121 - Stage 5&6 - Learning Space
122 - Stage 5 - Building Fabric
Project 5.2
Building Fabric De-Tale
A co-operative housing scheme for Katendrecht, obsessed with wax.
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Precedents
Experiments with additives
Experiments with syringes
Experiments with pistons
An example of wax pistons being used in a permanent building. The Active House, London, 2013
Filling syringes with wax, cooling and melting in an attempt to get the syringe to move. The wax didn’t expand or contract and the syringe didn’t move.
Movement!
Adding additives such as salt, sugar, rice and tea to the wax. As the wax is oil based all additives failed to dissolve in the melted wax and sat at the bottom of the mould.
Using dowel and perspex tubing to create a wax filled piston. The wax chamber was not a sealed unit and so when the wax melted it leaked up the dowel instead of pushing it.
Despite the leakage there was eventually a small amount of movement of the pistons. However it is clear from these experiments that the expansion of readily available paraffin wax is not sufficient for an architectural purpose, therefore pre-manufactured wax pistons have been used in subsequent detail development. 124 - Stage 5 - Building Fabric
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Experiments with light
Experiments with colour
The First Window
The Second Window
The Third Window
The Wax Piston
Pigmented and raw wax allows different levels of light to penetrate.
Demonstrating the principle of using wax powered pistons to move a panel.
Moving to 1:1 scale to demonstrate to window system in-use in a real-life situation.
Colouring the wax adds a visual aesthetic and also plays with the control of light.
Incorporating a wax filled panel to provide thermal insulation and also a visual aesthetic with the control of light.
Moving to 1:1 scale to demonstrate the piston system in conjunction with the wax filled panel window. 125 - Stage 5 - Building Fabric
Site Analysis Katendrecht
ROTTERDAM
The site is located in Katendrecht, a man-made peninsula along the Maas River to the south of the city. The area has a rich history and has since undergone a process of urban renewal and regeneration. The formal industrial area once had a notorious reputation as a ‘no-go’ area of the city, however now it is primarily residential and its reputation vastly improved.
KATENDRECHT
Site Location
I chose this particular site in Katendrecht as it is an empty site that leaves a gap in the urban massing, I also liked its south facing frontage onto the Maashaven and as I intended to look into a residential scheme, the area is predominantly residential.
Green Space
Katendrecht has plenty of green space as there is lots of undeveloped land, as this land may eventually be developed I wanted to ensure my scheme incorporates green space for community use. 126 - Stage 5 - Building Fabric
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Building Use
Katendrecht is predominantly a residential area, however there are other uses such as educational, business and former industrial. The high level of residential use encouraged me to pursue a residential scheme.
Axes
The site is bordered by two primary axes and a further two secondary axes, meaning the site is accessible and in a prime location within Katendrecht.
Routes
The site is close to but not on a primary route, meaning the site is ideal for residential as it is accessible but there will not be too much traffic and noise pollution. 127 - Stage 5 - Building Fabric
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g[host]
History
Today
In the early 20th Century the Katendrecht district was very popular with Chinese migrant sailors. They were employed by the Netherlands Steamship Company to replace Dutch workers during the great sailor strike of 1911. The migrant sailors were houses in boarding houses owned and managed by the shipmasters. The first boarding house was opened in 1914 and by 1922 there were 16. The boarding houses often integrated shops and also gambling and opium use facilities. The workers has no passports or documents and so were controlled and exploited by their employers. By 1934 there were 1306 Chinese migrants in Katendrecht, however work soon dried up and many were unemployed. It is thought that the Dutch authorities may have forced the elderly and those unable to work to leave and around 1200 people were transported to Hong-Kong. By 1940 there were only about 200 migrants left in Katendrecht. However the established Chinatown remained until it was relocated in the 1980’s to another area of Rotterdam.
The buildings which housed the migrants and shops etc. are still standing today, however have been heavily renovated, only a couple of Chinese establishments remain however I would like to find out if the buildings are still used as rented accommodation or whether they are now private flats and if the area is still popular with migrants. Other areas of Katendrecht have undergone major transformation in recent years however this area remains largely unchanged, the ghosts of the past are still visible.
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Co-operative Housing Precedents Co-operative Housing at River Spreefeld, Berlin, 2013 • • • • • •
Modular build-up Catalogue of bathroom options Catalogue of window types Minimal structural elements Renewable energy sources Economy of Space e.g shared lifts/ stairs
60 Richmond East Housing Co-operative, Toronto, 2010 • • • • • •
Social Housing - residents work in the catering industry Ground Floor Kitchen/ Restaurant Training Facility Self-sufficient growing food on roof terraces Kitchen/ Restaurant Training Facility Individual Apartments with communal terraces
Low Impact Living Affordable Community (LILAC), Leeds • • • • • • • • •
Sustainable strawbale construction Communal Features Central hub with kitchen facilities Laundry Guest Rooms Workshop Garden Room Shared Cars Development owned by residents
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Meet The Residents
Ilse
Age: 9 years Residence: Unit 5, Flexible Family Unit Occupation: Student/Child Bio: Lives with her Mum, Dad and other brother Jacob, attends primary school in Katendrecht and enjoys playing out with her friends.
Luuk
Age: 28 years Residence: Unit 19, Studio Apartment Occupation: Web Designer Bio: Single, enjoys sport and running his web design company from the communal onsite office.
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Lars
Age: 83 years Residence: Unit 35, Elderly Care Apartment Occupation: Retired History Teacher Bio: Lives with his wife Kirsten, enjoys playing cards and reading books.
Anna
Age: 31 years Residence: Unit 55, Duplex Apartment Occupation: Barista in Public Cafe Bio: Lives with her husband Patryk, works in the public cafe and helps out with other community activities including tending to the allotments and doing the laundry
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Masterplan
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Ground Floor Plan
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First Floor Plan
Second Floor Plan Long Section
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Third Floor Plan
Fourth Floor Plan
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Visuals
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Environmental Strategies
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Technical Information
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Foundation Detail 1:20
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Green Roof Detail 1:20
External Wall Detail 1:20
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Wax Thermostatic Window Detail 1:20 Open
Wax Thermostatic Window Detail 1:20 Closed
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148 - Stage 5 - Urban Fabric
Project 5.1
Urban Fabric The Apex of Making
A critical commentary on the economy and production
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Manifesto A critical commentary on the economy and production in the city. The Apex of Making is the selfgenerating creative element of the Cultured Reality. Responsible for expanding the lab as a whole it satirically mirrors the generic city, with non-generic elements. The Apex of Making is a series of contradictions that aims to aid with the production of the perfect Rotterdammer. The Apex of Making addresses The Rotterdammer as a creative, hardworking and industrial individual. PEOPLE Inhabitants choose to come to the Apex of Making from the Sensory Processor, most are refugees fleeing an horrific reality. Their motivation is to gain skills to aid them in their European transition. However the nature of the manufactured economy philanthropically limits their world. The Apex will turn them into generic citizens by celebrating their individual existing talents. The generic citizen does not exist as every human being consists of a unique personality, talent and skill. BEGINNING The Apex of Making is a self-generating composition of 4 key elements. The Atelier, Studio, Workshop and Apartment are mass produced to supply demand. A fifth element The Pod is also mass produced on site to supply the Sensory Processor. THE CENTRAL TOWER The Central Tower is responsible for the mass production of the 5 elements. The first stop for new recruits, workers require no education to work in the central tower. Vertical factories churn out unit after unit according to the demand of the apex. Units are then distributed around the apex via a system of pulleys and tracks. The central tower mimics the mass production and unskilled labour of the generic city. As the units rise through the factories so do the workers, eventually reaching the school, a rite of passage to continue their journey. SCHOOL The school is seen as the pillar of education and thought in the lab, standing atop the highest point it looks down upon all it has created. The generic education system is not connected to the city in which is resides, however the school has set itself up to be inextricably linked to the apex, one cannot exist without the other. Students are initially exposed to a continuous discussion relating to the architecture, design, politics and economy of the city, which then informs their future projects. Students divide into teams and are given a dedicated atelier to work in. Teams are made up of individuals with both theoretical and practical tendencies and the talent of the individual is celebrated. Working together they form their own ideas of economy and design, through extended reading and engagement with the lab. Ateliers are in competition with one another. Graduates of the school are now entitled to continue on their journey, working in either the studios or workshops. STUDIO/WORKSHOP The studios and workshops mirror the skilled workforce of the generic city, both office workers and practical professionals, however the work undertaken in these spaces is far from generic. The thinkers and theorists spend their days meticulously designing and redesigning in the studios, some designs may eventually make their way to the workshops, the wider lab or even the city of Rotterdam, however some will remain on the page as pure theory. The employees of the workshop are also meticulous in their work. These artisans handcraft specific items with great care in a dedicated workshop. The irony of mass production means that these bespoke items are limited by the generic nature of the spaces they are given to work in. Their unique items are then distributed amongst the lab not as demand dictates, but when they are ready. MANAGE The executives of the apex are those who progress so high they are entitled to power and influence. These people are the teachers, managers, mentors and bosses of the apex. Distributed around so as to keep maximum government they are an essential part of the economy as a whole. LIVE As a semi-closed environment workers and students of the apex are also housed on site. Their allocated house-type is dependent on their career status. The mass produced units are identical in principle, however become shaped by the inhabitants. Social and economic mobility allows residents to improve their domestic situation by moving apartment should they progress their career. EXIT It is entirely possible to leave the Apex of Making, back into the lab or to Rotterdam and Europe beyond, however the microcosm of the apex perpetually pulls people in. The apex is a niche commentary on the economy and production, producing a very specific Rotterdammer. Together with the other districts, the Rotterdammer, and subsequently the European is formed.
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The Cultured Reality
Reference Rem Koolhaas Rotterdam’s biggest social experiment, a quarantine platform of super diversity, blending differences together to create a more wholesome Rotterdammer, informed by the past, cultivated in the present for the future. The Laboratory draws the population in through propaganda, enticing anyone fleeing from the reality they’re currently in. Through the platform, our aim is to fill in the cultural voids existing in Rotterdam’s infrastructure. Like a petri-dish, it is a closed environment that allows for a more condensed place for interaction to occur.
The Generic City, S,M,L,XL The text allowed us to think about our masterplan in the context of Koolhaas’ theories on urbanism and the city. In the essay Koolhaas sets out his ideas on what makes a generic city, however even though as a group we were able to draw upon his ideas, we did not agree with his statements and ultimately decided to satirise his concepts. My project themes of the economy and production in western cities were formed with reference to this essay. Exodus, S,M,L,XL Analysis of this thesis brought about themes of containment and exclusivity in our masterplan. We toned down the themes of Exodus however each extracted elements to build upon. My project themes of creativity and expansion were informed by my reading of the Tip of the Strip.
‘Life in the building barracks can be hard, but the ongoing creation of this object leaves builders exhausted with satisfaction’ Tip of the Strip, S,M,L,XL
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13.11.15
Symposium The Symposium event was designed to allow the group to gather together our site analysis findings and present our initial design ideas. At this stage the group had formed and initial concept, and had the beginnings of a masterplan. Up until this point the group had worked together towards a common goal, however this event marked the point where we were to separate off to develop our individual design projects, whilst still maintaining links between each program and realising the ambitions of the masterplan.
Included in our exhibition were the many model iterations produced during the early design process. This is a technique practised by OMA and carried out in the medium of blue Styrofoam. The symposium also included a Secret Room, a concept taken from the OMA/Progress exhibition at the Barbican 201112. This presented all of the groups communications throughout the process. View Secret Room Material athttps://vimeo.com/151439938
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Site Axonometric
Showing the site in 3-dimensional context
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Beginning
The Apex of Making is a self-generating composition of 4 key elements. The Atelier, Studio, Workshop and Apartment are mass produced to supply demand.
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Pod
A fifth element The Pod is also mass produced on site to supply the Sensory Processor. The pods provide living accommodation for the residents of the Sensory Processor
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The Central Tower
The Central Tower is responsible for the mass production of the 5 elements. The first stop for new recruits, workers require no education to work in the central tower. Vertical factories churn out unit after unit according to the demand of the apex. Units are then distributed around the apex via a system of pulleys and tracks. The central tower mimics the mass production and unskilled labour of the generic city.
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The Central Tower
As the units rise through the factories so do the workers, eventually reaching the school, a rite of passage to continue their journey.
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School
The school is seen as the pillar of education and thought in the lab, standing atop the highest point it looks down upon all it has created. The generic education system is not connected to the city in which is resides, however the school has set itself up to be inextricably linked to the apex, one cannot exist without the other. Students are initially exposed to a continuous discussion relating to the architecture, design, politics and economy of the city, which then informs their future projects.
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Atelier
Students divide into teams and are given a dedicated atelier to work in. Teams are made up of individuals with both theoretical and practical tendencies and the talent of the individual is celebrated. Working together they form their own ideas of economy and design, through extended reading and engagement with the lab. Ateliers are in competition with one another. Graduates of the school are now entitled to continue on their journey, working in either the studios or workshops.
Studio
The studios and workshops mirror the skilled workforce of the generic city, both office workers and practical professionals, however the work undertaken in these spaces is far from generic. The thinkers and theorists spend their days meticulously designing and redesigning in the studios, some designs may eventually make their way to the workshops, the wider lab or even the city of Rotterdam, however some will remain on the page as pure theory.
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Workshop
The employees of the workshop are also meticulous in their work. These artisans handcraft specific items with great care in a dedicated workshop. The irony of mass production means that these bespoke items are limited by the generic nature of the spaces they are given to work in. Their unique items are then distributed amongst the lab not as demand dictates, but when they are ready.
The Oasis - Fishing Rods Delivery → Storage → Line Braiding→ Line Coating→ Line Spooling → Metal Reel Cutting → Bamboo Firing → Rod Binding → Assembly → Storage → Dispatch
Cultural Rejuvenation - Retail Units Delivery → Storage →Wood Workshop → Metal Workshop→ Paintshop → Textiles Workshop → Plastics Workshop→ Glassworks → Assembly → Storage → Dispatch
The Sensory Processor - Syrian Mosaic Boxes Delivery → Storage →Wood Cutting → Cut Piece Storage → Glue Making → Assembly → Drying → Polishing → Drying→ Storage → Dispatch
Harnessing The Savage - Competitions Zones Delivery → Storage →Wood Workshop → Metal Workshop → Paintshop→ Textiles Workshop → Plastics Workshop→ Glassworks → Assembly → Storage → Dispatch 161 - Stage 5 - Urban Fabric
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Links
The hand-crafted items are specifically designed for the uses of the other platforms of the Cultured Reality. The items are them dispatched from the workshops via an elevated system that follows the routes of the old Delftshaven tramlines.
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Live
As a semi-closed environment workers and students of the apex are also housed on site. Their allocated house-type is dependent on their career status. The mass produced units are identical in principle, however become shaped by the inhabitants. Social and economic mobility allows residents to improve their domestic situation by moving apartment should they progress their career.
Factory Worker Apartment
Student Apartment
Professional Apartment
Manager Apartment
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The Production of Generic Citizens Showing the progression of the 100% Rotterdammer
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Site Plan
Showing links and routes within the site
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Selected Bibliography Urban Fabric Koolhaas, R. 2000 Small, medium, large, extra large. 1st edn. Benedikt Taschen Verlag. Koolhaas, R., McGetrick, B., and Brown, S. 2004 Content. KoĚˆln: Taschen. Koolhaas, R, 1979. Delirious New York: A Retroactive Manifesto for Manhattan. Thames & Hudson Ltd. Linked Research Bell, P., Greene, T., Fisher, J., and Baum, A. 2001 Environmental psychology. Philadelphia: Harcourt College Publishers. Coulson, J, 2010. University Planning and Architecture: The Search for Perfection. Routledge. Edwards, B, 2014. University Architecture. 1. Taylor & Francis. Kopec, D. 2006 Environmental psychology for design. New York: Fairchild. Lawson, J, 2013. A Social History of Education in England: Volume 18. New Ed. Routledge. The Learning Precinct Bunschoten, R., Hoshino, T., and Binet, H. 2001 Urban Flotsam. Roterdam: 010. Campbell, B. 1995 Goliath. London: Methuen. Campbell, J. and Pryce, W. 2004 Brick. London: Thames & Hudson. Farley, P. and Symmons Robers, M. 2012 Edgelands. London: Vintage. Hardingham, S. and Rattenbury, K. 2007 Cedric Price. Abingdon: Routledge. Hertzberger, H. 2008 Space and Learning. Rotterdam: 010 Publishers. Hertzberger, H., Swaan, A., Brinkman, E., and Jackson, B. 2009 The schools of Herman Hertzberger. Rotterdam: 010 Publishers. Illich, I, 1971. Deschooling Society (Open Forum S). New edition. Marion Boyars Publishers Ltd. McCarter, R. and Eyck, A. 2015 Aldo van Eyck. New Haven: Yale University Press. Minton, A. 2012 Ground control. London: Penguin Books. Rice, M. 2010 The lost city of Stoke-on-Trent. London: Frances Lincoln Thomas, J. 1971 The rise of the Staffordshire potteries. Bath: Adams and Dart.
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Academic Portfolio Masters of Architecture (MArch) 2015-2017 Jessica Wilkie
School of Architecture, Planning and Landscape, Newcastle University