Studio Fire Journal

DESIG N STUDIO FIRE

K E LV I N N G 8 3 2 3 0 8 K A I YA N G - S T U D I O T H I R T E E N

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CONTENTS 2

INTRODUCTION 1 - 2 CASE STUDY 3 - 12

- Makoko Floating School

- Prahran High School

- Poncinho High Performance

Rowing Centre

- Tianjin University Gymnasium

- Aoyama Art School

- Application of Precedent

- Eaglemont House CLASS DESIGN TASK 13 - 20

- Haptic Object

- Fundraising Poster SITE ANLYSIS 21 - 38

- The site

- Activity and quantity of

people on the street

- Traffic throughout the day

- Circulation, Sun path

Windspeed and trees

- Exisiting building use and heights

- Site photos

DESIGN AND CONCEPT 51 - 76

- Initial form finding

- Personal Mission

- Research: Pedagogy

- Brief and Program Layout

PLAN AND FORM EVOLUTION

- Design Evolution

77 - 120

FACADE AND INTERIOR 121 - 136

- Facade Consideration

- Interiors MASTERPLAN 137 - 146

- Masterplan concept

- Masterplan development MODEL PHOTOS 147 - 162

- 1:500 Mass Model ver 1.0

- 1:500 Model

- 1:200 Model REFERENCES 163

ATMOSPHERIC COLLAGES 39 - 50

- Parent meeting area

- Experimental learning

- Admin area

- Common room

- General learning

- Teacher meeting area

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INTRODUCTION I’m Kelvin Ng, currently a third year student in the Bachelor of Environments and majoring in architecture at The University of Melbourne.

From young I have been very interested in design and the visual arts, drawing and painting in my spare time and in class. Over the years, my interest have shifted from abstract and almost thoughtless doodles into an appreciation and fascination for the well designed.

This has led me to my current place, studying not only architecture as a way of designing dwellings, but also the principles behind what truly makes a space habitable and comfortable.

Studio Fire has been a important journey for me, allowing me to consider all aspects of architecture, from stucture, to shading and to programming. For this studio, I tried to stick to the brief as much as possible as if I was to really build the project, grounding all decisions in reality.

In hindsight, I may have played this studio a little too safe, not fully exploring all the architectural elements I could. This is a learning experience, teaching me how to balance architectural expression and flair in the future.

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Designing Environments

Digital Design and Fabrication

Studio Air

Studio: Earth

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CASE STUDY

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- NLÉ Architects

Figure 4. Section

The building has three levels, the first being an open area for breaks and assemblies, the second an enclosed space that fits 2-4 classrooms with space for sixty students, while the third is a workshop area. These levels are connected by a staircase on the side. The material for the structure was sourced from local bamboo and sawmills and built by eight local Makoko builders.

Figure 1. Makoko Floating School

The Makoko Floating School is a prototype “watercraft” movable building that was developed in regards to the social and phsyical needs of an urban Africa affected by climate change. It was designed to adapt to the tidal changes and water levels, making it resistant against flooding. It is designed to use renewable energy and harvest rainwater.

Figure 2. Makoko Floating School

Figure 3. Floating community

Makoko eitomises the challenges faced by coastal Africa, with houses built on stilts to comabt frequent flooding, no roads and no infrastructure. Until this structure, Makoko was served by only one English speaking school that was built on uneven land that was susceptible to flooding, threatening the education and safety of students.

In response to this, a structure was designed that served primarily as a school, but was scalable, able to be adpated to other uses or even joined into a flotilla of various structure, which can become a community. The versatile triangular structure is both economic and flexible, allowing for customisation based on specific needs and capabilties.

Figure 5. Concept

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- Gray Puksand

Figure 11.

Exploded view of school concepts

Figure 6. Prahran High School

Figure 7.

Outdoor recreation area with running track

Rooftop play area

The new high school had to be configured to maximise space, the breif having limited space and a “diverse set of neighbouring buildings and public interfaces”.

Ground floor houses library, music and drama facilities. Classrooms are spread through the three floors and a large outdoor recreation centre, outdoor play area and a garden will make up the top floor. Additionally, each floor will have its own open outdoor terraces for outdoor learning.

Bleachers and open atrium

Figure 8.

The building consists of an open atrium surrounded by “two slipped and shifted planes” of glass and perforated screens. A series of stairs and bleachers connect the levels with the bleachers acting as informal gathering and learning spaces.

These cascading bleachers will not only connect the levels but also allow ease of circulation and promotion of social interaction and and physical movement.

Open layout on ground floor

5 Figure 9.

Figure 10.

Figure 12.

Figure 11.

Figure 13.

Similar use of such a concept in Monash University Learning and Teaching Building

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Guiding Principles: Cultural Being - Douro River Valley as a UNESCO Heritage site and the expression of the intervention of man and the transformation of landscape New Program - no historcal precedent Mobility and Accessibility For All + Sustainable Development

- Álvaro Fernandes Andrade

Decision to structure the centre into 3 areas of social, rooms and training merges with the interpretation of the lanscape through the terracing and the white solids, inspired by the large wineries, formally complex and varying in size. Between them we see stairs, walkways and ramps, each connecting with abrupt tense connections, usually open, covered by the structure.

Figure 18.

Figure 14 Pocinho High Performance Rowing Centre.

Figure 17.

The site that was chosen for the project is classed as a UNESCO World Heritage site, and thus the architect wanted to integrate the building into the surroundings as smoothly as possible, using earth colored stone and the sunken terraced structure of the main complex. Surrounding this is the elongated prism of the social zone, found at the highest point and the training zone found at bottom.

These seemingly random shapes are positioned to expose the interiors to as much sunlight as possible in winter while keeping them in the shade during summer.

The walls of the rooms in naked concrete, reinforce the idea of “land” and “home” for its component of the program.

7 Figure 15.

Figure 16.

The social areas are placed at the highest point to allow for athletes to look out over the countryside, while the training area has its back towards the rest and social areas, mimicking the mindset of the athlete using the space.

Figure 19.

Figure 20.

The rowing centre was designed in a very form follows function way. The centre was designed for very high performance athletes with the goal of training in mind. For this reason, the circulation paths have been designed to be quite narrow and cold in feeling, made out of concrete with very angular and sharp junctions.

The way the place is laid out is due to the nature of the place, with the social area looking out onto the landscape and the rest of the complex, while the rest areas all have windows looking skywards to the stars.

The training area is at the bottom of the site, placed here to bring the idea of turning your back on the rest and social aspect of life when training. This philosophy is mirrored by the way the circulation works, narrow paths that go only where they need.

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- Atelier Li Xinggang

The roof and walls are constructed out of reinforced concrete with ruled surfaces, barrel arches and conical surfaces to create a long span for the building and the curious high arched windows. The concrete was moulded using timber formwork on the inside, and this exture can be observed, contrasting with the smooth exterior concrete.

Figure 21 Tiannjin University Gymnasium.

Figure 22.

The design of the gymnasium focuses on how to organise and repeat a basic form in a logical way, and using this to create a specific function, atmosphere and light in different spaces.

9 Figure 24.

Figure 23.

- Makoto Sei Watanabe

Figure 25.

The school, built in 1990 seems to have a very similar appearance to the Japanese anime robot Gundam in its design and influence, particularly the EX-S Deep Striker Gundam shown below.

Figure 25. Aoyama Art School

The Aoyama Techinical School designed by Makoto Sei Watanabe was a response to the clutter and sprawl of modern Japan after WW2. He views architecture as an effort to use a structure to have an effect on a city.

Each element is an essential element that even after completion of its intended use, continues its momentum to grow through the building, adjusting relationships and altering to create a structure. This, in Watanabe’s words, represents a new order through the tolerance of chaos.

He also states that modern buildings have lost the power that they should have, giving the example of the pyramids or large cathedreals, where modern buildings have lost the power to move and thrill people’s hearts. The Aoyama Technical School was a response to this, giving excitement from simply seeing it Figure 26.

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D E S I G N TA S K

A P P L I C AT I O N O F P R E C E D E N T

TIANJIN UNIVERSITY

Using the precedent, picking one key idea, these sketches were done in 60 seconds, drawing one:

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Small space for 2-3 peop

Medium space for 5-10 people

Large space for 20-30 people

Extra large space for 50 or more people

A OYA M A A R T S C H O O L

EAGLEMONT HOUSE - Kalliopi Vakras

Figure 27. Eaglemont House

The interior design of the building is comprised much of stone and timber. The floors are paved with slate coloured tiles, contrasting and working in harmony with the timber cladding on the walls, lending a sophisticated and sleek air to the building. To break up and give warmth to the interiors, walls have been clad with an expressive veneer of rough hewn stone, used in Griffin’s works that date back to 1912, such as the Joshua Melson house. Another interesting feature is the small garden positioned right outside the dining room, extending up through the house, with sliding doors that allow for access. The pop of natural greenery allows the straight and clean edged lines and material to be balanced out, giving it a more rounded feel.

The Eaglemont house is designed with a very boxy and clean edged aesthetic. It stays true to vakras’ design aesthetic, mixing the modern sleek design that we see around Eaglemont on the exterior with references to Griffin’s architecture from the 1920s.

The lower levels of the house are a smooth concrete, both on the walls and the v shaped column that supports the living room balcony overhanging the large garage. The v shaped column is very similar to zaha hadid’s dongdaemun design plaza in korea, using both the same concrete and shape. This overhanging balcony, when viewed from the front gives the house an imposing, but almost light and floating feel.

The upper levels are a stark contrast, in a dark coloured aluminium cladding to offset from the concrete boxes that make up the bottom levels.

The use of large panels of glass to break up the solidity of the concrete forms also allow generous amounts of natural light into the building and brighten up the interior space.

Figure 29.

Figure 28.

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C L A S S D E S I G N TA S K S

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I have chosen to engage the body in the context of a school hallway by removing an obstacle to engagement, load. With a handful of books and pens, a student cannot fully engage in enjoyable activities with others.

By removing this load from students while they wait, they can fully relax and engage with others. This does not enhance the user’s physical action but allows for full immersion of their chosen action.

The concept is created with inspiration from simple and convenient items, mainly from the power plug and the airplane tray table. This design can be adapted to be scalable, allowinto standardised attachment points.

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HAPTIC OBJECT

Week 1 -2

The exercise is to create a haptic object at 1:1 scale - this means an object which engages your body with the chosen context. This can be done with one of several approaches: - To change the way your body relates to a context - To convey a narrative within the context - To alter a body part so that it enhances a physical action

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open

front

right

cl osed

front

17

right

to p

The object I have created is inspired from the simple power plug and the airplane table. I’m a lazy guy and remember the days when I had to carry books to class and wait around while the teacher came to class. What I have come up with is a concept for a portable table that is able to plug into a pre made hole in the wall to allow the body to be freer from carrying unnecessary loads. Students don’t want to wait around and carry books while they can be playing with friends.

This works not only in the context of the hallways and other places around school, but also at home, where this table can be used as a shelf. With further refinement, it could be adapted to latch onto a surface and allow for small items to be placed for convenience. It is scalable and the attachment points within a wall could be standardised, allowing for larger or longer versions of this object to be created, much like a pegboard wall.

If given more time, I would have liked to see the design be refined much more. The design has to be more adaptable and much lighter to be convenient to use. I would have liked to experiment with more methods of attachment. Alongside this is how the table would hold itself up against the weight of objects.

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Univers ity H igh School

FUNDRAISING POSTER se pt e m b e r 15th - 9am -6p m t he un i v e r si ty h i g h s c hool 7 7 St o r y S t, Par kv i lle 30 5 2 c ome dow n t o our l o c al far mer’s mar ket an d en jo y fr es h an d h ealth y produc e, l oc al ar tis ts an d gr eat fo o d .

all pro ceeds will go towar d s funding a new learning cen tr e fo r the unversity high scho o l.

Members of the scho o l committee will be available t o answer questio ns.

walking an d pu blic tran s port e ncou raged as there is limited parking 19

This poster was designed with the idea of how we could raise money for the school and use this to come up with an concept of how the school could profit from the new development site once it was completed.

What has been chosen is to use the large area near the front of the school and turn it into a farmer’s market. This will be quite popular with the demographic, mirroring the Melbourne University Farmer’s market. The school will be able to utilise community gardens to teach students about skills such as botany as well as use these products for subjects such as business management and home economics.

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S I T E A N A LY S I S

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SITE

COMMERCIAL

UNI HIGH

RESIDENTIAL

THE UNIVERSITY OF MELBOURNE

TH E SITE The site the eastern end of The University High School (Uni High), a public coeducational school in the inner city suburb of Parkville, 3km from the CBD. The site is bounded by two busy roads, Royal Parade towards the east and Flemington Road towards the south-west.

To the north of the site are residential terrace houses that are usually single storey. To the east is Melbourne University and to the south are large hospital blocks that tower over the schools. To the west is the rest of Uni High. Further south west are commercial buildings, including cafes, car dealerships and other businesses.

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A C T I V I T Y/ Q U A N T I T Y O F P E O P L E O N T H E S T R E E T The site is serviced by two main roads which serve as point of access. The activity of the street varies considerably, with Story Street being much quieter and less high traffic than the large Royal Pde. Story Street services a residential terrace house area and this, the traffic is less than Royal Pde. Next to the site is a hospital driveway which is quite narrow and quite purpose driven.

Figure 30.

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Figure 31.

PEDESTRIAN ROUTES PEDESTRIAN ACCESS SITE

PUBLIC TRANSPORT TRAM BUS

CAR TRAFFIC Figure 32.

MAIN ROAD (4 LANE) REGULAR ROAD (2 LANE)

Tram stops on Royal Parade are verey busy throughout the day, servicing both University High School, Melbourne Uni and he general public. The tram stop closest to University high is very busy in the morning, with students from both the school and the uni getting off there. The other side is more quiet, having a sustained use throughout the day from students travelling into the city.

SITE SURROUNDINGS

These tram stops are on the divide between the large inner lanes that trams and main traffic use and the outer lanes which are used by cars and buses. The foot traffic flows both ways across the roads towards the two schools on opposite sides.

UNIVERSITY HIGH MELBOURNE UNI RESIDENTIAL OTHER BUILDINGS

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TRAFFIC THROUGHOUT THE DAY

8am - 10am

10am - 12pm

12pm - 2pm

2pm - 4pm

4pm - 6pm

CAR TRAFFIC:

CAR TRAFFIC:

CAR TRAFFIC:

CAR TRAFFIC:

CAR TRAFFIC:

CAR TRAFFIC:

Commuters and general public

Commuters and general public

Pickup from school

Pickup from school

Pickup from school

PUBLIC TRANSPORT

PUBLIC TRANSPORT

PUBLIC TRANSPORT

PUBLIC TRANSPORT

PUBLIC TRANSPORT

PUBLIC TRANSPORT

Trams and buses used by both students and general public. Stops on the side closest to Uni High very busy.

University students and general public

University students and general public during lunch break

Students catching public transport on the way home

Students catching public transport on the way home

Students catching public transport on the way home

PEDESTRIAN

PEDESTRIAN

PEDESTRIAN

PEDESTRIAN

PEDESTRIAN

PEDESTRIAN

General public

University students and general public on lunch break.

University High year 12 students leaving to buy lunch

Students leaving school

Students leaving school

Students leaving school

used by many students from Melb Uni and Uni High.

General public more common on other streets

6pm - 8pm

Flemington road and royal parade are very wide roads, coming in at 65-70m allowing for 4 lanes of traffic with trams running in the middle and dividers between inner and outer lanes. Transport, both car and public transport is frequent along both royal parade and Flemington road, these roads becoming very busy during the rush hours of 8-9am and 5-7pm with story street becoming quite busy during school pickup and drop-off times.

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CI RCUL ATIO N, SU N PATH, WIND SPEED AND TREES

WINTER

SUMMER

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Students most frequently use story street and royal parade to commute to school. The formal access to the school is via story street through the main entrance but in reality, students rarely use this entrance, preferring to use other entrances such as the side entrance from royal parade near the hospital carpark entrance.

Another consideration that I have shown is how wind speeds change as they progress through the site. As the site is quite low and relatively open as compared to the other buildings around it, the core of the site has a low wind speed. The higher buildings and the main road bear the brunt of the wind force as the large buildings and long stretch of open road act as a wind tunnel. This allows relative design flexibility with forms, not having to worry too much about how it has to be secured. The wind speed diagram was simulated in 3d max by one of my classmates ray.

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15 10 5 0

E X I STING BUIL DING USE AND BU ILDI NG HEIG HTS NORTH ELEVATION

H

L WEST ELEVATION

H

L

SOUTH ELEVATION

H

L EAST ELEVATION

H

L There is minimal obstruction looking directly to the north (south elevation) due to low height of the residental buildings.

The site provides high amount of obstruction looking south due to heights of the building located south (north elevation).

Situated at east of the site (west elevation) it part of school ground with school buildings. The height is three story high.

Adjacent to the west (east elevation) is mostly university building along with a museum. Low obstructions.

H

HIGHEST BUILDING

L

LOWEST BUILDING

HEIGHT ANALYSIS PT 1

*

The site is surrounded on all sides by dense urban environments. Towards the north side are residential terrace houses that are between 1-2 stories. On the south side of the school is a large hospital presence with high rise buildings that come anywhere, between 11 and 40 metres in height. Thus, the new development must be considerate of how it can impact these pre-existing buildings. On the east side, the site is bounded

by Royal Parade and Melbourne university where students from the school can head over to have lunch. The site will also be able to be used by the university students for it facilities.

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B RICK

The school was founded in 1910, hence the large usage of brick across all the buildings. This brick serves as both skin and structure, being the main building material of the time. The color palette is very warm, with large areas of yellow tile and yellow wall lining within the building.

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BRI CK TYPES

Four different kinds of brick has been used in the construction of the school. For the exterior, a smoother brick with little color variation has been used, possibly to make the wall more visually uniform. In the building, there is more variation, with the stairwell of the art building using a grey cinderblock material, maybe for economic reasons or aesthetic considerations. In other parts of the school, there is a more textured and colored brick, used for visual appeal and difference from the exterior. The last picture shows a brick that has a texture between the exterior and textured brick and has been drawn on my various students over time to create unique white scratches.

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VEG ETATION

The school is surrounded by trees around the boundary, but only has astroturf on the main recreation space used by students for activities. Students have repeatedly requested living grass and plants in place of the astroturf which was described as depressing. Two basketball courts are situated next to the school building, used by both students and the public.

The trees that frame the historic entrance are different to the rest of the trees that dot the neighborhood, being much taller and skinnier than the rest of the trees. This may have been done to signify the importance of the entrance at the front of the school. Surprisngly, this entrance is not used at all and will become part of the proposal for the new developement.

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C LASSRO O M TYPES

Most classrooms are structured in a very standard, face the front and learn through ozmosis way, with lines of tables and chairs facing a single teacher in the front. Even newer classrooms, pictured in the second image are built this way. Natural light is available in all classrooms and seems to be a reoccuring theme within the school.

The only classroom that was observed to be different was the Gallileo Room, where students spend half a year exploring the city amongst other acitivies outside of the normal classoom enironment. This was descibed by students to be an enjoyable time and this will be something that I will play to within the proposal.

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DISABLED ACCESS The school has considered disabled access, having a stair lift to help disabled students up and down levels. Other buildings include lifts for ease of access, however, this is the only stair lift that can be observed. This may be due to the lack of lifts in the older building, thus cheaper to add such a device to assist the disabled rather than add a lift core.

The newer EBSS building has a single lift that allows access to all floors.

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SCH O O L SPAC ES The school currently has three kinds of spaces. The first is a traditional classroom from when the school was built. The classrooms are very reminiscent of the early to mid 20th century, seen in older schools such as Box Hill High School and Melbourne High School. The floors all use linoleum and the classroom is setup in a way where students face the front to listen to a solitay teacher who has surveillance over the students arrayed in front of them.

The second is more of a collaborative approach where students are arranged around a circular table, used for group discussion and activities.

There is a space for teachers to walk around and speak to groups, or teach from the front. This is more of a project based form of learning and is thought to be more effective. The downside is that a teacher doesn’t have full surveillance over the students.

The third area is a open collaborative or social space where there is little to no teacher supervision, teachers able to watch from the sides.

This area was only observed ien the newer EBSS building, and through this we can see a shift to the newer, more social form of learning. A small kitchenette is provisioned for student use.

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RO O FTO P GARDEN The school has one rooftop garden, located outside the Gallileo room. This was seen to be maintained by teachers and grows a wide variety of plants during the year. There are tables and benches dotted around the area, as well as HVAC exhaust systems. The way this is set out seems as if the school simply took a space that was not being used and decided to place a small garden for student’s to learn about plants, rather than being purpose designed. Tucked away in the corner is a beehive, showing the school has a focus on the natural environment.

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The lockers are all quite small and squat, just big enough to fit a bag and a few books. In theory, this should be enough for students, but from personal experience, is seldom the right size.

In the first picture, the lockers are placed in a position that makes the walkway cramped and narrow, making an already claustrophobic space even tighter.

The second picture demosntrates what terrible color choice looks like with even worse furniture placement. The brown lockers clash with the already loud color choice and is placed in an area that could be more useful for other tables.

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DI LAPI DATI ON AND DI SREPAIR The school, being quite old, shows signs of dilapidation and disrepair. The skylight has rubbish and debris in the corners, showing that the school cares not for the upkeep of areas, preferring to spend money on new buildings to improve the outside image of the school to attract new students.

The pipes near the older areas of the school are rusted and bent, clearly in need of repair. . The green contrasts with the orange and red brick and the red rusted pipe.

However it is not a great contrast, jarring and hard on the eye.

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CARPARK The school has one rooftop garden, located outside the Gallileo room. This was seen to be maintained by teachers and grows a wide variety of plants during the year. There are tables and benches dotted around the area, as well as HVAC exhaust systems. The way this is set out seems as if the school simply took a space that was not being used and decided to place a small garden for student’s to learn about plants, rather than being purpose designed. Tucked away in the corner is a beehive, showing the school has a focus on the natural environment.

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AT M O S P H E R I C C O L L A G E S

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PARENT MEETING AREA The parent teacher area is designed to imitate spa and other relaxation areas, using stone tiles, timber and large expanses of glass as well as water to create a more relaxing atmosphere. This is to reduce the intensity of confrontation between parents and teacher. This will facilitate better discussion between the two parties.

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EX P E RI MENTA L LE ARN IN G An experimental learning space is part of the new development that will be created. This is somethign that will prepare and forge the path to future learning for the school. This area can be used for multiple purposes and will be a room that has furnishings that can be easily changed, allowing for new technolgies This example is one of a Virtual Reality room, where there are pods, enclosed by dividers that allow for occupants to move without fear of knocking into others. Screens line the walls to allow monitoring of the virtual reality scene from the outside.

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ADMI N A REA/FOYE R The admin and foyer area will be a spacious and brightly lit area that creates a welcoming and warm atmosphere for vsitors to wait in. This will be done through high ceilings, large glass windows and the inclusion of natural plants within the space. There will be couches for comfort and the space will be overlooked by glass walkways.

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COMMON ROOM The common room will have large skylights and wooden floors, giving it a natural look, complemented by natural grass and trees, allowing for students to relax. Lockers will be situated here for convenience.

A glass sudy area will surround the top area, overlooking the grass, the natural light and green space helping to boost productivity.

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GE N E RAL LE AR N IN G SPACE The classrooms will be lined with timber accostic panels and felt walls, for sound absorbtion.

Timber is used very heavily due to the request from students for natural materials. A folding door will be between the two classrooms, allowing for easy opening between the two, facilitating collaboration. A balcony is created on on side for access to fresh air and for outdoor learning.

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T E AC H ER MEET I NG ARE A

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TE ACHE R M E E TIN G AREA The teacher merting area is divided between two sides, the lighter reception area and the more serious darker meeting area. This is done to create a clear divide between serious meetings and other less serious conversational meetings. There is a class divider between the two areas and more timber accoustic panels will line the wall and ceiling. A large glass window lines the other side of the meeting room, framing the area and letting maximum sunlight in.

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DESIGN AND CONCEPTS

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I N I T I A L FORM FIN DIN G

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I began my intial design exploration by playing with forms and shapes. However, I found that as I progressed, that without a clear goal or concept in mind, the shapes that I was drawing meant nothing. Therefore, I decided to explore more of a conceptual framework for schooling before I could begin to explore forms.

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PE R S ONA L M ISSIO N What I decided to focus on was the development of how students learn and using the design of the school to facilitate a better environment for the students of University High School. What I will be focusing on is the idea of pedagogy and how architecture can guide users towards this new form of pedagogy, whether it be students or teachers. I will use my own experiences from high school as well as responses from current students and teachers to inform and shape my decisions.

What I believe is architecture does not have the power to fully change the behaviour of the users, but rather give a choice and is able to guide and show a better path to function. This freedom of choice, or facilitation of change will be the key idea behind my research.

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R ESEAR CH - P EDAGO GY During my research into the subject and what I wanted to pursue, I came across UNESCO’s report on the future of learning in its Education Research and Foresigh Working Papers. From this I began to formulate a response to the brief, based on both this document and my own personal experiences and thoughs as part of our education system.

My resonance with the ideas and themes that were brought up in the report allowed me to develop a strong concept for the learning centre and how the program is laid out.

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Figure 33. The Future of Learning

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PE DAG O GY 1.0 The standard model of learning, pedagogy 1.0 came about in the early 20th century and encompasses the traditional layout we are all used to, students divided by grade, lessons by subject, tests at the end of the year amongst others (Kerchner, 2011). In the model, learning is built on acquisition and storage of knowledge or in simpler terms memorization and regurgitation. Traditional roles are very cemented, with teachers teaching and students listening.

This model has passed its expiry date. Kerchner argues that Pedagogy 2.0 is a completely different system, more flexible, personalized and collaborative form of learning and refers the inspiration of the system to the network based technologies that we use so often.

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Studies have found that learning happens at the highest level when strong metacognitive abilities are built and these are used to reflect objectively on new concepts, integrating that information into their existing knowledge and skills. These skills are encouraged by problem based learning activities that require peer collaboration. This process allows learners to consider new uses for knowledge amongst their peers, using this to develop insight into future use (NZME, 2007). By challenging student’s thinking, teaches can use responses to evaluate the readiness for deeper understanding and adjust teaching accordingly. (Bolstad, 2011; Leadbeater, 2008; NZME, 2007) There are nine principles for teaching these skills:

ABLE TO ASSIST USING ARCHITECTURE

LEARNING RELEVANT TO BIG PICTURE

TEACH THROUGH DISCIPLINES

TRANSFER OF LEARNING

METACOGNITION

PROMOTE TEAMWORK

(LEARN TO LEARN)

TECHNOLOGY

HIGH AND LOW ORDER THINKING

ADDRESS MISUNDERSTANDINGS DIRECTLY

FOSTER CREATIVITY

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FO ST ER PART I CI PAT I O N: Today, people regularly take part in online communities where they share, critique and swap opinions. The rise of social media has transformed how we learn and teach.

Technology makes sharing ideas so much easier, with camera phones and the invention of Instagram and other social platforms, learners are accustomed to having a voice.

In one example, teachers host a weekly informal discussion for students to seek help about topics they don’t understand.

These sessions are recorded and available online as podcasts for student to listen to. This student generated content is available to help other students who may be struggling with similar content. Questions are encouraged to be sent into the podcast via text and email as well, helping generate more content (McLoughlin and Lee, 2008a, p. 18).

Particpatory learning is not just interaction and teamwork, but encounters and discussions that results in co-creation of learning. The pedagogy of the future will involve this cocreation, engaging learners in a completely different way to current learning.

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PERS O NAL IS E A N D CU STO M I S E L EA R N IN G : The current learning system is fragmented and the needs of learners are often lost as they move up the educational levels. We know that learning requires more personalized learning emphasizing the support of creativity rather than stifling it.

This comes in the form of project based learning, getting away from the traditional lesson that has a one size fits all approach. The current pedagogical structure inhibits this, grouping students by age and making them study the same subjects. Leadbeater (2008) argues that learning is most engaging, “when it is personalized, when it means something to the learner� (p. 9). Teachers are encouraged to set aside traditional learning tools in favour of more personalised tools and collaborative activities that encourage this personalisation. This approach also enables the flexible use of space which includes moving away from the classroom and into the community.

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EM P H AS IZ E PR OJECT A ND PR OB L EM - BAS ED LEA RN IN G

ENCO U RAGE CO L L ABO RAT I O N AND CO MMU NI CAT I O N

Students learn by designing and constructing solutions to real life problems. Research shows that deeper learning occurs when students are actually able to apply knowledge gained in the classroom to real world scenarios and take part in collaboration and sustained engagement. It shows that collaborative practices have more significant impacts on performance than any other variable such as background and achievement.

Collaborative study is a trend that shifts the teaching from instructors and traditional teaches and puts it in the hands of students, allowing them in groups to search for answers, with teachers being guides.

It embodies free thinking and dissent, the end goal being to create new knowledge rathe than regurgitate taught knowledge. Teachers are there to guide and encourage, motivating learners by praising and recognizing success.

E M P LOY A PPR OPRIAT E LE A RNING TOOL S When applied properly, technology can offer more forms of learning and not mechanisms to replace teachers. We should see technology as and enabler of change rather than solutions to a problem that rests within our own systematic framework to learning.

Future learning will take place in environments where learners select their own form of learning, bringing personal technology int the educational environment. Mobile devices will reduce the boundaries between formal and informal learning, allowing independent access of additional information to cement ideas (UNESCO 2013a, p. 21). Learners will carry their own device and continue to adapt new technologies to increase functionality and efficiency.

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N EXT STEP S AND F U T U R E IS S UES Students are not learning under the current pedagogical system, missing out on vital experiences tha will prepare them for more satisfying lives and work. Pedagogy 2.0’s approaches are key to prepare the next generation for citizenship and economy. Collaborative and project based learning will allow for a smoother integration into society, future employers expecting communication and collaboration in a variety of contexts, between peers of all ages and backgrounds. In the future it is likely that schools will remain but classrooms will become more open to a diverse range of teaching methods that will open out into the community. This will ensure that teaching responds more flexibly to the needs of an individual, creating a better system where more knowledge is created and applied.

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PROJECT BRIEF After speaking to students from the school, it was found that they were wanting individual study spaces, kitchenettes and natural landscapes. From these three requests, it can be seenthat these students don’t simply want to be taught to, instead wanting to be part of theprocess and crave the independence that the current schooling system rarely gives.

With this in mind, the design must be very focused on how this can be facilitated while still conforming to the current model of teaching through VCE.

VCE

STUDENT NEEDS

PEDAGOGY

INDEPENDANCE

GREEN SPACE

1.0

AUTONOMY

2.0

INDIVIDUAL STUDY SPACE

KITCHEN

DISCIPLINE COLLABORATION

AUTONOMY

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CONCEPT DIAGRAM DISCIPLINE

1.0

FACILITATION

1.5

AUTONOMY

2.0

My proposal can be summarised into the term of Pedagogy 1.5. I plan to balance student’s needs, pedagogy and the current VCE system with the model of Pedagogy 1.5. Today, in most schools we learn under the category of pedagogy 1.0, where lessons are taught and we are taught at rather than being taught to. It is a very disciplined form of learning where classes are quite rigid and students simply face the front and is more about memorisation rather than true understanding, particularly in the VCE system. What UNESCO envisions as the learning of the future, that is pedagogy 2.0, is based around autonomous collaboration, much like university, where teachers are simply guides rather that instructors. It prioritises creation of new knowledge through collaboration, project based learning and mobile technologies. However, our schooling system is not yet ready for such a concept and thus have presented the concept of pedagogy 1.5, where this new development is aimed at facilitating this new form of learning. Autonomy and free thinking as well as independence are encouraged by the layout of the programs, however there are also ways in which a more disciplined layout can be enforced if the need arises.

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Using blocks, a structure was created with the breif’s spaces in mind. We were to use these blocks as a three dimensional bubble diagram to help inform the design of our spaces.

B LOC K P RO G RA MM IN G

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I T ERAT I ON #1

Basketball court is placed outside to save allow for a connection between the outside and inside. The idea of classrooms aurrounding the recreation area is something that I want to explore. The teacher area is thing and talll. inspired from japanese Eel Houses that have a small footprint and instead builds upwards.

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EE L HOU SES

Figure 34.

Figure 35.

The ability to use small spaces to create housing in Japan is crucial, using a the space between existing houses or in narrow lanes to make use of all available land. This form of housing, called kyoushou juutaku, has become increasingly popular in not only Japan but other countries such as London and the US. The biggest issue is how light is used and how architects can use architectural features to make the space seem open. This is done through large windows and high ceilings, as well as bringing in fresh air.

YUUA A rch i te c t s & As s o c iate s

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IT ERATI O N # 2

The Eel House idea is continued in this design, but the court is now placed in the middle of the building, forming a green heart for the building and focusing views inwards and outwards.

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G R EE N H EA RT

The Marina One Development is a mixed use development that consists of office towers, residential towers and a retail podium with a central green heart.

The towers that house these areas are centred around a multi level biodiverse garden. This centres views inwards as well as allows outward views to maximise how the residents can connect visually to the area around them.

Figure 36.

Figure 37.

Figure 38.

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P R O G RA M LAYOUT

The program is laid out with collaborative space in the centre, bounded by classrooms that can open between themselves and out into the space. These openable spaces allow for the facilitation of collaboration, users of the space free to choose how they learn, whether it be collaborative or individual.

Within the collaborative space is a recreation area, where students are free to relax between study, allowing for important study breaks while being surrounded by their peers. This recreation area, being in the centre is accessible by all and allows for a greater connection between students, collabrating both in study and relaxation.

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PROGRA M L AYOUT

INTERNAL COLLABORATION

BREAKAWAY OPTIONS

Students able to collaborate within classes or breakaway for project based learning using

INDIVIDUAL STUDY

PERSONALISED ASSISTANCE

Project rooms used for individual study away from distraction or can be used as counselling/guidance rooms

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PLAN AND FORM EVOLUTION

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I NI T I A L P LA N S

RECREATION SPACE OPEN AREA EXPERIMENTAL LEARNING LEARNING SPACES TEACHER AREA YEAR 12 COMMON ROOM

OPEN AREA RECREATION SPACE PROJECT ROOMS LEARNING SPACES TEACHER AREA STUDENT KITCHENETTE

ADMIN PARENT MEETING AREA PROJECT ROOMS LEARNING SPACES TEACHER AREA STUDENT KITCHENETTE NURSE OFFICE OPEN COLLAB AREA

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LEVE L OVE R LAPS The levels were overlaid to allow for planning of circulation areas such as stairs and elevators as well as how services should be planned.

Each level was highlighted in a transparent color and overlaid, the overlapping areas becoming more saturated in color.

From this diagram, it can be seen that the most saturated area is the highest teacher area, which is not ideal for student circulation.

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L AYO U T CHA N GE From the first design, I found that the idea of the teacher area being tall and slim, in order to take up less footprint made the visual heirachy of the school tilt in the favour of the teachers. As my concept involves collaboration rather than subjugation, the teacher tower that looks down on the rest of the school didnt make sense and were removed.

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P L A N Ver 2.0

The space has been changed to allow for more circulation for students. The green heart idea has been expanded more to create a lightwell that runs through the centre of the building. Stairs and lift shafts can run near the centre of the building, allowing views of the centre garden as the students ascend. The new VCE centre is also connected to the old area by a bridge, forming another circulation dimension for students.

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The building was oreinted on site, with the green heart’s opening in the facade facing north to let in the most sunlight. Services were placed in the west to conserve heating and cooling energy. The entraces were located towards the west for students coming from the other buildings of the school, south for the students coming through the hospital entrance on Royal Parade, and west for the visitors and students coming from the main heritage entrance.

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After considering the site context and the student’s requests for as much natural green space as possible, it was decided that the GTAC building would be relocated and a sports centre take its place. To fit in with the existing site, the sports centre’s form would be modelled after GTAC in its plan, connected to the learning area via walkway. This walkway will mimic the shape of the social area that is in the centre of the school space, connecting the social with the more serious learning.

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P L A N Ver 3.0

The plan was further refined and the GTAC form simplified into the court enclosure that is seen here. The bridge between the two sections has been shortened but widened to allow for gathering space to occur, overlooking the green area that is planned for the front of the school. The top floor will have a terrace like stepping motion down to the ground through the layout of the levels, mimicking the stepping of the heritage fence that surrounds the school.

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LEV EL OVERLA PS

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P L A N Ver 4 .0

LEARNING SPACES SPORTS FACILITIES SENIOR COMMON ROOM STAFF SPACES ADMIN AREA COLLAB/STUDY SPACES RECREATIONAL SPACES

PLANS 1 : 5 0 0 AT A 1

The space between the two sections has been shrunk to allow for the development to fit on the site boundary. The court was expanded to allow for seating and the regulation 3 metre buffer around the court. The lift shaft and stairs have been moved to the centre of the learning space, bordering the recreation space that doubles as a lightwell.

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P L A N Ver 5 .0

LEARNING SPACES SPORTS FACILITIES SENIOR COMMON ROOM STAFF SPACES ADMIN AREA COLLAB/STUDY SPACES RECREATIONAL SPACES

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OPENAB LE WALLS - MONASH AQUATIC CENTRE

The Monash Aquatic Centre uses a system of openable walls between the indoor and outdoor pools to allow for greater airflow during the hot Australian summer. The walls act like large garage doors, using a system of motor and hinges to swing upwards, creating a large opening that allows for free passage.

Figure 39.

This will be implemented in the design of the building, using this system to open up walls, allowing free collaboration between classroom and collaborative space, effectively dissolving boundaries and creating one large collaborative space.

Figure 40.

Figure 41.

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Figure 43.

SLIDABLE DIVIDERS - SALINOX F6

The F6 from Sainox uses a light glazing as part of a folding door system. The design accomodates a storage area for the panes, allowing ffor the dividers to be removed without the need for heavy consantina fold doors and taking up minimal space when operating.

The frames move silently on special rollers, designed so the panes slide easily in and out from the storage area. In these precedent images, the glass is clear, however, in the VCE centre for University High School, these panes will be opaque, allowing the doors to be used as a whiteboard for both sides of the room.

Figure 42.

Monash Univers i t y Cl ayton 91 Learning and Te a c h i n g Bui l d i n g

Figure 44.

P L A N Ver 6 .0

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1 8 7 6 5 4 3 2 1

9 10 11 12 13 14 15 16

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The plans for the building have been rationalised and expanded to the requirements of the brief and seating has been chosen for the sports area. Entry ways and wall thicknesses have been considered at an early level, ready to be refined further.

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1

2

RevNo Revision note . .

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Date xx/xx/xx

Signature .

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6

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Checked .

7

8 Dimension Guide

RH

A

(number of rows x row rise) + 2100mm

UH

(number of rows x row rise) + 190mm

ED

(number of rows x row depth) + 325mm

CD

Row depth + 325mm

RD

* Custom row depths are available

RR

* Custom row rises are available

A

B

2100 - Min Clearance

B

D

The seating that was chosen for the satdium is a retractabe seating system that combines Hussey Seatway’s TP System and Sports Bench products for a compact and efficient seating system.

2270 - Unit Height (UH)

SE AT I NG

C

Room Height (RH)

C

Row Depth (RD) 650mm (benches) 800mm - 1000mm *

D

Row Rise (RR) 150mm (no chairs) 245mm - 560mm *

E

E Closed Depth (CD)

The TP System is a retractabe telescopic platform that can accomodate a range of different benches and chair designs to suit different spaces and different needs and can be opened manually or by integral power.

The Sports Bench product that is also produced by Hussey Seatway is both flexible and economic, allowing for the maximum amount and optimum seating capacity. This is very useful for the showcourt, giving maximum value to the space utilised.

F

Itemref

GENERAL TOLERANCE + - 1 mm

1

Quantity

Title/Name, designation, material, dimension etc

Article No./Reference

TP Platforms THIS DRAWING IS THE PROPERTY AND COPYRIGHT OF HUSSEY SEATWAY LTD. COPYING OR REPRODUCTION WITHOUT WRITTEN PERMISSION IS PROHIBITED.

2

1

2

RevNo Revision note . .

A

Extended Depth (ED)

2014

Tel: +44 (0)1985 847200 Fax: +44 (0)1985 847300 Email: info@husseyseatway.com

3

4

3

4

Date xx/xx/xx

Signature .

Date 30/04/2014

PRODUCT SPECIFICATION LAYOUT

Checked .

Drawn by LS

P00________

5

6

7

5

6

7

Checked by

A3 Scale 1:30

Revision Sheet A 1/1

8

8

Maximum

Minimum Seat Centre (SC)

450mm

N/A

Row Rise

245mm

340mm*

F

A *Custom bench available for rises exceeding 340mm

The chair satisfies the requirements of EN 12727:2000.

All together, if calculating based on 500mm per person with the seating spanning the length of one court and having six rows, a total of 350 can be seated at any given time. Alongside this is the open gallery space above the court that allows more informal views of a game.

B

The fabric and foam comply with BS 5852:1990 (Source 0, 1, and 5). Other codes or European Standards can be satisfied as required.

B

Section Length = 2420mm Maximum

C

C 767 SC

452

D

SC

SC

SC

D

55

280

93

F

421

483

252

Seatway TP Platforms

E

E

Itemref

GENERAL TOLERANCE + - 1 mm

Figures 44, 45.

1

Quantity

Title/Name, designation, material, dimension etc

Article No./Reference

Sports bench THIS DRAWING IS THE PROPERTY AND COPYRIGHT OF HUSSEY SEATWAY LTD. COPYING OR REPRODUCTION WITHOUT WRITTEN PERMISSION IS PROHIBITED.

2

2014

3

Tel: +44 (0)1985 847200 Fax: +44 (0)1985 847300 Email: info@husseyseatway.com

4

PRODUCT SPECIFICATION LAYOUT 5

6

Date 30/04/2014

Drawn by LS

P00________

7

Checked by

A3 Scale 1:15

Revision Sheet A 1/1

8

F

S ECT I ON 1 (I NT ER IM PRESE N TATION )

REF L ECT I O N The section style that was chosen was quite flat and did not express much other than the people in the space and the glass that makes up the windows. Context is shown but are simply just blocks, something that was pointed out in the interim feedback.

As a class activity, we divided the context on all sides between the class and were tasked to draw a building each. However, only the foremost buildings were drawn by all, leaving the background taller buildings out. For this reason, the context was left blank in the section as when I inserted the section that I drew, complete with background building, it looked out of place.

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This section style was done in another style with a single color, using it it create depth. I felt this representation was quite effective in conveying the overall scheme of the building, able to capture the depth of the building and also the context.

However, the section is missing materiality, something that will be explored in the next presentation.

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E XT ER I O R P ERS PECTIVE ve r 1. 0 The exterior perspective of the building shows the path leading through the school and the materials that would clad the walls, being perforated brick to tie in with the hertiage of the area. Nature is seen in abunance as well according to student requests.

However, the path is seen as the centrepoint of the perspective and draws too much attention when it is not the main focal point of the school.

INTERIOR PERSPECTIVE ver 1.0

The interior perspective shows the matierals that would clad the wall and a start to what the balcony would look like on the first floor.

The materials should have been scaled better, with the holes in the timber accoustic lining being much smaller in reality. The lighting will need to be adjusted in the next render to give a more friendly appearance.

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PRESE N TATION #1 REFLECTION Overall feedback from the interim presentation was quite postitive, concepts being strong and viable. An issue that was raised was the idea of futureproofing, where the idea of pedagogy 1.5 could become obselete in 20 years time.

This means that my delivery of the idea could become a bit more convincing, and should be more about the transition rather than the outcome. The delivery of the concept will be tweaked to relfect this issue.

Architectural outcomes will be developed further as well in the next step.

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FACADE CONSIDERATION After interim one, I was encouraged to work on the facade system that would give my building its own poetry. What I experimented with was an undulating facade of steel wires, connected by a long bent steel rod. My idea behind this screen was the playing on the idea of the past and present pedagogy, the blocky building representing brick and the past, while the screen representing the future of pedagogy.

The screen was undulating and twisting, representing the nature of learning, changing from person to person, and the transluscency of the connecting wires representing the recognition the new pedagogy gives to the old, embracing history, while creating connections to the future and advancing learning However, this seemed to be clear only to me, seeming disjointed from the buidling itself as well as the practicality being almost zero.

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STEPPED LEARNING SPACE A stepped learning space was added to the building, creating a bleacher like space that can be used for more informal study.

Two long tables are provided as you move down the stairs and between them are large bleacher steps, allowing for students to sit and discuss under the large skylights. The slope between the last table and the ground is a patch of fake grass, adding a pop of color to the room and allowing students to lie and relax between studies.

The ground level includes more long tables flanked by large windows, creating another study space with large amounts of natural sunlight. The timber slats provided shading from the east side, while the roof is angled towards the north, providing optimum sunlight for the occupants.

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P LA N Ver 7.0

After the decision that the courts needed to be set out next to each other, the plans needed to be redeisgned to accomodate this. The floorplan remains the mostly the same for the learning area as the program is still viable. An extra fire escape has been added to conform to regulations 20m.

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P L A N Ver 8 .0

2 PRODUCED BY AN AUTODESK STUDENT VERSION

1

PRODUCED BY AN AUTODESK STUDENT VERSION

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PRODUCED BY AN AUTODESK STUDENT VERSION

2

After the decision that the courts needed to be set out next to each other, the plans needed to be redeisgned to accomodate this. The floorplan remains the mostly the same for the learning area as the program is still viable. An extra fire escape has been added to conform to regulations 20m.

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P L A N Ver 8 .1 (COLOR E D) 2 BW

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112.5 WIDE BLOCKWORK MIN 20mm CAVITY 150mm CONCRETE PANEL MIN 10mm GAP 64mm STEEL STUD FRAME WITH SARKING GLASS WOOL INSULATION R2.5 13mm PLASTERB`OARD

SF 1

13mm PLASTERBOARD 90mm STUD FRAME WITH SARKING GLASS WOOL INSULATION R2.5 13mm PLASTERBOARD

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112.5 THK X 75 HIGH FACE BLOCKWORK 50mm GAP 90mm STUD FRAME WITH SARKING 13mm PLASTERBOARD

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S TA F F A R E A

150mm CONCRETE PANEL MIN 10mm GAP 64mm STEEL STUD FRAME GLASS WOOL INSULATION WITH R2.5 13mm PLASTERBOARD

225 X 112.5 X 75 BLOCKWORK

SF 2

SECTI O N 1 (MI D SE M ESTE R PR ESE N TATION) The short section was rendered in a flat style once again with the use of shadows and reflections to experiment with the flat style. I was inspired by the works of Zean McFarlane and tried to emulate his style, something that I found hard to pull off without a colored background.

Struture and shading system were considered to a basic level I did like this style, but it doesn’t show the effect that the long section showed with the material. Alongside this, it clashed quite a bit with the long section, pitting flat against textured, and shows how important consistency is when putting together a presentation

P E R F O R AT E D M E TA L S C R E E N

Figure 46.

Figure 47.

Drawings by Zean McFarlane

POST TENSION SLAB P E R F O R AT E D B R I C K

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SECTI O N 1 (MI D SE M ESTE R PR ESE N TATION)

I decided to cut through the buiding diagonally to capture more of the rooms and the gym. This allowed me to show each of the finishes for the walls and give a glimpse into each area. I also played with a more texture heavy render compared to the flat style used previously.

S P O R T S FAC I L I T Y

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The texture heavy style is something that I dont quite love, as it can look quite messy, but it conveys the materiality that I was looking for. What I will use for the future is a section that combines the previous long section with the use of perspective, and the materiality of the current section

L E A R N I N G FAC I L I T Y

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EXTERIO R PERSPECTIVE ver 2.0 This render was taken from the same angle as the previous perspective, but has additions and more atmosphere involved. The angle was kept as it was quite powerful, showing the path leading through the school.

Using this render, I wanted to highlight the transparency of the brick wall that shades the front of the school, seen as one walks through the park area at the front. It also highlights the perforated steel screen that shades the sports facility,

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EX T E RIOR P ERS PECTIVE ve r 3. 0 This render was taken from an angle that allowed more of the building to be seen, showing all of the material qualities of the previous render but allowing the form of the building to be seen.

The perforations of the gym and brick are quite prominent and allow for the skin concept to be displayed.

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EXTERIOR P ER SPECTIVE ve r 3. 1 The render was generated in low light to attempt to display the qualities of the perforations on the gym and study area through V-Ray, but the result was quite disappointing. The perforations don’r create he glow that I was hoping for, nor did it produce the transparency that you see when a real world example is illuminated.

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I NTERI OR P ERSPECTIVE ve r 2. 0 The interior was rendered to show the atmosphere that I wanted to convey in the school. The perspective shows the collaboration space with project rooms on the ground floor of the building that overlooks the central garden.

The atmosphere created is a bright, lively one, where students would enjoy to be in, able to be used for social and academic activities.

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P LA N Ver 9.0 (GROUN D FLOOR)

Classroom details have been finalised and wall thicknesses and materials have been chosen. Atmosphere of detail is shown on next page.

The gym area has been reworked to be less awkward and more rational. The seats for the court has been squared up and the gym has been moved to the bottom left corner of the facility and expanded to allow for public access, becoming another revenue stream for the school. The changerooms have been finalised and made more regular.

A canteen has been added as part of the sports facility, opening up to the existing building. This will act as a lunchtime canteen for the students, the curved wall chanelling students in through the facility.

This will allow students to purchase food and at as a revenue stream for the school.

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PLA N Ver 9.1 (AT MOSPHE R E DE TAILS)

Classrooms and floor finishes are shown below.

The learning spaces, both classroom and collaboratove spaces, will all be clad with timber flooring over the concrete floor slabs. Walls will have a mixture of plasterboard and timber accoustic lining.

Project rooms and other study areas will have darker carpet flooring to set these spaces apart from the classroom and give a more serious atmosphere. These areas will be lined with acoustic lining for better facilitation of discussion

LEARNING SPACE

LEARNING SPACE

RECREATIONAL GARDEN

FIRE ESCAPE

PROJECT ROOMS

COLLABORATIVE SPACES

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P LA N Ve r 10 . 0 (GROUN D FLOOR)

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The gym facilites has been reworked to remove the kinks in the plan. One changeroom has been rotated and the disabled, nurse office and storage room was moved to the south of the changerooms to assist in this.

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P LA N Ver 10.0 ( FIRST AN D SECON D FLOOR)

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Figure 48.

The carpark structure has been taken from the Melbourne University South Lawn carpark, using mushroom columns to both hold up the lawn and vegetation and act as a drainage system. This will be adapted to use in the new development, the carpark needing to hold up much more weight than when the building wasnt there.

This will also assist with the drainage from the newly planted trees.

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LEGEND R E C R E AT I O N C O L L A B O R AT I O N A N D S T U DY ADMIN S TA F F A R E A COMMON ROOM SPORTS AREAS CLASSROOM LEARNING SPACES

PO RTAL FR AME

P R OG RAM D I AGRA M 119

The structure componenets of the building comprise of precast panels and blockwork that holds up post tensioned concrete slabs.

This allows slabs to span larger distances without the need for numeous columns, opening up the space for more use.

The gym roof is a portal frame construction, a lightweight and inexpensive techiques used to build warehouses.

The building is structured this way in order to remain economically viable for a public school, considering economy and balancing with functionality

LEGEND PRECAST BLOCKWORK

ST R U CTU RA L D I AG RAM

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FA C A D E A N D I N T E R I O R

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P E R FO RATED M E TA L S CREEN

Perforated metal screens can be applied in many different architectural settings such as shades, screens and veils. The material adapts to buildings of all sizes and shapes, allowing light and ventilation through the building.

The screen can be used as dividers of a space, allowing for effective division of space without compromising light penetration and ventilation between spaces. The perforations allow visual connection between the partitions, the amount and transparency able to be controlled by the designer to fit the concept that is chosen. An example is a 2 WEEKS, a Beruit nightclub designed by Rabih Geha left 1). The concepts behind it were containment with Architects (Fig escape and diffusion without full enclosure.

The screen can also be varied to be used in a visual way, using its perforations to cast shadows on a surface. This can form an interesting effect when used in conjunction with how sunlight interacts with the structure. In a house designed by Israeli architect left2), the steel screen casts a checkerboard pattern Pitsou Kedem (Fig of light and shadow. This screen has the fuction of controlling the amount of light entering the building, limiting views from the outside and showing boundaries between in and out, The pattern of dappled sunlight that it creates references the importance of sunlight and its relationship to the building. The shade and shadow moving across the design creates a dynamic drama that makes the structure seem alive and creates a sense of movement.

Figure 49..

Figure 51.

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Figure 50.

Another more practical use of the screen is used as shades, able to control the amount of light entering the building through the desnity of the holes. The Syddansk Universitet communications and design left3), designed by Henning Larsen Architects uses these building (Fig to shade the building. This control of light works both ways, allowing light in during the day and out during the night, allowing the building to seem more transparent when lit from inside.

Figure 52.

Figure 53.

Brick is one of the oldest, most traditional and universal building materials in the world. The use of brick invokes protection and stability, lending an air of solidity and structure to a design. The use of traditional brick allows even experimental building to blend in with its surroundings such as vernacular architecture or in reference to exisitng architecture.

It is used all around the world not only for its strength and stability, but also for the fact that it is cheap and can be sourced anywhere. Although this material has been used for centuries, the expression that it allows for architects to create are endless, anywhere from perforations to color to texture is able to be utlised, showing that we dont have to settle for solidity, and are able to contrast it with openess and versitality.

B R IC K WORK Figure 54.

Brick is usally thought of as a very strong and uniform surface, creating a solid wall that is simply there for structure. However, modern architects are increasingly playing with the idea of porosity with materials that are left4), by Tropical Space traditionally quite opaque. In the Wasp House (Fig in Vietnam, the blockwork is stacked in a way that lets sunlight as well as allowing breezes through the house, even into the hardest to reach areas.

Texture is able to be emphasised through the blockwork, simply by the left2.) by Architect Frederic Schnee, adapted Beijing’s Peach House (Fig vernacular architecture of the Hutong into an expressive brick clad

bricks traditionally used for construction in Beijing with red bricks more typically found in contemporary projects. This helps tie it in with the site context as well as cultural context, showing just how expressive blockwork can be, not just in a visual context but also in more cultural contexts.

This is seen again in the undulating repetition of blocks in this house in India by Design Work Group. Undulations enable the wall to shade itself during the hot days while the overhangs serve to prevent direct sunlight into the openings to reduce heat gain. The form of the brick is also celebrated heavily, blocks highlighted by the shadows they cast.

Figure 55.

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UNIVERISTY HIGH BRICK University High, being a older school, is mostly made of brick.

This is done in multiple ways, the brick functioning as a strutural wall for the building as well as more aesthetic facade functions.

There are a few different examples of brick being used as an aesthetic facade, with the most intersting being the perforations that are located on the side of a wall near the courtyard. I was not able to find any other perforations anywhere else in the school, drawing the assumption that the perforations were not intended to be an aesthetic element, and instead more of a ventilation element. However, this almost accidental move can be capitalised upon, building upon the heritage of the brick and creating a more interesting facade.

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SUPERGRAPHICS Figure 57.

Figure 56.

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Figure 58.

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M AT ER IA L CH OICE The facade materials that I have chosen to use reflect the choices that I have made when navigating the brief and conept. The timber was picked from the student’s desire for more natural materials, combining this with the vegetation that I have planned to boost productivity and satisfaction.

The perforated materials, being the brick and the steel, both the mesh and screen, relate to my concept of pedagogy and embracing both past and future. I have turned a material that was historically very soild and opaque, especially during the past historical time of the school’s founding, into more transparent materials. This creates a conection to the site, brick for the heritage wall, and steel from the horseshoes used by horses at the historical haymarket.

The stepping nature of the school also harks back to this brick wall and the existing wall that surrounds the school.

Concrete has also been chosen due to its aesthetic quality matching well with materials that I have chosen, but also due to the brief. Univeristy High School is a public school, and thus has a limited amount of funds. Precast concrete and post tension concrete are effective and economicall efficient ways of constructing buildings, having a very high strength to cost ratio. Precast elements mean that the building can be erected in less time, panels being prefabricated and shipped to site to be constructed.

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PERFO RAT ED S CR EEN The perforated screen is used to shade the sports facility and the individual study area. The perforated screen contrasts heavily with the brick and concrete of the learning space, the perforations tying them together.

The sports facility will become a community space, where sporting matches and functions will be help. For this reason, the sports facility will be used both during the day and during the evening. The perforated screen, during the day will provide shading from the sun, however, during the night, the lighting inside the gym will be able to shine through the screen, the perforations turning the screen almost transluscent and acting like a beacon for all visitors along Royal Parade and Story Street.

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P ER FO RAT ED BR I CK The perforated brick will be on a few different sides of the school, the largest being at the very fron entrance, shading the east learning spaces of the school, facing Story Street. This will take the brunt of the eastern sun raditation during the day, while still taking in light for illumination. The teacher area on the south side is also bounded by this brick wall, creating little alcoves for them to take in fresh air between work, or to open their offices to the breeze without intrusion.

Much like the perforated metal screen facade, the luminous effect of the perforations is carried over. In this case, it the effect is similar to the sports facilty, but has a deeper connection to the site through the heritage brick wall being appropriated and modified to create something modern and aesthetic.

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Figure 60.

https://images.adsttc.com/media/images/5406/ bf65/c07a/801b/0400/0140/large_jpg/ILR1147. jpg?1409728334

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https://www.dezeen.com/2016/09/06/anibal-build-

Figure 61.

ing-bernardes-arquitetura-rio-de-janeiro-office-block-perforated-metal-plants/

P ER FO RAT I O N AT NI GHT Due to lack of technical expertise, I was not able to create the effect I wanted. Instead of having a finished render of this concept, I have included photos of projects relating to the final outcome and the qualities that I wish to achieve in this.

The first image is of the Waste to Energy Plant by Erick Van Egeraa, showing how the perforations can allow light to shine through, creating a luminous volume. This is similar to the Dongdaemum Design Plaza shown in the second picture. The building, designed by Zaha Hadid, shines light at places through the perforated screens to illuminate the building at night in spectacular fashion.

The last picture illustrates the transparency that the light can create, the AnĂ­bal Building by Bernardes Arquitetura allowing light to shine through the screen and create a transparent effect which contrasts to the opacity and shade it provides during the day.

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I NT ER I O R S

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I NDI VI DUA L STUDY AR E A The individual study area was something that the students requested as part of their desires for the school. This was created in the top level of the school with access to naural sunlight on all sides, shaded by a perforated metal screen and double glazed glass. Each table has a divider for privacy and concentration, with the natural light increasing productivity. Accoustic linings will be installed on the back wall that connects to the corridor and carpet to help with echoes.

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R ECREATI ON GAR DE N The centre of the learning and teaching facility is a recreational garden bounded by glass. This garden is surrounded by the classroom and teacher areas, creating a veiw inwards as well as outwards. The collaborative study spaces and project rooms are the closest to this garden, providing natural light and natural views to boost productivity and enjoyment of the space.

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VCE COMMON R OOM The common room is located on the top level of the school, with large windows on the north to let in large amounts of sunlight. It also overlooks the east, where the area will become a community garden park. It will be a brightly lit space that allows students in VCE to relax and retreat to during the stress of their final year exams. Lockers will be located here for convenience for the students that use the space.

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MASTERPLAN

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MAST ER P L AN CO N C E P T SITE AND CONTEXT

There are 4 key areas that are outlined for the site plan, the hospital’s line of sight, access points for the school, natural space and the connection to the site.

These all inform the design of the masterplan and how the building responds to the site itself.

Line of sight is important as the building is not isolated and other parties must be considered such as how the views of the hospital would be affected as well as how residents will see the site.

The access points will be condensed to the large front historical entrance that is currently not used at all and wasted.

Natural space is something else that is very important, the students very keen to have it incorporated as well as studies showing that it increases productivity and decreases healing times for patients.

All of this applies to the last key area, which is connection to site. All the previous areas will tie into this to create a connection from the masterplan.

Addionally, the facade will allow the building to be tied to the site and heritage more.

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Line of sight meant the building had to be as low to the ground as possible, keeping views for the hospital and not overshadowing residents. This ruled out the idea of a vertical school. It also meant that the school had to take up more surface area and a balance had to be stuck between height and area occupied

Access points are continued through the school, creating a corridoor between the sports and learning facilities to allow for flow of students and other uses through the building rather than around.

Natural space has been created at the front of the building in the form of a community park and a small strip at the back for the gym to open up to, allowing classes to be opened up to the space and thus increasing scope of acitivities that the gym can use to generate revenue.

The connection to site is done through the plan and how it relate to the community and by the form of the building, pushing and pulling the volume to create a stepped and layered form, mimicking the stepping of the brick fence around the site and referencing the heritage brick wall nearby,

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MAST ER P L AN ve r 1. 0

The proposed design for the new school building is split into three parts. Learning, sports and nature.

I have done this to allow for practicality for not only teaching and organisation, but also for the use of the general public. During non-teaching hours the main learning building can be locked up easily to provide security and the sports hall and green space be used as a community centre for both residents and the large aboriginal community that is in the area. The wooden path that is on the site is an abstraction of the aboriginal symbol for person, allowing the connection to the traditional owners of the land. The sports hall has a classroom inside as well as a large open space overlooking the basketball court, allowing for community gatherings to be held is need be without the need to open up the school.

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MAST ER P L AN ve r 2 . 0

After feedback from the interim submissions, The idea of the wooden path was removed as the idea seemed messy and disjointed from the concept itself. The idea of the green collaborative park space for both reisdents, hospital and students has been kept as per the collaborative concept of the school for all parties involved.

The orange arrows represent the entrace ways into the building and the site, the pink arrows represent the most efficient ways from the site entrace to the building entrances and the purple dotted arrows represent the intended path through the new park.

The idea behind the park is to disrupt the most efficient path through the garden, instead allowing users to take their time and view the place.

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MAST ER P L AN ve r 3 . 0

The previous master plan was formalised around the building, following the same principles of disrupting the most efficient flow through the space and forcing people to take their time and enjoy the landscape.

Raised wooden decking was added to the green spaces to allow for gatherings and other activities, turning the spaces into multi function areas, allowing the community to fully utilise this area.

Benches have been laid out along the path to allow for rest and relaxation, much like a conventional park. Tables and chairs have been added behind and in front of the school, allowing students to sit and socialise during break times as well as for the public to use during non teaching hours.

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MAST ER P L AN ve r 3 . 1

The master plan was adapted to the new plan layout, the front green space staying the same, while the back was changed to reflect the change to the sports building. The garden behind the sports building is designed to allow for the opening up of the weights room. This will allow for classes to be held by the sports facility and create a community hub for physical activity and a revuenue stream.

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M ASTE R PLAN IN CONTEXT The master plan was set into context to provide a better overview of the neibourhood and how the building would it in relation to it, The two main roads that service the site are marked, with Story Street in the north and Royal Parade to the east.

The school buildings have been shown in color, with the surrounding buildings and vegetation being lower in saturation to show the immediate vicinity of the new development.

The paths through the community park have been finalised and still uses the disruption principle to force people to avoid the most efficient path to the entrances of the builind and enjoy the garden and the journey they take. The green space to the west side of the sports facility has been designed to allow classes such as yoga to be held, increasing the scope of actitivities that the gym can hold, especially to the pulblic outside school hours.

Raised wooden decking was added to promote gatherings and other activities, turning the spaces into multi function areas, allowing the community to fully utilise this area. Benches have been laid out along the path to allow for rest and relaxation, much like a conventional park. Tables and chairs have been added behind and in front of the school, allowing students to sit and socialise during break times as well as for the public to use during non teaching hours.

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I M AG E REF ERENCES Fig 1-3. NLE Works. Makoko Floating School [Image]. Retrieved from https://www.dropbox.com/ sh/07b9ne8iz6fzqmu/AACSble9MpUByNARZ6Di7kUja?dl=0 Fig 4. NLE Works. Makoko Floating School Drawings [Image]. Retrieved from https://www.dropbox.com/ s/5c1f2ws9yxx0avo/Makoko_Architectural.pdf?dl=0 Fig 6. Gray Puksand. Prahran High School [Image]. Retrieved from https://cdn.newsapi.com.au/image/ v1/7897a8a95e3ab1dbbf3ef86db81e83f2?width=1024 Fig 7-10. Gray Puksand. Prahran High School [Image]. Retrieved from https://www.schoolbuildings.vic.gov.au/ schools/PublishingImages/01-8231/18-07-11-Prahran-High-School-Render4.jpg Fig 13. Learning and Teaching Building [Image]. Retrieved from https://www.johnwardlearchitects.com/ assets/uploads/images/1432_00_N541_website_landscape_small.jpg Fig 14-20. Pocinho High Performance Rowing Centre [Image]. Retirieved from https://www.dezeen. com/2014/01/29/rowing-centre-pocinho-alvaro-fernandes-andrade/ Fig 21-24. Tianjin University Gymnasium [Image]. Retirieved from https://www.archdaily.com/883991/ gymnasium-of-new-campus-of-tianjin-university-atelier-li-xinggang Fig 25. Aoyama Art School [Image]. Retirieved from https://makoto-architect.com/aos1.html Fig 26. Gundam EX-S Deep Striker [Image]. Retrieved from https://vignette.wikia.nocookie.net/gundam/ images/6/61/Msa-0011-bst-plan303e.jpg/revision/latest?cb=20100425113515 Fig 27-29. Eaglemont House [Image]. Retrieved from http://bcgroup.melbourne/portfolio/residential/ eaglemont Fig 20-32. University High School surroundings [Image]. Retrieved from https://www.google.com/maps/ place/The+University+High+School/@-37.7977585,144.9545328,17z/data=!4m5!3m4!1s0x6ad65d2c0db1ccd9: 0x6829e2c4b1a9d73b!8m2!3d-37.797466!4d144.956067 Fig 33. Future of Learning 3. [Image]. Retirieved from http://unesdoc.unesco.org/images/0024/002431/243126e. pdf Fig 34. Eel House. [Image]. Retrieved from https://static.dezeen.com/uploads/2015/08/1-8-metre-widehouse-by-YUUA-Architects-and-Associates_dezeen_468_0.jpg Fig 35. Eeel House Plan and Sections. [Image]. Retrieved from https://www.rethinktokyo.com/sites/default/ files/styles/article-full/public/keret_house.jpg?itok=U1oRLVka Fig 36. Marina One. [Image]. Retrieved from https://images.adsttc.com/media/images/577f/e4e8/e58e/ ce71/f100/0001/slideshow/green_heart_doug_and_wolf_V5.jpg?1467999440 Fig 37. Marina One. [Image]. Retrieved from https://esingaporeproperty.sg/wp-content/uploads/2018/01/ Marina-One-Site-Layout-infographic.jpg Fig 38. Marina One. [Image]. Retrieved from https://images.adsttc.com/media/images/577f/e524/e58e/ ce0b/ea00/0013/slideshow/GoldenShowerMorningGlory_(FADE)_AlexanderSchmitz.jpg?1467999479 Fig 39. Monash Aquatic Centre. [Image]. Retrieved from http://www.monashaquaticrecreationcentre.com.au/ Swimming/Pool-Facilities/25m-Pool Fig 40-41. Monash Aquatic Centre. [Image]. Retrieved from`http://www.monashaquaticrecreationcentre.com. au/Swimming/Pool-Facilities/50m-Outdoor-Pool Fig 42. Salinox F6. [Image]. Retrieved from https://salinoxglass.com/images/stories/virtuemart/product/ movable-glass-partiotions.jpg Fig 43. Salinox F6 drawings. [Image]. Retrieved from https://salinoxglass.com/images/pdf/folding-glassdoors-F6.pdf Fig 44-45. Hussey Seatway drawings. [Image].

Fig 46-47. Zean McFarlane Drawings. [Image]. Retrieved from https://www.instagram.com/zeanmacfarlane/ Fig 48. Melbourne Univeristy South Lawn carpark section. [Image]. Retrieved from https://digitised-collections. unimelb.edu.au/bitstream/handle/11343/103356/A1951981002.PDF?sequence=1&isAllowed=y Fig 49. Beruit Nightculb. [Image]. Retrieved from https://www.dezeen.com/2018/03/16/corrugated-doubleshell-of-beirut-nightclub-echoes-shipping-containers-of-its-dockside-location/ Fig 50. Tel Aviv House. [Image]. Retrieved from https://static.dezeen.com/uploads/2015/02/In-praise-ofshadows-by-Pitsou-Kedem-Architects_dezeen_468_11.jpg Fig 51. Syddansk Universitet. [Image]. Retrieved from https://static.dezeen.com/uploads/2015/07/SDUKolding-campus-by-Henning-Larsen_dezeen_468_5.jpg

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Fig 52. Peforated Screen usage. [Image]. Retrieved from https://i.pinimg.com/originals/f5/2f/bf/ f52fbfd8fd866d503590e8c7b388444e.png Fig 53. Wasp House. [Image]. Retrieved from https://inhabitat.com/perforated-brick-screens-create-privatespace-admist-busy-bangkok-streets/ Fig 54. Peach House. [Image]. Retieved from https://static.dezeen.com/uploads/2018/06/peach-housefrederic-schnee-architecture-residential-beijing-china-bricks_dezeen_hero-1.jpg Fig 55. Design Work Group house in Surat. [Image]. Retrieved from https://static.dezeen.com/ uploads/2017/06/brick-curtain-house-design-work-group-architecture-house-residential-india_ dezeen_2364_col_21.jpg Fig 56. ERASMUS EFFECT. [Image]. Retrieved from https://images.divisare.com/images/c_limit,f_ auto,h_2000,q_auto,w_3000/v1456321389/rbtscibs1seccvgklzgz/lot-ek-erasmus-effect.jpg Fig 57-58. Museum Garage. [Image]. Retrieved from https://www.dezeen.com/2018/07/05/museumgarage-parking-faciliity-miami-design-district/ Fig 60. Waste to Energy Plant. [Image]. Retrieved from https://images.adsttc.com/media/images/5406/ bf65/c07a/801b/0400/0140/large_jpg/ILR1147.jpg?1409728334 Fig 61. Aníbal Building. [Image]. Retrieved from https://www.dezeen.com/2016/09/06/anibal-buildingbernardes-arquitetura-rio-de-janeiro-office-block-perforated-metal-plants/

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Kerchner C.T. 2011. Learning 2.0: Time to Move Education Politics from Regulation to Capacity Building (online). http://charlestkerchner.com/wp-content/uploads/2011/03/ L2First.pdf.

Leadbeater, C. and Wong, A. 2008. Learning from the Extremes: A White Paper. San Jose, Calif., Cisco Systems Inc. www. cisco.com/web/about/citizenship/socio-economic/docs/ Learning fromExtremes_WhitePaper. pdf.

McLoughlin, C. and Lee, M.J.W. 2007. Social software and participatory learning: pedagogical choices with technology affordances in the Web 2.0 era. ICT: Providing Choices for Learners and Learning: Proceedings Ascilite Singapore 2007, pp. 664-675. www.ascilite.org.au/conferences/ singapore07/procs/mcloughlin.pdf ( NZME. 2007. The New Zealand Curriculum Online: Effective Pedagogy. Wellington, New Zealand Ministry of Education. http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/ Effective-pedagogy.

UNESCO and UNICEF. 2013a. Envisioning Education in the Post-2015 Development Agenda: Executive Summary. Paris, UNICEF and UNESCO. http://en.unesco.org/post2015/sites/ post2015/files/Post-2015_ en_web.pdf (Accessed 12 May 2014).

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