The Blanket School by Evan Langendorfer

T H E

BLANKET SCHOOL

MARC4003 Digital Studio

Semester 1 June 15, 2020

SID: 490068788 460283117

Table of Contents

1.0

Overview

1.1 1.2 1.3

Introduction Problem Statement Methods & Strategy

4 5 6

2.0

Literature Review

2.1 2.2

Space Syntax Ray Tracing

8 9

3.0

Precedences

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

Programming - Corlaer College Programming - Ă&#x2DC;restad College Structure - Centre Pompidou Structure - HSBC Building Atrium - The Union Cooper Atrium - Seona Reid Building Envelope - S.A. Health & Medical Research Institute Envelope - JTI Headquarters

12 14 16 18 20 22 24 26

4.0

Vertical School - Experiments

4.1 4.2 4.3

Podium Tower Atrium

5.0

Component- Experiments

5.1 5.2 5.3 5.4

Programming Structure Atrium Envelope

28 28 32 36

40 40 56 60 72

6.0

Integration & Implementation

6.1 6.2 6.3 6.4 6.5

Final Massing Plans Elevations Section Perpective Renders

88 90 100 102 104

7.0

Conclusion

108

7.1 7.2

Conclusion Parti/Sketches

108 109

8.0

Bibliography

110

8.1 8.2

References Image Sources

Appendix

A.1

Grasshopper Scripts

110 110

112 112

Abstract The Blanket School is a blanket approach at parametrically designing a school which can be placed on any lot to rapidly generate its design approach. This approach is intended to promote the lotâ&#x20AC;&#x2122;s existing context while also encouraging interconnection, creativity, and safety within a learning environment to better support and encourage students and staff to thrive. To achieve this goal, the Blanket School parametrically generates a building with purposeful program, structure, envelope and daylighting practices intended to create comfortable and flexible spaces that encourage relationships and provides a wide range of learning environments for all types of student learning methodologies. Through this technique, the hope is that the school will remain relevant to future pedagogical practices and student enrolment growth.

1.0 1.1

Overview Introduction:

Sydney’s population is steadily growing and projected to exceed six million by 2036. As the area’s population continues to boom, the enrollment of local schools continues to see a steady increase as well. With land at a premium and an increase in school density, the obvious option is to grow upwards.

Utilized for education since 1856, the site has evolved with the city. Being founded as a result of the gold rush, the school has seen the area grow around it, from paddocks to rail/industrial to park and mixed use developments. The site is now nested between mid-rise construction that frames its views into the park and out into the city beyond.

To quickly produce the design of the required highrise educational institutions, parametric design has been chosen as an essential tool. By developing a single algorithm with an array of parameter inputs, the creation of a variety of designs for each chosen location can be thoughtfully achieved.

The lot has had many of its own iterations as well. Currently on its seventh major renovation, the school consists of multiple buildings whose construction dates range from 1867 to 1968. As a result, many of the structures are considered historic and are valued as they are early iterations of the ‘Palace’ school design.

To test this method of designing, the new Inner Sydney High School was chosen, as it has already been slated for redevelopment. This site is located on the busy corner of Cleveland and Chalmers Street, in Surry Hills, and is adjacent to Prince Alfred Park.

Prince Alfred Park

Sprawled

Fig. 1.1.0 - Inner Sydney HS

Not to Scale

Fig. 1.2.0 - Park Sprawl Diagram

Concentrated

Not to Scale

1.2

Problem Statement:

Located within the inner-city and, more specifically, Prince Alfred Park, the siteâ&#x20AC;&#x2122;s relatively small size and enrollment requirement of 1,200 students puts pressure on where additional space can be placed. As a result, an existing scheme had complaints generated by the community members which become core problems to resolve:

4. With a diverse community, the inner-city location has many potential safety issues for students and their exploration off campus should be dissuaded.

1. The existing scheme was considered too tall by community members, as it was just shy of thirty meters taller than the average height for the area and located at the edge of a park.

6. The siteâ&#x20AC;&#x2122;s small footprint hinders the development of typical facilities to promote exercise as they require large swaths of land.

2. Students overtaking the park became a prime focus by the community, as the park is already heavily used and an additional 1,200 students would make a noticeable impact and could affect usability.

5. Having a north-south orientation, the site becomes problematic for both ensuring access to and shading from daylight.

With these challenges, this site becomes an interesting project to solve. With spatial constraints both on the ground level and vertically, the viable and occupiable volume of the site becomes difficult to identify.

3. The inner-city site has been utilized for education since the mid-1800â&#x20AC;&#x2122;s and a number of heritage buildings occupy the site and would have to remain.

Proposed Height +84

Average Area Height +58

Low

High

Fig. 1.2.1 - Park Sprawl Diagram

1.3

Methods and Strategy:

To resolve the concerns generated by the public, the main propositions were to limit the building’s height, to that which was necessary, while generating a space that would be attractive and active for students so that they’d be less inclined to venture off of the school campus.

Fig. 1.3.0

This meant creating a building that maximized the site’s footprint without impinging on the retained features, such as heritage buildings and old growth trees as well as finding a method of design that would resonate with the students as well as the community. To accomplish this, the ideas and theories behind wrapping or concealing were found to be an interesting possibility. Seen in the many works from both artists and architects, this concept of concealing has long been studied due to the intrigue that it creates within an onlooker. This arises from a mix of inquisitiveness and assumptiveness that is the core of human nature. The brain makes many unconscious decisions and presumptions with objects and shapes that have been processed countless times. This makes a tree a tree and a building a building without additional thought being injected and distracting. When these known objects are altered or concealed in an unpredictable way, their forms become new once more and we’re forced to process and think about these novel shapes or images. This creates intrigue in everyday objects. This concept can be seen in the masks and veils created by Bauhaus’ Gertrud Arndt, whose obscured face photography draws interest into a feature that is seen and unacknowledged everyday. Other works of artists, such as Jean Claud and Cristo and Claudio Bravo, show how wrapping an object can not only produce child-like enthusiasm but can also draw attention to issues and thought processes. A similar method was utilized in Diller Scofidio and Renfro’s Blur Building, which creates mist around itself as a means to obscure and draw in visitors. These processes were seen as a parallel to childhood forts, which transformed household objects into worlds of wonder. With one of the focuses of the project is to attract and retain students, this idea was pursued as it could relate to the occupants.

To accomplish this, the existing buildings were seen as the everyday objects and a blanketing form was laid over. This created a lofted and irregular shape that could be pulled, adjusted, and experimented with to solve a range of design goals. A similar practice was applied to the envelope and atrium surfaces, creating a semi porous look which masks activity enough to create interest but is transparent enough to observe its use. Through this method, a school was developed that encompassed the existing site and its features while developing spaces that embody creativity, safety, community, interconnectivity, and wonder for the students. Through accomplishing this, the school becomes a haven for students to enter and encourages them to linger instead of leave.

Let: Fig. 1.3.1 - Self-Portrait, Gertrud Arndt Below: Fig. 1.3.2 - Blur Building, DSR

Above: Fig. 1.3.3 - Wrapped Trees, JC and Cgristo Right: Fig. 1.3.4 - White Package, Claudio Bravo

“All of our projects are like fabulous expeditions. The story of each project is unique..” - Chriso

2.0 2.1

Literature Study Space Syntax

Space is the Machine: Bill Hillier Space syntax was first written about by Bill Hillier and Julienne Hanson in their book ‘The Social Logic of Space’ (1984), the theory has continued to be dissected by both Bill and Julienne in a number of later written works. Space syntax is a theory and technique for analyzing spatial organization and how the connections and layouts influence the actions and uses by those who occupy the spaces. The theory of space syntax has two main focuses. The first being that special configuration is a central force in human activity and not just a backdrop for these events. This means that the orientation and progression of how buildings or cities are laid out can promote or dissuade certain actions by individuals or groups. Hillier describes this through the terms axial and convex spaces. Axial spaces are the possible pathways and single path of an individual, at a given point, through a series of spaces while convex space is an area which any two points, within its boundary, can be connected without crossing its perimeter (Fig. 3.1.0). These convex spaces are seen as encouraging spacial co-presence. The second focus is that space is configurational, meaning its special properties can be analyzed through its proximity and connections to other spaces. This analysis can be performed through graphical representations of space (Fig. 3.1.1). In these representations, spaces are depicted as nodes, the thresholds between them as lines, and crossed nodes represent exterior access. By choosing a node to start

Boundaries People Spaces

Axial Space

Convex Space

Visual Fields

Fig. 2.1.0 - Axial and Convex Space

with, an analysis of movement can be developed. As nodes are added or connected and trail away from the start, a depth of a progression can be understood as well as an understanding of the relations of rooms and the way in which spaces can function.

Advantages and Limitations: The abstraction of floor plans to nodal graphs has a number of analytical benefits that prove it to be both a useful tool and theory. This conversion allows for a simplification of spatial order and connectivity which allows for quick comparisons of differing layouts, relationship of the spaces, or the morphology of the system. This conversion can also help to remove the complexity of a system of spaces to allow for more intentional connections or more ideal placement of a program throughout a design. Pairing this theory with parametric software only furthers its potential as a design tool. The graph’s nodes could contain rooms or layouts which could be quickly connected to and organized with other nodes/spaces. Space syntax can be seen as an oversimplification of the highly complex system of space and interaction which leaves interpretation up to the viewer and leaves little wiggle room for factors outside its binary setup (0 for space, 1 for connections). This means that less constrictive or more open plan designs can be more difficult to represent or reverse engineered and the nuances of transitional spaces/zones can be lost. This oversimplification can also be seen in the application of letters to represent rooms which can also begin to strip the spaces of their programmatic goals and character.

Negative

Layout a

Fig. 2.1.1 - Graph Diagram

Graph c a

b e

d g

h i

a d

b e

2.2

Ray Tracing

Advantages and Limitations:

Stray Light Analysis and Control: Eric Fest Eric Festâ&#x20AC;&#x2122;s â&#x20AC;&#x2DC;Stray Light Analysis and Controlâ&#x20AC;&#x2122;, published in 2013, helps to dissect and understand the models and complex calculations involved in analysing light and the softwares available to support the practice. In chapter three, the focus becomes on ray tracing, a practice that is currently used and becoming more prevalent in visually representing lighting in an environment for a number of uses and professions. The primary concept of ray tracing is the simplification of a wave and its properties into a vector line that can be tracked and understood for basic analysis and visualizations. The process involves locating the source of light or wave and following a vector shot from the source. This becomes complex quickly as the source can increase the number seed to produce a large amount of rays which are then tracked. When this incident ray (original source vector), meets a surface, a reflected ray is produced based on the angle of incident and plane. This means a curved or rough surface will create a very different reflection than a smooth as there becomes many angles versus a unified angle. These reflected rays can go on and reflect on other surfaces a determined number of times depending on the level of analysis being conducted.

Ray tracing is an incredibly helpful tool for a number of factors within architecture. Not limited to light path projections, ray tracing can also be utilized for acoustical estimation and treatments (both internally and externally), magnetic waves, and more. This leaves ray tracing as a practical tool for designing projects as large as concert halls and schools or as small as a room or office. The simplification of the characteristics of wavelengths into vector lines allows for a diminishment of computational stress and the ability to model, visualize, and factor being analysed. This allows for a new approach at mitigating environmental variables that affects the occupants and comfort of a space by visually representing them and allowing alteration based on that visualization. This process can also misrepresent. As the vector lines are simplifications of a more complex wave, many smaller principles are avoided which could still have influence on the real result and create discrepancies. For example, the rays are typically shown as specular reflections and, as most surfaces are not perfectly smooth, diffused effects can happen at various scales and result in misrepresentations. This effect can be more or less extreme depending on the factor being analysed. As lightwaves are typically small, this would have little effect, but on sound waves it could be seen as more of a consequence depending on the frequency range being analysed.

Reflected Ray

Diffuse

Specular

Incident Ray

Mirror

Fig. 2.2.0 - Reflection Types

3.0

Precedents

Programming & Spatial Layout Studying schools and their programming methods helped to create an understanding of school layouts and how pedagogy is evolving. This research led to the conclusion that interconnectivity was crucial in the contemporary school environment.

3.1 - Corlaer College

By creating visual contact, flexible uses, open plans, and simplistic circulation from various programmatic needs, a fluid space that is both easy to navigate and traverse, while also providing sight lines is developed. These types of spaces have shown to help students focus and learn as well as create critical social skills for their future.

3.2 - Ă&#x2DC;restad College

Atrium Maximization Designing an atrium to adequately light a buildingâ&#x20AC;&#x2122;s interior becomes a matter of following the light. Although this could seem straightforward, the actual practice can become tricky as the space becomes more complex.

3.5 - The Cooper Union

Through the study of precedents, a better understanding of lighting principles was developed and its reasonings were then able to be dissected and reconfigured for application into the Blanket Schools design.

3.6 - Seona Reid Building

Structural System Placing the new tower over the existing school buildings allowed for the maximization of the site and its area, but it also created the problem of how to achieve a tower cantilevered over the heritage items.

3.3 - HSBC Building

Through looking at multiple precedents, the idea formed that hanging tension columns could achieve the required structural goals while also freeing up valuable floor space.

3.4 - Centre Pompidou

Protective & Open Envelope Designing an atrium to adequately light a buildingâ&#x20AC;&#x2122;s interior becomes a matter of following the light. Although this could seem straightforward, the actual practice can become tricky as the space becomes more complex.

3.7 - South Australia Health & Medical Research Institute

3.8 - JTI Headquarters

3.1

Corlaer College

Architect: Broekbakema Year Completed: 2006 Location: Nijkerk, Netherlands Building Area: 11,500 Levels: 5 Students: 800 Area/Student: 14.4 sqm Pros: - Levels are offset to maximize visibility from spaces across the floor plate and levels. - Cafeteria is on top level, which motives students to explore all spaces of the building. - Classrooms, offices, and learning spaces are all grouped together to encourage teacher student interaction.

Fig. 3.1.0

Cons: - Learning landscapes maybe overly open and have a potential for noise interferences to teaching. - Single gathering space/lecture hall limits the potential for multiple meetings for schools with higher enrolment.

Storage Administration/Staff Horiz. Circulation Classrooms Lecture Exterior Active/Gym Atrium Ancillary Vert. Circulation Learning Landscape

Fig. 3.1.3 - Typical Teaching Level Axo

Lvl 2 Lvl 1 Lvl 0

Fig. 3.1.4 - Proximity Graph

Fig. 3.1.1

Fig. 3.1.2

Lvl 2

Lvl 1 Circulation Lvl 0

Horiz. Circulation Atrium Vert. Circulation

Ancillary Active/Gym Storage Ancillary

Massing Teaching and Staff Administration/Staff Classrooms Lecture Learning Landscape

Fig. 3.1.5 - Program Axo

3.2

Ă&#x2DC;restad College

Architect: 3XN Year Completed: 2007 Location: Copenhagen, Denmark Building Area: 12,000 sqm Levels: 6 Students: 900 Area/Student: 13.3 sqm Pros: - Rotating atrium maximizes sunlight into atrium and spaces throughout the day. - Atrium creates clear visibility throughout the entire structure. - With many different types of student lounge, the layout allows for quite or interactive learning styles. - Lecture within atrium allows for large or small gathers. - Learning landscape is flanked by classrooms and atrium creating a gradient of uses.

Fig. 3.2.0

Cons: - Open plan may allow for noise to easily distract throughout the spaces. - Office/admin is limited to ground floor, disconnecting staff from students.

Lvl 4

Storage Administration/Staff Horiz. Circulation Classrooms Lecture Exterior Active/Gym Atrium Ancillary Vert. Circulation Learning Landscape

Fig. 3.2.3 - Typical Teaching Level Axo

Lvl 3 Lvl 2 Lvl 1 Lvl 0

Fig. 3.2.4 - Proximity Graph

Fig. 3.2.1

Fig. 3.2.2

Circulation Horiz. Circulation Atrium Vert. Circulation

Ancillary Active/Gym Storage Ancillary

Teaching and Staff Administration/Staff Classrooms Lecture Learning Landscape

Fig. 3.2.5 - Program Axo

3.3

Centre Pompidou

Architect: R. Piano + R. Rogers Year Completed: 1977 Location: Paris, France Building Area: 11,000 sqm Levels: 8

Pros: - Provides large spans and a generous cantilever. - These large spans allow for the maximization floor pace on the site as well as an open floor plan - A clean structure is produced that is sculptural and limits internal structure from cluttering the space.

Fig. 3.3.0

Cons: - Gerberettes have to be custom made which makes them expensive, especially for a school project - The design requires a tension column to run down to the ground level, acting as a tether to prevent the gerberettes from rotating. The goal is to avoid continuation to the ground, making this less ideal.

Structural Connection - Plan

Structural Connection - Elevation

Gererette - Plan

Gerberette Column - Tensile Lateral Support Truss Column - Compressive

Fig. 3.3.3 - Gerberette Details

Gerberette - Elevation

Gerberette - Sections

Fig. 3.3.1

Fig. 3.3.2

Set on a pin joint, the gerberette supports the weight of the main interior floor trusses, which want to push down and rotate the structural member. Through an equilibrium produced through two sets of columns, the rotational force is prevented through a tensile column, while the load is diverted down through the primary/ compressive column.

Gerberette

Tension Compression

Structural Bay

Building Structure

Fig. 3.3.4 - Structural Axo

3.4

HSBC Building

Architect: Foster + Partners Year Completed: 1986 Location: Hong Kong Building Area: 99,171 sqm Levels: 47

Pros: - Provides large spans and open interior. - Floor space is maximized and a light filled atrium is able to be integrated - A simple structural method is produced that is easily reproduced as the structure increases in height. - A free floating column is able to be supported without the need for tethering at the ground.

Fig. 3.4.0

Cons: - The cost of the structure is high and is not right for every project - The mega columns utilized are large and use valuable floor space inside.

A Column - Tensile Lateral Support Truss Column - Compressive

Fig. 3.4.3 - Structural Elevation

Fig. 3.4.4

Fig. 3.4.5 A - Pin Joint

B - Butterfly Connection

Fig. 3.4.6 C - Mega Column

Fig. 3.4.1

Fig. 3.4.2

Designed similarly to a suspension bridge, the structure for the HSBC building supports the weight of six floors through massive tensile members. Outermost columns transfer loads up to the hangers and then transfer that load into the mega column (a composite of four columns).

Tension Compression

Fig. 3.4.7 - Structural Axo

3.5

The Cooper Union

Architect: Morphosis Year Completed: 2006 Location: New York, USA Building Area: 16,258 sqm Levels: 12

Pros: - Porus face allows for a defined space that allows light to flood adjacent areas. - The atrium is used as a gathering space and becomes multifunctional - The bright color helps to reflect the light to lower levels

Fig. 3.5.0

Cons: - The shape is smaller at the top and wider at the bottom which doesnâ&#x20AC;&#x2122;t maximize the reach of daylighting - Method of design is carved around spaces and doesnâ&#x20AC;&#x2122;t ensure the highest lighting potential

1. Max. Volume

2. Program Cut

3. Bridge Cut

4. Skylight Cut

5. Stair Cut

6. Horiz. Mesh

7. Diagonal Mesh

8. Lineal Atrium Mesh

Fig. 3.5.3 - Atrium Geometry

Fig. 3.5.1

Fig. 3.5.2

Fig. 3.5.4 - Atrium Section

3.6

Seona Reid Building

Architect: Steven Holl Architects Year Completed: 2014 Location: Glasgow, UK Building Area: 11,250 sqm Levels: 7

Pros: - Angled and carved to accept daylighting throughout the year and ensure illumination needs are met inside - Multiple thin atriums allow for lighting throughout the north to south orientation - Carved spaces create features and occupiable areas Cons: - Five separate atriums were required to ensure daylighting which begins taking up a large area - Diameter remains consistent throughout which could prevent the spread of light into deeper spaces within

Fig. 3.6.3 - Atrium Geometry

Fig. 3.6.0

Fig. 3.6.1

Fig. 3.6.2

Fig. 3.6.4 - Atrium Section

3.7

South Australia Health & Medical Research Institute

Architect: Woods Bagot Year Completed: 2014 Location: Adelaide, Australia Building Area: 30,000 sqm Levels: 7

Pros: - Clean and simple appearance that allows for lighting and shading where it is required - Different panel types allow for a wide assortment of possibilities - Shades are simple, effective, and individualized to its particular location

Fig. 3.7.0

Cons: - Even while shaded, the large glazed area may not be suitable for Sydneyâ&#x20AC;&#x2122;s warmer climate - With so many panel and fins, the design requires a solid understanding of parametricism to replicate

Heat

A Cool

A Typ. Plan

North East Elevation

North West Elevation

South East Elevation

South West Elevation

Typ. Elevation

Fig. 3.7.3 - Glazing Panel Analysis

Section A-A

Fig. 3.7.4 - Solar Radiation

Fig. 3.7.1

Fig. 3.7.2

West Facade Upper Panels

East Facade Upper Panels

West Facade Under Panels

East Facade Under Panels

Glass

Shaded Glass

Metal

Expanded Metal

Perferated Metal

Open

Shaded Open

Removed

Panels Types Fig. 3.7.5 - Panel Axonometrics

3.8

JTI Headquarters

Architect: SOM Year Completed: 2015 Location: Geneva, Switzerland Building Area: 37,790 sqm Levels: 9

Pros: - Simple solution to create shading that reduces solar gain - Clean look that maintains views and thermal comfort - Unitized Closed Cavity Facade (CCF) system is quick to install - Blinds are sandwiched between the two facades, helping to allow occupant adjustment and protecting it from damage

Fig. 3.8.0

Cons: - Even as a compact double facade, the CCF panels were designed for Geneva and may not function in Sydneyâ&#x20AC;&#x2122;s warmer climate - CCF panels are typically expensive and need a high level of design before fabrication

West Panels - 13% Decrease Fig. 3.8.4 - Summer Radiation Reduction

South Panels - 9% Decrease

East Panels - 14% Decrease

Fig. 3.8.1

Fig. 3.8.2

Fig. 3.8.3 Blind Cover Spandrel Roller Blind

Inner Pane Mullion Outer pane

Fig. 3.8.5 - Closed Cavity Facade Panel

4.0 Vertical School 4.1

Podium

A podium allows for the towers presence to be less felt on the site and, as there are existing buildings and trees around the propertyâ&#x20AC;&#x2122;s perimeter, some parameters for height, and location are pre-made. This podium also helps to solve the fear of students over utilizing the park. Through its strategic placement, visual access is cut off on the ground level and the focus is directed inwards towards the atrium/courtyard that was developed in the rule based design exercise.

Final Podium Massing

4.2

Alternate Podium Designs

Alt. 1

Alt. 2

Alt. 3

Alt. 4

Alt. 5

Alt. 6

4.3

Podium Design Steps

1 - Using the property lines, a volume is extruded to match the existing buildings

2 - Bounding boxes around the existing trees are used to subtract mass from the new volume

5 - The convex center and radius are subtracted from the massing

6 - Blockading or awkward spaces are removed using property line setbacks

3 - Bounding boxes around the existing buildings are used to subtract mass from the new volume

4 - An ideal convex (or gathering) space is identified on the site

7 - Corners are softened at the pedestrian level

8 - Volume is subtracted from the park side to allow for seating, shade, and engagement with the community

4.4

Tower

Through separating the podium from the tower, a critical separation is created which helps the original buildings retain their individuality as well as creates a separation of the large massing from the pedestrian level, helping to minimize is presence. Setbacks contribute substantially to this minimization and this effect is furthered with the integration of the, space making and context reflecting, drape impression into the bottom of the volume. This design distracts from the massing above and creates a visually interesting and related feature to the site.

Final Tower Massing

The draping effect has been studied in architecture and can be seen in the ‘Wrapped Objects’ work of artists Christo and Jeanne-Claude. The wrapping doesn’t transform the objects, only amplifies the interest in the objects. This same idea can be related back to the construction of childhood forts with everyday household objects. This simple reconfiguring of items produces new feelings of safety, fun, creativity, and interest. For this same reason, this idea was utilized in ‘The Blanket School’ design.

4.5

Alternate Tower Designs

Alt. 1

Alt. 2

Alt. 3

Alt. 4

Alt. 5

Alt. 6

4.6

Tower Design Steps

1 - Existing site containing the proposed podium

4 - 15m park setbacks are integrated past the podium to minimize the towers impact

7B - Mesh surface developed

5 - 5m street setbacks are added to minimize noise and views into neighboring apartments

7C - Mesh drape is lowered onto site

2 - Using the property lines, a volume is extruded to 15-stories tall to maximize the tower

3 - The bottom of the tower extrusion is raised to match the podiums height

6 - Bounding boxes around the existing trees are used to subtract mass from the new volume

7A - Concept of draping to enhance and excite form

7D - The site and its existing features are draped over to create a simplified geometry

8 - The draping is then removed from the towers massing to create a visual connection

4.7

Atrium

Due to the east-west orientation and long tower volume, the need for an effective atrium becomes crucial in the high schools design. Through the employment of the podiums convex/community space, the towerâ&#x20AC;&#x2122;s atrium ranches out to receive needed sunlight and wind patterns which will not only make it a more enjoyable space, but also more energy efficient. The atrium does come at a cost. By coring out the center, floor space is removed and the towers height must increase to compensate. By minimizing the surface of the atrium, it also minimizes the potential loss of area and keeps the tower as low as possible.

Final Atrium Massing

4.8

Alternate Atrium Designs

Alt 1

Alt 2

Alt 3

Alt 4

4.9

Atrium Design Steps

1 - Proposed podium and tower

3 - Pull up blanket to integrate convex space meeting space and limit heavily shaded areas

4 - Trim blanket at top to introduce sunlight

7 - Alter atrium to allow sun and wind utilization

8 - Divide strucutre into floor plates

2 - Isolate blanket base

5 - Alter atrium at mid-point to lower drop risk and enourage diffused lighting

9 - Calculate required sqm floor area and remove additional floor plates

6 - Assess environmental conditions on massing

10 - Use atrium massing as a subtractor from floor plates

5.0 5.1.0

Components Programming

Accomplishing an interconnected program was important to the project and was achieved with space syntax as the backbone. Through pushing for flexibility as well as concrete uses where it was deemed necessary, a program developed that could be used for a number of scheduling choices and will be a model that can support more students in the future if current trends continue.

Final Programming

To promote this interconnectivity within the school, the method of space syntax was expanded upon through a sudoku like approach which ensured an even and non repetitive programming placement. This approach would help to prevent congestion and achieve the goal of connectivity.

1 - Identify applicable area

2 - Divide into different zones

1 2 3 4 5 6 7 8 9

Storage Exhibition/Arts ǏǾǩǿই^ȠƺА Horiz. Circulation Classroom Leture Exterior Active/Gym Atrium Ancillary Vert. Circulation Learning Landscape

3 - Further divide for specificity

4 - Substitute numerical range for program modules

5 - Determine the required programmatic ratios

6 - Break up and shuffle program to maximise interconnectivity

7 - Begin with intentional programming placement

8 - Evenly distribute remaining program throughout zones and squares

5.1.1

Program Requirements

HS400

LEARNING FACILITIES

AREA

GENERAL LEARNING UNIT

HS402

^ F2K[ @ [F2F( hF2e ৉ e|X ࢲ শǹƺȖǠǓ șǉǦȅȅǹষ

546

HS404

SCIENCE LEARNING UNIT

755

HS405

VISUAL ARTS LEARNING UNIT

328

HS406

X ['K[E F @ [F2F( hF2e

265

HS407

X ['K[E F '2eF ^^ @ [F2F( hF2e

HS408

'2eF ^^ @ [F2F( hF2e

305

HS409

E e [2 @^ @ [F2F( hF2e e|X ࢲ শ'KK e /ষ

255

HS410

E e [2 @^ @ [F2F( hF2e e|X ࢳ শvKK ইE e @ষ

376

HS411

Eh@e2 E 2 @ [F2F( hF2e

112

HS412

LECTURE LEARNING UNIT

265

2221

HS413

E e [2 @^ @ [F2F( hF2e e|X ࢴ শvKK ইE e @ t2^ [e^ষ

HS414

E e [2 @^ @ [F2F( hF2e e|X ࢵ শ'KK e / ৉ ^ E2 KEE

344

^2e ^X 2'2 @ [F2F( hF2e KXe2KF^

673

TOTAL HS500

6445 LEARNING RESOURCE FACILITIES

AREA

PROGR.

HS501

@2 [ [|

538

HS502

EKt E Fe KEX@ {

747

HS503

Khe KK[ Kt [ vK[?^/KX

HS504

Khe KK[ @ [F2F(

HS505

( E ^

HS506

AGRICULTURE

75 318 3040 0

TOTAL HS600

4718

LEARNING SUPPORT FACILITIES

AREA

PROGR.

HS601

E2F2^e[ e2KF

238

HS602

^e ''

745

HS603

^eh Fe ^ [t2 ^

326

HS604

CANTEEN

HS605

STORAGE

HS606

Kt [ Khe KK[ ^X

HS607

^^ E @| Zh [ F(@

HS608

X ^e[2 F 2[ h@ e2KF

HS609

VEHICULAR CIRCULATION

HS610

KX F ^X

HS611

SERVICES

HS612

SITE

176

0 14 0

TOTAL

PROGR.

HS401

1626

Total

12789

Circulation Space

3837

Gross Floor Area

16626

Masterplan GFA

18111

Utilizing the information from the DoEAMD 15 85 Appendix E - Secondary School Accommodation Schedule 2, programs and areas were identified for the Inner city site. As the schedule was designed for 2,040 students, a percentage was used to determine the requirements for the proposed 1,200 students scheme. After determining the required areas, the program was sorted into categories for ease of application into the sudoku method. These categories were then totaled and a required ratio of each was determined so that each floor would be able to have a consistent mix of program. By achieving this, a programmatic language is formed that allows for flexible floor plates that can be utilized for streams, years, class type, or student

type. This also allows for teachers and students to inhabit spaces to ensure a visual connection within the proposed spaces, provides the students with constant aid, and ensures security for all students at all times. This even ratio dispersion also allows for a minimization of circulation needs within the school. By localizing multiple program types on one floor, a hub is created which allows quick access to necessities while providing a space for a congregation of a specific student group or class. Through this method, a comfortable school is developed that can be utilized by a diverse student base and school organization can schedule the classes in a number of ways to ensure ease of travel.

Storage

2.0%

Learning Landscape

25.0% Ancillary

8.0%

Exhibition/Arts

6.0%

Admin/Staff

8.0%

Active

Classrooms

12.0%

32.0%

Outdoor

5.0%

Lecture

2.0%

5.1.2

Programming Steps

To develop this method, capsules or occupiable programming receptacles are required. This allows for the sudoku approach to be integrated into the voids and for a speedy layout to be executed. To achieve this program language, a set of eight steps was produced:

1 - The board is seperated into comparable zones

3 - Large underutilised spaces are then identified and new areas developed based on the spaces being filled

4 - These areas are further divided in 3m intervals to allow for small, medium, and large spaces while adhering to the 9m classroom average

2 - The zones can then be subdivided, starting with a 9m offset from the perimeter, the typical classroom depth. The volumes are then eroded away to ensure daylight access.

5 - This designation begins with locating and integrating the stacked services and circulation

6 - Selecting the blanketed form and central areas allows for terracing and visibility in creating multifunctional and active spaces throughout

Active/Gym

Providing active program at the top and bottom of the tower encourages movement and interconnectivity of the spaces

Quadrangle

A quadrangle allows for light to spill into the existing building and activity to remain on the ground level Agriculture Roof

A roof garden allows for outdoor access without spilling into the park. It also allows for a student garden for agricultural learning.

Canteen

Located on ground floor to allow for events, access to views and the outdoors, and food deliveries Exhibition Space Admin

Located near the entrance to provide student oversight

Positioned along the park, as well as above and below the canteen, to engage the public and create a visual connection while remaining physically separate

7 - More visible or active spaces are selected next, both at the top and bottom of the program, to ensure admin visibility, public access, and to encourage movement throughout the spaces

Preselected Program

Remaining Program

Exhibition/Arts Admin/Staff Exterior Active/Gym Ancillary Learning Landscape

Storage Admin/Staff Classrooms Lecture Ancillary

8 - The remaining and empty slots are then infilled with the required program based on school guidlines, size, location, and with an even ratio to the floors to ensure a uniform and logical distribution

5.1.3

Program Manafold

To solve where the remaining program should be placed, a grasshopper script was developed which was dubbed the â&#x20AC;&#x153;Program Manifoldâ&#x20AC;?. By taking the pre-selected/resolved program, a summation of its area could be determined and then compared to what was required. The programs which had yet to meet their spatial needs could then be applied to the spaces that had yet to be identified with a program.

To determine these spatial needs and the location for where they should be placed, each category had a ratio (determined by the requirements), floor plates were taken into consideration (for even dispersal), and categories had tasks they tried to meet (i.e. staff offices in the center of classrooms for maximum visibility/accessibility).

The program manifold categorizes the input program areas into the required ratios and spaces required by the district Percentages dictate what program is categorized and what is not required

The spaces and areas generated are plugged in as either known or unknown programs. Utilizing the known program and its area help to solve the unknown

Occupiable Areas

Program Manifold

The program is distributed into categories and displayed accordingly The distributed programâ&#x20AC;&#x2122;s area is totalled to ensure accuracy

Program Distribution

Summation of Areas

5.1.4

Final Program Placement

The final program allows for a flow throughout the structure but does not require it. Instead, hubs are developed on each floor, with guite and interactive zones being developed within each level that encourage learning for any style. This hub method also allows for a limit on circulation use, when unnecessary, and promotes visibility and circulation when it is.

Final Programming

The resulting program is easily accessible from a number of locations and prevents pinch points or corners where circulation is halted. This is in direct response to the theory of space syntax and ensures move-ability within all zones. By accomplishing this, fluid spaces are created and areas of the community can become focal points to ensure connection between peers.

Lvl 7

Lvl 6

Lvl 5

Lvl 4

Lvl 3

Lvl 2

Lvl 1

Lvl G1

Lvl G0

Storage Exhibition/Arts Admin/Staff Horiz. Circulation Classrooms Lecture

Exterior Active/Gym Atrium Ancillary Vert. Circulation Learning Landscape

Gamma Map

5.1.5

Learning Landscape Advancement

The interior of the blanketed surface is altered to evolve into a more flexible and useful area. Through developing a tiered space, a range of programs and uses can be integrated into the undulating form. This combines spaces and uses and allows for new paradigms to be created. Flexibility, conversation, and tranquility become the focus of this new approach, which is further developed through

the integration of designs for lounging, learning, socializing, and scenic viewing. While a more open approach to teaching is still being studied, this programmatic language developed should allow for a variety of pedagogical styles and provide a flexible space that can be used far into the future.

The blanket surface is isolated from the overall massing

The surface has contours applied at a consistant elevation

The contours are leveled out into a tiered surface to allow circulation

The tiered surface has overhangs, chairs, and stairs added to make it multifunctional

The park is brough from ground level, onto the gardened roof, and integrated into the tiered learning landscape

Horiz. Circulation

Plantings

Studying

Lounging

Vert. Circulation

Lecture

Learning Landscape Axo

Plantings Soil Gravel Drainage Rock Drainage Pipe Waterproof Liner

Learning Landscape Section

5.1.6

Plant Selection:

Integrating plants into the learning landscape has a number of benefits. By blurring the lines of indoors and outdoors, the students have a decreased motivation to seek out parkland and leave campus. Additionally, research has shown the psychological advantages to an individualâ&#x20AC;&#x2122;s proximity to green space. This will ideally, help students to focus and elevate the learning experience.

size by a third. The incorporation of certain plant varieties can cleans the air of a mix of toxins and relieve stress on any air purification system that is in place.

Lastly, air quality has been shown to improve a students focus and learning capabilities, in some cases this was as significant as reducing a class

Encaged in glass and with large open atrium spaces throughout, plants would be suited to this atmosphere. To find plant species that would thrive in this environment, a lux value was attributed to plants that like bright or shaded space (see envelope for more details on lux). Knowing the lux of a space and plants then makes it easy to quickly populate the learning landscape with vegetation.

Trees

Tall Shrubs

Weeping Fig

Areca Palm

Filters Out: Benzene, Formaldehyde, Tricholoroethylene

Filters Out: Benzene, Carbon Monoxide Formaldehyde, Tricholoroethylene, Xylene

Rubber Plant

Lady Palm

Filters Out: Benzene, Formaldehyde, Tricholoroethylene, Xylene

Filters Out: Ammonia, Formaldehyde, Xylene

Light

2000-4000 LUX: Bright Light Intensity

1000-2000 LUX: Bright-Indirect Intensity

Ground Cover/Vines

Boston Fern

Travellers Joy

Filters Out: Formaldehyde, Xylene

Filters Out: Carbon Monoxide

Zanzibar Gem

Blue Flax Lily

Filters Out: Formaldehyde, Xylene

Filters Out: Carbon Monoxide

500-1000 LUX: Medium Light Intensity

200-500 LUX: Low Light Intensity Shade

Small Shrubs

5.2.0

Structure

Finding a solution to allow a large floor plate while not endangering the integrity of the heritage buildings became an obstacle that was again helped through space syntax. The finding of convex space also allowed to find the most open spaces on the site and was utilized to find the primary grid lines. From there, inspiration was taken from our precedence studies and a mast-like truss structure was developed to hold up the school in eight steps:

Final Structure

1 - The typical floor plate is identified and starting grids are oriented based on open area on the ground and the standard 9m classroom widths

2 - Subsequent grid lines are generated at this continued ~9m width and grids that overlap with atrium spaces are broken down

3 - This grid is then projected onto the remaining tower floor plates

4 - Intersection points of the main grid lines are then found

5 - The interseting grid points denote the location in which columns are inserted

6 - Columns that hit the heritage buildings are identified and cut at the line of the blanketing form

7 - To support these floating columns, a mast-like truss structure is developed with the remaining columns, knee bracing, and primary beams

8 - Decking is then laid over the resulting structure and results in a design that maximises floor area while maintaining heritage buildings and the blanketing approach

C o m p r e s s i o n

Structural Diagrams

T e n s i o n

5.2.1

Mast and Hanger Columns

Floor Beams

Joists

Composite Deck

5.2.2

Structural Forces

Looking at the structural forces and the structural framework, an understanding of sizing became questioned. To better understand how the structure was acting and performing, a simple analysis of the members and their actions were performed. This revealed the deformation that was going to be most problematic and would need additional analysis. In this case, this was the central beams, as their spans were quite large.

Tension Compression

Structural Forces

Exagerated Deflection

5.2.3

Beam Sizing

To better understand what the span, live load, and dead loads will dictate for beam sizes, some general charts* were used and implemented into grasshopper. This meant that as the grid line increased for a particular beam, the length would help determine and auto-generate the correct beam size. This can be seen in the graphics below. These results are to get a sense of what would be required for beam sizes. This was completed in an

effort to understand what the depth of structure would do to headroom, space, and the overall design. In actual practice, this could be a valuable tool for feasibility before bringing in structural engineers who could help to confirm sizes and help streamline the design. * In this case, the Australian Steel Institutes sizing for offices was utilized as it was the closest programmatic option for data.

Beam: 460UB74.6 Width: 190mm Heiht 457mm

Beam: 610UB101 Width: 228mm Heiht 602mm

9m Span

11m Span

Beam: 610UB125 Width: 250mm Heiht 772mm

Beam: 800WB122 Width: 250mm Heiht 772mm

14m Span

17m Span

5.3.0

Atrium

Lighting was an important factor in the Blanket Schoolâ&#x20AC;&#x2122;s design. Through better understanding lighting properties, innovative methods were able to be implemented in the creation of the atrium. This allowed for ray tracing to be implemented and for a high performing atrium to be developed in eight steps:

Final Atrium

2 - A single void is iolated from the blanketing mass for analysis

3 - The void is cut away in a numerous ways to perform lighting analysis

4 - By utilising ray tracing, light rays which enter the void can be mapped, along the atrium surface, based on their ability to meet the floor plates. This determines critical points within the atrium.

5 - The atrium is broken down into a segmented pattern to act as a medium to apply the mapping to the space

5.3.1

Significant Atrium Points

The utilization of ray tracing and point mapping, from step four, was executed by isolating the floor plates, building massing, and atrium. By focusing the rays at the atrium, rays that made it through the atrium and met the floor plates below were mapped onto the atriumâ&#x20AC;&#x2122;s shell. The shape of the atrium was altered with galapogos to find best form at dispersing rays to floor plates below. This process was repeated across key dates throughout the year and the mapped points were then compiled onto the surface of the atrium.

Key Reflection Points

Atrium

Gym and Roof (Unmeasured) Atrium Massing

Fig. 5.3.1 - Ray Tracing

Levels Measured

March 22 @ 9am

March 22 @ 12pm

March 22 @ 3pm

June 22 @ 9am

June 22 @ 12pm

June 22 @ 3pm

Sept 22 @ 9am

Sept 22 @ 12pm

Sept 22 @ 3pm

Dec 22 @ 9am

Dec 22 @ 12pm

Dec 22 @ 3pm

5.3.2

Atrium Panel Categories

Utilizing the mapped points from the ray tracing analysis of the atrium, the atrium panels were then divided into categories based on their proximity to a mapped point. These distances are parametric and adjusted to find a mix that suited the size and shape of the atrium.

0.0m

After applying this process to the main atrium, the same process was repeated across the remaining atriums and blanket surface.

< 0.5m

< 1.0m

< 2.0m

Categoriazation of Panels on Main

< 4.0m

Atrium

> 4.0m

Application of categories onto remaining blanket surface and atriums

Reflective

= < 0.5m

= < 1.0m

= < 2.0m

= < 4.0m

= > 4.0m Transparent

5.3.3

Atrium Panel Cladding

The five categories produced from the mapped points were then able to be applied with whatever surfaces that suited it. In this case, in order to retain the ray tracing results, the surface needed to be reflective at where the points were mapped and transparent where they were not. This produced a gradient of panels, ranging from reflective to transparent. These new panel types were then easily substituted in for the categories panels. To further the design, the mullion frame system was able to be developed around the nodes and panel edges.

Atrium Panels and frame structure

Aluminium Nodes Wooden Rails Aluminium Rails Gasket Composite Panels Rail Caps Finishing Plug

Exploded Panels and Frame Axo 69

5.3.4

Material Choice

In choosing a material for the atriumâ&#x20AC;&#x2122;s cladding, a few factors came into consideration. Founded in 1856, the original school on the site was a product of the gold rush and the influx of new residents that it produced. To mirror this history, a golden sheen was seen as a viable option. As gold is costly, a brass surface (a combination of copper and zinc) was substituted for its resistance to the elements, retention of color over time, and the character created with tarnishing in the future. A golden hue was also chosen over other metallic surfaces for its warmth. A steel or silver hue can be seen as sterile and cold, making it less of an option for a school where the environment needs to remain inviting, warm, and soothing.

Right: Fig. 5.3.1 - Cleveland Street Public School Below: Fig. 5.3.2 - Cleveland Street School

Above: Fig. 5.3.3 - Punctured Brass Siding Left: Fig. 5.3.4 - Brass Siding

5.4.0

Envelope

Lighting again became a factor in the facade and roof. Finding ways of both accepting and limiting the light was crucial for comfortable environments. To achieve this, a set goal of illumination was set for spaces and testing, breaking down, and reassessing was performed to create a simple envelope that would allow for diffused and even lighting as well as helping for the building to fit into itâ&#x20AC;&#x2122;s existing context. This process began with seven steps:

Final Facade

1 - The towerâ&#x20AC;&#x2122;s facade is compared to the historically significant buildings on site, to find a cladding method that will allow for cohesion

2 - Mimicking the pitched roofs on the site, a triangular pattern is mapped onto the building that correlates to floor heights and sight line to maintain views outward

3 - The top and bottom strips are made solid opaque panels to help with daylighting and creating a gradient from solid to translucent to further relate to the existing buildings

4 - Panels in front of program clusters are selected to meet a 300 lux condition to ensure comfortable working spaces

5 - Panels around the developed light wells are chosen to be a high ratio of glazing to allow deep light penetration. This then gradients out to the 300 lux panels.

6 - The remaining panels are meant to be transitional panels to ensure a smooth flow of the facade

7 - To ensure interesting lighting conditions, the transitional panels get slightly infused with a mix of all the panels to create variations in lighting and intrigue

5.4.1

Solar Radiation

In order to create a comfortable and effective learning environment for the student and the school users, it is important to meet the necessary radiation control and proper lighting conditions. Consequently, to achieve the two aims, the window modules on four sides of the facades (North, South, East & West) are specifically designed accordingly. Firstly, summer and winter sun radiations are controlled by the addition of shading components. These shading components are extruded out of lines connected from the diagird’s vertices which are allowed to move outward within 0.5 meter

range under the condition of minimizing the summer radiation while maximising the winter radiation. Next, following the same goal condition, subdivision of panels are carried out to further mitigate the summer radiation in which cover panels are added to the subdivided region with the highest summer radiation. This, together with the pulling of both upper and lower panel’s centre point towards the interior spaces within 0.5 meter range allows for effective filtering out of high angle summer solar rays while allowing low angle winter solar rays to come into the interior spaces. This concludes the radiation control process.

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‫ؾؾ۫ف‬

‫لك۫ن‬

[ǙǶǳƺ

‫لؾ۫ف‬

‫نل۫ؽ‬

ƎǬǳܸ sƧǬǳܸ

‫ـم۫ن‬ ‫مق۫م‬

‫قف۫ؿ‬ ‫ن۫ـ‬

North

South

East

1. Summer Benchmark

0.5m

Vertices are freed within range

2. Shading Fins Developed

Shades form from these new points and are tested

West

ªöĚŊöƴŊŸŭ ßöŢƼġ ǕŊƴń ²ńöĚŊŭļ ͛Şàń͒ ṻ͜ [ǶǒǒƧǩܸ sƽǓǳƧǩ [ǶǒǒƧǩܸXƧƣǶƝǳƽǙǓܸ CǙǩǳƺܸ

‫قك۫ؾ‬

‫ؿن۫ك‬

‫ނنق‬

[ǙǶǳƺ

‫لؾ۫ف‬

‫نل۫ؽ‬

‫ܜ‬

ƎǬǳܸ sƧǬǳܸ

‫ـك۫ق‬ ‫ك۫ف‬

‫ؾؽ۫ؾ‬ ‫لم۫ؾ‬

‫ނؿف‬ ‫ނكف‬

South

East

West

North

South

East

West

Summer

Winter

North

3. Radiation with Shading

Equinox/ Summer Soltice Equinox/ Winter Soltice 0.5m

Pulling the centre point of the diagrid panel within a given distance limit to further improve radiation control 4. Panel Subdivision

North

South

East

14% 15%

15% 12%

29% 11%

71%

73%

West

60%

21%

17%

12%

37% 42%

31% 52%

55% 33%

5. Panel Subdivision & Opaque Cover

North

South

Upper Panel

Lower Panel

6. Depth Adjustment for Rad. Control

East

West

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CǙǩǳƺܸ

‫ؾم۫ؽ‬

‫ؿ۫ك‬

‫ނنل‬

‫ؿ۫ؽ‬ǒ

‫ف۫ؽ‬ǒ

[ǙǶǳƺ

‫كم۫ؾ‬

‫مـ۫ؽ‬

‫ނقق‬

‫ؾ۫ؽ‬ǒܸ

‫ف۫ؽ‬ǒܸ

ƎǬǳܸ sƧǬǳܸ

‫كـ۫ؿ‬ ‫ؾل۫ؾ‬

‫من۫ؽ‬ ‫قؿ۫ؾ‬

‫ނكل‬ ‫ނؽم‬

‫ق۫ؽ‬ǒ ‫ق۫ؽ‬ǒ

‫ف۫ؽ‬ǒ ‫ـ۫ؽ‬ǒ

North

South

[ǶǒǒƧǩܸܸXƧƣǶƝǳƽǙǓܸ eǦǦƧǩܸUƎǓƧǍܸ ƧǦǳƺ

ǙǳǳǙǒܸUƎǓƧǍܸ ƧǦǳƺܸܸ

[ǶǒǒƧǩܸ

East

West

East

West

7. Summer Rad. After Depth Adjustment

North

South

8. Final Product of Rad. Control

5.4.2

Lux

While maintaining the depth of centre points from the radiation control’s final facade product, the lumen level control process can then be carried out. It is proposed that each side of the facade will have 4 types of panels that are designed to meet rooms conditioned with 1200 lux, 750 lux, 300 lux and 0 lux brightness levels. To begin with, each of the panels (North, South, East & West) is divided into its individual upper and bottom panel module. A perpendicular line flat to the plane of the elevation of the panel is then derived from the base of the cover panel and used as a movement trajectory for the panel’s centre points. The centre point is moved to determine the area of the panel used to cover the window which controls the amount of light entering the interior space. Consequently, the

North

Top & Bottom Panels

Top Panel Point Adjustment

Bottom Panel Point Adjustment

1. Moving Centre Point

South

centre point’s movement is ranged between 0.5 to -0.5 with 0.1 stepping value as the parameter. In the end, different parameter’s value will be inputted into the lumen testing classroom module accordingly until it produces the closest average lumen value to the targeted lumen value. 0.5 0.4 0.3 0.2 0.1 0.0 -0.1 -0.2 -0.3 -0.4 -0.5

Moving the centre point, while preserving the same depth, allow for some control of the lux level

East

West

mƼǚ !ŸŭƴƞŸŢ ͛!ġŭƴƞġ §ŸŊŭƴƦ͆ Çƛƛġƞ §öŭġŢ͑ mŸǕġƞ §öŭġŢ͜ =Ƕͳ

CǙǩǳƺ

[ǙǶǳƺܸ

ƎǬǳ

sƧǬǳ

‫ؽؽؿؾ‬

܏‫ق۫ؽܜ‬۱‫ܐـ۫ؽܜ‬

܏‫ف۫ؽܜ‬۱‫ܐف۫ؽܜ‬

܏‫ؾ۫ؽܜ‬۱‫ܐؾ۫ؽܜ‬

܏‫ؿ۫ؽܜ‬۱‫ܐؾ۫ؽܜ‬

‫ؽقل‬

܏‫ؾ۫ؽܜ‬۱‫ܐؿ۫ؽܜ‬

܏‫ؽ۫ؽ‬۱‫ܐؾ۫ؽܜ‬

܏‫ؾ۫ؽ‬۱‫ܐؽ۫ؽ‬

܏‫ؽ۫ؽ‬۱‫ܐؾ۫ؽ‬

‫ؽؽـ‬ CǙܸ=ƽƴƺǳ

܏‫ؿ۫ؽ‬۱‫ܐؽ۫ؽ‬ ܏‫ؿ۫ؽ‬۱‫ܐؽ۫ؽ‬

܏‫ؿ۫ؽ‬۱‫ܐؾ۫ؽ‬ ܏‫ؿ۫ؽ‬۱‫ܐؾ۫ؽ‬

܏‫ؿ۫ؽ‬۱‫ܐؿ۫ؽ‬ ܏‫ؿ۫ؽ‬۱‫ܐؿ۫ؽ‬

܏‫ؿ۫ؽ‬۱‫ܐـ۫ؽ‬ ܏‫ؿ۫ؽ‬۱‫ܐـ۫ؽ‬

Upper Panel = -0.2 Centre Points: (-0.2; -0.1) Bottom Panel = -0.1 1200 Lux

1200 Lux - West Facade Panel & Testing Axo

Upper Panel = 0.2 Centre Points: (0.2; 0.3) Bottom Panel = 0.3 300 Lux

300 Lux - West Facade Panel & Testing Axo

2. Lux Configurations Based on Program

5.4.3

Panel Integration

Solar Shade

1200 lux

750 lux

300 lux

0 lux

Facade Panel

North

Facade Configurations - Axos

South

East

West

These panels were then taken and integrated into the facade through the utilization of the earlier categories created. By applying a desired lux value to each category, the panel was then substituted with the corresponding lux panel type. This allows for a high control of the interior environment to meet the desired comfort and condition requirements.

North

South

East

West

Facade Configurations - Elevations

5.4.4

Panel Ratio

With further analysis, it was noted that some panel types hindered the ability to view outside, as they were at eye level. To correct this and ensure views, panel types were replaced within the most common sight lines so they would be more transparent. As this would affect the lux value in the room, a mixture of panel types were added to correct the illumination and resulted in a lux average closer to the original aim.

Avg. Lux = 761

Testing Plan

Tested Elevation 1. 750 Lux Classroom Facade

Avg. Lux = 854

Testing Plan

Tested Elevation 2. Clear flat glass windows are added along the eye height level to allow better view outside Avg. Lux = 752

Testing Plan

Tested Elevation 3. The same amount of the 750 luxâ&#x20AC;&#x2122;s upper panels are replaced with 300 lux window panels to level out the lumen level of the classroom module 83

5.4.5

Panel Construction

The facade was designed with the intent that it would be unitized. As the panels are highly designed, this would ensure the correct mixture of panels at each room or floor and allow for faster construction.

Unitized Facade Elevation

Unitized System Inner Frame Inner DGU Inner Frame Cap Outer Frame Gasket Outer Glazing Solar Shade

Unitized Facade Composition

5.4.6

Envelope Cap - Roof Design

To cap off the envelope, a roof design was developed that could integrate into the facade as well as the context of the neighborhood.

1 - The fenestration modules are then integrated into the facade for the final result

2 - roof design becomes dictated by the program below. With the gym needing large spans to provide sporting activities, only a select numer of structural columns are able to penetrate.

3 - Utilising the triangular facade panel shape, the two directions can be extruded to meet one another and create a space frame and maintain open space below

4 - This space frame is then integrated with the saw tooth roof, which will allow even lighting to the gym while being integrated and concealed by the facade

Right: Fig. 5.4.1 - Carrageworks Exterior Below: Fig. 5.4.2 - Powerhouse Museum

Above: Fig. 5.4.3 - Carrageworks Interior Left: Fig. 5.4.4 - Notre Dame University Student Hub 5.4.7

Roof

A saw-tooth roof design was chosen for multiple reasons. Located in an area with a long history of railyards and industry, the saw-tooth roof has had a long presence in the area. This is for good reason, as the design prevents glare while providing even and constant lighting. As the lot is aligned with the cardinal directions, incorporating this concept was an easy decision. In the end, being able to combine structure, lighting control, facade alignment, and historic precedent made for a seamless design that should function well and work for the school for many years.

TPO Membrane B

Roof Board Ridgid Insulation Steel Deck Space Frame Windows Facade Panels

Saw tooth roof Axo

Section A-A

Section B-B

6.0 6.1

Integration & Implementation Final Massing

The final massing is 16 meters below the currently proposed project and allows for 600 more students while also creating a interior focus that is elevated by the site conditions. The blanketing design helps to maintain existing identity while producing a new atmosphere and hub for the students to explore and utilize. Instead of the community worrying that students will overtake the park, hopefully those same members will be drawn into the new spaces created by the buildingâ&#x20AC;&#x2122;s development.

A Final Tower Axo

School

Chalmers Street

Entrance

School

Entrance

Parking

Entrance

Cleveland Street

Site Plan

6.2 Plans Utilizing the results from programming, the plans were able to be quickly generated and populated with the programs needs with some additional adjustments. L7

Exploded Floor Plan Axo

Level G0 Plan

0 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administrative Atrium Canteen/Event Classroom - Small Classroom - Medium Classroom - Large Classroom - Flex. Use Courts Entry Exhibition

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Garden Hall Information Kitchen Learning Landsape Lecture Library Loading Bay Locker Room Office

21. 22. 23. 24. 25. 26.

Quadrangle Restroom Staff Lounge Storage Studio/Workshop Weight Room

9 3

14 22

22 5

12 4

Level G1 Plan

20 10

22 24

6 5

12 4

Level 1 Plan

0 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administrative Atrium Canteen/Event Classroom - Small Classroom - Medium Classroom - Large Classroom - Flex. Use Courts Entry Exhibition

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Garden Hall Information Kitchen Learning Landsape Lecture Library Loading Bay Locker Room Office

21. 22. 23. 24. 25. 26.

Quadrangle Restroom Staff Lounge Storage Studio/Workshop Weight Room

Level 2 Plan

2 22

Level 3 Plan

0 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administrative Atrium Canteen/Event Classroom - Small Classroom - Medium Classroom - Large Classroom - Flex. Use Courts Entry Exhibition

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Garden Hall Information Kitchen Learning Landsape Lecture Library Loading Bay Locker Room Office

21. 22. 23. 24. 25. 26.

Quadrangle Restroom Staff Lounge Storage Studio/Workshop Weight Room

2 22 15

7 4 5

5 2

Level 4 Plan

2 22 5 7 20 5

2 5

Level 5 Plan

0 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administrative Atrium Canteen/Event Classroom - Small Classroom - Medium Classroom - Large Classroom - Flex. Use Courts Entry Exhibition

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Garden Hall Information Kitchen Learning Landsape Lecture Library Loading Bay Locker Room Office

21. 22. 23. 24. 25. 26.

Quadrangle Restroom Staff Lounge Storage Studio/Workshop Weight Room

20 22

4 4 7 20

16 2

2 5

Level 6 Plan

2 26

Level 7 Plan

0 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administrative Atrium Canteen/Event Classroom - Small Classroom - Medium Classroom - Large Classroom - Flex. Use Courts Entry Exhibition

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Garden Hall Information Kitchen Learning Landsape Lecture Library Loading Bay Locker Room Office

21. 22. 23. 24. 25. 26.

Quadrangle Restroom Staff Lounge Storage Studio/Workshop Weight Room

6.3

Elevations

Height of Existing Design +84

Proposed Height +68 Avg. Area Height +58

+26

West Elevation (Park)

T.O. Roof +68 L7 +60

L6 +56

L5 +52

L4 +48

L3 +44

L2 +40

L1 +35.5

G1 +31

East Elevation (Chalmers St.)

100

G0 +26

T.O. Roof +68 L7 L6 L5 L4 L3 L2 L1 G1 G0 +26 North Elevation (Park)

South Elevation (Cleveland St.)

101

6.4 1

Section Atrium Lighting

Made of a mixture of polished brass and glazed cladding, the atrium is designed to navigate daylight to internally and into the quadrangle below, illuminating both centrally.

Saw-tooth Roof

The saw-tooth roof allows for easy ventilation of the space through operability, as well as diffused daylight to fill the room. These both help in the comfort of the space by limiting overheating and limiting glare

Roof +68.0

L7 +60.0 L6 +56.0 L5 +52.0 L4 +48.0 L3 +44.0 L2 +40.0 L1 +35.5 G1 +31.0 Section A-A

102

Learning Landscape

Located across levels two through five, the learning landscape provides a range of features from circulation, lounge, auditorium, planter box, and desk space. All these features allow students to find spaces that feel safe and healthy for themselves while helping to reduce circulation stress.

Transpiration

Trees and vegetation allow for cooler environments. This is by shading and also transpiration, an effect that cools as water on plants evaporating into vapor.

Atrium Venting

Wind Utilization

Through the integration of operable facade panels, the atrium can help to reduce heat through ventilation. As most of the sunlight is hitting the top of the atrium, a solar chimney effect could likely form and help to pull air from these vent openings.

Fresh and cool air can also be allowed through the atrium vents. With summer winds coming from the NE and SE, the path remains open enough to utilize this source and more obstructed for the NW and SW winter winds.

10 103

6.5

Renders

View from Cleveland Street looking NE

View from Prince Alfred Park looking NE

104

View from Chalmers Street looking NW

View from Prince Alfred Park looking SE

105

View from Cleveland Street looking NE

106

View from Chalmers Street looking NW

View from Prince Alfred Park looking SE

107

7.0

Conclusion

In the end, the Blanket School made great strides at solving the issues noted by the community and the goals developed through research. It does this by tackling issues in a step by step manner throughout all phases of the project. From massing all the way down to the details, incremental steps helped to push the project further. In part, this manner of development is in thanks to the digital aspects of the studio. As grasshopper requires modules and clusters to plug into one another to proceed further into a design, so does the project as an extension of this programming language. This made sure that one problem needed to be resolved to move on to the next and this helped to produce a well rounded project. Massings, program, structure, and daylighting all utilized this step by step process and in doing so resolved the issues of sprawl, height, historical retention and interconnection that were identified as important factors. Massing was able to accomplish the goals of preventing sprawl, lowering the tower height, and not only retaining the existing buildings but also highlighting them while developing intrigue through form finding. Program solved issues surrounding community engagement, student interconnectivity, circulation bottle necks, and ensured that the required program amount was met. Structure helped to ensure the feasibility of massing and ensured a structure that floated over and retained the historical context. Daylighting in both the envelope and atrium accomplished creating usable, interesting, and comfortable spaces that would promote learning as well as help ensure students wanted to remain on campus. Through finding a solution to these issues, an interesting project emerged along the way that resolved more problems than initially intended. The resulting structure creates its own park and interest inside without having to rely on Prince Alfred Park for assistance. In doing so, the Blanket School produces a fun, engaging, and creative space for students to spend their time and learn.

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Meanwhile on the outside, the project remains unapposing to the park and community. Instead the design gives suddle glimpses of activity and entices the community towards it. Here spaces designed just for the public can be utilized and helps to enhance the park and neighborhood. In the end, the one aspect that wasnâ&#x20AC;&#x2122;t fully addressed was the ability to transfer the parametric design from one site to another. Although I believe it would be possible with some work. As a design becomes more developed, it also becomes more complex. This adds layers and layers of parameters that are required to tweak and fine tune the project and, in this regard, would be an undertaking to transfer. This being said, altering dozens of parameters is still faster than designing a building from scratch. So, although the goal of imputing a plot of land and generating a school is not entirely accomplished in this project, the possibility of implementing it remains feasible but less encouraging than at the beginning of the course. Because, even if the code was easily transferred, thought and analysis of the location was undertaken and in many ways the design belongs to the site it was produced for. So after all this, a question of should a design be easily transferred has grown out of this project. For me, grasshopper is an incredible design tool and process that can help in the development and streamlining of complex problems and geometries. However it shouldnâ&#x20AC;&#x2122;t be a crutch or relied upon to produce or recreate a design. The industry is already full of cookie cutter designs and Iâ&#x20AC;&#x2122;m confident grasshopper will/does play a role in continuing this practice. Instead, we should see it less as a shortcut in design and more for what it is, a program that can save us time in our practices by removing tedious, repetitive, and mundane tasks and allowing more time for critical thinking.

Blanket Form Finding

Atrium Shaping

Program Placement

Sun Carving Analysis

Space Syntax

Saw-tooth

109

8.0 Bibliography References Colomina, Beatriz. Sexuality and Space. New York (US): Princeton Architectural Press, 1992. Cseh, Andras. “Space Pedagogy - Responsive Environments for Learning.” Győr, May 2018. Fest, Eric. Stray Light Analysis and Control. Bellingham: Society of Photo-Optical Instrumentation Engineers (SPIE), 2013. Hillier, Bill. Space Is the Machine: a Configurational Theory of Architecture. S.l.: Createspace Indepentant, 2015. Ng, Anthony, and Gary Yum. Design Aspects for Construction: Composite Steel Framed Structures. North Sydney, N.S.W.: Australian Steel Institute, 2008. Pedavoli, Perumal. “Concept Report.” Sydney, February 19, 2016. “Prince Alfred Park Plan of Management & Master Plan.” Sydney, December 12, 2005. Schonauer, David. “Photo History: The Many Masks of Gertud Arndt.” AI-AP, September 8, 2016. https://bit.ly/3fnUliv. Swinburn, Adam. “ARB_NSW_Vertical School Design.” Sydney, 2017. Images Travis, Karen. “The Best Light Intensity for Plants Indoors.” Sunday Gardener, March 22, 2020. https://bit.ly/30B7Tmm. Wolverton, B. C., Anne Johnson, and Keith Bounds. Interior Landscape Plants for Indoor Air Pollution Abatement. Stennis Space Center, MS: National Aeronautics and Space Administration, 1989. Yglesias, Matthew. “Installing Air Filters in Classrooms Has Surprisingly Large Educational Benefits.” Vox. January 8, 2020. https://bit.ly/2UFbdsU. Images 1.0 - Overview Fig. 1.2.1 FJMT. Inner Sydney High School Architectural Design Statement. June 9, 2017. NSW Department of Education. Fig. 1.3.9 Ikea. Castle Fort. May 14, 2020. Design Boom. https://bit.ly/2UEVgmE. Fig. 1.3.1 Schonauer, David. “Photo History: The Many Masks of Gertud Arndt.” AI-AP, September 8, 2016. https://bit.ly/3fnUliv. Fig. 1.3.2 Diller Scofidio Renfro . Dsrny. 2002. Dsrny. https://dsrny.com/project/blur-building. Fig. 1.3.3 Christo and Jeanne Claude, and Wolfgang Volz. Wrapped Trees. 1997. Christo and Jeanne Claude. https://christojeanneclaude.net/projects/wrapped-trees. Fig. 1.3.4 Bravo, Claudio. Nevyns-Lab. 1967. Nevyns-Lab. https://bit.ly/2XV8RZ6. 2.0 - Literature Review Fig. 2.1.0-1 Hillier, Bill. Space Is the Machine: a Configurational Theory of Architecture. S.l.: Createspace Indepentant, 2015.

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Fig. 2.2.0 University of Waikato. Science Learning Hub. 2012. Science Learning Hub. https://bit.ly/3hkcEHb. 3.0 - Precedence Fig. 3.1, 3.1.0-2, 3.1.5 Broekbakema. Corlaer College. 2006. Broekbakema. https://www.broekbakema.nl/en/projecten/corlaer-college-2-secondary-school/ Fig. 3.2, 3.2.0-2 3XN. Ørestad College. 2007. 3XN. https://3xn.com/project/orstad-college Fig. 3.3, 3.3.0-2 Foster + Partners. HSBC Building. 1986. https://bit.ly/2XXV8Rm Fig. 3.3.3-4 Industrial Jistory HK. HSBC Construction. September 27, 2018. https://bit.ly/2BWL6qU Fig. 3.4, 3.4.0-2 Renzo Piano + Richard Rogers. Centre Georges Pompidou. 1977. https://bit.ly/3fh9MsH Fig. 3.4, 3.4.4-6 Georgia Tech. Centre Pompidou Structure. 2018. https://b.gatech.edu/30CgAgr Fig. 3.5, 3.5.0-4 Morphosis Architects. The Cooper Union for the Advancement of Science and Art. 2006. https://bit.ly/2XXUMu0 Fig. 3.6, 3.6.0-4 Holl, Steven. Seona Reid Building. 2014. https://bit.ly/3e4ToLO. Fig. 3.7, 3.7.0-5 Woods Bagot. South Australian Health and Medical Research Institute. 2014. https://bit.ly/3cVH7rC Fig. 3.8, 3.8.0-5 SOM. JTI Headquarters. 2015. SOM. https://bit.ly/3dWmP2w. 2.0 - Components Fig. 5.1.0-8

Dalziel, Lottie. “Air Purifying Plants.” Better Homes and Gardens. Better Homes and Gardens, September 15, 2018. https://www.bhg.com.au/best-air-cleaning-plants.

Fig. 5.3.1 “Cleveland Street Public School.” City of Sydney. Accessed February 2020. archives.cityofsydney.nsw.gov.au/nodes/index/q:FGLO. Fig. 5.3.2 “Cleveland Street School.” 1856. City of Sydney. Accessed February 2020. archives.cityofsydney.nsw.gov.au/nodes/index/q:FGLO. Fig. 5.3.3-4 MIXX Cladding. TECU Brass Cladding. n.d. Architizer. https://bit.ly/2YzxxVY. Fig. 5.4.1, 5.4.3 Rathod, Vin. Carriageworks. n.d. Through Vin’s Lens. http://www.throughvinslens.com/carriageworks.html. Fig. 5.4.2 MAAS. Powerhouse Museum. n.d. Ivvy. https://bit.ly/37sFrV6. Fig. 5.4.3 Bennetts, Peter. Notre Dame University Student Hub. July 17, 2019. ArchitectureAU. https://bit.ly/2XZKCcm.

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A A.1

Appendix Grasshopper Scripts

Existing Conditions

Massing

Floor Plates per Student #

112

Atriums & Vert. Circulation

113

Programming/Spatial Planning

Structure

Learning Landscape

114

Ray Tracing

115

Roof

Podium

Atrium Panels

116

117

Lux

Facade

118

119

Thanks for your time!