Bachelor Portfolio by LU BAI

Lu Bai Graduate of Bachelor of Design in Architecture

E-mail - lu_bai@outlook.com.au

ARCHITECTURAL PORTFOLIO

DESIGN D E SIGN S G N SAMPLE SAMP SA S AMP A M P L LE E WORK WOR W O RK R K niversity nive ni versity t of of Sydney SSydn Sy dney, y Technolog Techno Te chnolog oogg

1 2nd year Design Studio - Performance

This assessment comprises the iterative developments with experiential, spatial and narrative components of the project being developed concurrently in independent streams. It is expected that this aggregate collection of investigation and associated collateral to be presented will establish the concept design for the project, specific considerations of the tectonic qualities for the major elements spaces of the building and a fine grain appreciation for the haptic experiences afforded by the project both internally and externally, at all time of the day.

3 3rd year Design Studio - Field

A campus is a boundary that differentiates the institution (itself) from its context. It becomes a micro-city that embodies various facilities to construct and efficient and convenience experience for its users. Cautious architectural decisions are critical because it can either provide or eliminate the possibilities of interactions and accessibilities between students and the campus. UTS campus is an integrated micro-city interweaves in the city of Sydney. There is clearly two parts of campus that advocate two different urbanities. One is a traditional enclosed campus and the other is an insertion of campus in the city context. This creates a vast range of opportunities for connecting these two parts together and ensure all users in the campus shares benefits evenly and make the campus a more interacting and united place.

3rd year Design Studio - Integration

The Sydney Olympic Park High School is required to accommodate approximately 800 high school students from years 7 to 12. The school could be considered as three schools. Asignificant part of this design brief should be the consideration of new forms of teaching and learning, which should be evident in your proposal and its articulation. Students need to support a wide variety of different teaching and learning styles such as project based learning, cooperative learning, peer tutoring, integrated technology that is available when and where needed and team teaching. The facilities will provide opportunities for creative freedom and innovation. While the high school will provide a comprehensive program of courses, a key aim is to build a facility that will further encourage community connectedness and to foster active partnerships between colleges, employers and other agencies.

4 Sample work of other subjects

Bookshelves as Spatial Buffer Bookshelves are used as a tool of communication and interatction. Bookshelves are used as dividers between spaces.

public space

private space

public space

Design Studio Performance Perfor

private space

Detail Physical Model

Library Design

Book shelves and room

The library has achieved to be a balanced space by exaggerating private area as well as minimalizing public area. The sloped structure and dense arrangement of book shelves creates a hectic atmosphere where people are encouraged to move constantly. Then there are multiple circulation paths leading people into smaller private reading area. Reading spaces are designed with different sizes and shapes for different sizes of user group. The interaction between public and private is achieved by usersâ&#x20AC;&#x2122; interation with the bookshelves. They acts not only as a spatial barrier but more importantly, as a medium of communication.

Lift and Book shelves

Hand-drawn Sectional Perspective - Day

Design Studio Performance

Hand-drawn Sectional Perspective - Night

Contextual Analysis Diagram - This diagram extracts 4 levels of selected institutional buildings on the site, and intended to map out the relationship between studentsâ&#x20AC;&#x2122; circulation and their frequency of use. From that, higher frequency of use and more circulation overlap indicates an idea of common datum, which would inform design process.

Design Studio Field

CIRCULATION DENSITY ++

INTERACTION AMONG FACULITIES

__ Create common datum for programs and interaction according to the analysis of existing context and demands of users. Through contextual diagram and timetable data analyse, populated areas and frequently used facilities are highlighted. This existing common datum directs the location of programs and structure in terms of accessibilities and popularities to existing context. Further programs such as computer labs and printers are added as they are believed to provide more convenience to students. While maintaining the existing context, parasitic structure ingeniously brings the students closer to their campus. The housing consists 49 rooms in total (8 studio, 24 two bedroom unit and 17 three bedroom unit) which provides a living capacity of 107 students. The project is relatively small in comparing with conventional housing apartments, each student only gets an average living area of 5 square meters. The intention is to only have a bed, a table and a toilet for activities that requires privacy and eliminates distraction. The rest of crucial living facilities such as kitchens, living rooms are shared. The bridge span and stairs allows students to circulation fluidly between fragments to fragments. Three common courtyards is then created along the span and generates opportunities for adding vegetation to make the campus a more liveable place.

__ Build an additive and parasitic relationship to the existing context by activating the voids and negative space and minimise impact to existing structures. Through studying selected contextual and organisational type series, a rule set is created and helped in modifying the design. The existing fire stairs in surrounded buildings are used as vertical circulation and another layer of horizontal span is added over the existing bridge but essentially generates a different linkage system to produce an unconventional experience in living in the city. The idea of using fire stairs moreover merges the housing and the institutional building as a united whole. Also, by considering living environmental conditions such as solar radiation gain, noise control and views, the height and size of each fragments are altered.

Diagrammic Anlysis & Rule Sets

Linked Hybrid - Steven Holl

1:4000

400

800

1200

The Golden Lane

Design Studio Field

(m)

1. Continuous circulation span connects programs

2. Common courtyards created through linkage

3. Create vertical connecting neighbourhood 8 hoous - Bjarke Ingels Group 1:3000

300

600

900

The Garden in the machine - MOMA (m)

1:2000

200

400

600

(m)

4. Reframe your relationship being in the city

1. Equal accessibility into space

2. Linear organisation of space

3. Multiple and continuous vertical circulations Aires Mareus

Baker House

4. Fluent integration of public and private space

OTHER SPACE BEDROOM

1. Bedrooms prioritise in terms of spatial distribution, withte intional limi tation of social space which encourages students to interawctit h others outside the housing unit. 2. Every student has equal accessiibtiyl to shared facilities withtinh e housing unit . 3. Every student has equal amount of individual area, npoa stial hierarchy among bedrooms.

Arizona State Univeristiy Housing

FM University Residence Halls

Housing of The University of Toronto

4. Multiple accesses into the housinugn it, linkages and interaction hsappens in shared functional space.

North Facade North Facade North Facade

3 2 1

West Facade

East Facade

3 4 3

East Facade

West Facade

1. Opening creates framed views.

3 2 1

2. Different material used in combination to facilitate different internal functiopnusb l(ic and private)

South Facade

3. Multiple modulated openings.

South Facade South Facade Kindergarten of Jiading New Town / Atelier Deshaus 1:800

160

240

(m)

Logements Rue Duploye _ Paris 1:800

160

240

Prada Store Tokyo 1:1000

(m)

Void

Mesh

Void / Open space

Concrete extruded opening

Bubble glass to outside

Glass

Concrete

Glazed fixed opening

Aluminum louvers shaded opening

Flat glass Bubble glass to inside

Herzog and de Meuron 1000

2000

3000

(m)

Bubble glass for ventilation Orange flat glass

4. Faรงade arranged along grid .

cristal flat glass

Section Drawing showing One Typical Daily Circulation A1

2600

3300

2500

3900

1400

4000

3000

1800

3000

5700

1400

1200

3200

2600

2000

2300

2800

1400

4800

2900

2200

3000

GL+86000

3000

GL+83000

3000

GL+80000

GL+77000

3000

Workshop

Steel Ties

GL+74000

3000

Stainless Steel Mesh

3000

GL+71000

3000

GL+68000

3000

GL+65000

3000

GL+62000

3000

GL+59000

3000

GL+56000

GL+53000

3000

Housing Unit

3000

GL+50000

GL+47000

Kitchen

Staircase

3000

Housing Unit

GL+44000

Lift core

Laundry

3000

Laundry

Steel I Beams for Bridge 76*100 mm

GL+41000

Window Steel Frame with Packing and Sealant

Single Glazed Thoughened Glass 6mm

3000

White Marble Tile Suspened Ceiling 4mm Vapour Barrier Timber Floor Joist 45*85mm with Insulation

GL+38000

3000

Dinning Room

3000

GL+35000

GL+32000

Single Glazed Thoughened Glass Door 10 mm

Lift core

Reading Room

3000

Reading Room

3000

GL+29000

GL+26000

Design Studio Field

Computer Lab

Lift core

Staircase

Living room

Housing Unit

Lift core

Housing Unit

RE: Type studio Parasite Towers: Manifesto A campus is a boundary that differentiates the institution (itself) from its context. It becomes a micro-city that embodies various facilities to construct and efficient and convenience experience for its users. Cautious architectural decisions are critical because it can either provide or eliminate the possibilities of interactions and accessibilities between students and the campus. UTS campus is an integrated micro-city interweaves in the city of Sydney. There is clearly two parts of campus that advocate two different urbanities. One is traditional enclosed campus and the other is an insertion of campus in the city context. This creates a vast range of opportunities for connecting these two parts together and ensure all users in the campus shares benefits evenly and make the campus a more interacting and united place. The project builds an additive and parasitic relationship to the existing context, which creates a new circulation network to link these two types of campus. To minimise impact on existing buildings, the project extends and uses existing vertical circulation cores. Then activated voids and negative space creates opportunities for horizontal circulation network and enables students to get a different experience living in the city. Seven slender towers are extruded from the existing institutional buildings; each tower is designed to have one apartment per floor. Each tower has only one apartment type which is different from other towers. However, to ensure equal accessibility, all apartment types are developed through rearranging three same basic components: individual room shared functional space and vertical core. To reduce the maximum walking vertical displacement in each tower to less than 4 levels, every 4 levels are grouped as a set. A horizontal circulation is added to link all buildings that have a 4-level set on the same horizon level. Set of rules are applied for these connection, for example, a tower without a life core would be connected to a tower has a lift. To maximise the interaction between students, all functions besides bedroom and basic study area are shared, in layers. The first layer being shared bathroom among all residents in one apartment; the second layer being shared daily functional spaces among all housing residents; the third layer being shared vertical circulation with in the whole UTS campus. Each 4-level set contains a different daily function. Residents can access to all of them through vertical circulation. In different horizon level, each 4-level set has different daily function. Residents can access to them through horizontal circulation. Number of sets in each tower is determined by the number of possible connections each building has to other buildings. More connection is equivalent to more interaction, therefore more demand and functions needed. Functions are allocated through a hierarchy of level of importance. Therefore, lower-rise towers would have more important and popular functions whereas high-rise building would have more different functions. This arrangement encourages student to circulate within the housing project to achieve a complete life routine. This project would link the two parts of campus with a common datum with limited social area in the future. It is bringing the students closer to their campus by merging their life experience into campus environment and therefore integrate life and campus into a united whole.

Addictive and parasitic replationship is created between the design project and the exisitng site context.

Strong visual connections between parasite fragments and site is framed by bridge linkage to create visual courtyard.

Extended core elevates the floor plates from the exisitng context. Acitivated void and negative space is used to create a different experience of being on the site.

Transperant facade for public space and opaque facade material for private rooms.

YR D DN N NE E EY Y O OLMP LMPIC L LM MP I C P PA A AR R RIVE-IN RIIIV VE IN VE IN SCHOO SC SC CH HOO H OO

Site Analysis Diagram As a result of less convenient public transportation system and increasing amount of commercial and residential development at a breathtaking rate in the Sydney Olympic Park, residents, visitors and works on the site rely significantly on private vehicles. This leads to a demand of considerable amount of car park area to assist effective daily operations. The level of importance of car parks is almost equivalent to that of dominant programs, such as the sport venues, commercial and educational institutions. After careful investigation and analysis of the site, our school proposes not only providing educational programs, but also complement public need by creating an integration of school and car park (a drive-in school).

Building Blocks Carpark School Proposal

Exploded Massing Model

showing Integrated Relationship of School and Carpark

FORTH FLOOR

Private educational spaces

THIRD FLOOR

Private educational spaces

SECOND FLOOR

Carpark Level + Drive-in Theater

FIRST FLOOR

Highly public interative spaces eg. Gym, Canteen

GROUND FLOOR

Highly public interative spaces eg. Gallery, Theater

School Proposal

Design Studio Integration

H G F E D C B A

Location Diagram The structural system of our school proposal is inescapably linked to the existing car park configuration on the site. In order to create convenient access for both car users and pedestrians, the school is located on the edge of the car park, connecting the car park and pedestrian walkways. Four car park lanes on the existing car park has been elevated and tilted and transformed into the car routes in our school building. In doing so, the impact on existing configuration is minimised to avoid confusion and inconvenience. The construction grid is set in a radial pattern according to the car park configuration. This not only prevents interruption from the site, but also spreads balanced support across our school.

3 Car park Organisation

Select locations for Strctures according to existing car park organisation pattern

Floor Plate

Level 3 and Level 4 with car ramps

Floor Plate

Level 2

Floor Plate

Ground Floor to Level 1 with car ramps

Massing

Design Studio Integration

5 B 11

B-3 B-4 B-5 B-8

Grey Water Treatment & Storage Room Portable Water Storage Room Gallery and Exhibition Area Fire staircase

C-2 C-3 C-8

Bathrooms Fire Sprinkler Room Car Ramp Entrance connecting Ground Level to Level 2

10. 16

D-2 D-4

Fire Staircase Lift Core

E-3 E-4 E-6

First-Aid Emergency Room Foyer Seating Area Kitchen and Canteen

F-3 F-4 F-5 F-7

Administration Room Amenity Staircase from Ground Level to Level 1 Conference Room Theater

G-4 G-7 G-9

Main Pedestrian Entrance Fire Staorcase Car Ramp Exit connecting Level 2 to Ground Level

H-2

Pedestrian and Bicycle Ramp

B-1 B-2 B-3 B-4 B-5 B-6 B-7 B-8

Pedestrian and Bicycle Ramp Entrance on Level 1 Bicycle Storage Bicycle Storage Changerooms Gym Yoga Room Storage Room Fire Staircase

C-2 C-4 C-5

Bathroom Car Ramp connecting Ground Level to Look-out Area

D-1 D-2 D-4

Pedestrian and Bicycle Ramp Fire Staircase Lift Core

Level 2

E-3 E-4 E-5 E-6

Netball Court & Seating Area Seating Area Amenity Staircase connecting Level 1 to Level 3 Seating Area

A-1 A-2 A-3 A-9

Transition Zone Car Ramp connecting Level 5 to Level 2 Pedestrain & Bicycle Ramp comnecting Level 1 to Level 2 Bicycle Storage

F-4 F-5 F-9

Amenity Staircase connecting Ground Levelto Level 1 Seating Area Theater Drive-in Ramp

B-8

Fire Staircase

G-5

Car Ramp connecting Level 2 to Ground Level

3 H

C-2 C-5 C-9

Car Ramp connecting Ground Level to Level 2 Car Park Area Bicycle Storage

D-2 D-4

Fire Staircase Lift Core

E-2 E-5 E-7

Car Ramp connecting Level 2 to Level 5 Amenity Staircase connecting Level 1 to Level 3 Disable Car Park Area

F-7

Theater Drive-in Entrance

G-4 G-7

Car Ramp connecting Level 2 to Ground Level Fire staircasep

Design Studio Integration

A-3

Car Ramp connecting Level 5 to Level2

B-8

Fire staircase

C-2 C-3 C-4 C-6 C-7

Bathrooms Y9-10 Study Spaces Movable Walls Book Shelfs Y11-12 Study Spaces

D-2 D-4 D-5 D-7

Fire Staircase Lift Core Book Shelfs Amenity Staircase connecting Level 3 and Level 4

E-3 E-6 E-8

Car Ramp connecting Level 2 and Level 5 Void Y7-8 Study Spaces

F-3 F-8

Parking Space on Car Ramp Y7-8 Study Spaces

G-2 G-6 G-7

Balcony Y7-8 Study Spaces Fire Staorcase

H-3

Balcony

A-6

Car Ramp connecting Level 5 to Level 2

B-4 B-8

Bookshelves Fire staircase

C-2 C-3 C-4 C-6 C-8

Bathrooms Y11-12 Study Spaces Movable Walls Collaborative Leraning Spaces Pedestrian Ramp connecting Level 4 to Level 5

D-2 D-4 D-5 D-8

Fire Staircase Lift Core Book Shelfs Music Studio

E-4 E-6 E-8

Canteen Parking Space on Car Ramp Dancing Studio

F-3 F-5 F-6

Collaborative Learning Spaces Canteen Car Ramp connecting Level 2 - Level

G-4 G-6 G-7

Collaborative Learning Spaces Art & Design Studio Fire Staorcase

H-3

Pedestrian Ramp connecting Level 3 to Level 4

A-8

Parking Space on Car Ramp

B-3 B-8

Mechanical Services Fire Stairs

C-4 C-6 C-7

Seating Area Y11-12 Study Spaces on Level 4 Y11-12 Study Spaces

3 H

D-2 D-4 D-5 D-8

Fire Staircase Lift Core Playing Area Padestrian Ramp connecting Level 4 to Level 5

F-4 F-5 F-7 F-8

Basketball Court Basketball Court Seating Area Car Ramp connecting Level 5 to Level 2 Parking Spaces on Car Ramp

E-6

Sun Bath Area

G-7

Fire Staorcase

Design Studio Integration

3 Ground Level 1 - Existing car park 2 to 3 - Theatre 4 - Administration office 5 to 6 - Foyer 7 to 8 - Staff offices 9 - Pedestrian ramp from ground level to second level (car park) First Level 1. Car ramp 2 to 3 - Theatre 4 to 6 - Canteen 7 to 8 - Indoor multipurpose sport court 9. Pedestrian ramp from ground level to second level (car park)

Second Level : Car park

Third Level 2 to 4 - Year 9 & 10 Classrooms and study spaces

Forth Level 1 to 4 - Car ramp (going up to the roof top level) 5 to 8 - Collaborative Learning spaces Fifth Level

1 to2 - Car ramp (going up to the roof top level) 3- Mechanical services 4-Year 11 & 12 Study spaces 5 - Sunbath area 6 to 8 - Outdoor basketball court

Design Studio Integration

Site Model

Physical Model 1: 100

3 Design Studio Integration

Roof-Top Basketball Court

View from Car Ramp into Learning Space

Amenity Staircase from Level 1 to Level 3

Indoor Netball Court

Balcony Area

Amenity Staircase from Ground Level to Level 1

Pedestrain Ramp to Carpark

Study Space

3 Design Studio Integration

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