Embodication - Progressive Design Boarding School

e

experiencing architecture

on cati du users

historical + time continuum

needs

site

education + learning

embodication I progressive design boarding school luen ria tumbali samonte - 3332630 studio leader - robert barnstone

acknowledgements arch7202 - major design studio This document has been submitted in fulfilment of the course requirements for the 2015 Graduation Studio in the Master of Architecture degree at the University of New South Wales, Australia. It is a compilation of research works, experimentations, a masterplan proposal and a resolved masterplan that realises my thesis for the graduation studio under the leadership of Robert Barnstone.

Special thanks to Peter Kolasinki (UNSW Squarehouse Workshop) and Jesus Samonte (home workshop) who with their guidance and support contributed to the materialisation of the furniture design.

All attempts have been made by the author of this document to properly reference ideas, quotes and images by external sources. All other components within this document, including written, drawing, illustrations, rendering and other imagery are solely created by the author.

preface embodication (embody + education) - the act of acquiring, imparting and embracing knowledge in order to give it concrete form Posed with the challenge to reconsider, assess and make tangible the symbiotic relationship between education and architecture - this book comprises of research and experimentation which anticipates an architecture for a progressive design boarding school and the resultant architecture.

The cumulative work recorded visualises the proposed architecture for the progressive design boarding school along with researchdesign consisting of four components - research into education and architecture and the exploration and application of this research through three scales; micro, intermediate and urban. The intention behind the research is to establish a framework for the thesis project but most importantly to reveal resonances between education and architecture. To triangulate this research the exposure to three scales consider the relationship between education and architecture from an individual’s experience of space to a school’s position within the wider community.

It is my hope that this body of work embraces and begins to give concrete form to the issues raised as well as join the overriding critical discourse concerning education and architecture.

contents 04

preface

08

education + learning naturalistic settings - a history australia - a perspective montessori philosophy project based + service learning

18

experiencing architecture spatial awareness social experience oblique plane + landform building

30

education + architecture thesis statement

36

56

precedent studies new york university campus highline park I ds+r olympic park I weiss manfredi parsons school of design I som vittra school I rosen bosch site analysis site visit bays precinct vision connectivity + proximity zoning access + circulation climatic conditions landscape + view corridors culture + heritage sustainability + materiality

82

urban intervention

96

furniture design

112

design approach design principles program schedule

122

masterplan - proposal

168

masterplan - resolved

248

references text images plagiarism declaration

education + learning I chapter 01 - research

education + learning naturalistic settings - a history The naturalistic settings of progressive models of schooling have coexisted with the public education system since its inception during the industrial age. Often associated with issues relating to health, hygiene and the spiritual well-being of the learner, these schooling movements to some extent also address the shortcomings of public education in contemporary society.

In recent years, critical discourse concerning education question the capacity of the current system to facilitate learning.1 Majority of the discourse relate to the historic understanding that the underlying outcomes of public education include conformity and standardisation; to the detriment of marginalising emphasis on understanding one’s self and the importance of self-expression.2 Consequently, the current traditional system of education embody an institution concerned with maintaining strict hierarchies and standardised testing.3 Thus this demonstrates that learning occurs through the feeding of information as oppose to the exchange of ideas and common pursuit for knowledge of educators and learners alike.

Besides questioning the nature of the pursuit of knowledge, the development of technology and its impact on the reception of information is also of great concern to the facilitation of learning

10

500-300 BC age of the great philosophers 400-1000 dark ages world history - a history

1300-1700 renaissance

indigenous cultures annandale - a history spirit of free enquiry

education - a history

TRENDS

1750-1840 2000s industrialisation handheld calculator founding of Google blackboard first computer personal iclicker typewriter ballpoint pen computer image projection photocopier ipad whiteboard television smart board headphones 1900s pencils + paper 1960s 1980s 1788 federal road bridge industrial land conversion arrival of the public access + recreation first fleet 1922 1890-1970s residential use industrial use goods line 1790s railway viaduct timber yards farmland 2009 - now tanneries SHFA + COS 1870s abattoirs suburban development ship-breaking yards bays precinct redevelopment compulsory education

Montessorri human development

language labs

KhanAcademy microsoft online schooling powerpoint

humanism Herbert Kohl Dewey Decimal System John Locke the open classroom IQ testing homeschooling concerning human John Dewey movement Jean Piaget understanding democracy + project based learning computers in the science of education public schools education flipped classroom

self-inquiry + self-paced direct exchange with the environment

education for the masses + progressive education movements

+

environment filtered

+

education for the masses + self-paced virtual learning + return to direct exchange with the environment

?

SELF-INQUIRY SENSORY EXPERIENCE

timeline resonances - a history

11

in the post-industrial age.4 The rapid advancement of technology brands the contemporary society as the most intensely stimulating period in history.5 Where the industrial age resulted in the filtering of the environment, this age is characterised by the enhancement of this interaction through digital modes of learning. Since its introduction in learning environment, technology in the form of computers presents a shift towards a more seamless digitally connected environment - which affords connections nationally and globally.6 These connections then in turn develop modes of learning beyond formal activities encouraging learning through play and collaboration.7 Hence, this beckons for mechanisms and strategies to accommodate for new modes of learning related to technology.

Equipped with the essence of the ongoing discourse on education - the nature of the pursuit of knowledge and the increasing role of technology in learning environments - this brief historical account establishes an investigation into the future of education with a focus on a design school as the thesis project. This chapter establishes an educational framework through the examination of the state of education in Australia and the exploration of two pedagogies Montessori philosophy and project based and service learning - as guiding principles to responding to critical discourse.

1. national building project

12

education + learning australia - a perspective The intention to highlight the current state of education in Australia is to acknowledge the array of considerations and realms of thought to which this investigation poses a relationship with.

As much as discourse on education concerns the nature of teaching and learning, it is also a political and an economical concern.

During the turn of the global financial crisis, reformation of education proved to be of great concern for all countries8 including Australia. Education reform in Australia took the form of the Building the Education Revolution (BER). The BER is an Australian government program that gave rise to the reconsideration of school infrastructure nationwide. Some of the initiatives of this program as well as other activities related to education reform are listed below:9 • provision to upgrade and build new school facilities to existing primary and special education schools - including libraries, multi-purpose halls and classrooms • construction of new science laboratories and language learning centres for secondary schools • funding for refurbishments and maintenance of existing and new building stock • national assessment program-literacy and numeracy (NAPLAN) 2. secondary school construction

13

education + learning montessori philosophy Maria Montessori was the first female to earn a medical degree in Italy in the early 1900s. Showing a profound interest on educational solutions for children with disabilities - this investigation on the future of education translates her progressive teaching method, philosophy and learning principles as it applies to teaching and learning within a progressive design boarding school. The Montessori teaching method is developed on minimal instruction empowering the learner to lead the process.10 Its philosophy which promotes clarity of thought through a connection with the physical environment, is anchored on three underlying principles- balancing skills and challenges, balancing freedom and discipline and balancing body and mind.11

3. prepared learning environment

“we look at the world and focus on what we see, but we cannot see the eyes that do the seeing” - Kevin Rathunde

14

Balancing skills and challenges revolves around reaching and maintaining deep concentration where the learner is neither over or under stimulated leading to anxiety or boredom respectively. Deep concentration is a state that triggers a bi-directional relationship where there is “a good fit between a person’s skills in an activity and the challenges afforded by the environment.”12 Hence, there is an intrinsic relationship between learning and the environment - the prepared environment is important in incidental learning and growth as it imbues calmness and orderliness as well as encourages

“educating the senses heightens the ability to evaluate the smallest differences in stimuli and hence refines one’s sensibilities and increases one’s pleasure” - Kevin Rathunde self-discovery and self-directed learning. Balancing freedom and discipline concerns how the individual’s learning environment cognitive, physical and social - enables choices. The most effective learning environment that demonstrate this principle facilitates an interplay between playful and serious modes of interaction.13 These modes of interaction consequently expose the individual to affective and cognitive modes of learning which is also one of the underlying principles in John Dewey’s educational philosophy.

Balancing body and mind acknowledges the understanding that the way we perceive the world stems from our own experience. Essential to reaching deep concentration is to achieve an equilibrium between acting and thinking which shows the symbiotic relationship between the mind and the physical environment.14 A key consideration in this principle is the provision for educating the senses so as to afford learning through a range of avenues beyond sight and hearing to refine an individual’s sensibilities as well as ensure engagement and enjoyment.

These three principles that inform the Montessori philosophy and method of teaching forms part of the underlying educational and pedagogical aspirations of the proposed design solution of the progressive design boarding school.

4. sensory experience

15

education + learning project based + service learning In reference to the exploration of the Montessori philosophy, this investigation into project based and service learning extends the pedagogical aspirations of Montessori’s three principles. The intention is to further clarify the character of learning environments beyond affording individuals varying degrees of interactions that encourage self-understanding and self-directed learning.

5. exposure to trade skills

6. exposure to community activities

16

Project based and service learning finds its origins in the educational philosophy of John Dewey. Dewey an American philosopher, psychologist and an avid educational reformer is known for his series of publications that assert a critical view on both traditional and progressive schooling movements, namely Democracy and Education and Experience and Education. His educational philosophy concerns experiential learning to acknowledge the understanding of how humans have the experiences that they do and the necessity of this understanding in designing effective education.15 Essentially, experiential learning relies on two principles - continuity and interaction. Continuity in experiential learning refers to the concept that all experiences - past and present - permeates and influences future experiences and decisions.16 The principle of interaction refers to the situational influence that past experiences have on an individual’s present experience.17

7. exposure to teamwork

The realisation of these two principles channels through Dewey’s insistence on the of stimulation of the senses and replication of the diversity of the real world within a school environment.18 These two strategies are intrinsic to experiential learning to ensure that an individual is exposed to a wide range of situations with varying degrees of complexities. Subsequently, to enrich an individual’s experience the learning environment takes the form of a cooperative embryonic community. This type of learning environment affords freedom over constraint and encourages social interaction over autonomous isolation - an opportunity for students to work together to fulfil their potential.

Besides this, the strategy to recreate a microcosm of the real world also transformed the character and the program within a school environment. An experiential learning environment places emphasis on learning beyond the classroom and formal lessons.19 Hence, this gave rise to the inclusion of discipline specific learning spaces such as laboratories, workshops, gymnasiums and drawings studios. The introduction of these spaces not only ensure exposure to a range of situations with varying degrees of complexities, its underlying intent also facilitates the broadening of an individual’s critical and analytical skills.

“Education is the result of experience. The wider and more complex the experience, the deeper and more intense the education. The field of experience widens in direct relation to the frequency of contacts, and its complexity grows with the increase in their variety...institutions limit both contacts and education” - Giancarlo de Carlo

17

experiencing architecture I chapter 02 - research

experiencing architecture The previous chapter on education and learning in summary emphasises two principles - the first is that the environment holds boundless opportunities for learning and the second is that one’s experience of space and people affects their capabilities, awareness and learning processes. These two principles create the educational framework for understanding and exploring architecture specific to this thesis project. More specifically this chapter positions this framework through the “experience of architecture� as one that enhances spatial awareness and affords social experiences.

Respectively, research on spatial awareness and social experience provide an avenue to explore the two principles identified.

spatial awareness The environment, inclusive of architecture, plays an important role within education as a setting for learning as much as its a setting for our lives.20 Thus in order to begin to understand architecture this section identifies the characteristics in which we interact with architecture as an innate action of human curiosity. Human interaction with architecture occurs through several attributes.21 These attributes include but are not limited to solids and cavities,

20

solids + cavities

hearing

colour and colour planes, scale and proportion, rhythm and sounds, textural effects and daylight.22 Beyond human curiosity to discern these attributes and qualities, the relationships drawn between them naturally imbue knowledge. Hence, to utilise human curiosity in developing an individual’s ability to discern attributes and draw relationships the proposed design solution for the progressive design boarding school should enrich the experience of the environment.

To add to this, the sharpening of an individual’s abilities also helps position one’s self within activities, effectively transforming the abstract presence of space to place.

colour + colour planes

experiencing architecture daylight

scale + proportion

textural effects

rhythm

“a thing exclusively made for one purpose, suppresses the individual because it tells him exactly how it is to be used. If the object provokes a person to determine in what way he wants to use it, it will strengthen his self identity. Merely the act of discovery elicits greater awareness.

Therefore a form must be interpretable - in the sense that it must be conditioned to play a changing role.”

- Herman Hertzberger

21

experiencing architecture social experience Besides the experience of architecture leading to the transformation of space to place, its construct also affords nuances of social experiences. The accumulation of a range of social experiences is an integral part of learning and personal development as discussed through the educational philosophies of Montessori and Dewey.

Architecture, more specifically the configuration of spaces defines social interaction. Historically, there have been two significant spatial configurations that respectively shape the nature of social interaction or the lack thereof. These two types of spatial configurations are the matrix of connected spaces and the corridor and cellular room model.23 The matrix of connected spaces is distinct to Italian medieval architecture which is characterised by a culture of closeness, carnality and accidental social encounter.24 Circulation in this configuration occurs through rooms and forced encounters with activities establishing a direct relationship with the space and its occupants. Hence, the matrix of connected rooms places emphasis on connections and interactions between people as well as place posing with clarity an individual’s and a space’s position in respect to other occupants, immediately adjacent rooms as well as the nature of the whole environment.

22

Contrary to the matrix of connected spaces, the corridor and cellular room model finds it origins in English residential architecture affording privacy colour + and minimal disruptions to colour planes activities.25 Contrastingly, one circulates through this configuration through a defined spaced dedicated to circulation.

This defined space delineates and imposes social hierarchies whilst discerning sequences of activities and groups of people. scale + Thus, the emphasis within this proportion configuration asserts a route and destination relationship where an individual and space does not necessarily have a defined position in respect to other occupants and spaces. rhythm

connected rooms

corridor plan

23

experiencing architecture With the agenda in which the experience of architecture is positioned as mode of learning that enhances spatial awareness and affords nuances of social experience, this section dissects the oblique plane and landform building as architectural theories that show the potential of this project’s design intent. The discussion anticipates a reconsideration and rediscovery of learning through sensory experiences and the role of connections, continuity, texture and materiality within learning environments. It also presents an examination of the current trend in architecture which is undergoing the reconsideration of habitation of space - a hybrid architecture that brings the qualities of both connected spaces and cellular rooms.

oblique plane The function of the oblique plane originates from the collaboration between Paul Virilio and Claude Parent which investigates the multiplication of usable space. Its proposition rejects the notion of the two fundamental directions of Euclidean geometry - the vertical as the axis of the elevation and the horizontal as the permanent plane.26 Inspired by a Gestalt understanding of form and phenomenology of perception, this new direction in architectural

24

CONTINUITY FLOW

ENVELOP FOLD

HABITATION UNFOLD

EXPOSE FLATTEN

word sequence - transforming the horizontal

order promotes a tactile relationship with the built environment through continuous and fluid movement and constant awareness of gravity that move beyond conventional spatial situations.27 Recognising the potential of this architectural concept and its resonances with the aspirations of the previously discussed educational philosophies - the interaction it promotes between people, object, activities and space establishes the exposure to complex situations and experiences as a mode of learning. Hence in order to understand with clarity the agenda of this architectural concept and how it could inform the design solution for the thesis project, the following unpacks three of the underlying principles of the function of the oblique as relevant to the readings undertaken so far. These three principles are dominating the site, potentialism and habitable circulation.28 The principle of dominating the site refers to the notion of architecture as site which activates humans to be constantly concerned with activity and involved in public events.29 To some extent this principle reflects the aspiration for knowledge to be continually applied so as to demonstrate relevance to its context.

In essence it captures one of the strategies for architecture to give concrete form to the educational philosophy of experiential learning.

25

9. habitable stasis

8. oblique circulation 10. habitable circulation

26

experiencing architecture I oblique plane

To add to this the principle of potentialism entails the capacity of architecture to inspire a state of mind characterised by receptiveness, participation and a sense of belonging.30 This state of mind rediscovers autonomous behaviour which aligns with the educational pedagogy of Montessori and Dewey in regards to selfdirected learning where the environment facilitates self-expression.

The third principle, habitable circulation reconsiders the discussion of the ways in which architecture affords a social experience. Where the previous discussion on social experience recognises two types spatial configurations, habitable circulation acknowledges the characteristics of both but reintroduces and places emphasis to the closeness and carnality of the matrix of connected rooms. This notion not only increases usable surface areas but result in above and below relationships in architecture as opposed to the notion of in front and behind which is intrinsic to Euclidean geometry.31 The inference in this re-examination of the nature of circulation space is that emphasis is placed upon the dynamic of the body moving in space signifying the importance of journey over the object and process over product. Consequently, this relational quality of space unfolds the full expanse of architecture in landscape defining the position of an individual or a space in a given environment.

27

experiencing architecture landform building To extend the notion of unfolding the full expanse of architecture in landscape, landform building provides an avenue to explore habitation of space as landscape which is presented as the current trend in architectural discourse. This interest in architecture as landscape inheriting more life-like characteristics such as responding to change is concerned with the synthesis of formal continuity and programmatic flexibility.32 Respectively this synthesis concerns materiality and human activities in search for an architectural language that is stagnant or fluid in nature. In its current state, landform building frames landscape to be constructed and architecture as a medium which connects back to a shaped landform. Often this shaped landform treats the built environment as a fragment of constructed ground and utilise techniques used within the discipline of landscape architecture such as fold, dissolve, facet and carve. Some of the architectural forms that crystallise the idea of constructed ground take the form of performative green roofs, active building envelopes and walkable ramps and inclined surfaces.

Though providing endless exploration of relationships and interconnectivity, landform building also presents certain limits.

One of these limits refer to the constraint of the reality of building materials and technology and the promise of new aesthetics of

28

smoothness, more specifically the question lies in constructing aesthetically seamless surfaces with discontinuous structural members. Despite this limitation, the emphasis and ability of landform building to open new possibilities for movements and connections transform the capabilities of architecture much like the architectural concept of the oblique plane. Where the oblique plane was concerned with engaging humans with activity, landform building poses the challenge to reconsider the role of landscape in human movement. Examples of these theories are discussed at greater length in the precedent studies chapter.

“Common to landscape and architecture, warped or folded surfaces promised new forms of connectivity, novel programmatic configurations and a new aesthetics of smoothness. Architecture, which had traditionally been associated with the vertical plane and bounding partitions, dissolves into an extensive, horizontal field of interconnected surfaces.�

- Stan Allen

absorb

accrete

deposit

diffuse

bore

dislodge

bury

dissolve

carve

encrust

condense

erode

conglomerate

facet

crystallise

fold

11. landscape architecture techniques

29

education + architecture I chapter 03 - thesis statement

education + architecture

environment education + architecture individual

users

needs

site

role of education and architecture

32

The design solution for a progressive design boarding school determines the relationship between education, architecture, the potential users of the school and the given site.

It also influences how effective the physical school environment is in embodying the needs of the users.

In this thesis project the position of education and architecture which is inclusive of the design solution is one that acts as a medium which filters and exposes the environment in which users are situated within.

In this instance the given site, The Crescent in Annandale as well as the school’s wider affiliations is the environment

users

needs

site

EDUCATION

colleagues

educators

friends

industry

individual

ENVIRONMENT

community

family

user groups and inherent connections

33

sensory stimulation

users

EMBODIED LEARNING needs

site

m

un

ity

c o l le a g u fa mily

es

frie

y

st r

in

m

competence + responsibility

du

individual co

NEW LEARNING MODES + EXPERIENCE

ed

ucat

o rs

balancing body + mind

nd

s

balancing freedom + discipline

technology balancing skills + challenges SELF-LEARNING practice observation + reflection

user groups needs

34

education + architecture I thesis statement

and the potential users of the school consider groups beyond the individual learner. These user groups are seen to relate to the individual learner either through education or as part of the environment. The user groups that pertain to education include colleagues and educators whereas the user groups considered to be of the site and the school’s wider affiliations consist of the immediate community, students’ families and friends as well as industry professionals. Though made distinct from each other the user groups can overlap for example colleagues in school are often friends and families and industry professionals can assume the role of educators.

More specific to the agenda of education, needs of the users are informed by the research on education and learning. Within this thesis project, the needs of the users centre around three concepts - embodied learning, self-learning and anticipation and provision for new learning modes and experiences.

These needs are then anticipated and given due consideration in the research on architecture, more specifically its capacity to translate these educational concerns. In translation, the educational concerns are understood to carry two underlying principles, the first being the experience of architecture that enhances spatial awareness; and the other the experience of architecture that affords social experiences.

This symbiotic relationship between education and architecture is the focus of this thesis - a speculation of a progressive design boarding school.

35

precedent studies I chapter 04 - research

precedent studies Using the research on education and architecture as a framework for the thesis statement - this section extracts selected precedent studies that exhibit architectural qualities intended for the design solution of the progressive design boarding school. These precedent studies are curated to be of the current critical discourse in education and architecture ranging from urban city scale down to design sensibilities within a classroom environment. Below lists the precedent studies and the following pages document some of the qualities intended for exploration in the design development of the thesis project:

38

a.

new york university campus

b.

highline park by diller scofidio + renfro

c.

seattle olympic park by weiss manfredi

d.

parsons school of design by skidmore owings +merill

e.

vittra school by rosen bosch studio

new york university campus (a)

13. seattle olympic park (c)

12. highline park (b)

14. parsons school of design (d)

15. vittra school (e)

39

precedent studies new york university campus The New York University (NYU) Campus lies at the boundary of Manhattan’s strictly defined grid and New York’s village area known for its uncharacteristic breaking of this grid. The campus is privy to dense and sparse open spaces and has developed organically with the culture and character of its place within the city - demonstrating a seamless existence with its wider urban fabric. As an educational institution it presents lessons to campus planning exemplifying the role of education beyond its classrooms and its intrinsic relationship with the wider community. These lessons include extension of campus perimeter, maximising frontage, multi-nucleated campus, separation of pedestrian and vehicle circulation and horizontal zoning.33 boundaries - ordered + organic grid

open spaces

40

grid bounded

main campus hub art gallery hub performing arts hub main library residential hub sports hub

campus hubs

campus perimeter + arterial grid

extended campus perimeter

maximising frontage

periphery - public transport

arterial grid

multi-nucleated campus

41

campus planar + grid patterns - massing

block

42

courtyard

enclosed lane

plaza + enclosed lane

plaza + thoroughfare

courtyard + thoroughfare

precedent studies I new york university campus

enclosed lane

enclosed lane + plaza

lane to plaza

plaza + thoroughfare

lane to courtyard

courtyard + thoroughfare

43

plaza

lane

courtyard

campus sectional patterns - north-south

44

precedent studies I new york university campus

dedicated circulation - pedestrian + vehicular

plaza

courtyard

lane

campus sectional patterns - east-west

45

lane

plaza

courtyard

lane

existing planes of activity - washington square section

46

precedent studies I new york university campus

horizontal zoning - mixed use ground plane

shifting planes of activity

47

precedent studies highline park I diller scofidio + renfro Highline Park is a public park built on an abandoned elevated railway that stretches from New York’s Meat Packing District to the Hudson Rail Yards. Its execution involved a hybrid solution between agriculture and architecture acknowledging the reclamation of public infrastructure. With the inherited path of the railway, the programmatic approach and the aesthetic of tapering and folding - the promenade defined results in a meandering and pathless landscape. The range of activities capturing the urban microclimates along the railway add to the unscripted ways in which the public can define their path.

These qualities of unscripted pathways and strategically dispersed activities along a path are physical embodiments of some of the principles of the function of the oblique and landform building as discussed within the chapter of experiencing architecture. Besides this, these qualities are lessons intended to be extracted and applied to the design solution of the progressive design boarding school.

48

16. activities capturing micro-climates

17. hybrid solution - agritecture

49

precedent studies seattle olympic park I weiss manfredi Seattle Olympic Park traverses from the city fabric towards water and occupies a site that was historically associated with industrial use and presently part of major highway and railway systems. The continuous constructed landscape unfolds a path from a singular plane forming an uninterrupted z-shaped platform. This unfolding of a singular plane encapsulates the essence of the function of the oblique and landform building as it enables a fluid and redefined connection between the city and the revitalised waterfront. It’s strategy to integrate and synthesis a range of movements pedestrian, vehicular and rail - gives concrete form to the agenda of making occupants aware of movement and the effects of gravity on an inclined plane.

These moments within this urban musing are aspirations for the design solution of the progressive design boarding school.

It establishes an example to reconcile some of the similar characteristics of this thesis’ given site.

18. unfold - z-shaped platform

50

19. shifting inclined planes - range of movements

20. activated planes - sliced + continuous

51

precedent studies parsons school of design I som The new school for Parsons School of Design is located at the intersection of 14th Street and 5th Avenue. In response to the dense urban context, this building encapsulates all aspects of a traditional campus in a vertical manner. Subsequently, the challenge in a dense vertical campus culminates in its ability to visualise activity and movement that is inherent in the horizontal and ground planes of a traditional campus. This challenge is where the theories of the function of the oblique and landform building come in to play where inclined planes and sectional experimentation assist in conveying movement and activity.

More specific to this precedent study, the interactive spaces and circulation areas are intertwined and positioned towards the street frontages so as to reveal the thriving life within the building to be in direct contrast of the busy urban streets. The architectural strategy of peeling the facade and following the section also allows the creation of interactive long, loft-style spaces that give attention to the activities on each plane and position individuals amongst the activity. The introduction of inclined planes with activities and the programmatic adjacencies which it creates are lessons to be applied to the design solution of the progressive design boarding school project.

52

21. loft-style spaces - planes of activity

22. sectional articulation - movement + activity

53

precedent studies vittra school I rosen bosch studio

23. cinema cave

24. conversation wall

54

The Vittra School is a precedent study that is more inclined to the educational philosophies and pedagogies explored within the first chapter. Sharing similar concerns in regards to movement and activity with the past three precedent studies, this particular interior design demonstrates the programmatic approach of activity specific spaces rather than discipline specific spaces. The impact of this is that the physical space its in entirety is a tool for educational development; where space and place are situations that simulate practice whilst understanding theory. The malleable divisions shown through its plan also allow for mobility which incorporate the use of technology; reshaping modes of learning towards digitally seamless interactions regardless of space and place. It also enables the endless redefinition of space determined by the needs of its users.

These strategies of activity specific spaces and malleable divisions are lessons to aspire towards and be applied to the design solution of the progressive design boarding school. It gives concrete form to experiential learning and the importance of connection with the physical environment and activity so as afford clarity to thought processes.

Concentration Niches

Window Pods

The Stage

The Village

Island Area The Mountain

Media Lab Wardrope West Organic Table

The Tree

Wardrope East Reception

Dance Studio

Lysavis

Tower of Babel Exhibition Area

Headmasters Office Science Lab Lunch Club

Teachers Lounge

24. spatial program - activity specific spaces

25. sitting island

26. the mountain Canteen Area

Workshop

55

site analysis I chapter 05 - research

site analysis site visit I the crescent, annandale, new south wales Sitting at the cross section between parklands, residential use and industrial use, the site magnifies the significant relationship between the suburb and the city. It is connected through infrastructure though expresses a division through the visual vista of the waterfront.

sandstone wall

federal park salt marsh

58

The defined built form to the west and south of the site - mainly residential in use - beckons for the opportunity to integrate and synthesise with the expansive character of the parklands and the waterfront to the east and north. The site conveys a natural frontage to the major roads and the parklands and calls for a sensibility towards the viaduct and sandstone walls which are heritage listed items.

A challenge which the site produces is to afford places of enclosure to contrast with the conscious act of connection and synthesis of parkland and residential areas. In doing so, the historically rich intersections between materiality and existing micro-climates also need a considered level of articulation so as to create and enhance the identity of the local area and community.

steel bridge

rozelle bay

residential area

viaduct - general heritage item

59

site analysis connectivity + proximity I bay urban renewal program sub-precincts site - the crescent bay precinct open spaces urban renewal area light rail stops railway stops light rail + railway interchange existing light rail proposed light rail existing railway

60

As an area considered for urban renewal, The Crescent’s position within the Bay Urban Renewal Program informs the design solution.

On a broader scale, the program anticipates the future-proofing of the precinct as well as considers its economical and cultural significance to both the local communities and Sydney in its entirety.

The Crescent is located within the Rozelle Bay sub-precinct shown as precinct 2 in the adjacent diagram. The following points summarises the aspirations of the program in reference to the subprecinct previously identified.34 These aspirations afford a specific identity and place for the sub-precinct which informs the design solution.

• • • • • • • •

Opportunity for mixed used development Residential focus Public access to harbour foreshore Connectivity to railways Connectivity to lightrail Connectivity to parklands Community use pool Harbour access and walkways

Drummoyne

Dawes Point Balmain East Balmain

Millers Point Barangaroo Camerons Cove

5 White Bay

Rozelle

Johnstons Bay

6

Sydney

3 Gleb

e Is

Super Yacht Marina

Lilyfield

4

2

Anzac

Rozelle Bay

Bicentennial Park Jubilee Park

land

Brid

ge

Pyrmont

Bridg

e

Blackwattle Bay

Glebe

Darling Harbour Sydney Fish Markets

1

Annandale Wentworth Park

Ultimo Forest Lodge Breecroft

Leichhardt

Haymarket

bay urban renewal program

61

bay urban renewal program - site constraints constrained land use inconspicuous vehicle access low pedestrian connectivity site boundary high traffic noise disconnected foreshore walk

62

site analysis I connectivity + proximity

bay urban renewal program - site opportunities provision for recreational use improved pedestrian access site boundary improved site legibility continuous foreshore link enhanced waterfront activities improved parkland connection

63

urban context - highways Drummoyne

Dawes Point Balmain East Balmain

Millers Point Barangaroo Camerons Cove

White Bay

Rozelle

Johnstons Bay

Sydney Gleb

e Is

Super Yacht Marina

Lilyfield

• 2.9 km from downtown Sydney public transport interchange • 4.2 km - 6.1 km of roadway • 14 minutes (without traffic)

Anza

c Bri

Rozelle Bay

Bicentennial Park Jubilee Park

land

Brid

ge

dge

Blackwattle Bay

Pyrmont Darling Harbour Sydney Fish Markets

Glebe

Annandale Wentworth Park

Ultimo Forest Lodge

Breecroft

64

Leichhardt

Haymarket

site analysis I connectivity + proximity

urban context - public transport

Dawes Point Balmain East Balmain

Millers Point Barangaroo Camerons Cove

White Bay

Rozelle

Johnstons Bay

Sydney Gleb

e Is

Super Yacht Marina

Lilyfield

Anza

c Bri

Rozelle Bay

Bicentennial Park Jubilee Park

land

Brid

ge

dge

Blackwattle Bay

Pyrmont Darling Harbour Sydney Fish Markets

Glebe

Annandale Wentworth Park

Ultimo Forest Lodge Haymarket

• 35 minutes by light rail from downtown Sydney public trasport interchange • 25 minutes by bus • bus routes: - 431 glebe to millers - 433 balmain to millers - 470 lilyfield to city

65

suburban context - twenty-minute cycle Drummoyne

Balmain East Balmain

M

Baran Camerons Cove

White Bay

Rozelle

Johnstons Bay

Gleb

e Is

Super Yacht Marina

Lilyfield

• 22 minutes to downtown Sydney public transport interchange • dispersed open spaces and disconnected cycleways • roadway dependent cycleways connections Breecroft

66

c Bri

Rozelle Bay

Bicentennial Park Jubilee Park

land

Anza

Brid

ge

dge

Blackwattle Bay

Pyrmont Darling Harbour Sydney Fish Markets

Glebe

Annandale Wentworth Park

Ultimo Forest Lodge Leichhardt

Hay

t

site analysis I connectivity + proximity

suburban context - twenty-minute walk Drummoyne

Dawes Point Balmain East Balmain

Millers Point Barangaroo Camerons Cove

White Bay

Rozelle

Johnstons Bay

Sydney Gleb

e Is

Super Yacht Marina

Lilyfield

Anza

c Bri

Rozelle Bay

Bicentennial Park Jubilee Park

land

Brid

ge

dge

Blackwattle Bay

Pyrmont Darling Harbour Sydney Fish Markets

Glebe

Annandale Wentworth Park

Ultimo Forest Lodge Leichhardt

• 1 kilometre radius • access to dispersed hospitality, entertainment and institutional venues from lifestyle, recreation to education • Haymarket town centre at the periphery of the walking radius

67

site analysis zoning addresses lot 1 – 4 the crescent, annandale 279 johnston street, annandale local government city of sydney leichhardt municipal council zoning lot 1 - mixed use (B4) lot 2 - public recreation (RE1) extreme climate lot 1, 2 & 4 prone to flooding heritage federal park & viaduct listed as general heritage item

building height lot 1- 12 metres lot 3 - 11 metres lot 4 - 8 metres site coverage / lot 1 - 2:1 floor to space lot 3 - 0.2:1 ratio lot 4 - 0.5:1 site permeability / lot 1 & 2 - class 2 soil condition access reinforce major site axes with surrounding public spaces setbacks align built form closest to the water

68

general residential (R1) lower quarter of the site lies in the conservation area with the whole site and sandstone wall listed as a general heritage item -

0.6 : 1

class 5 boundend by johnston street and the crescent -

flood prone areas

conservation area + generalheritage items

flood prone areas conservation area general heritage item site boundary

69

site analysis access + circulation The given site is privy to two street frontages - The Crescent and Johnston Street. These two street frontages traverses the whole length of the site and serve as major vehicular infrastructure for public transport, traffic between suburbs and town centres.

Along the street frontages are access points from the arterial roads of the adjacent residential areas. These access points establish potential entries into the site which encourage permeability and defined connections that reconcile the parklands, waterfront and residential areas. The adjacent parklands also exhibit potential access points through the given site.

Besides the treatment of entries, the promenade through and transition between two distinct areas - parkland, waterfront and residential areas - needs to be given due consideration. The site sits on two distinctly different levels and are generally flat in topography.

This difference in levels also presents an opportunity to redefine the treatment of connections and to challenge the preconceptions and experiences that are associated with the promenade. The relatively flat topography of the site presents a challenge for the design solution in terms of responding to the dynamic sloping topography of the residential areas and the lateral characteristic of the adjacent parklands and waterfront.

70

potential access + thoroughfares

71

site analysis climatic conditions winter winds summer winds sun path site boundary

72

Summary of climatic conditions listed below: • shortest day - June 20 9.54 hrs • longest day - Dec 21 14.25 hrs • average rainfall - 595.8 mm • hottest day - March 1 36.4oC • coldest day - May 14 7.9oC • relative humidity range - 40% to 91%

27. temperature + rainfall

73

site analysis landscaping + view corridors

bay sightline

city sightline

parkland sightline

micro-habitat sightline

74

Privy to be sited beside expansive parklands and waterfront to the east and north, the proposed design solution is afforded the potential to explore the connection between inside and outside, prospect and refuge and human scale interaction with the environment.

The expansive stretch of the site also affords exposure to a range of micro-climates on the northsouth axis depending on one’s location within the site. The south exhibits a relationship with a wetland which transforms to a relationship with the waterfront to the north. This in turn results in various view corridors including sightlines to the bay precinct and the city skyline.

bay sightline

city sightline

parkland sightline

micro-habitat sightline

75

Given the potential to establish a strong connection between the users, the built form and the natural landscape, the planting introduced into the site should follow the following principles:

28. yellow-tailed black cockatoo

29. blueberry ash

30. fuscia heath

76

• complement and enhance the micro-habitats existing on site • encourage a thoroughfare for the local fauna • echo and acknowledge the history and present identity of the site • respond to the flood prone characteristic of the area • afford interaction between users and the site • address inclusiveness - such as incorporation of low allergen and low maintenance planting

site analysis I landscaping + view corridors

With reference to the Leichhardt Native Revegetation and Biodiversity Management Plan, 35 a selection of the local flora and fauna are illustrated within this spread. Below summarises the aspiration of the management plan: • to support and enhance existing community efforts of revegetation • to promote community awareness about biodiversity conservation issues • to protect and enhance habitats • to undertake environmentally responsible restoration works • to promote community wellbeing through increased amenity and enjoyment of parks

31. austral blite

32. superb fairy wren

33. buff banded rail

77

site analysis culture + heritage site - the crescent educational institutions retail, commercial, hospitality culture + entertainment

As an interface between residential and industrial built forms, parklands and the waterfront, The Crescent presents the potential to be a multi-faceted and multi-nucleated hub that complements activities and initiatives of the local communities and Sydney as its urban centre. Its intrinsic nature as a cross section also establishes a platform to connect and increase proximity to amenities, culture and entertainment which at present are dispersed. The intent is to create a program which acts symbiotically with the proposed educational campus and the wider community.

Alongside this, the design solution also presents an opportunity to re-frame the area’s past. The following lists some snapshots of the past which can play a significant role in the formulation of the design solution: • suburb a significant part of creating a model township for future of suburban development • major road - The Crescent also marks the original shoreline of Annandale • viaduct echoes the world experiences of returned soldiers from the world wars • parklands are dedicated to the commemoration of the federation

78

Drummoyne

Dawes Point Balmain East Balmain

Millers Point Barangaroo Camerons Cove

White Bay

Rozelle

Johnstons Bay

Sydney Gleb

e Is

Super Yacht Marina

Lilyfield

Anzac

Rozelle Bay

Bicentennial Park Jubilee Park

land

Brid

ge

Bridg

e

Blackwattle Bay

Pyrmont Darling Harbour Sydney Fish Markets

Glebe

Annandale Wentworth Park

Ultimo Forest Lodge Breecroft

Leichhardt

Haymarket

activities centres

79

site analysis sustainability + materiality The concern for sustainability and materiality within the Crescent considers both the agenda of climatic design issues and ensuring cohesion the transformation of its surrounds respective of its context’s past, present and projected future.

First and foremost, the agenda of climatic design issues involve responding to the characteristics of its climatic zone as one that is warm temperate. A warm temperate zone is concerned with both heating and cooling experiencing mild winters and seasonal weather which exceed the human comfort range. Hence, the architectural proposition and elements utilised in the design solution should give due consideration to - passive solar strategies, incorporation of thermal mass, use of clerestory windows and skillion roofs to afford warmth, light and ventilation, cross ventilation, provision for indoor outdoor living spaces, deciduous shading and winter insulation.36 Besides this, sustainability and materiality is also concerned with enhancing and interacting with context’s remnants of the past.

The consideration of these remnants is vital to the transformation of the given site, adding new dimensions to the previous traces of human inhabitation. Of notable concern are heritage items such as the viaduct and Gothic revival houses that bring culture to the surrounding areas some of which are illustrated within this section.

34. annandale presbyterian church

80

35. gothic revival houses

36. rozelle tram depot

81

urban intervention I chapter 06 - experimentation intermediate scale

platform + micro-habitat

84

folding planes + portal

urban intervention The urban intervention attempts to make tangible the concepts observed and analysed through readings on education and architecture and the investigation of precedent studies and the designated site. The major concerns with this intermediate scale include the exploration of sensory experience as a mode of learning as well as the manipulation of surfaces and configuration of spaces to evoke and afford places of activity.

Alongside these concerns - the intervention also afforded an avenue to explore a response that shows a sensibility towards the site. The designated site sits as an interface between a suburban and recreational context which in turn need to acknowledge and recognise its role as part of greater Sydney region.

The resolution of the urban intervention involved a number of processes - namely explorations through sketching, word-sequenced model-making, model-making as a generative process, re-visitation of the site and reiteration of initial sketches. The resultant urban intervention solidified as a landscaped proposal, developing a sensitivity to touch the earth lightly utilising the surrounding stimulus and micro-habitats to awaken a sense of intimacy with the users - filtering and exposing the individual from the environment to increase spatial awareness and afford social interactions.

85

urban intervention I exploratory sketches

one space - dispersed places

86

filtering light + embedding structures

folding plane + inhabitation

platform + pagoda roof

87

urban intervention I exploratory models

twisting surfaces

rhytmic sliced plane

88

folded plane

plaza to portal

unfolding and folding surfaces

continuous folding strip

tension to compression

89

urban intervention I plan + sections

platform

portal

outdoor room

auditorium + reclined platform

D C

B

A

boardwalk pivot entrance bridge urban intervention - plan

urban intervention siting

90

intervention site influences

section AA

section BB

section CC

section DD

91

urban intervention I construction + materiality

inset led strip lighting with frosted perspex cover timber battens - profiles vary and attached to the adjacent with a steel rod for structural support timber member joints reinforced with steel plates timber beam

92

39. stringy bark

37. black anodised steel

38. led strip lighting

40. blackbutt

41. red gum

93

urban intervention I spatial qualities

bridge

platform + micro-habitat

94

portal

boardwalk

95

furniture design I chapter 07 - experimentation micro scale

42-44. architectural application - folding planes

furniture design Where the urban intervention presented an opportunity to explore an intermediate scale, the proposed furniture design examines the micro scale. The furniture design distills the essence of the architectural language of interest within the readings and the urban intervention.

This distillation allows a closer examination and simplification of sensory experience as new learning mode specifically in terms of touch. The sense of touch is accounted for in the contrast between the choice in materiality and that inform the structure of the furniture. Alongside this, the furniture design affords a place for activity and is a medium to investigate the manipulation of surfaces - the folding plane and the oblique. The furniture design and fabrication involved several processes - this section documents the evolution of the furniture item from sketch to fabrication.

45. furniture - sliding planes

98

46. furniture - folding plane

99

furniture sketch 01 - seat I bench I table

100

furniture design I concept sketches

furniture sketch 02 - reclined plane I bench I table

101

150 35 610 390

460

35 100 200

1000

300

200

360

280

EQ EQ EQ EQ EQ furniture sketch 02 - detail + dimensions

junction details

routered box joint

102

47. bent metal

furniture design I construction + materiality

280 4

602

610

300 4

metal box detail

material palette

48. tasmanian oak

49. aluminium mill finish

50. threaded rod

51. steel nuts + washers

103

introducing tapering + folding plane

104

furniture design I detail refinement

furniture sketch 02 - reclined plane I bench I table

105

The fabrication of the seating bench with an integrated table and storage involved several processes as illustrated by the photos. The furniture item consists of two elements an aluminium box table with storage and the timber seating bench.

Due to the course time constraint, complexity and demand for high quality finish as well and the lack of resources the fabrication of the specified aluminium box table with storage was outsourced to a local metal manufacturer. The timber for the seating bench was sourced from a local lumber yard in Southwest Sydney. The seating bench comprised of the seating slats and bench leg and was fabricated with the help of Peter Kolasinki (UNSW Squarehouse Workshop) and Jesus Samonte (home workshop). Cutting the timber to size of the bench seating elements utilised a table saw, circular saw and band saw. The intricate jointing details including half lap, angled half lap, angled splines and angled box joints used hand tools such as a hand saw, hack saw, mallet, hammer and chisel.

The process of joining the timber seating slats, timber bench leg and the aluminium box utilised a hand drill, adjustable wrench and vice grip for timber to timber dowel connections and timber to aluminium box with steel threaded rod connections. Finishing the furniture item involved filling gaps in the timber with custom mixed putty, sanding and filing of uneven surfaces, application and polish of natural bees wax on timber and buffing the aluminium box.

106

furniture design I fabrication process

fabrication processes

flat bar clamp - bench leg

clamp scaffold - angled spline joint

hand saw - angled box joint

brush + spatula - custom mix putty

multi tool - sanding uneven surfaces

circular rasp - threaded rod hole timber

107

fabrication processes

offcut plywood scaffold - seating slats

108

sand paper plane - splines

hand drill - threaded rod hole metal

rasp + file - tapering seating slats

angle grinder - threaded rod

offcut plywood pin support - bench leg

furniture design I fabrication process

furniture joints

angled spline

angle box joint

angled half lap

exposed and inset nut-rod connection

109

110

furniture design I resolved furniture

111

design approach I chapter 08 - principles I program

design approach design principles Informed by the research on education, architecture, precedent studies and analysis of the site, the following five principles guides the aspirations of the thesis design solution. Whilst these design principles to some extent apply to all three scales of experimentation - urban intervention, furniture design and the masterplan - all five principles are intended take shape within the design development.

114

forum

continuous + multifaceted

A platform to discover, present, discuss, exchange and challenge ideas

Afford relationships between people, objects and activities that challenge the conventional form of connections as a medium for learning

permeable

experiential

supportive

Provide the opportunity to interact with the context in terms of history, economy, social qualities and the built and natural environment

Enhance learning through the active application of theory and integration of human scale and senses in acquiring and imparting knowledge

Ensure a prepared environment for unrestrained exploration, self-directed learning and selfexpression

115

design approach program schedule crescent - 22236 m2

1

tafe institute - 7382 m2

2

rozelle timbers - 7147 m2

3

marina - 9229 m2

4

4

3

learning 2

housing interface 1

admin + staff exhibition + exchange storage + amenities total site area - 45994 m2

116

The program schedule considers both the site area and consequent spaces for the progressive design boarding school. The site area comprises of four components - (1) the Crescent, (2) the existing TAFE institute block, (3) parklands and Rozelle timbers block and (4) the waterfront marina. The diagram to the left show the site area.

The consequent areas for the progressive design boarding school consists of six types of spaces. These spaces include learning spaces, housing spaces, exchange and exhibition spaces, interface spaces, admin spaces and storage and amenities. This section records the types of spaces and their relationships.

ADMIN + STAFF SPACES - 259 sqm

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

STAFF STUDY

TOILET

STUDENT RECEPTION

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

ACCESSIBLE ADMIN TEA TOILET

INTERVIEW MEETING

CAFE DINING

KILN DIGITAL LEARNING

ADMIN ADMIN EXEC STAFF CLERICAL LOUNGE

VISITOR’S OFFICE

PUBLIC RECEPTION

PRINCIPAL’S DEPUTY CARETAKER’S CLINIC PRINCIPAL OFFICE OFFICE

EXCHANGE + EXHIBITION SPACES - 2566 sqm

DINING SPACE

SPORTS EQ STORE

LECTURE STORE

GYMNASIUM GAMES COURT

LARGE EQ STORE

GARDEN STORE

CHAIR STORE

LECTURE LIBRARY

CHANGE ROOMS SHOWERS

SEMINAR PRINT + COPY

FIRST STAFF AID SHOWER

POTTERY STORE

LPG APPARATUS STUDIO STORE PROJECT STORE CHEM PREP STORE WOOD + METAL STORE GENERAL LEARNING STORE

MALE TOILETS FEMALE TOILETS

STUDENT ROOMS

STUDIO STORE

CLEANING DIGITAL SUPPLIES STORE

WOOD + METAL PROJECT STORE

HOUSING SPACES - 1480 sqm

CARETAKER

STORAGE + AMENITIES - 683 sqm

STAFF RESOURCE ADMIN BULK RESOURCE STORE

ADMIN LAUNDRY STORE

ARCHIVE

ACCESSIBLE SHOWER + CHANGE

POPULATION + AREA STUDENTS BOARDING CLASSES COHORTS

350 175 16 2

AREA / STUDENT TOTAL INDOOR TOTAL OUTDOOR TOTAL AREA CAMPUS SITE + park + waterfront

20.82 sqm 5576.5 sqm 1712 sqm 7288.5 sqm 29618 sqm 36765 sqm 45994 sqm

117

RELATIONSHIP BETWEEN LEARNING SPACES

PREP PRINCIPAL’S OFFICE

DEPUTY PRINCIPAL

APPARATUS STORE

CHEM STORE

CENTRALISED

PROXIMITY TO EXCHANGE + EXHIBITION SPACES

STUDENT RECEPTION LABORATORY INTERVIEW

SMALL LAB

GAMES COURT

PRACTICAL ACTIVITIES DARK ROOM TIERED OUTDOOR

LIBRARY

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE

SMALL OUTDOOR LEARNING

MATERIALS WORKSHOP

LECTURE GYMNASIUM

SEMINAR CENTRALISED GENERAL LEARNING STORE

WOOD + METAL

OUTDOOR WORKSHOP

WORKSHOP + STUDIO ADMIN

WELDING + HOT METALS

KILN

DIGITAL LEARNING

SYSTEMS ADMIN CENTRALISED DIGITAL STORE

COMMS

CENTRALISED STUDIO PROJECT STORE WOOD + METAL PROJECT STORE

WOOD + POTTERY STUDIO STORE METAL STORE STORE

LPG

relationship between learning spaces

118

design approach I spatial relationships

CORNER STORE

CAFE DINING

DINING SPACE

ASSEMBLY AREA

RELATIONSHIP BETWEEN HOUSING SPACES SPORTS EQ STORE

STUDENT ROOMS

GAMES COURT LIBRARY PRINT + COPY

SEMINAR LECTURE STORE

LARGE EQ STORE

LECTURE

CHAIR STORE FIRST AID

GYMNASIUM CARETAKER CLEANING SUPPLIES

STUDENT RECEPTION

INTERVIEW

GARDEN STORE

CARETAKER’S OFFICE

relationship between housing spaces

119

PROXIMITY TO INTERFACE SPACES RELATIONSHIP BETWEEN EXHIBITION SPACES ASSEMBLY AREA

SHOWERS

GAMES COURT

CHANGE ROOMS STAFF SHOWER

LIBRARY ADMIN

CAFE DINING

DINING SPACE

CAFE SERVERY

CANTEEN OFFICE

FIRST AID LIBRARY

PRACTICAL ACTIVITIES

CORNER STORE

PRINT + COPY

SEMINAR

SPORTS EQ STORE

LECTURE

TIERED OUTDOOR

GYMNASIUM DIVISIBLE GENERAL LEARNING

LECTURE STORE

LARGE EQ STORE CHAIR STORE

SMALL OUTDOOR LEARNING

PRINCIPAL’S OFFICE

SEMINAR PUBLIC RECEPTION

STAFF STUDY

DEPUTY PRINCIPAL

CARETAKER’S OFFICE ADMIN EXEC

relationship between exchange + exhibition spaces

120

design approach I spatial relationships

RELATIONSHIP BETWEEN ADMIN + STAFF SPACES

PROXIMITY TO AMENITIES ASSEMBLY AREA

DIVISIBLE GENERAL LEARNING

DEPUTY PRINCIPAL

PRINCIPAL’S OFFICE

CARETAKER’S OFFICE

ADMIN TEA

STAFF LOUNGE

CLINIC

CORNER STORE

CAFE DINING

CAFE SERVERY

DINING SPACE

SHARED STUDIO SPACE

STAFF LOUNGE

ADMIN TEA

CANTEEN OFFICE

STUDENT RECEPTION

ADMIN CLERICAL

ADMIN EXEC

TOILET ACCESSIBLE TOILET STAFF STUDY

INTERVIEW PUBLIC RECEPTION

STAFF RESOURCE

VISITOR’S OFFICE

MEETING CENTRALISED

DISTRIBUTED

ADMIN RESOURCE

CLEANING SUPPLIES

relationship between interface spaces

ADMIN STORE

relationship between admin + staff spaces

121

masterplan - proposal I chapter 09 - experimentation urban scale

masterplan - proposal The masterplan of the progressive design boarding school embodies the urban scale consideration of the project. Its scale shares an intrinsic relationship with the urban intervention and the furniture design- where the development of ideas within each one symbiotically transforms the other.

The iterative process of the masterplan encapsulates the detailed considerations of the urban intervention and the furniture design, and more specifically addresses the broad urban gesture of the school to the wider community. In addition to the detailed considerations of micro and intermediate scale, the masterplan also incorporates the lessons learnt within the precedent studies and site analysis - namely the inscription of a promenade with a clear delineation between vehicular and pedestrian movement and the unfolding and dispersion of hubs across the campus.

124

bay sightline

city sightline

parkland sightline

tram stop sightline

infrastructure

sightlines

access

LEARNING INTERFACE

EXHIBITION HOUSING

INTERFACE

LEARNING

HOUSING

inscription

promenade

campus hubs

125

masterplan - proposal multi-nucleated campus The masterplan approach defines a multi-nucleated campus as a manifestation of the body of research and the urban intervention experiment. Its very nature envisions hubs across the campus that applies the following principles:

learning housing

• unification of hubs through an inscribed path • positioning of hubs as activities along a path • layering of spaces to afford complex situations and experiences

interface admin + staff

The multi-nucleated campus has two sequence of activities. The first sequence is a string of hubs as experienced by day students, visitors, educators and the general public. The second sequence on the other hand, is a cluster as experienced by boarding students and the caretaker. These two sequences are illustrated below and the diagram to the right shows the application of this two sequences within the masterplan. Subsequent to this, the following pages a mapping exercises of the types of spaces against the favourable orientation of buildings in the mild-temperate climate zone of Annandale.

exhibition + exchange storage + amenities

string of hubs

126

cluster

public interface

learning hub

housing hub

layered hubs

127

public face

SPORTS + PERFORMANCE DISTRIBUTED STORAGE + AMENITIES HOUSING WORKSHOP + STUDIO LABORATORY GENERAL LEARNING

ADMINISTRATION STAFF

LIBRARY ADMINISTRATION INTERFACE

LIBRARY INTERFACE WORKSHOP + STUDIO GENERAL LEARNING

LECTURE

public face

DIGITAL LABORATORY

SPORTS + PERFORMANCE

DISTRIBUTED STORAGE + AMENITIES

mapping spaces + favourable buildings orientation

128

STAFF

HOUSING

DIGITAL LECTURE

masterplan - proposal I spatial relationships + orientation

public face

SPORTS + PERFORMANCE

HOUSING

ADMINISTRATION INTERFACE

LIBRARY

STAFF

LECTURE DIGITAL

GENERAL LEARNING

LABORATORY WORKSHOP + STUDIO HOUSING

DISTRIBUTED STORAGE + AMENITIES

SPORTS + PERFORMANCE

public face ADMINISTRATION

LECTURE STAFF

WORKSHOP + STUDIO

INTERFACE LIBRARY

DISTRIBUTED STORAGE + AMENITIES

DIGITAL

GENERAL LEARNING

LABORATORY

mapping spaces + favourable buildings orientation

129

DISTRIBUTED STORAGE + AMENITIES

LABORATORY HOUSING SPORTS + PERFORMANCE STAFF

INTERFACE

GENERAL LEARNING

DIGITAL LECTURE

WORKSHOP + STUDIO

LIBRARY

ADMINISTRATION SPORTS + PERFORMANCE

HOUSING

ADMINISTRATION LIBRARY INTERFACE WORKSHOP + STUDIO GENERAL LEARNING

LECTURE

public face

DIGITAL LABORATORY

SPORTS + PERFORMANCE

DISTRIBUTED STORAGE + AMENITIES

mapping spaces + favourable buildings orientation

130

STAFF

HOUSING

public face

masterplan - proposal I spatial relationships + orientation

LABORATORY LIBRARY

HOUSING SPORTS + PERFORMANCE INTERFACE

STAFF

LECTURE DIGITAL

ADMINISTRATION GENERAL LEARNING INTERFACE

public face

WORKSHOP + STUDIO HOUSING SPORTS + PERFORMANCE DISTRIBUTED STORAGE + AMENITIES

resolved mapping + campus buildings orientation - all favourable

131

C

B

A

first iteration of masterplan

132

masterplan - proposal I design iterations

section AA - housing to adjacent parkland

section BB - housing to interface hub

section CC - learning to exhibition hub

133

learning housing interface admin + staff exhibition + exchange storage + amenities

134

masterplan - proposal I final design iteration

B

ADMIN + STAFF SPACES - 259 sqm

LEARNING SPACES - 1698 sqm

B

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

CORNER STORE

SEMINAR

A

INTERFACE SPACES 395 sqm

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

TOILET

STUDENT RECEPTION

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

STOR AMEN

VISITOR’S OFFICE

SPORTS STOR

ACCESSIBLE ADMIN TEA TOILET

INTERVIEW MEETING

CAFE DINING

KILN WOOD + METAL

STAFF LOUNGE

STAFF STUDY

ADMIN ADMIN CLERICAL EXEC

exhibition hub

PUBLIC RECEPTION

CHAI STOR

PRINCIPAL’S DEPUTY CARETAKER’S CLINIC PRINCIPAL OFFICE OFFICE

EXCHANGE + EXHIBITION SPACES - 2566 sqm

PREP

G LEAR

DINING SPACE

WOOD PROJEC

HOUSING SPACES - 1480 sqm GYMNASIUM

MA TOIL

GAMES COURT

FEM TOIL

STUDENT ROOMS

LECTURE CARETAKER

LARGE STOR

LIBRARY

CHANGE ROOMS SHOWERS

SEMINAR PRINT + COPY

FIRST STAFF AID SHOWER

A

135

learning housing interface admin + staff exhibition + exchange storage + amenities

136

masterplan - proposal I final design iteration

B

interface hub

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

B

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

A WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

TIERED OUTDOOR

STAF STUD

CAFE DINING

STUDE RECEPT

KILN OUTDOOR WORKSHOP DARK ROOM

DIGITAL LEARNING

ADMI

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

EXCH SPAC

DINING SPACE

HOUSING SPACES - 1480 sqm

interface hub

GY

STUDENT ROOMS

ADMIN + STAFF SPACES - 259 sqm

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CARETAKER CORNER STORE

SEMINAR

MATERIALS WORKSHOP

DIGITAL LEARNING

OUTDOOR WORKSHOP DARK ROOM

STUDENT RECEPTION

A PRACTICAL ACTIVITIES

SMALL LAB

TIERED OUTDOOR

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

HOUSING SPACES - 1480 sqm

CAFE SERVERY

DINING SPACE

TOILET

ACCESSIBLE ADMIN TEA TOILET

INTERVIEW MEETING

CAFE DINING

KILN WOOD + METAL

STAFF STUDY

ADMIN ADMIN EXEC STAFF CLERICAL LOUNGE

VISITOR’S OFFICE

PUBLIC RECEPTION

PRINCIPAL’S DEPUTY CARETAKER’S CLINIC PRINCIPAL OFFICE OFFICE

EXCHANGE + EXHIBITION SPACES - 2566 sqm

137

S A

learning housing interface admin + staff exhibition + exchange storage + amenities

138

masterplan - proposal I final design iteration

B

learning hub

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTE SPAC 395 s

CORNE STORE

SEMINAR KILN

B WOOD + METAL

MATERIALS WORKSHOP

DIGITAL LEARNING

OUTDOOR WORKSHOP DARK ROOM

A PRACTICAL ACTIVITIES

SMALL LAB

TIERED OUTDOOR

ASSEM ARE

SMALL OUTDOOR LEARNING

CANT OFF

HOUSING SPACES - 1480 sqm

STUDENT ROOMS

CARETAKER

learning hub

A

139

learning housing interface admin + staff exhibition + exchange storage + amenities

140

masterplan - proposal I final design iteration

ADMIN

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

B

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

CAFE DINING

STUDEN RECEPTIO

KILN WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

STAFF STUDY

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

EXCHA SPACE

DINING SPACE

HOUSING SPACES - 1480 sqm

GYM

STUDENT ROOMS

B A CARETAKER

housing hub

housing hub

A

141

masterplan - inscribed path B

B A

A

142

masterplan - proposal I final design iteration

masterplan - multiple entries B

B A

A

143

the crescent

crescent site

building bookending residential areas

144

masterplan - proposal I speculative sections

the crescent

tafe site

section AA - housing hub to housing hub

building addressing the entrances

building bookending residential areas

section AA - 3 tiered terraced planes (design iteration)

section AA - proposed resolution

145

tafe site

the crescent crescent site

viaduct

building bookending residential areas

146

parklands site

masterplan - proposal I speculative sections

the crescent

waterfront site

section BB - exhibition hub to waterfront

building addressing the entrances

section BB - stacked overlapping planes (design iteration)

section BB - proposed resolution

147

indicative material palette

interactive timber batten facade - moveable + integrated lights

faceted berms and platforms - stone / masonry / timber / vegetation

entrances / frontages

148

masterplan - proposal I spatial quality

149

indicative material palette

tapered roof + ceiling - off-form concrete / timber

foyers / auditoriums - waterfront + landscape

150

masterplan - proposal I spatial quality

151

indicative material palette

elevated boardwalk - expressed steel and timber connections

faceted berms and platforms - stone / masonry / timber / vegetation

bleeding material transitions - stone / masonry / timber / vegetation

foyers / auditoriums - viaduct

152

masterplan - proposal I spatial quality

153

indicative material palette

interactive elevated boardwalk - expressed steel and timber connections

bleeding material transitions - stone / masonry / timber / vegetation

timber ceiling finish

bridging / intersections / viewing platforms

154

masterplan - proposal I spatial quality

155

indicative material palette

faceted inclines and platforms - stone / masonry / timber

splayed and inclined structure

transitions / indoor + outdoor relationships

156

masterplan - proposal I spatial quality

157

indicative material palette

timber + steel + glass railing detail

informative + performative glass

timber ceiling finish

elevated walkways / atriums - learning spaces

158

masterplan - proposal I spatial quality

159

indicative material palette

interactive timber batten facade - moveable + integrated lights

timber batten pergola + pavilion

timber + steel + glass railing detail

elevated walkways / atriums - housing spaces

160

masterplan - proposal I spatial quality

161

indicative material palette

reconfigurable walls - habitation + storage

reconfigurable planes + surfaces

malleable divisions

162

masterplan - proposal I spatial quality

163

overview site model from south

164

masterplan - proposal I site model photos

overview site model from north

165

the crescent frontage

166

masterplan - proposal I site model photos

johnston street frontage

overview over viaduct

167

masterplan - resolved I chapter 10 - resolved design

masterplan - resolved The resolved masterplan of the progressive design boarding school realises the elements explored within the urban scale experimentation proposal outlined within the previous chapter.

The iterative process of the masterplan design encapsulates the detailed considerations of the architecture of the school from an urban design scale down to the scale of junction details. this chapter captures the resolved design at a masterplan scale and campus hubs scale; the latter explored sectionally in four different ways landscape framed, building as landform, resonance with context and built form as a social experience. Where necessary analysis is shown at both scales to reiterate the aspiration of the earlier masterplan proposal, accompanied by sets of drawings that show different design considerations at different scales.

170

site plan - roofscape

171

masterplan - access + circulation

172

masterplan - resolved I site plan

masterplan - promenade

173

masterplan - arrival plazas

174

masterplan - resolved I site plan

masterplan - multiple entries

175

learning housing interface admin + staff exhibition + exchange storage + amenities

176

masterplan - resolved I site plan

ADMIN + STAFF SPACES - 259 sqm

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

INTERVIEW MEETING STUDENT RECEPTION

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

SPORTS STOR

ACCESSIBLE ADMIN TOILET TEA TOILET

CAFE DINING

KILN WOOD + METAL

STAFF LOUNGE

STAFF STUDY

STOR AMEN

VISITOR’S OFFICE

ADMIN ADMIN CLERICAL EXEC

exhibition hubs

PUBLIC RECEPTION

CHAI STOR

PRINCIPAL’S DEPUTY CARETAKER’S CLINIC PRINCIPAL OFFICE OFFICE

EXCHANGE + EXHIBITION SPACES - 2566 sqm

PREP

G LEAR

DINING SPACE

WOOD PROJEC

HOUSING SPACES - 1480 sqm GYMNASIUM

MA TOIL

GAMES COURT

FEM TOIL

STUDENT ROOMS

LECTURE CARETAKER

LARGE STOR

LIBRARY

CHANGE ROOMS SHOWERS

SEMINAR PRINT + COPY

FIRST STAFF AID SHOWER

177

learning housing interface admin + staff exhibition + exchange storage + amenities

178

masterplan - resolved I site plan

interface hub

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

TIERED OUTDOOR

STAF STUD

CAFE DINING

STUDE RECEPT

KILN OUTDOOR WORKSHOP DARK ROOM

DIGITAL LEARNING

ADMI

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

EXCH SPAC

DINING SPACE

HOUSING SPACES - 1480 sqm

interface hub

GY

STUDENT ROOMS

ADMIN + STAFF SPACES - 259 sqm

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CARETAKER CORNER STORE

SEMINAR

PRACTICAL ACTIVITIES

MATERIALS WORKSHOP

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

STUDENT RECEPTION

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

HOUSING SPACES - 1480 sqm

CAFE SERVERY

DINING SPACE

TOILET

ACCESSIBLE ADMIN TEA TOILET

INTERVIEW MEETING

CAFE DINING

KILN WOOD + METAL

STAFF STUDY

ADMIN ADMIN EXEC STAFF CLERICAL LOUNGE

VISITOR’S OFFICE

PUBLIC RECEPTION

PRINCIPAL’S DEPUTY CARETAKER’S CLINIC PRINCIPAL OFFICE OFFICE

EXCHANGE + EXHIBITION SPACES - 2566 sqm

179

S A

learning housing interface admin + staff exhibition + exchange storage + amenities

180

masterplan - resolved I site plan

learning hub

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTE SPAC 395 s

CORNE STORE

SEMINAR KILN WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

ASSEM ARE

SMALL OUTDOOR LEARNING

CANT OFF

HOUSING SPACES - 1480 sqm

STUDENT ROOMS

CARETAKER

learning hub

181

learning housing interface admin + staff exhibition + exchange storage + amenities

182

masterplan - resolved I site plan

ADMIN

LEARNING SPACES - 1698 sqm

DIVISIBLE GENERAL LEARNING

SHARED STUDIO SPACE LABORATORY

INTERFACE SPACES 395 sqm CORNER STORE

SEMINAR

CAFE DINING

STUDEN RECEPTIO

KILN WOOD + METAL

MATERIALS WORKSHOP

PRACTICAL ACTIVITIES

SMALL LAB

DIGITAL LEARNING

TIERED OUTDOOR

OUTDOOR WORKSHOP DARK ROOM

STAFF STUDY

ASSEMBLY AREA

SMALL OUTDOOR LEARNING CANTEEN OFFICE

CAFE SERVERY

EXCHA SPACE

DINING SPACE

HOUSING SPACES - 1480 sqm

GYM

STUDENT ROOMS

CARETAKER

housing hub

housing hub

183

JOH

NST ON

184

STR

EET

masterplan - resolved I site plan

site plan - groundscape

WIL

LIA

THE CRESCENT

VIEW

MS

TRE

ET

TRA

FAL GAR

STR

EET

STR

EET

185

learning housing interface admin + staff lecture theatre + general learning

exhibition + exchange storage + amenities

digital learning + general learning

student housing + community lounge

science laboratories + seminar rooms JOH

NST ON

186

STR

EET

masterplan - resolved I site plan

groundscape - campus hubs

student housing + lounge + grocery store

gymnasium + light rail station outdoor workshop + studios general learning + dining

WIL

LIA

MS

TRE

ET

library + administration THE CRESCENT

student housing + cafe + grocery store VIEW

TRA

FAL GAR

STR

EET

STR

EET

187

188

masterplan - resolved I streetscape site elevation - built form at arrival plazas

digital learning

lecture theatre

gymnasium + light rail station

student housing

189

190

masterplan - resolved I streetscape site elevation - learning facilities

science labs

admin + library + classrooms + dining

workshops + studios

191

overview site model from south

192

masterplan - resolved I site model photos

overview site model from north

193

the crescent frontage

194

masterplan - resolved I site model photos

johnston street frontage

viaduct southern edge

195

masterplan - resolved sectional explorations Besides giving concrete form to the five design principles set out in the masterplan proposal, the resolved design also explored layering of spaces sectionally in four different ways: • • • •

landscape framed building as landform resonance with context built form as a social experience

Landscape framed sets the tone for built form to frame the site context and learning as it happens within the campus which is achieved through aperture variations such as operable facade systems and screening.

Building as landform involves the task of establishing new planes of activity on the site through introduction of bridge links levelled with the height of the viaduct and the unfolding of the ground plane. Resonance with context concerns itself with contemplating how the introduced built form should respond to its immediate context, for example capturing the rhythm of the viaduct arches onto the facade and grid structure of a building and staggered stacking of built form to reflect the rising contours of the wider context. Built form as a social experience sets up the in-between spaces within the school as places to cultivate learning through incidental meetings. built form as a social experience student housing atrium

196

landscape framed - lecture theatre

resonance with context student housing

building as landform - library stacks

197

A

B

JOH

NST ON

198

STR

EET

masterplan - resolved I landscape framed

groundscape - landscape framed section cuts

WIL

LIA

MS

TRE

ET

D C

THE CRESCENT

VIEW

TRA

FAL GAR

STR

EET

STR

EET

199

framing the waterfront

200

masterplan - resolved I landscape framed

01

section AA - lecture theatre 01

section BB - general learning

201

12 11

10 09

08

07

06

05

03 02

04 01 section 01 - construction detail

202

masterplan - resolved I landscape framed

01 Reinforced concrete slab 02 Oak floor finish fixed on chipboard screwed to

softwood battens on underfloor heating panels 03 Shadow line to lecture hall platform with hidden

led strip lighting 04 Dovetailed timber boards on timber floor beams,

timber boarding with serrated face and cuprinol

treatment to underside, rockwool insulation to

floor construction 05 Collapsible sliding pivot doors attached to metal

stud frame with formply finish on metal channels 06 Structurally insulated panels with formply finish 07 Four track sliding aluminium doors beyond 08 Aliminium frame fixed glazing, frame inset

within structurally insulated panels, led strip

lighting to frame and panel gap 09 Suspended formply ceiling, light coloured

corrugated iron roof attached to composite

steel and timber purlins to flitch beam

insulation to underside of purlins 10 Translucent toughened glass blade louvres with

black clip fasteners to black steel frame 11 Alternate fixed metal and operable glass louvres beyond 12 Composite column construction steel flitch plate

sandwiched between timber columns

1:50 section study model

203

framing the landscape & learning

204

masterplan - resolved I landscape framed

section CC - outdoor workshop + studios

section DD - workshops + studios

205

JOH

NST ON

206

STR

EET

masterplan - resolved I building as landform

groundscape - building as landform section cuts

WIL

LIA

A

F

THE CRESCENT

VIEW

E

D

C

MS

TRE

ET

B

TRA

FAL GAR

STR

EET

STR

EET

207

inclined plane - natural auditorium

208

masterplan - resolved I building as landform

section AA - gymnasium + light rail station

column to floor junction

column to roof junction

209

1:200 structure study models

inclined beam - lecture theatre

double beam - workshops + studios

wishbone structure - gymnasium

210

wishbone structure - workshops + studios

masterplan - resolved I building as landform 1:50 section study model

gymnasium - view from viaduct platform

gymnasium - view from tiered seating

211

inclined plane - auditorium

212

masterplan - resolved I building as landform

section BB - dining + general learning

section CC - dining + general learning

213

inclined plane - berm + skylight

214

masterplan - resolved I building as landform

section DD - outdoor dining

section EE - library + administration

section FF - library + administration entrance

215

arrival plaza + library facade - capturing rhythm of the viaduct

216

masterplan - resolved I resonance with context

217

JOH

NST ON

218

STR

EET

masterplan - resolved I resonance with context

groundscape - resonance with context section cuts

A

WIL

LIA

THE CRESCENT

VIEW

MS

TRE

ET

TRA

FAL GAR

STR

EET

STR

EET

219

220

masterplan - resolved I resonance with context

section AA - urban intervention + student housing

221

student housing - staggered stacking

222

masterplan - resolved I resonance with context

223

224

masterplan - resolved I resonance with context

site elevation - johnston street

225

student commons - bridge links

226

masterplan - resolved I built form as a social experience

227

JOH

NST ON

228

STR

EET

masterplan - resolved I built form as a social experience

groundscape - built form as a social experience section cuts

WIL

LIA

THE CRESCENT

VIEW

MS

TRE

ET

TRA

FAL GAR

STR

EET

STR

EET

A B

229

230

masterplan - resolved I built form as a social experience

section AA - student commons

231

232

masterplan - resolved I built form as a social experience

section BB - crescent bridge link + student commons

233

student housing atrium - micro housing

234

masterplan - resolved I built form as a social experience

235

student housing study models - atrium

236

masterplan - resolved I built form as a social experience

student housing study models - facade

237

A

C

B

housing unit plan

housing unit study model

238

masterplan - resolved I built form as a social experience

section aa

section bb

section cc

working wall configurations

door + bedside table

passage + divider

passage + work table

239

female toilets

male toilets

snack bar sunken garden laundry

student housing - typical lower ground level

240

masterplan - resolved I built form as a social experience

01

kitchen servery

common kitchen

grand stair

common lounge

study pod

entry foyer

study pod

common study lounge

study room

study room

student housing - typical ground level

241

01

bridge link study pod

kitchen pod

theatre

collective kitchen + lounge

kitchen pod

reclined platform

storage pod

study pod

student housing - typical first level

242

masterplan - resolved I built form as a social experience

01

storage pod

study pod

kitchen pod common lounge

study hub

kitchen pod

storage pod

study pod

common terrace

student housing - typical second level

243

01

collective kitchen + lounge

storage pod

storage pod

common roof terrace

study pod

kitchen pod

storage pod

student housing - typical third level

244

masterplan - resolved I built form as a social experience

common terrace

study hub common kitchen theatre bridge link

grand stair

section 01 - typical atrium configuration

typical corridor elevation - integrated pods

245

student housing - viewing platforms

246

masterplan - resolved I built form as a social experience

247

references I chapter 11 - text I images I plagiarism declaration

references text 1. Ken Robinson, “Changing Education Paradigms,” TED Talks, http://www.ted. com/talks/ken_robinson_changing_ education_paradigms (accessed 29 May 2015); Anne Sliwka, “The Contribution of Alternative Education,” Organisation for Economic Cooperation and Development, http://www.oecd.org/edu/ceri/40805108.pdf (accessed 29 May 2015).

2. Ibid.

9. Australian Curriculum, Assessment and Reporting Authority, “National Report on Schooling in Australia 2009”, ACARA, http://www.acara.edu.au/reporting/ national_report_on_schooling_2009/ national_initiatives_and_achievements/ other_national_initiatives_(ber).html (accessed 29 May 2015).

3. Mark Dudek, Architecture of Schools: The New Learning Environments, (New York, NY: Routledge, 2000), 1; Robinson, “Changing Education Paradigms.”

10. Carol Mooney, Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Paiget & Vygotsky, (St. Paul, MN: Redleaf Press, 2000), 21-36.

4. Clare Newton, “Disciplinary dilemmas: learning spaces as a discussion between designers and educators,” Critical and Creative Thinking 17 (November 2009): 21-23.

11. Phillip Woods, Alternative Education for the 21st Century: Philosophies, Approaches, Visions, (New York, NY: Macmillan Palgrave, 2009), 189-208.

5. Robinson, “Changing Education Paradigms.”

13. Ibid.

6. Newton, “Disciplinary dilemmas: learning spaces as a discussion between designers and educators,” 21-23.

7. Ibid.

250

8. Robinson, “Changing Education Paradigms.”

12. Ibid.

14. Ibid.

15. International Centre for Educator’s Learning Styles, “John Dewey’s Philosophy of Experience and Education”, ICELS, http://www.icels-educators-for-

learning.ca/index.php?option=com_ content&view=article&id=53&Itemid=68 (accessed 29 May 2015).

16. John Dewey, Experience and Education, (New York, NY: Touchstone, 1997), 35.

17. Ibid., 42.

18. Dudek, Architecture of Schools: The New Learning Environments, 18.

19. Ibid.

20. Steen Rasmussen, Experiencing Architecture, (Cambridge, MA: MIT Press, 2000), 10.

21. Ibid.

22. Ibid.

23. Robin Evans, Translations from Drawings to Building, (Cambridge, MA: MIT Press, 1997), 70-79.

24. Ibid.,73.

25. Ibid., 81.

26. Claude Parent, The Function of the Oblique: The Architecture of Claude Parent and Paul Virillio 1963-1969 (AA Documents), (London: AA Publications,

1996), 5.

27. Ibid., 5-7.

28. Ibid., 66-67; Paul Virilio, Architecture Principe: 1966 and 1996, (Santa Monica, CA: Editions de I’lmprimeur, 1999),193-219.

29. Ibid., 66-67.

30. Ibid.

31. Ibid., 12-13

35. Leichhardt Council, Leichhardt Native Revegetation and Biodiversity Management Plan, by Leichhardt Council, (Sydney: Leichhardt Council, 2012).

36.

Jessica Gottlieb, Patrick Gilling and Wade Cogle, “ARCH7111 New Directions for the Australian Dream” (presentation, the University of New South Wales, Sydney, NSW, 25 March 2014).

32. Stan Allen and Marc McQuade, Landform Building: Architecture’s New Terrain, (NJ: Lars Muller, 2011), 20-23.

33. Kevin White et al., “Confrontation: The Campus and The City,” Change in Higher Education 1 (January - February 1969): 16-18.

34. UrbanGrowth NSW, Bay Urban Renewal Program, by UrbanGrowth NSW, (Sydney: UrbanGrowth NSW, 2014); Planning NSW, Rozelle Blackwattle Master Plan, by Waterways Authority, (Sydney: Planning NSW, 2002); City of Sydney, Johnston Creek Parklands Master Plan,

by Architectus and Clouston Associates, (Sydney: City of Sydney, 2013).

251

references images 1. “Stimulus building project under scrutiny,” Camden Haven Courier, http:// cdn.fairfaxregional.com.au/silverstonefeed-data/ce1f6fac-643d-467c-b7866b32217ee5c0.jpg (accessed 29 May 2015).

2. “Building the Education Revolution,” ARUP, http://www.arup.com/~/ media/Images/Projects/B/Bulding_ Education_Revolution/BER_900x600_1. ashx?mh=800&mw=1000 (accessed 29 May 2015).

3. “Classes,” Ajyaal Montessori Preschool, http://www.ajyaalmontessori.com/ filemanager/L1052393.jpg (accessed 29 May 2015).

4. “Outdoor Environment,” Fiore Montessori School, http://www. fioremontessori.com/siteimages/dsc01157. jpg (accessed 29 May 2015).

5. “Workshops,” Tinkering School, http:// static01.nyt.com/images/2015/04/04/ opinion/04arieff3/04arieff3-articleLarge.jpg (accessed 29 May 2015).

6. “About Green Camp,” Green Camp Bali, http://www.greencampbali.com/

252

newsite/wp-content/uploads/2014/05/ BAL2628.jpg (accessed 29 May 2015).

7. “Workshops,” Tinkering School, http:// static01.nyt.com/images/2015/04/04/ opinion/04arieff3/04arieff3-articleLarge.jpg (accessed 29 May 2015).

8. Claude Parent, The Function of the Oblique: The Architecture of Claude Parent and Paul Virillio 1963-1969 (AA Documents), (London: AA Publications, 1996), 12.

9. Ibid.

10. Ibid.

11. Stan Allen and Marc McQuade, Landform Building: Architecture’s New Terrain, (NJ: Lars Muller, 2011), 469-471.

12. “James Corner Field Oprations & Diller Scofidio and Renfro: High line under construction,” Desgin Boom, https://pophotspot.files.wordpress. com/2009/02/2009_02_27_highline1.jpg (accessed 29 May 2015).

13. “Seattle Art Museum: Olympic Sculpture Park,” Weiss Manfredi, http:// www.weissmanfredi.com/project/seattle-

rt-museum-olympic-sculpture-park (accessed 29 May 2015).

14. “University Center- The New School,” Skidmore, Owings & Merill LLP, http:// www.som.com/projects/university_ center__the_new_school (accessed 29 May 2015).

15. “Vittra School Telefonplan,” RosanBosch, http://www.rosanbosch. com/en/project/vittra-school-telefonplan (accessed 29 May 2015).

16. “James Corner Field Oprations & Diller Scofidio and Renfro: High line under construction,” Desgin Boom, https://pophotspot.files.wordpress. com/2009/02/2009_02_27_highline1.jpg (accessed 29 May 2015).

17. Ibid.

18. “Seattle Art Museum: Olympic Sculpture Park,” Weiss Manfredi, http:// www.weissmanfredi.com/project/seattleart-museum-olympic-sculpture-park (accessed 29 May 2015).

19. Ibid.

20. Ibid.

21. “University Center- The New School,” Skidmore, Owings & Merill LLP, http:// www.som.com/projects/university_ center__the_new_school (accessed 29 May 2015).

22. “Innovative Academic Spaces by SOM,” Dwell, http://assets.dwell.com/sites/ default/files/2014/09/26/som-new-schoolfacade.jpg (accessed 29 May 2015).

23. “Vittra School Telefonplan,” RosanBosch, http://www.rosanbosch. com/en/project/vittra-school-telefonplan (accessed 29 May 2015).

24. Ibid.

25. Ibid.

26. Ibid.

27. “Climate History Annandale,” Meat and Livestock Australia, http://weather. mla.com.au/climate-history/nsw/ annandale (accessed 29 May 2015).

28. “Yellow-tailed black cockatoo,” Margosnotebook, https://margosnotebook. files.wordpress.com/2013/02/p1010312.jpg (accessed 29 May 2015).

29. “Sydney Plants,” Capricorna, http:// www.capricornica.com/plants/00123_ Elaeocarpus_reticulatus.jpg (accessed 29 May 2015).

30. “Virginia I. Lohr,” Washington State University, http://public.wsu. edu/~lohr/2014LohrPerfectaMed.jpg (accessed 29 May 2015).

31. “Rounded noon flower,” Enviro Active, http://www.google. com.au/imgres?imgurl=http:// http://www.enviroactive.com.au/ media?type=photo&field_section_ tid=All&field_category_tid=All&field_ location_taken_tid_1=All&field_taxonomy_ tid=396&field_region_tid=All&=Apply (accessed 29 May 2015).

32. “Superb Fairy-wren,” Fred O’Donnell Photography, https:// fredodonnellphotography.files.wordpress. com/2012/11/pb183933-superb-fairywren-1.jpg (accessed 29 May 2015).

33. “Buff-banded Rail,” Tony Keene, http://www.tonykeenebirds.co.uk/abirds/ buffbandedrail_files/buff_banded_rail_1

253

references images jpg (accessed 29 May 2015).

34. “City Images, Architecture & Historic Themes,” Skyscraper City, http://img337. imageshack.us/img337/4576/img6637ix. jpg (accessed 29 May 2015).

35. “Annandale,” Sydney for everyone http://sydneyforeveryone.com.au/wpcontent/uploads/Annandale_witcheshathouses.jpg (accessed 29 May 2015).

36. “Zen Garage Photo Walk – Rozelle Tram Depot,” Jessica Ta, http:// www.yuggles.com/wp-content/ uploads/2014/08/08.17-zen-photowalkshed_o.jpg (accessed 29 May 2015).

37. “Anthra-Zinc,” VMZinc, http://www. vmzinc.it/images/vmzinc/aboutzinc/ pictures/anthratexture.jpg (accessed 29 May 2015).

38. “LED Tape Light,” 1000 Bulbs, http://www.dealz4nz.com/wp-content/ uploads/2013/09/New-5M-60LedM3528-SMD-LED-Strip-Light-300Led-12V24W-Non-Waterproof-Pure-White1.jpg (accessed 29 May 2015).

39. “Eucalyptus oblique,” Plants for

254

a future, http://farm4.staticflickr. com/3026/3620006443_da8967e431_z.jpg (accessed 29 May 2015).

40. “Misc Acacia,” hobbithouseinc, http:// www.hobbithouseinc.com/personal/ woodpics/blackbutt/blackbutt,%20 goldfields%20(eucalyptus%20lesouefii)%20 2%20s50%20web.jpg (accessed 29 May 2015).

41. “What characteristics does our wood have?” Ryan & McNulty Saw millers, http:// www.ryanandmcnulty.com.au/images/ characteristics/gum-pockets.jpg (accessed 29 May 2015).

42. “High Line Park,” Beth Macri Designs, http://36.media.tumblr.com/tumblr_ libp3pGqQB1qcmyiko1_500.jpg (accessed 29 May 2015).

43. “The Julliard School: Diller Scofidio and Renfro,” ArchDaily, http:// ad009cdnb.archdaily.net/wp-content/ uploads/2009/11/1257861587-dsrlincoln-09-09-5905.jpg (accessed 29 May 2015).

44. “Seagram Brasserie,” Diller Scofidio

and Renfro, http://www.dsrny.com/ projects/brasserie/Brasserie-Pearwoodshell-co.jpg (accessed 29 May 2015).

45. “Ostberg Bench,” Sawdust Bureau, http://www.sawdustbureau. com/#!ostberg-bench/cgob (accessed 29 May 2015).

46. “Executive Desk- Mother and Child”, Charles Rose Architects, http://www. charlesrosearchitects.com/projects/ executive-desk-mother-and-child/ (accessed 29 May 2015).

image.ec21.com/image/kevinrod/ oimg_GC04158195_CA04158694/Hot_Dip_ Galvanized_Thread_Rod_Thread_Bar.jpg (accessed 29 May 2015).

51.

“Bolts and Washers,” The Home Depot, http://www.homedepot.com/catalog/productImages/400/9d/9d71d50d2dfc-4062-8668-18aa2d6a7363_400.jpg (accessed 29 May 2015).

47. “Poised Table by Paul Cocksedge,” UberKreative, http://40.media.tumblr. com/6e51881fa5a479f9fbf2f338099966f9/ tumblr_nful4o8RwH1qhymn9o1_1280.jpg (accessed 29 May 2015).

48. “Tasmanian Oak,” Plyco, http:// www.plyco.com.au/images/tas_oak1.jpg (accessed 29 May 2015).

49. “Aluminium Background Fifteen,” Textures 8, http://textures8.com/ aluminum-background-fifteen/ (accessed 29 May 2015).

50. “Threaded Rod,” Alibaba, http://

255

references plagiarism declaration z3332630 student number

Samonte, Luen surname, first name

ARCH7202 course code

Major Design Studio course name

Semester 2 2015 semester / year

Research Thesis + Masterplan Design title of submission

Robert Barnstone lecturer / course convenor

256

I declare that: • This assessment item is my own work, except where acknowledged, and has not been submitted for academic credit elsewhere; • All reasonable care has been taken to ensure that no other person has been able to copy this work either in paper or electronic form; I acknowledge that the assessor of this item may, for the purpose of assessing this item: • Reproduce this assessment item and provide a copy to another member of the university; and/or • Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the assessment item on its database for the purpose of future plagiarism checking).

I certify that I have read and understood the University rules in respect of student academic misconduct.

20 NOVEMBER 2015 Plagiarism is the use another’s work pretending that it is your own. More specifically, in an educational context, plagiarism is endeavouring to obtain academic credit in a course of study for work that is either not individually prepared by you or prepared by you, but for some other purpose, whether paid or unpaid. The following web sites expand more fully on the nature and consequences of plagiarism and must be read prior to submitting this declaration. http://www.lc.unsw.edu.au/onlib/plag.html http://www.be.unsw.edu.au/student-intranet/assignments-and-plagiarism/

257