Lukas bido portfolio 2017 by Lukas Bidö

L B

LUKAS BIDÖ

ARCHITECTURE PORTFOLIO +46 700 909540 Lukasbido@gmail.com

FROM HERE YOU CAN SEE ALL OF ÅLIDHEM!

SELECTED WORKS 2011-2017

CU RRI CU LU M

NAME: Lukas Bidö BORNE: 1991-10-10 EMAIL: Lukasbido@gmail.com PHONE: +46 70 090 95 40

SOFTWARE 3D-modeling Archicad Revit Sketchup Maxwell Adobe Photoshop Illustrator In-design

LANGUAGE Swedish English Spanish

V I TA E I TA E

EMPLOYMENT

MERITS

BYGGTECH RÖNNINGE AB, STOCKHOLM. 06/2007-07/2007 Carpenter SAAB TECHNOLOGIES AB, STOCKHOLM 06/2008-07/2008 Internship STOCKHOLM SANERING OCH FASTIGHETSSERVICE, STOCHOLM 08/2008-07/2010 Extra worker FRU OLSSON AB, STOCKHOLM 08/2009-2010 Host brokerage POSTEN MEDDELANDE AB, STOCKHOLM 09/2010Postman ASANTE ARCHITECTURE AND DESIGN, STOCKHOLM 12/2014-06/2015 Internship ECONEF, 12/2014-2016 Volunteer for the project Econef children’s center

HANDLING ARCHITECT, ECONEF CHILDREN’S CENTER Was during my internship at Asante architecture & design in charge of developing the plans for the project Econef children’s center - an orphanage in Tanzania. I was working with the project from early sketch phase until building start. AKADEMISKA HUS, FRONT PAGE & PROPOSAL, VOL 8 - 2014 Student proposal for a future student housing made together with Daniela Lamartine. BACHELORS PROJECT, EXHIBITION Specially exhibited together with six other projects as the best bachelor projects of the graduating class 2014.

EDUCATION JENSEN GYMNASIUM, STOCKHOLM. 08/2007 - 2010 Social science & economi UMEÅ SCHOOL OF ARCHITECTURE, UMEÅ. 08-2011 - 06-2014 Bachelors in architecture 08-2015 - 06-2017 Master, Laboratory of sustainable architectural production

REFERENCES Frida Öster Asante architecture & design +46 (0)70 714 19 87 Carolina Wikström, Econef +46 (0)70 657 71 92

CO N TE N TS

WHO AM I?

WORK EXPERIENCE

My name is Lukas Bidö and I am 25 years old. I graduated from Umeå school of architecture in the spring of 2017 where I studied the masters program laboratory of sustainable architectural production. In architecture, I have always been fascinated by the relation between people and space - how people are affected by different kinds of spaces and how you create comfortable spaces. How can you create meeting spaces where people meet and how are more private spaces created? During my five years in Umeå I have come some way down the path in my exploration of space and hope to explore more in the future.

ECONEF CHILDREN’S CENTER INTERNSHIP, HANDLING ARCHITECT TANZANIA, 2015 s. 4-9 SEMI-DETACHED HOUSES INTERNSHIP, PROPOSAL & BUILDING PERMITS SOLLENTUNA, 2015 s. 10-13

MASTERS IN LABORATORY OF SUSTAINABLE ARCHITECTURAL PRODUCTION

Sustainability is another important question to me, the main subject of my studies during my masters. I have come to realize that sustainability is so much more than just the envelope of a building, but the life cycle of materials and the way a building is adapted to its surrounding. More than anything, social sustainability intrigues me as it is not only the way we build, but the way we live that effects the environment. I believe that architecture plays a big role in determining how we can live more sustainable, as how we choose to plan our cities in the future will be crucial to our surroundings. In this portfolio, I dwell upon some of these issues in my projects and I hope you will enjoy it!

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY STUDIO: THESIS UMEÅ, 2017 s.14-21 CREATIVE FACTORY STUDIO: EXTENSION LIBRARY, SUNDSVALL, 2016 s. 22-29

BACHELOR

SOCIAL EXCHANGE STUDIO: BACHELOR THESIS, DHARAVI, INDIA, 2014 s. 30-37

COMPETITIONS

A SCENT OF FRESHLY BAKED COMPETITION: KAKELTÄVLINGEN STOCKHOLM, 2015 s. 38-39

ECONEF CHILDREN’S CENTER

INTERNSHIP, HANDLING ARCHITECT, TANZANIA, 2015 ECONEF is an independent non-governmental organization (NGO) located in Jua-kali, outside Arusha in northern Tanzania. It aims to improve the standard of living for orphan children in the area. With the help of private donations ECONEF is able to offer security and everyday necessities for the 13 children living at the Jua Kali orphanage. The new Children’s Center designed by Asante and LÖ&V is a project supported by Architecture Without Borders Sweden, and will include sleeping quarters for 25 and a school for 100 children in the community. The aim of the new ECONEF Children’s Center is to reduce the orphanage’s dependency on private donations and eventually reach a self sufficient standing. To help achieve this goal the new buildings must be sustainable and to a large extent maintenance free. The center will produce its own electricity through the installation of solar panels. There will be systems for harvesting rainwater and natural ventilation integrated in the structure of the buildings. Adjacent areas for livestock such as chicken, cows and vegetables are also included in the masterplan. The residues will be converted to cooking gas in a low-tech biogas digester. Ultimately, the design aims to minimize the need for external building expertise and excessive transportation costs. To realize this goal, the use of local materials and traditional building techniques is prioritized.

ECONEF CHILDREN’S CENTER

KINGORI

TANZANIA

PHASE 1

SILO TANKS

WATERTANK

The children’s center is oriented around four courtyards, where two are for laundry and two for leisure and play. The center consists of four volumes where one is administrative, one is kitchen and the two remaining are living units. In the first phase one of the living units will act as classrooms before the school is built. When the school is built the center will be able to increase its living capacity. The study spaces can also be converted into sleeping quarters for future flexibility.

STORAGE

BEDROOM

KITCHEN

TRUSS

BROOM CLOSET

SHOWERS

FOOD POOL

BEDROOM

COURT YARD STUDY

EATING AREA LAUNDRY

BEDROOM

MAIN CORRIDOR

Water is gathered on the roofs of the buildings and led down to underground water tanks that will supply the children’s center with water during the dry season.

STORAGE

CLASSROOM

LAUNDRY NURSE OFFICE

PUBLIC YARD

STUDY COURT YARD CLASSROOM

SICK BAY

SHOWERS

CLASSROOM

OFFICE WC

PUBLIC ENTRANCE MEETING ROOM

ECONEF CHILDREN’S CENTER

UNDERGROUND WATERTANK

PUBLIC ENTRANCE

PUBLIC YARD

PUBLIC ENTRANCE

OFFICE

MAIN CORRIDOR

STORAGE

SECTION A:A

COURT YARD

CLASSROOM

SECTION B:B

ECONEF CHILDRENâ&#x20AC;&#x2122;S CENTER

FROM THE SITE

1. Ditches for foundation walls are dug manually by local workers as there are no access to heavy machinery and marginalized access to electricity in the area. 2. When the ditches were dug and the foundation wall completed the concrete slab was casted. The casting of the slab was divided into smaller pieces so that not the whole slab had to be casted at the same time. 3. The walls are being constructed and the construction of one of the underground water tanks is almost finished. 4. All the walls are finished to their intended height.

SEMI-DETACHED HOUSES INTERNSHIP, PROPOSAL & BUIDLING PERMITS, 2015 35

36,5

34,5

6,9

33,5

6,6

6,7

32,5

10,6

During my internship at Asante architecture & design I was in charge of the sketching proposal and preparation of building permits for two semi-detached houses in Sollentuna, Stockholm. The houses are located in a suburban villa area on a sloping site. To make most out of the lot it was decided that one of the houses would sit on top of a common garage, making up for the larger hight difference at this point of the site and giving one of the buildings three floors and the other two. Siberian larch was chosen as external cladding to make a modern yet timeless impression. The houses where built and ready for sale in spring 2017.

31,5

6,6

10,2

10,5

10,1

PARHUS A

PARHUS B

6,9 31 30,5 30

10,5

10,2

29,5

6,7

SEMI-DETACHED HOUSES

MARKPLANERINGSKARTA 1:200

SKALA 1:200 0 1 2

FACADE SOUTH EAST

PARHUS A: PLAN 2

14°

FÖRKLARINGAR

A 28,3 m2

7,9

8,8

TG = tomtgräns

UTEPLATS MEDELMARKNIVÅ

FASAD SYDÖST FACADE 1:100

NORTH EAST

29,0 m2 UTEPLATS

BET

ÄNDRING AVSER

Skissförsl

3,1 m2 HISS

HALL

Granriset

ARCHITECTURE & DES

3,4 m2 3,4 m2

HALL

WC/ DUSCH

Asante arkitektur & design

UPPDRAG NR

RITAD AV

6,0 m2

17,6 m2

195

Lukas Bidö

DATUM

ANSVARIG

KORRIDOR

KÖK/ MATSAL

2015-06-30

Frida Öster

2,8 m2

Parhus A, Fasad sydöst & nordöst

SKALA 1:100

FASAD NORDÖST 1:100

3,6 m2 17,1 m2

6,0 m2

KÖK/ MATSAL

KORRIDOR

TVÄTT F TM

SKALA

NUMMER

A-08

1:100

FACADE NORTH WEST

GSPublisherEngine 380.40.43.100

0 1 METER

FÖRKLARINGAR TG = tomtgräns

VARDAGSRUM

BET

ÄNDRING AVSER

BOA 58,5 m2

TOT. BYA 140,0 m2

12,0 m2

DATUM

Sign. TG

Skissförslag

BOA 57,3 m2

20,1 m2 VARDAGSRUM

5,6

B 6,5

22,3 m

Granriset 14

FASAD NORDVÄST 1:100FACADE SOUTH

BALKONG

WEST

12,0 m2

BET

BALKONG

ÄNDRING AVSER

Skissförs

Granrise

7,9

8,8

ARCHITECTURE & DESIGN

Asante arkitektur & design

UPPDRAG NR

RITAD AV

HANDLÄGGARE

195

Lukas Bidö

Frida Öster

DATUM

ANSVARIG

ARCHITECTURE &

MEDELMARKNIVÅ

2015-06-30

Frida Öster

FASAD SYDVÄST

SEMI-DETACHED HOUSES

GSPublisherEngine 380.40.43.100

SKALA

1:100

Lukas Bidö

DATUM

ANSVARIG

2015-06-30

Frida Öster

Parhus A, Fasad nordväst & sydväst

0 1 METER

SKALA 1:100 0 1 METER

RITAD AV

195

SKALA 1:100

Parhus 1:100 A, Plan 2

PARHUS A, PLAN 2 1:100

Asante arkitektur & design

UPPDRAG NR

NUMMER

BET

SKALA

1:100

NUMMER

A-09

FACADE SOUTH EAST

PARHUS B: PLAN 1

14°

FÖRKLARINGAR

5,9

21,0 m2

6,8

TG = tomtgräns

VARDAGSRUM

BOA 59,4 m2

33,4 m2 UTEPLATS F

FASAD SYDÖST 1:100

FACADE NORTH EAST

KÖK/ MATSAL

17,5 m2

BET

ÄNDRING AVSER

DATUM

Skissförslag Granriset 14

3,2 m2

5,4 m2

HALL

KORRIDOR

TOT. BYA 140,0 m2

ARCHITECTURE & DESIGN

3,6 m2

TVÄTT

Asante arkitektur & design

UPPDRAG NR

RITAD AV

HANDLÄGGARE

19,6 m2

195

Lukas Bidö

Frida Öster

DATUM

ANSVARIG

UTEPLATS

2015-06-30

Frida Öster

3,4 m2

Parhus B, Fasad sydöst & nordöst

FASAD NORDÖST 1:100

SKALA 1:100

FACADE NORTH WEST 0 1 METER

TRÄSPALJÉ

SKALA

NUMMER

A-10

1:100

GSPublisherEngine 380.40.43.100

21,0 m2

FÖRKLARINGAR

VARDAGSRUM

TG = tomtgräns

BOA 59,4 m2 32,3 m2

BET

ÄNDRING AVSER

DATUM

Sign.

UTEPLATS F

Skissförslag

KÖK/ MATSAL

17,5 m2

FASAD NORDVÄST 1:100

C 5,4 m2 KORRIDOR

3,6 m2 TVÄTT

20,9 m2 TT

3,4 m2 WC/DUSCH

ÄNDRING AVSER

UTEPLATS

Granriset 14

Asante arkitektur & design

UPPDRAG NR

RITAD AV

HANDLÄGGARE

195

Lukas Bidö

Frida Öster

DATUM

ANSVARIG

2015-06-30 FASAD SYDVÄST Parhus 1:100

SKALA 1:100

DATUM

Skissförslag

ARCHITECTURE & DESIGN

TRÄSPALJÉ

PARHUS B, PLAN 1 1:100

Granriset 14 BET

3,2 m2 HALL

FACADE SOUTH WEST

TG ARCHITECTURE & DESIGN

Frida Öster

Asante arkitektur & design

UPPDRAG NR

RITAD AV

HANDLÄGGAR

195

Lukas Bidö

Frida Öste

DATUM

ANSVARIG

2015-06-30

Frida Öster

Parhus B, Fasad nordväst & sydväst

B, Plan 1

SKALA 1:100 0 1 METER

SKALA

1:100

NUMMER

A-11

GSPublisherEngine 380.40.43.100

0 1 METER

SKALA

1:100

NUMMER

A-06

BET

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY STUDIO: THESIS, UMEÅ, 2017 Our societies are changing faster than ever before, creating the need for learning to be life-long. The American futurist Alvin Toffler claimed as early as in the 1990s, that in order to be literate in the 21st century one must be able to learn, unlearn and relearn - but still our learning institutions look very much the same as they did during most of the 20th century. The issues we are facing are serious, such as global warming, automation and digitalization, and we are in urgent need of both unlearning and relearning how to live. Creativity, innovation and entrepreneurship have become political buzzwords. However, creativity has mostly been linked to creative and high-tech industries. As a result, we have seen how an unjust and unequal system has developed, and the rise of a new class. Creative class holds vast privileges over other classes; earning substantially more money, and playing a leading role in the gentrification of cities. This asks an important question of who can be creative and innovative. Are these skills reserved for the select few, or can everyone be creative and innovative?

Did you hear that klossen and the learning hub is arranging a knowledge fair next week in Dungen?

FROM HERE YOU CAN SEE ALL OF ÅLIDHEM!

What kind of project would you like to see in your community?

I would like to see more spaces for growing your own vegetables

We brought some fika for the repair café!

This master thesis aims to offer an approach to architecture and city planning that builds on a perspective that has the residents needs in first hand. By creating frameworks that emphasizes experimentation, the aim is to create more equal opportunities for everyone. By building networks between residents and actors, the city will become more connected and less fragmented and by incubating the residents own projects in the city new bonds will be created that will strengthen the opportunities, both for the individual and the collective. A distributed network of community learning hubs, constructed from an easy to build CNC-construction system, will offer platforms for these processes to take place. The CNC system will allow for the city to be planned in a more organic way, allowing for residents to be a part of the change. The learning hubs connects to a vast network of residents, students, political authorities and business actors. By creating cross-disciplinary processes the aim is to create bonds that will be mutually beneficial to different actors and for opportunity to come closer to residents.

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY

Perfect!

I did not know these kinds of projects were possible!

I wonder when the lecture starts...

Today there is a lecture on cnc-building

Printing parts for a studio on Pedaggogränd!

What are you up to?

Exterior sheeting

Spatial input: Large span

Insulation grid

Spatial inputs: Flexible

Flex Space A large space to be used for different events such as lectures and performances.

Triangular wall structure

Exhibition This area will work as an inspiration, hosting gadgets created in prior projects. Over time, it will be filled with more and more artefacts from different projects.

Pillars Urban Incubator Open and welcoming to everyone, containing spaces for creative working and prototyping of projects. Contains smaller meeting rooms for more private conversations, as well as classrooms/workshop spaces for larger gatherings. An important feature of the incubation space is to offer a view over the community, a different viewpoint for people who are perhaps not used to look at maps.

Flooring

Insulation grid

Triangular base structure

Spatial inputs: Flexible, enable a view over the community Repair café Combining a café with the ability to repair is a good way to boost learning. A public tool library will enable people to come to the café to repair their gadgets together with peers. By providing a community kitchen, there is also an opportunity to boost learning around cooking and food. Including Community kitchen, tool library

Urban Factory Hosts CNC-machines for the residents to use when new spaces need to be created – a space to incubate new constructions around the community. It could also be used to create smaller things such as furnitures or artefacts to be placed around the urban commons.

Foundation beams

Foundation

Spatial inputs: Large span

MATERIAL CATALOGUE

assemb ly Once the parts are printed, they are assembled like lego, clikcing in to each other to create one side of the pillars.

assemb ly Assembly Once the parts are printed, they are Once the parts printed, they are assembled assembled likearelego, clicking in to like lego, clikcing in to each other to create one each other to create the pillars.

Spacers

Spacers Spacers The pillars are constructed by addin The pillars are add constructed by adding spacers that the width to the spacers that add300 the mm. with to the pillars, 300 mm. pillars,

The pillars are constructed by adding spacers that add the with to the pillars, 300 mm.

side of the pillars.

MATERIAL CATALOGUE

NET transparence: semi-transparent

POLYCARBONATE SHEET transparence: transparent

CORRUGATED STEEL transparence: none

TIMBER CLADDING transparence: none

Connectors The beam are conncected to each other using a connector part that can connect up to 6 pillars. combined the pillars set a grid of 4x4 m.

Connectors Connectors The beams are connected to each other The beam are conncected to each other using using a connector part that connects up a connector part that can connect up tocreate 6 pillars. to 6 pillars. Combined, the pillars combined the pillars set a grid of 4x4 m. a grid of 4x4m.

CNC-Printing The parts for the construction are printed using a CNC-router, a machine that uses digital computer files to cut different kinds of material using x & y coordinates. 18 mm plywood is used for the loadbearing construction.

assemb ly The triangular shapes are assebled in the same way as the pillars.

Assembly assemb ly The triangular shapes are assembled same shapes way asare theassebled pillars. in the same The the triangular way as the pillars.

Spacers Spacers sides and top are mounted together to build the width of the beam, 300 mm.

Spacers Spacers Spacers sides and to are mounted Spacers sides and top mounted together to together to build theare width of the build the width of the beam, 300 mm. beam, 300 mm.

Net/balustrade Transparence: Semi-transparent

MATERIAL CATALOGUE

CONNECTORS Connection pieces connects the triangles together and to the right angle to meet the pillars.

CONNECTORS

Connection pieces connects the triangles together and to the right angle to meet the pillars.

INSULATION & EXTERIOR SHEETING8

INSULATION & EXTERIOR SHEETING

The shapes can be left either uninsulated or

Connectors Spacers Connection pieces Spacers sides top are mounted together to connects theand triangles build the width of the the beam, together and in right 300 mm. angle to meet the pillars.

Polycarbonate sheet Transparence: Transparent Corrugated steel Transparence: None Timber cladding Transparence: None

Lookout tower LOOKOUT TOWER

A building system that inspires The main idea of the modular CNC system is to create a versatile, flexible construction system that can easily grow and shrink in order to provide quality spaces for further development of participatory projects. The learning hub is meant to inspire the residents and to show what is possible to do with the system and thus combines many spatial qualities through different typologies: the tower, the cupola, the large light intake and the small light intake.

Future expansion The tower leaves room for future expansion, as levels can beEXPANSION built in FUTURE afterwords if there isThe a tower need. Thus leaves room for expansion, the first ideas can befuture hosted in as levels can be built in afterwords if there is the learning hub itself which also a need. Thus the first ideas can hosted in the learning hub strengthens the ideabe of the space as itself which also strengthens the idea of the space as co-owned co-owned by the residents. by the residents.

Workshop/Classroom

WORKSHOP/URBAN CLASSROOM

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY

Urban incubator INCUBATOR

Flexspace FLEX SPACE

CONCEPT & STRATEGY

Elementary schools Upper secondary schools

The strategy consists out of three parts: community learning hubs, a learning network, and three strategic areas. By mapping socio-economical differences in Umeå, the aim was to find out how areas in Umeå differ from each other in terms of background, disposable income and level of education. From the statistics, three extremes were mapped out: Umeå city center, the University area and the Ersboda area. The statistics shows that in the most prominent areas of Umeå (around the city centre) people are predominantly of Swedish decent, whilst areas with a higher rate of inhabitants born outside of Sweden (the University area and the Ersboda area) show higher rates of non-working inhabitants and low purchase power. By connecting these three areas through the implementation of local learning hubs, the aim of the urban implementation strategy is to lessen the effects of these differences. The University area was chosen as the site for the first learning hub to be built.

Higher education NOGs/Organisations/Public institutions Actors

AR EA

Political authorities

ER SB

The learning hub is equipped with a learning hub team that works as facilitators. By connecting people with similar interests to each other, and to a network of actors, real world projects will form and make use of existing expertise in the city through knowledge exchange. The network will consist out of the following: Residents, students from the local community/schools, actors/ businesses, Local NGO’s/organizations and local authorities (Politicians, municipality, city planners etc.)

CIT YC

Learning hub team

Residents Residents Residents are invited into the local learning hubs to talk Residents are invited into the local learning hubs to talk NGOs/Organisations about projects they want to see in their community. The about projects they want to see in their community. The learning hub team works to connect residents with similar learning hub team works to connect residents with similar interests to each other, and to potential actors in order interests to each other, and to potential actors in order to execute the projects. Participatory, open projects are to execute the projects. Participatory, open projects are created with vast opportunities of different projects for created with vast opportunities of different projects for residents to participate in. in. RESIDENTS residents to participate CATALYST

Political authorities

ECOSYSTEM OF PROJECTS

Students Students The hubs will cooperate with students from the local The hubs will cooperate with students from the local community by creating bonds with schools in the area. A community by creating bonds with schools in the area. A project based approach to learning will allow the students project based approach to learning will allow the students to do real world projects and research about their com to do real world projects and research about their com munity as a part of their schooling which will impact their munity as a part of their schooling which will impact their study experience in a positive way. study experience in a positive way. Students Actors/businesses Actors/businesses The lab team works with connecting the projects with The lab team works with connecting the projects with potential actors and existing expertise in the city. potential actors and existing expertise in the city.

CONSTRUCTION OF NEW SPACES

LEARNING HUB

IVE

ITY

Actors/businesses

Residents

NGOs/Organizations NGOs/Organizations NGOs/Organizations Already established institutions will work to Already established institutions will work to build momen Already establishedaround institutions will work to build momen build momentum the movement. tum around the movement. tum around the movement.

Local authorities The learning hub team will work with connecLocal authorities Local authorities ting residents with local such the as Thethe learning lab team will workauthorities with connecting The learning lab team will work with connecting the politicians, thelocal municipality planners the residents with authoritiesand suchcity as politicians, residents with local authorities such as politicians, the etc. In order to sustain and develop the to promunicipality and city planners etc. In order sustain and municipality and city planners etc. In order to sustain and jects, to change localtoplanning policies and policies to develop the projects, change local planning develop the projects, to change local planning policies be a link the urban commons andand thethe and to bebetween a link between the urban commons and to be a link between the urban commons and the municipality. municipality. municipality.

LEARNING NETWORK

Learning hub team The hub team works with connecting the projects with potential actors and existing expertise in the city.

Residents are invited into the local learning hubs to talk Residents about projects want to see to in their community. The Invited to localthey learning hubs talk about learning hub team works to connect residents with similar projects in their community. The learning hub interests to eachresidents other, andwith to potential in order team connects similaractors interests execute the and projects. Participatory, open projects totoeach other actors in order to execute theare created with vast opportunities of different projects projects. Participatory projects are created withfor residents to participate vast opportunities for in. residents to participate in. Students Students Thehubs hubs cooperate will cooperate with studentsfrom from the the local The with students local community by by creating with schools in theAarea. A community creatingbonds bonds with schools. projectbased based approach learningallows will allow project approach to to learning thethe students to do realto world projects and researchand about their com students do real world projects research munity as a community part of their schooling which will impact about their which will impact their their studyexperience experience ininaapositive way. study positive way. Actors/businesses Actors/businesses The labspecific team works withare connecting the projects with Project actors connected to relevant potentialfor actors and existing the city. projects mutual benefit,expertise bringinginopportunities closer to the people.

NGOs/Organizations

LOCAL IMPLEMENTATION STRATEGY:ÅLIDHEM ÅLIDHEM MENTATION STRATEGY:

INITIATION

LEARNING

HUB

Parkinglots/garages

Learning hub

Center building

Ålidhemsskolan

IATION

1. Mediation Building momentum through already established NGOs/organisations in order to internalize the project with the residents before the initiation of the learning hub.

LEARNING

HUB

Study local Courtyards

2. Research Find out needs and recourses in the area, containing meetings, surveys and seminars as well as several co-creation workshops. 3. Building the learning hub With the help of residents, students and teachers from the arts campus and local building companies the learning hub is constructed from a modular CNC-system.

Park/playground

Klossen

Neigbourhood locals Walking/bicycle road

LEARNING

HUB

Car road

IMPLEMENTATION

Market & Pop up-shops Structure that enable people to produce and sell products locally with smaller store spaces and a larger market hall space. Could be placed on the large parking lot in front of the center building as a natural entering point to the community and with potential to grow over time.

1. Project incubation The learning hub team works as facilitators to incubate residents and students projects around the neighbourhood by connecting people to each other and to actors in order to build networks.

Co-working spaces and studios that allows people to start up own initiatives in their community and for cross-border cooperations.

ÅLIDHEM

Collaborative café & daycare Giving space to the fika commons combined with a collaborative daycare could be combined with the park activities.

2. Finding functional spaces By finding spaces to host the projects in and around the neighbourhood, the aim is for the projects to develop on their own and spread around the community. 3. Participatory ecosystem As projects spread around the community and more people start to participate, a vast ecosystem of projects is being established.

LEARNING

HUB

LEMENTATION SCALING & FUNDING 3

1. Broaden mediation Building momentum through already established NGOs/organisations in order to internalize the project with the residents before the initiation of the learning hub.

2. Funding opportunity In order to sustain the projects in the long run and to be able to construct new spaces, funding needs to be found once the project has gotten a foothold. 3. Building the learning hub Once funding has been found, the aim is to construct new spaces for the projects that has sprung from the implementation phase.

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY

Collective farm The interest in growing your own food could develop into structures that enable residents to grow food during winter time, as well as allowing students to get a better understanding about the origin of the food. A food incubator and pop-up restaurants could turn up in this structure, allowing for exchange of knowledge concerning food.

Learning hub Central space that handels the connections with other spaces, residents/actors and enable new structures to emerge through CNC-technology.

Repair workshops Spaces for encouraging repairing of e.g. cars and bikes etc. Could be placed on the parking lot, close to car roads and bicycle lanes.

Co-working spaces Structure for co-working, offices and studios that allows people to start up own initiatives in their community and for cross-border cooperations.

Collaborative cafĂŠ & daycare Giving space to the fika commons combined with a collaborative daycare could be combined with the park activities.

Collective farm Structure that enable people to The interest in growing your own food could develop into structures that enable residents to grow food during winter time, as well as allowing students to get a better understanding about the origin of the food. A food incubator and pop-up restaurants could turn up in this structure, allowing for exchange of knowledge concerning food.

Learning hub Central space that handels the connections with other spaces, residents/actors and enable new structures to emerge through CNC-technology.

Repair workshops Spaces for encouraging repairing of e.g. cars and bikes etc. Could be placed on the parking lot, close to car roads and bicycle lanes.

THE CITY AS A LABORAYORY Once the pilot project in Ålidhem has been started and gained momentum, the aim is to start up learning hubs in the Ersboda area and the city center. If these projects are successful, peripheral learning hubs can later be established to come even closer to the people. The learning hubs create bonds with local schools and actors and co-operate in-between each other to establish bonds inbetween themselves. Thus, one project can happen at several places throughout the city of Umeå, and is not limited to one area. Through open participation and communication between the hubs, the aim is to create a less fragmented city, where people meet and learn from each other from different areas. CITY CENTER LEARNING HUB The biggest actors are located in the city center and is thus where most of the power in Umeå lies. The learning hub in the city center will work to distribute that power throughout the city by connecting to the other hubs. Projects in the city center will be open for residents from other parts of town to participate in, as well as it will be open for city center residents to participate in projects in i.e. Ersboda with the aim to connect the city. CITY HALL Where the power lies in Umeå, and the important decisions are taken. The learning hubs will work as a mediator between state and urban commons, mediating processes to make sure the city develops with the people mind.

UMEÅ NOGs/Organisations/Public institutions Actors Political authorities Elementary school Upper sec Higher education Learning hubs Periphe 500m

CO-OPERATION S OOL H SC

PERIPHERAL LE AR NIN GH UB

PE RIP HE RA

UMEÅ FOLKETS HUS Arranges many cultural events and is popular among the residents, will work to build momentum around the learning hub in the city center.

KULTURVÄVEN The biggest cultural arranger in umeå with huge spaces. Has been critiqued for being top-down planned and pushing away the grass roots movements and perhaps through mediation with the learning hubs, the resources could be used in a di erent way. LÄNSSTYRELSEN Handels plan decisions and will be important for the learning hub teams to mediate with in order to change local planning policies ARTS CAMPUS ,SLIPERIET,BALTICGRUPPEN, WHITE ARCHITECTS, LINK ARCHITECTS he arts campus can help out in building processes around the communities as a mutual agreement, gaining and spreading knowledge. Many Citizen debates about city planning has been held at the arts campus which has been critiqued for being too remote from the citizen. These could instead be held in the learning hubs in the communites to be more approachable to the residents. Three of the biggest actors on the building market has o ces in the area which will be important for the learning team to co-operate with.

LEARNING IN THE 21st CENTURY: THE CITY AS A LABORATORY

SC HO

HAMNMAGASINET Also arranges many cultural events which the learning hub could co-operate with and work to build momentum and participation.

PERATIONS O-O C OL

G HUB NIN R A LE

Ersboda Learning Hub The Ersboda area has long been seen as an outsider area and a problem area of Umeå, but not by the residents themselves. Through open source, participatory projects the aim is for this to change. People from all around town will be able to participate in specific projects in the Ersboda area, as well as for residents of Ersboda to join projects in other parts of Umeå.

PO LIT ICA LM OPE ED NS IAT OU IO RC N EP RO JE CT S HIGH ER E DUC ATI ON CO -O PE RA TIO N

Ersboda folkets hus Arranges several events in the area and will work with the learning hub to build momentum and participation. Kedjan aktivitetscentrum One of the biggest youth centers in Umeå with lots of activities. Could also work with the learning hub to build momentum and to share events.

Ålidhem Learning Hub The Ålidhem hup is the pilot hub, and will set the stear of the project. The hub will be active in the University area and deal with actors close by and connect to the other hubs once they have started up. Projects in the ara will be open for all of the city to participate in.

ARNING HUB L LE A R HE RIP E P OPEN SOUR CE PR OJ E

S CT

Umeå University One of the biggest universities in Sweden with a great deal of resources, but the knowledge is exclusive to those who are able to participate. By doing research and having classes out in the communities, hosting projects and lectures as part of schooling, knowledge exchange will be encouraged and involve more people. This will help to bridge the knowledge gap Sweden is experiencing, and the learning hubs OOL CO-OPERA TIO SCH NS

Uminova science center An incubator for tech start-up which will be a useful partner for the learning hub, as hosting events and lectures in the communites will make it more approachable to the people.

Culture house Klossen Influential actor in the area with great merits in building participation through di erent kind of projects. Will co-operate with the Ålidhem learning hub.

Ålidhem culture & resource center Has a public library and an elementary school which can co-operate with the hub. The students will be able to do project based learning with the hub and

CREATIVE FACTORY

STUDIO: UTBYGGNAD BIBLIOTEK VT-16 Sundsvall has a long history as an industrial harbour city, but as society is constantly in change, Sundsvall has had to change too. As its industries keep declining, the city is struggling to find a new identity. The city is now pushing for a knowledge based economy with its growing university at its core. 20 years ago the old port warehouses became a library and a museum, joint by a glazed indoor street. By extending the street in both directions a great public space is created, a cultural street going from the city down the the river front. The creative factory is be located at the end of the street, at the waterfront. In contrast to the library with its quite reading spaces dedicated to the consumption of books, the creative factory is a vibrant space dedicated to the creation of new knowledge - wheather it be films, music, texts or just things: a new kind of factory for Sundsvall.

CREATIVE FACTORY

1. Extending Extending the old library & museum Kulturmagasinet towards the waterfront.

2. Connecting Connecting, opening up and adjusting to the urban grid and to Kulturmagasinet.

3. Adapting Adapts to the facade composition of Kulturmagasinet to create an harmonious extension.

4. Orangeri Makes use of atrium space by creating an orangeri and a roof terrace space with view over the waterfront.

5. Views Opening towards views, inside and outside.

CONTEXT

The given site is located in the old part of the city called â&#x20AC;?stenstadenâ&#x20AC;? or the stone city. The heavily trafficked E4 road used to pass through here, but the building of a new bridge has redirected the road and opened up the site for new possibilities. At the moment, the area hosts several big parking lots, ignoring its prime location at the peak of the water front. The assignment included one part urban planning, solving the dysfunctional site conditions, as well as a new library building. However, as the site already contains a popular joint library and museum building I chose to instead extend the existing building by adding new functions. The old building combines four buildings by connecting them with a glazed atrium and a street like space on the bottom floor. The extension aims to continue the successful parts of the prior building by extending the glazed street in both direction in order to create a large glazed indoor street going from the city down to the water front. Entrances are naturally located where the building breaks the urban grid. 23

CREATIVE FACTORY

HOMEWORK ROOM

OFFICE

13 x 154 = 2 000

SERVICE

CAFÉ

KITCHEN

MINI MAKERSPACE

ART WALL

STORAGE

EXHIBITION & PRODUCTION

FLEXIBLE STREET SPACE

INFO

STORING

SHOP STAGE STORAGE

PLAN 0

FLEXHALL WC

1.300 1:200

GSEducationalVersion

GLAZED INDOOR STREET The first floor act as an introductory floor where the visitors and by-passers are introduced to activities in the creative factory. The street space can host flexible activities such as events, exhibitions, maker fare etc. Here you are also introduced to activities going on in other levels in the building through the atrium space. By visual connections through the void the visitor can see the activities of the other floors. The flexhall is a big flexible space for events and lectures that can be used and booked by the public. When there is no activity going on in the street floor you can always sit down on one of the benches by the sides and relax.

Creating visual connections between indoor street and above levels.

Extending the glazed indoor street in an upwards motion.

STORAGE

PRINTER WOOD/METAL WORKSHOP

SERVER ROOM

FAB LAB

DYE LAB CLASSROOM/ WORKSHOP TEXTILE/ FASHION WEAVING

TEXTILE/FASHION SEWING

CLASSROOM/ WORKSHOP

COMPUTER LAB

GROUP

PRACTICE

EXHIBITION & PRODUCTION

PRACTICE

GROUP

PRACTICE GROUP GROUP

GROUP

GROUP CONFERENCE

MUSIC SQUARE

ARTS & CRAFT

K OFFICE BAND ROOM

RECORD

GREEN ROOM

CLASSROOM/ WORKSHOP

RECORD

INCUBATOR

TOUCH DOWN

STORAGE PROD

STORAGE

PLAN 1 1:400

PLAN 2 1:400

KITCHEN

1:200

STUDIO & WORKSHOP FLOOR When you move upwards to the first floor you are introduced to the most lively activities in the building. this is the studio floor, a floor that is lively and full of different activities. Here people are free to work with different creative practices and use the tools and spaces as shared workspaces. The spaces can be used for specific workshops in different practices for people to get introduced to new knowledge. GSEducationalVersion

The third floor hosts flexible workshop spaces. This flooris meant for working together and for attending classes in different subjects. Classes can be held by users coming to the creative factory as a way of spreading the knowledge within the community or organized by the creative factory staff. Here you can also find helpful staff members that help the local community with startups. This happens in the incubator. Kâ&#x20AC;&#x2122;offce is a space for people who want to work in a more lively environment. Here it is possible also to cook food and to have a break with some pingpong.

SECTION B-B 1:200 26

CREATIVE FACTORY

GROUP

GROUP COOPERATIVE WORKSPACE

ADMINISTRATION MEETING

MEETING

GROUP

BREAK

GROUP

PRINTER STATION

MEETING

GROUP

MEETING

GROUP

PRINTER STATION

GROUP

MEETING

BREAK

COOPERATIVE WORKSPACE ADMINISTRATION

CONFERENCE

PLAN 3 1:400

1:200

1:200 GSEducationalVersion

SECTION A-A 1:200 28

PLAN 4 1:400

CREATIVE FACTORY

SOUTH ELEVATION 1:400

NORTH ELEVATION 1:400

COWORKING & ORANGERIE FLOOR The coworking floor is dedicated to coworking spaces and admin and is the most private floor. The meeting/group rooms are distributed throughout the area and gives opportunities for meetings the be held for collaborative work. Flexible furniture allows for both private assembles and more collaborative. The visitor are granted views towards the water from these spaces but have otherwise mostly perforated windows or high sitting windows to create a more concentrated work-atmosphere.

EAST ELEVATION 1:400

By extending the atrium space to include a roof terrace space the upwards movement of the street culminate in a exible green space usable all year round, the orangerie. The orangeri is used as flexible work and meeting space in a slightly different, more lush environment, flooded with dayligt. The terraces are also accessible from the orangerie where views over the water are granted to the visitor.

WALL DETAIL 1:75

SOCIAL EXCHANGE STUDIO: BACHELORS THESIS, DHARAVI, INDIA, 2014

Social exchange is a project created from my gathered experiences of one month mapping in Dharavi. The project deals with issues such as prejudices in-between classes, mal nutrition, garbage disposal as well as the womenâ&#x20AC;&#x2122;s role in society. By starting an NGO the aim was to offer women a possibility to get away from their houses and meet other women from other classes. An education in small scale gardening techniques and garbage disposal would be offered as well as the starting of Women-self help groups to strengthen the womenâ&#x20AC;&#x2122;s economy and independence in the long term. The idea was that the education would become an extra source of both nutrition and income. Eventually the NGO would become a place for the self-help groups to return to as a meeting place.

SOCIAL EXCHANGE

DHARAVI

KV ÄL LS TID

DA GT ID

During one month spent in Dharavi, I was mapping central market street called St Kakkayya Marg. I was looking more closely at the place we came to call the oasis. Both positive and negative aspects of life in Dharavi became apparent here. The Oasis was everybody’s place yet nobodies, a place where people would throw away their trash and a place that many associated with the poorest of the poor. Here people who where approved to take part of the Mumbai rationing program came to get supplies. During the evening the Oasis became a lively place where unexpected meetings could occur whilst during the day it was much like an oasis, calm and peaceful.

MUMBAI

MAPPING DHARAVI , THE OASIS

KÖANDE KVINNOR GATUFÖRSÄLJARE

SOCIAL EXCHANGE

DHARAVI

CONCEPT

RUBBISH HEAP ST KAKKAYA MARG EDUCATION

The oasis where by many residents of the area viewed upon as a dirty place for the poor and for this reason a rubbish heap had been created at the plot - just as many other places in Dharavi. Prejudice between different classes of people seemed common. This, in combination with the trash and the exposed position of women in Dharavi led to the concept for the project. By creating a meeting place for women I wanted to create a network between different classes and educate about garbage disposal in a closed circuit where the end product would become both eatable as well as sellable.

SOCIAL EXCHANGE

PLANTING TERRACE/EDUCATION The education happens on level one, more private but still visible from the bottom floor and the market street. Here the women are educated in different small scale planting techniques and start so called â&#x20AC;?Women self-help groupsâ&#x20AC;? in order to continuously help each other economically after the education ends. at this level there is also a private meeting space for moments when the sun is heating to much to be outside or one of the self-help groups needs to have a private meeting.

MEETING PLACE When the women came to get rations they would stand out on the street without anywhere to sit down or stop. By instead creating a courtyard the aim was ta create a place where they could stop for a longer time after getting the rations. Here they are introduced to healthy cooking and small scale planting techniques at the same time as it contributes to a nice atmosphere. In the evenings when the education closes, the courtyard can still be open to the community in combination with the chai kiosk.

PLAN 2

1. CHAI/KIOSK 2. INFORMAL STEPS/SALE 3. RATIONS 4. COMPOSTING 5. AQUAPONICS 6. MEETING SPACE 7. ADMINISTRATION 8. WC 9. STORAGE 10. BIOGAS 11. KITCHEN 12. PLANTING TERRACE/EDUCATION 13. PRIVATE MEETING SPACE

B B

12 11

6 4

PLAN 1

SOCIAL EXCHANGE

PLANTING TERRACE/EDUCATION

PRIVATE MEETIN SPACE

SEMI-INTENSIVE ROOF GARDEN

SECTION A:A WATER GATHERING

ENTRÃ&#x2030; ADMIN

AQUAPONICS

MEETING SPACE WATER TANK

PLANTING TERRACE/EDUCATION

PLATING WALL

PRIVATE MEETIN SPACE

PLANTING TERRACE/EDUCATION

SECTION B:B

ST KAKKAYYA MARG

RANSONERING

MEETING SPACE

WATER TANK

MEETING SPACE 37

A SCENT OF FRESHLY BAKED COMPETITION: KAKELTÄVLINGEN 2015 In cooperation with Daniela Lamartine Since the dawn of time man has gathered around the fire and in the new café in Björkhagens subway station, the tradition continues. In the former cave-like tunnel there is now a warm source for everyone to take part of. Get away from snow and slush, take a seat around one of the ovens, hear the fire crackle and share a freshly baked bread with a good friend! Björkhagens café is characterized by openness and transparency with large glazed surfaces that awakens the curiosity in the passing by people. Through the use of contrasting tiles, in combination with the light from fire, the dark tunnel is lit up. The tile oven has been a part of Swedish homes for hundreds of years and in the new café it is combined with exiting functions such as baking and heating of seating places. In the café you are able to choose from baked and unbaked bread/buns. The tile ovens are open to both sides and the fire both heats the café and creates an ideal gathering place in the winter darkness.

A SCENT OF FRESHLY BAKED

ORDER

BAKE

ENJOY

PLAN 0 39

THANK YOU! LUKAS BIDÃ&#x2013; Lukasbido@gmail.com +46 70 090 95 40