D E S I G N P O R T F O L I O STUDIO 25 ENVIRONMENTAL BUILDING STUDIO MARIO YOHANES RINALDY 917889 MASTER OF ARCHITECTURE UNIVERSITY OF MELBOURNE
M A R I O Y O H A N E S R I N A L D Y
C O N T E N T S
EDUCATION
01
mrinaldy@student.unimelb.edu.au mario.sihombing44@gmail.com
2017 - 2019 University of Melbourne Melbourne, Australia Bachelor of Design Architecture + Transport Design Specialization
TELEPHONE +61 426 772 317 WEBSITE excalibur561.wixsite.com/mrinaldy issuu.com/marioyohanesrinaldy
2016 - 2017 Trinity College Foundation Studies Melbourne, Australia July Fast Track program 2013 - 2016 SMAK BPK PENABUR Gading Serpong Tangerang, Indonesia High school education
EXPERIENCE
TASK 2 IN/SPIRE PAVILION
01 02
TASK 4 PRELIMINARY RESEARCH AND CONCEPT
02
TASK 5 READJUSTED CONCEPTS AND DESIGN
2017 - 2018 PT. Ciputra Residence Tangerang, Indonesia Internship at Architecture and Planning Department
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EXHIBITIONS 2017
Foundations of Design: Representation Exhibition Andrew Lee King Fun Gallery
MSDx Winter Design Studio Alpha : Dystopian Dreams 2018 MSDx Summer Design Studio Gamma : DI/VIDE House 2019 MSDx Winter & MSDx Summer Design Studio Delta : The Golden Library Construction Design Exhibition Dulux Gallery
SKILLS
CAD Software
Rhinoceros; Grasshopper
Digital Image
Adobe Photoshop; Adobe Illustrator; Adobe InDesign
Physical Modelling
3D printing; laser cutting; handcrafting
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TASK 6 COMMONGROUNDS FINAL DESIGN
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16
01 IN/SPIRE PAVILION
ENLIGHTENMENT THROUGH BOOKS PROJECT BRIEF To design a pavilion showcasing environmen tally sustainable design initiatives and strate gies, promoting the Office of Environmental Programs PROJECT TYPE Civic YEAR LEVEL
Semester 1, 2020
ASSIGNMENT Task 2 Pavilion Design Academic project Individual SITE LOCATION South Lawn, University of Melbourne, Parkville, VIC PROJECT DESCRIPTION “The book is a window to the world” In a world where definitions of sustainability is blurred by wrong definitions and corporate greediness or even ignored, education must be spread in all ways possible to the masses. The pavilion will be a beacon and shelter of sustainability, educating the masses through books as it houses a library of ESD knowledge and a free space for ESD lectures and talks. Complementing passive design strategies, the stark used of recycled windows from Victorian homes and warehouses enforces the reusability and sustainability idea the pavilion will spread to the people.
1
Perspective showing variable panels opens and closes allowing for shading and crossventilation.
12 pm 3 pm
9 am
12 pm 3 pm
RECYCLED WINDOWS By using recycled windows, the building has a lower carbon footprint. Small perforations allows for transparency of building.
OPEN SHELTER Panels are opennable allowing for cross-ventilation and a “welcome/ close” gesture. Building provide shelter and further shading.
9 am
SITE RESPONSE
ELEVATION Seperation of program between the public lecture space and private library, allowing for multiple environments of teachings
The project is located in South Lawn, being the most prominent area in the University, as the pavilion functions as a promotional tool for ESD strategies and the OEP faculty. The building is oriented North-South following the underlying University grid. By locating it near a major pathway, the perforated panel invoke a sense of curiosity of the building, in which people will feel invited and consequently being exposed to ESD knowledge. The pavilion serves as a beacon and exchange space for knowledge.
SOUTH ELEVATION 0
1
2
3
4
EAST ELEVATION
5 1:100 2
PASSIVE DESIGN North-South orientation allowing for shading of ground lecture space throughout summer and allowing sunlight during winter
NORTH ELEVATION
B’
B’
B’
Timber batons Projector screen Lending desk
Inner glazed windows Lecture & education space
Reading and seating
ESD books library collection
A
A’
Metal roof sheeting
A
A’
A
A’
Informal movable recycled seating
B
GROUND FLOOR
B
FIRST FLOOR
SECTION A-A’ (E-W) 0
1
2
3
4
5 1:100 3
B
ROOF PLAN
PERSPECTIVE 1
PERSPECTIVE 2
Interior of the ESD library space, with reading areas, seating, Exterior view in a fully-opened panels scenario, where it and bookshelves. provide shading for activities underneath.
POTATO HEAD BEACH CLUB, BALI
Housing Indonesia’s first zero net carbon restaurant, the Andra Matindesigned beach club utilises recycled windows as its facade and other materials.
SECTION B-B’ (N-S) 0
1
2
3
4
5 1:100 4
MPAVILION 2014, MELBOURNE
Designed by Sean Godsell, “pneumatic” arms that can open and close allows for flexibility of usage to provide shading and shelter depending on the time of day.
TRADITIONAL MALAY HOUSE
Utilising sun orientation and being elevated and having perforated walls allows for cross ventilation and passive cooling in this vernacular architecture.
02 THE NEW OEP BUILDING PRELIMINARY RESEARCH
PROJECT BRIEF To design a new sustainable campus building for the Office of Environmental Programs PROJECT TYPE Civic YEAR LEVEL
Semester 1, 2020
ASSIGNMENT TASK 4 AND TASK 5 Preliminary Reseach and Concept Design Academic project Individual SITE LOCATION On the site of Building 165 - Chemical Engineering Building 1, University of Melbourne, Parkville, VIC
BUILDING 16 5 NEW OEP
PROJECT DESCRIPTION The new OEP building occupies the site of Building 165. Due to increasing number of students per batch and their current building being inadequate and uncomfortable, a new building was proposed. The building will need to accomodate the OEP faculty and its students in a comfortable space while showcasing ESD initiatives and strategies as a promotion to the public. This section of the portfolio is a complilation of research, precedents, iterations, and design progress for the finished building.
Aerial view of the site in context. 5
VISION OF SUSTAINABILITY “Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” -United Nations Sustainable Development Goals
The acts of today which will not endagers the needs and livelihood of the current and future generations.
Neutralization of impacts and factors towards the natural process. Reusability, Recycling, Regenerative
A strategy
How do you make people act? To realise the impending future? Through Education
Through Each Other
The Institution
The Insitution as the formal method for knowledge
“[A] rich opportunity for real solutions to urban sustainability challenges will come from close collaboration among urban systems scientists, representing all traditional social and biophysical disciplines, and urban designers and planners” (Childers et al., 2014)
The Nature
The Nature as a Teacher to inspire action
Biophilic design and nature intervention as a strategy tool
“sustainable community” vs “the individual”
makes you not selfish rather caring for others increased health (physical and mental) and wellbeing a bigger community creates a stronger bond, creating bigger action
“Solutions that “tweak” the current systems, and that work with or even take advantage of the inertia in those systems” (Childers et. al., 2014) “Solutions that are more transformative and may thus require new systems or new ways” (Childers et al., 2014)
think critically innovate provide solutions build awareness and
To be sustainable is not by creating greedy developments under the guise of ESD principles and call it a day. It is outdated. To be sustainable and achieve it we need actions that will not endanger the current and the future within our liifetime. We often always think about the progressive fully developed future without any consideration outside of the development bubble, our connection with nature. As humans we have not only a biological connection but a duty to nature. We should respond to it and respect it as nature is our original teacher. No action towards sustainability can be done without knowledge and teaching, and no individual alone can change the world. A bigger concensus, effort, community, as a family of nature will create an action that resonates into the future. Sustainability through action and education as a family community and nature as our teacher 6
RESEARCH FINDINGS
KHOO TECK PUAT HOSPITAL/ CPG CONSULTANTS + RMJM/ SINGAPORE, SINGAPORE
QUAY QUARTER (FORMER AMP CENTER)/ 3XN/ SYDNEY, AUSTRALIA
A pioneer in biophilic design for the users’ health and wellbeing in a healthcare setting. Other than the common ESD strategies of solar power, cross/natural ventilation, water recycling found on contemporary projects, the involvement of nature and greenery included in the design process is perhaps its most unique feature. The natural intervention of the hospital has brought many benefits, including improved wellbeing for both patients and hospital staff. Doctors, nurses, and other staffs have expressed their happiness in working in the hospital, compared to other common complaints about stress in common hospitals. The gardens are open to visitors as well from the surrounding community, and have said to bring back previously non-identified butterfly species in the area. The new presence of the butterflies have created a great impact on the staffs, patients, and community, as they now learns of the many faunas in the urban Singapore.
The former AMP Center was an eye-sore on the Sydney skyline. Being the tallest once it was built in 1986, it has grown inefficient and costly to run. 3XN won the competition to redeveloped the building area. Its unique approach is what won them the price. They are reusing the core and 2/3 of the building, allowing for lowered embodied energy and carbon footprint. Intervention of green pockets and open office plans allows for increased wellbeing for its users as well as better collaboration between departments. The podium houses a public park and retail which opens it to the street.
With the advent of biophilic design, butterflies have returned and evoke a sense of protection towards nature, sense of awareness, and sense of knowledge. People realised what nature can bring into our lifes and create a desire to protect them. People also become knowledgable of nature, in this case the new species of butterflies, plants, and the benefits of biophilic design.
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PRECEDENTS
UNILEVER HEADQUARTERS/ AEDAS/ TANGERANG, INDONESIA
ISENBERG SCHOOL/ BJARKE INGLES GROUP/ AMHERST, USA
The primary precedent for this project houses 4 seperate Unilever offices under one roof. Open spaces and a central sky lit atrium houses event, collaborative, and breakout spaces for the 4 different offices. Bridges links programs together allowing for quicker passage and transfer of information, as well as collaboration between departments. Offices faces outwards allowing for natural daylight to enter and increased IEQ, complemented by green inserts throughout the building.
An extension to an existing campus building accomodating more study, breakout, event, and collaborative spaces. The use of a central courtyard coupled with the circular form allows daylight access into all parts of the building, creating an oasis in the city effect, where student can relax, reflect, and engage in social interaction. A grand double story atrium space was created due to the angular roof/wall form, creating a tapering effect where people above can view below. The use of copper for its array of vertical elements is durable for long term exposure and aesthetic effect, as the colour will change from dark ochre to an enduring patina.
TORANOMON-AZABUDAI PROJECT/ HEATHERWICK STUDIO/ TOKYO, JAPAN
A modern urban village located amongst the hectiness of the city, this project revolves around the idea of an urban pergola, where people can engage and interact. This particular element is the “public space” component of the wide Mori development. The undulating green roofs and tapering floors opens views throughout the surrounding and within the project, similar to BIG’s project above where people above can see the people below, a sense of connection. The undulating roof also creates a “welcome” and inviting gesture for people to come and enjoy the space, a combination of commercial and a public square typology, which is targeted to be implemented in the OEP building project.
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WASHINGTON-DULLES INTERNATIONAL AIRPORT TERMINAL/ EERO SAARINEN/
The Saarinen designed terminal is a graceful form reminiscence of the nature of flight. This form creates a grand space on the passenger side of the terminal, a grand entry space. For this project, a similar feel is intended to be replicated on the upper floors of the building where the Home (OEP) typology is located. A grand space of a terraced study and classes under a curved roof, maybe of glass or solid for green roof.
WEEK 6
INITIAL CONCEPT Students, especially in the field of building--Design and not excluding the OEP, often feels alone which no one to share their ideas and feelings, to work together as friends and to an extent a family. Often caged within their own confines of the designed room, their ideas limited and their wellbeing deteriorates. A space which embraces the Student with open arms is needed.
The OEP Community “...a place to come back to” “[sense of] family feeling”
Problem “home”, embraced
The University is overcrowded and need more spaces for teaching and study
close, together, bond
Build more than less, intra-campus development
A campus building of wellbeing and high IEQ. Open not confined spaces. To teach and be taught. To enlighten and to educate. To invite and to excite.
Relations between the University and OEP The OEP has some degree of authority on its programs, admissions, outside the entity of the University, although within the University. The OEP programs are in collaboration with multiple disciplines across the campus, from Engineering to Architecture. This resulted in OEP students needing to move between classes in different buildings far apart.
Sustainability can act as a tool to create this lasting bonds and collaboration facilitated by design and architecture. This relationship extends beyond student and student, yet student and teacher. Students of the OEP have an awareness to be in a group community, which in a level close to a family. The OEP represents the home, the sense of an embraced family community, and the unique environmentally sustainable education through nature. For this case, the feeling of home should be achieved in its spaces, to create a space of togetherness and community.
The Home OEP (Home)
The new site will accomodate the university faculties which needs rooms as well spaces moving collaborated OEP subjects within one building. The spaces required for these subjects are more formal and regulated spaces, such as laboratories. This cluster will represent the formal faculty insitution where students will receive education which supports sustainability practices of the OEP.
vs.
The Institution
Communal Uni Functions space (Institution)
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SITE ANALYSIS
N
12:00
07:36
17:08 winter sun path
E
w 05:52
20:36 r summe sun path
s
CLIMATE
CIRCULATION
VEGETATION
SITE FEATURES AND VIEWS
Scale 1:1000@A3 Legend : Winter sun path : Summer sun path : Western sun affected facades : Eastern sun affected facades : Cold South-to-South westerly prevailing winds : Hot northern, north-westerly prevailing winds
Legend : Major circulation : Minor circulation : Possible future circulation to Student Precint
Legend : Evergreen trees : Deciduous trees : Melbourne University Community Garden
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Legend : Site boundary : Construction site : Permanent fence : Temporary fence : Bicycle parking : Views
SITE RESPONSE
Home
Communal space
OEP
Institution Faculty
Reserved green space
Buildable Zone + Possible structure preservation
CIRCULATION
ZONING
Monash Road
Green Space
Lively
TWO MASSES ARRANGEMENT 12pm
Mild
12pm
Concentrate
Atrium
3pm
9am
3pm
9am
Possible Setback
Old Metallurgy
SUNLIGHT CONSTRAINTS & NOISE
VIEWS SEQUENCE
STACK ARRANGEMENT Student Precint Lane
OEP Lane
Student Precint Lane
OEP Lane
Student Precint Lane
OEP Lane
12pm
12pm
3pm
9am
3pm
9am
30 30
Student Precint Lane
OEP Lane
Extrusion
Student Precint Lane
OEP Lane
Respond
Student Precint Lane
Metallurgy Lane
OEP Lane
Curved roof
Monash Road
Extrusion
CURVED ROOF
Metallurgy Lane
Monash Road
Cut
TERRACED TOP
30 30
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Metallurgy Lane
Monash Road
Terrace
INITIAL RESPONSE TO BRIEF : PROGRAM LAYOUT
OEP RETURN PROGRAM 5F
Office
OEP Batch: ~400 students OEP students per intake: ~120 students
Garden
GENERAL SPACES: - Reception - Toilets (Male, Female, Disabled/Gender neutral) - Breakout spaces outside of theatre - Kitchennete outside of theatre, tea time for students - Event space/Gallery (Ground Floor) - Cafe / Retail - Student kitchen - Storage rooms - Roof greenhouse, students grow their own food - After hour spaces, central collaborative atrium
Kitchenette Terrace
4F
Study Area Atrium Terrace
Computers Terrace
Lab
TEACHING SPACES: - Medium-sized lecture theatre (200 people capacity) - Seminar rooms (2x-3x @ 20 - 60 people capacity) - Tutorial rooms (6x @ 16-20 students capacity) - Laboratories (2x) - Study spaces - Quiet rooms, enclosed large and small rooms - ‘Noisy’ study space, long tables, open discussion and collaboration - Computer desks - Outdoor study, nature education, garden lawn
Lab
Lecture 2
Kitchenette Lecture 3
3F
Study Area
Commons
Atrium
Terrace Lab
OFFICE/STAFF SPACES: - Open office plan - 4 - 6 academic staff (variable) - 4 - 6 admin staff - 1 seperate director’s office - Staff kitchennete - Staff breakout - Large meeting room (16 people) - Small meeting room (4 people)
Seminars
Lab
Kitchenette
FF-2F
UNIVERSITY PROGRAM
Study Area Atrium
Lab
Lab
Garden Breakout
GF
Cafe
Lecture Theatre 1 Commons/ Event space Gallery
Student Kitchen
Legend : Teaching space : Group teaching : Commons : Amenities : Office : Green roof garden : Cafe
UNIVERSITY TEACHING FUNCTIONS: - Formal tutorial rooms (>10x @ 15 students capacity) - Small lecture theatre (2x @ 100 people capacity) - Lockers - Laboratories (8x)
: Vertical circulation 12
INITIAL RESPONSE TO BRIEF : PROGRAM LAYOUT
Private
G a r d e n / O u t f o o r Learning
Office Link & Commons Lab
Lab
Home OEP
Lab
Link & Commons
Seminars
Link & Commons
Lab
Lecture
Commons
Institution Faculty
Atrium
Living room
Lecture
Lab Link & Commons
Lab
Communal space
Lab
Link & Commons GF Commons
Cafe
GF Commons THE HOUSE ON TOP By stacking the clusters, 2 distinct ‘feels’ are created, which are joined by a communal space for studying and teaching in the middle, where the two clusters can meet and collaborate, exchanging information and friendship. The OEP will have a home-y feeling, having a terraced form for open views towards the central atrium and green inserts and informal classes and spaces. Nestled under the proposed curved roof, daylight will flood the space.
Legend : Teaching space : Group teaching : Commons : Amenities : Office : Green roof garden : Cafe
The Institution cluster which can be used by various faculties which needs more room is located at the bottom part. Allowing for quicker access to classes and tend to be more noisy and lively, compared to the OEP cluster which is located above for more quiet environment and privacy. The central atrium extends towards the ground floor, allowing for daylight to illuminate the spaces.
: Vertical circulation 13
Public
INITIAL MASS FORM ITERATIONS ANALYSIS IDEA A.2-THE TAPERED ROOF
Iteration Matrix Perpendicular Masses
Stacked Program
Extrusion
Parallel Masses
The idea of angular roof was drawn here. The angular roof will have a pitch of roughly 30 degrees or more, to allow for effective PV panels placement. The diagonal nature of the roof allows for interior spaces to be terraced and stepped, allowing for sunlight to enter the rooms inside, as well as opening up views towards the north. Green inserts can be implemented in these terraces. Additionally, the terraces can act as a class extension, where a class can have an indoor-outdoor feel while still being sheltered under the roof.
B.1
C.1
Roof treatment
A.1
Perspective and sketch section
IDEA B.2-THE CURVED ROOF
A.2 Tapered roof
X The parallel masses will overshadow the central common space, not ideal for a study/collaborative space. The form has a possibility for reconsideration for the former post office area to be reused in combination with B.2+C.2
B.2 Curved Boolean
In this iteration, the angular idea is transformed into a curved shape, a boolean of a circle into the mass of the building. Initially, this is a strategy to produce power effectively, responding to the traverse arc of the sun. However, after further research, this is not an effective method. The strategy is later repurposed for sunlight penetration into a central atrium and a possible unique shaped green roof. This strategy also allows for multi story height spaces at the top of the building, suitable for rooftop indoor gardens and terraces for relaxation. A combination of the terraced form in the inside is possible.
C.2 Terraced
X The two masses/clusters idea is not ideal as of now as it does not make sense to have 2 different buildings with the same function and program/without any difference in feel. B.2+C.2 Curved and Terraced
Perspective and sketch section
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INITIAL MASS FORM ITERATIONS ANALYSIS AND OPPORTUNITIES
12pm
3pm
9am
D
D Mc
g ou
o
e nn
l Wa lte
rB
oas
w ne La ay
OPPORTUNITIES OF THE TERRACE AND GRAND SPACE
S
H
ay
R
O
A
w ne La
D
By using a tapered form just like in A.2, the space within opens up into a daylight filled space. It also opens up views towards the Northern endless suburbs. Incorporating the terrace idea allows for breakout spaces or extension of class space. Furthermore, a direct view connection towards the garden on Monash Road is created, improving the wellbeing of students with a view connection to nature.
O M
N
ew
S
tu
d
en
t
P
re
ci
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t
N
A
A similar example of this terrace typology on an indoor setting can be found in the School of Art, Design and Media at Nanyang Technological University in Singapore by CPG Consultants. Here we see a grand space being created by each floor setting back, albeit being covered by a green roof and not glass
OVERALL FORM Legend : The Institution : The Home : Commons : Group teaching : Circulation : Green roof garden 15
WEEK 8
READJUSTED CONCEPT Students, especially in the field of building--Design and not excluding the OEP, often feels alone which no one to share their ideas and feelings, to work together as friends and to an extent a family. Often caged within their own confines of the designed room, their ideas limited and their wellbeing deteriorates. On the other hand, the Insitutional typology is very oppresived and one sided, allowing only for one way of communication, Teacher to Student without any peer help and interaction. Long corridors with walls on each side creates a long never-ending tiresome journey of education. A space which embraces the Student with open arms is needed. The OEP Community “...a place to come back to” “[sense of] family feeling”
Problem “home”, embraced
The University is overcrowded and need more spaces for teaching and study
close, together, bond
Build to accomodate, intra-campus development A campus building of wellbeing and high IEQ. Open not confined spaces. To teach and be taught. To enlighten and to educate. To invite and to excite.
Relations between the University and OEP The OEP has some degree of authority on its programs, admissions, outside the entity of the University, although within the University. The OEP programs are in collaboration with multiple disciplines across the campus, from Engineering to Architecture. This resulted in OEP students needing to move between classes in different buildings far apart. The new site will accomodate the university faculties and subjects which collaborated with the OEP. For instance, engineering and science-based subjects. The spaces required for these subjects are more formal and regulated spaces, such as laboratories. This cluster will represent the formal faculty insitution where students will receive education which supports sustainability practices of the OEP.
Sustainability can act as a tool to create this lasting bonds and collaboration facilitated by design and architecture. This relationship extends beyond student and student, yet student and teacher. Students of the OEP have an awareness to be in a group community, which in a level close to a family. The OEP represents the community, the sense of an embraced family community, and the unique environmentally sustainable education through nature. For this case, the feeling of togetherness should be achieved in its spaces, to create a space of collaboration and community, challenging the definition and typology of the Institution through the lenses of a home.
The Community + The Institution T h e Vi l l a g e An educational building which encourage collaboration and strong community bonds in a village-like typology through inter and intra-disciplinary relationship exchange, promoting sustainability and healthy student wellbeing through Nature as the teacher.
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INTERIM SKETCH FLOOR PLAN - WEEK 8
GROUND FLOOR PLAN
FIRST FLOOR PLAN
SECOND FLOOR PLAN
THIRD FLOOR PLAN SCALED TO FIT 17
SECTION THROUGH ATRIUM AND COURT (N-S)
0 5 10 SCALE BAR 1:300 @ A4
20
0 5 10 SCALE BAR 1:300 @ A4
20
CONCEPT NORTH ELEVATION
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EXPERIENCE
SEQUENTIAL DRAWING
Sketches showing movement through the interior of the building and the spaces experienced within. The sequence shows a student’s daily life using the building for class,studying and relaxation.
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INITIAL PERSPECTIVE SKETCHES
PERSPECTIVE 1
Exterior view from Wilson Hall
PERSPECTIVE 2
PERSPECTIVE 3
Interior courtyard, the Village Square
The Continuous Classroom idea
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03 COMMON GROUNDS THE SUSTAINABLE VILLAGE
COLLABORATIVE
PROJECT BRIEF Design for a new campus building for the Office of Environmental Programs PROJECT TYPE Civic/Education YEAR LEVEL
Year 1, Semester 1, 2020
ASSIGNMENT TASK 6 Final Design Academic project Individual SITE LOCATION On the site of Building 165 - Chemical Engineering Building 1, University of Melbourne, Parkville, VIC PROJECT DESCRIPTION The Commongrounds is a new faculty building housing the OEP providing a space for people to interact and engage in information exchange and support. By taking into form the village typology, the space allows for inter- and intra-disciplinary transfer of knowledge, in particular ESD knowledge. Slowly but steadily, this is how the building promotes sustainability. The building also acts as a showcase of ESD initiatives regarding materials and facade systems. Each “form” uses different materials and systems while remaining iconic, exciting, and inviting. Being located on a prominent thoroughfare of Monash Road, the building will invoke curiosity and realization for its surrounding communities. Exterior view of the building viewed from the North west 21
WEEK 12
CONCEPT The OEP and their students as the Client: “...a place to come back to”, “[sense of] family feeling”
:o heyyyyy
Students often felt alone with no one to share The University is overcrowded! their ideas and feelings. University pressure and This has make the sense of belonging and the oppresive nature of the Institution typology enjoyment to the University and education has put a strain on health and wellbeing gone. Education and transfer of knowledge is just one-way, Teacher to Student.
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:( :( :( :( :( :( :(:( :( :( :( :( Problem
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:( Problem:
g’day
Proposal
Opportunity
By facilitating interaction and collaboration With how the OEP works--collaborating with between the students through an open space various faculties for its subjects--inter and intra and architecture, the transfer of knowledge is faculty exchange happen. diversified. The knowledge of environmentally sustainability Interaction and collaboration, coupled with spreads biophilic design as a tool, improves health and wellbeing. This extends to the wider University By bringing the collaborated subjects into students as well, not OEP only, as the new one building, this will solve the OEP students’ building will accomodate University classes as common problem of having to move classes well. between far away buildings, and also provide a space to rest and relax in-between classes.
The Site There is an opportunity to reduce carbon footprint by reusing some of Building 165’s material, structure, and core
COMMONGROUNDS The “Sustainable Collaborative Village” Fostering family-like bonds between students and staffs within the University community, encouraging inter and intra-disciplinary exchange through spaces in a village typology, promoting environmental sustainability and student wellbeing within its boundaries.
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The Idea
Collaborating is complemented with a “place to come back to” or belonging and ownership, close like family, yet not blood related. Working and exhanging ideas and sharing stories together as if we are in one village. Through personal work desks and lockers, student lounges and breakouts, terraces, and a central “village square” court, the sense of belonging and ownership is created
CLIENT BRIEF RESPONSE OEP PROGRAM : AN ENTITY THAT MANAGES THEIR OWN ESD MASTERS PROGRAM BY TAKING SUBJECTS FROM MULTIPLE UNIVERSITY FACULTIES OEP Batch: ~400 students OEP students per intake: ~120 students
General spaces: - Reception - Toilets (Male, Female, Disabled/Gender neutral) - Breakout spaces outside of theatre - Kitchennete outside of theatre, tea time for students - Event space/Gallery (Ground Floor) - Cafe / Retail - Student kitchen - Storage rooms - Roof greenhouse, students grow their own food - After hour spaces, central collaborative atrium
GREEN ROOF
Unique Spaces: -OEP Bookstore -OEP Student Lounge -The Study Hall, designated workdesks -The Quiet Room
OEP LIVING ROOM AND LOUNGE
Teaching spaces: - Medium-sized lecture theatre (~150 people capacity) - Seminar rooms (2x-3x @ 20 - 60 people capacity) - Tutorial rooms (6x @ 16-20 students capacity) - Laboratories (2x) - Study spaces - Quiet rooms, enclosed large and small rooms - ‘Noisy’ study space, long tables, open discussion and collaboration - Computer desks - Outdoor study, nature education, garden lawn Office/staff spaces: - Open office plan - 4 - 6 academic staff (variable) - 4 - 6 admin staff - 1 seperate director’s office - Staff kitchennete - Staff breakout - Large meeting room (16 people) - Small meeting room (4 people)
UNIVERSITY PROGRAM
University teaching functions: - Formal tutorial rooms (@ 15 students capacity) - Small lecture theatre (@ 50-80 people capacity) - Lockers - Laboratories (2x)
OEP CLASSES
OEP LABS
UNI CLASSES
LECTURE THEATRE
Legend : Teaching space : Group teaching : Commons : Amenities : Office : Green roof garden : Cafe
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: Vertical circulation
UNI LABS
OEP STUDY
STUDY ATRIUM
STUDY ATRIUM
STAFF FACILITIES
OEP SEMINAR
UNI SEMINAR
COURTYARD/GALLERY/SHOWCASE
OEP CLASSES
UNI CLASSES
CAFE
DESIGN FIGURE GROUND
DESIGN FORM AND RESPONSE 12pm
3pm
9am
Student Precint Lane
OEP Lane
CURVED ROOF Responding to the trajectory of the sun allows for sunlight access to all rooms within with skylights and inner court
+ COLLABORATIVE ENTITIES Each entity within the community seeks to engage and interact with one another, as well as being embraced by each other.
N ION CT CTIO UN UN S N PF YF OE ERSIT MO IV OM UN IC C BL PU
= CONTINUOUS CLASSROOM Allowing for inter and intra subject and class collaboration and interaction, as well as breakouts in terraces in-between
EXISTING SITE
THE VILLAGE CHECKERBOARD Rationalization and combination of the two ideas created the Checkerboard figure ground, the basis of the building. Each entity collaborate and embrance each other in the village typology
RETAIN AND REUSE
INVITE
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VILLAGE CHECKERBOARD
CURVED
12:00
CHEMISTRY BLDG.
17:08
07:36
WINTER SUN PATH
WILSON HALL
OLD GEOLOGY BLDG.
SITE ANALYSIS MONASH
20:36
05:52
UP
STATION ARY LN.
Reserved green space
WALTER BOAS BLDG.
ALICE HOY BLDG. (DEMOLISHED)
UP DN UP
UP
NEW STUDENT PRECINT (UNDER CONSTRUCTION)
WILSON
AVE.
SUMMER SUN PATH
RD.
PORTERS
LN.
Buildable Zone + Possible structure preservation
CHEMICAL ENG. 2 BLDG.
OLD METALLURGY BLDG.
CIRCULATION
ZONING
DOUG MCDONNEL BLDG.
SITE PLAN
SCALE 1:1000@A3
OLD QUAD
WALTER BOAS (FORMER OEP)
CHEMISTRY BUILDING
MSD (GLYN DAVIS)
OLD GEOLOGY
Monash Road
Green Space
Lively
Mild Concentrate
Atrium
Possible Setback
Old Metallurgy
SUNLIGHT CONSTRAINTS & NOISE
MONASH RO AD MELBOURNE UNI TRAM STOP
VIEWS SEQUENCE
OLD METALLURGY
CHEMICAL ENGINEERING 2
DOUG MCDONNEL
COMMONGROUNDS THE SUSTAINABLE COLLABORATIVE VILLAGE
25
NEW STUDENT PRECINT
SIDNEY MYER CENTER
MONASH ROAD B
C
UP
BMS
MECHANICAL
STORAGE
A
0 5 SCALE BAR 1:200 @ A3
STORAGE
10
20
B
C 26
A
BASEMENT FLOOR PLAN
MONASH ROAD B
C
LECTURE THEATRE
ORGANIC CAFE OEP BOOKSTORE BREAKOUT/TEA AREA
KITCHEN
STR.
UP
UP
DN UP
COURTYARD (VILLAGE SQUARE)
COURT
UP
GALLERY
GENERAL STUDY AREA (AFTER HOURS)
GN/D TOILET F TOILET
A
0 5 SCALE BAR 1:200 @ A3
10
20
B
SHOWCASE M TOILET
C 27
A
GROUND FLOOR PLAN
B
C
SEMINAR/ SMALL LECTURE M TOILET GN/D TOILET F TOILET DN
STUDENT KITCHENNETE
UP
DN UP
DN UP
STUDY HALL
GENERAL STUDY DESKS UP
LAB 1
DN
LAB 2
A
0 5 SCALE BAR 1:200 @ A3
A
10
20
B
C 28
FIRST FLOOR PLAN
B
C
OEP SEMINAR
M TOILET GN/D TOILET F TOILET DN
OEP KITCHENETTE/BAR/LOUNGE
UP
DN UP
OEP STUDY HALL
DN
UP
OEP STUDY DESKS DN
LAB STR. OEP LAB OEP SEMINAR OEP LAB
A
0 5 SCALE BAR 1:200 @ A3
10
20
A
B
C 29
SECOND FLOOR PLAN/OEP FLOOR
B
C
SML. MEETINGS
GREENHOUSE AND NURSERY M TOILET GN/D TOILET
MECH.
STAFF LOUNGE
F TOILET OEP BREAKOUT
DN
DN
OUTDOOR LEARNING
DN
STAFF OFFICE
OEP STUDENT LOUNGE & RELAXATION
QUIET ROOM
OEP STUDY HALL A
0 5 SCALE BAR 1:200 @ A3
10
20
B
C 30
LRG. MEETING
A
THIRD FLOOR PLAN/OEP FLOOR
ELEVATIONS
COMMONGROUNDS
OFFICE OF ENVIRONMENTAL PROGRAMS
DOUG MCDONNEL BLDG.
TO BUILDING 1888
NORTH ELEVATION
WALTER BOAS (FORMER OEP)
EAST ELEVATION
MONASH ROAD
DOUG MCDONNEL BLDG. METALLURGY LANE 0 5 SCALE BAR 1:250 @ A3
10
20 31
ARCHITECTURAL TIP RL 20126
MECH.
OEP STUDY HALL
OEP STUDENT LOUNGE & RELAXATION
QUIET ROOM
LRG MEETING ROOM
STAFF OFFICE
OEP LAB
OEP LAB
OEP CLASS
OEP CLASS
OEP CLASS
OEP SEMINAR
LAB 1
LAB 2
CLASS
CLASS
CLASS
CLASS
F TOILET
M TOILET
GENERAL STUDY (AFTER HOURS) WALTER BOAS (FORMER OEP)
0 5 SCALE BAR 1:200 @ A3
SHOWCASE
MECHANICAL PLANT ROOM
10
MECH.
20 32
MECHANICALS/ROOF STRUCTURE FFL 14350
THIRD FLOOR FFL 10800
SECOND FLOOR FFL 7200
FIRST FLOOR FFL 3600
GROUND FLOOR RL 0 STORAGE
BASEMENT FFL -3600
SECTION A-A
ROOF TIP RL 20126 ROOF RL 13500 GREENHOUSE OEP STUDENT LOUNGE OEP LAB
OEP STUDY HALL
OEP SEMINAR
LAB 1
STUDY HALL
SEMINAR/ SMALL LECTURE
THIRD FLOOR FFL 10800
SECOND FLOOR FFL 7200
FIRST FLOOR FFL 3600
GENERAL STUDY LECTURE THEATRE
GROUND FLOOR RL 0 LECTURE THEATRE FFL -1320 MONASH ROAD
0 5 SCALE BAR 1:200 @ A3
10
20 33
SECTION B-B
SOUTHERN ROOF TIP RL 17760 NORTHERN ROOF TIP RL 16110 ROOF RL 13500
OEP STUDY HALL GREENHOUSE
OEP CLASS
OEP STUDENT BREAKOUT
THIRD FLOOR FFL 10800
OEP CLASS SECOND FLOOR FFL 7200
CLASS
CLASS
F TOILET
OEP BOOKSTORE
FIRST FLOOR FFL 3600
GROUND FLOOR RL 0 MONASH ROAD
0 5 SCALE BAR 1:200 @ A3
10
20 34
SECTION C-C
PASSIVE DESIGN STRATEGIES
Solar PV panels for power generation and water heating (evaporated tube)
Summer sun
Winter Sun Green roof (turf) providing good insulation Shading system from western sun and prevent inner court overheating
High ceilings on top floor allow for stack ventilation Southern rooms utilise diffused/reflected light. e.g.: MSD southern rooms are well lit enough
Facade shading system (fixed or operable) Sunlight access for north facing rooms
Inner atrium and high ceiling create cross ventilation
Indoor vegetation for biophilic design and air filtration
0 5 SCALE BAR 1:200 @ A3
10
20 35
SECTION C-C
ROOF WATER HARVESTING STRATEGIES
Box gutter collects rainwater from slope roof.
Plants in the greenhouse and roof garden are watered with rainwater Rainwater is used for sinks
to Basement
M
RW Tank @15.000 L
Pump & Filter
Rainwater is used for toilet flushing S
0 5 SCALE BAR 1:200 @ A3
10
20 36
SECTION C-C
ACTIVE DESIGN STRATEGIES
As a showcase of ESD, batteries store power generated through solar panels
Boiler
AHU
Piping through existing core
to Water Cycle
Chiller
Air ducts
Basement level also houses rainwater tanks and its supporting machinery
0 5 SCALE BAR 1:200 @ A3
10
20 37
Geothermal loop heat rejection
SECTION A-A
FACADE AS SHOWCASE
TYPE 1: OPERABLE SCREENS with VARIANTS:
1A: Recycled bricks from Alice Hoy demolition
1B: Recycled windows
Painted
TYPE 2: FIXED SHADING with FACADE VARIATIONS
1C: timber panels
EL
N ON
D
C GM
2A: Recycled zinc/copper panels
CLT
65 1 G
Painted
2C: timber panels
3B: Timber CLT panels
DE
F
DIN
IL BU
3A: Timber batons cladding
CLT
A AC
3A
A
RET
U
DO
D INE
2B: Reused bricks from Building 165
TYPE 3: TIMBER SHADING & FACADE SHOWCASE
TER
L WA
S
A BO
1C
1A 2
LIG C(
)
ED
R HT
2B
3A 38
3B
2B
2A
(G 1C REUSE RAY) (LIG D B HT RIC RED KS FRO )
M
BU
ILD
ING
161
PERSPECTIVE 1
PERSPECTIVE 2
Exterior view approach from Wilson Hall. Corten steel made up the oculus window shading and signage on the reused bricks
PERSPECTIVE 3
The atrium Village Square provides a meeting place for ideas exchange and social interaction
Exterior view Monash Road from tram stop and the upcoming New Student Precint
PERSPECTIVE 4
The continuous classroom provides inter and intra-disciplinary exchange of knowledge
39
PERSPECTIVE 5
Rooftop teaching space allows for a unique informal teaching for OEP students.
E
N
D
