d uca
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tion Lin k
Waldo rf
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SHS L ea r
ning with the City
The Perth Waldorf High School Academy Anonymous Student’s Schooling Manifesto Student Number: 20950992 ARCT5004B - Studio
Our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility. These three forces are the very nerve of education. - Rudolf Steiner, founder of Waldorf Educational Methods
Contents Introduction
1
What Do People Want?
2
Waldorf Education
3
Design Principles
7
Preliminary Concepts
12
The Education Link
13
The Buildings of the Link
15
Native Materiality
17
Classroom Layouts
19
Conclusion
24
Introduction
“The WA Labor Party proposes to ... move these children into the stifling, adult-oriented CBD where they can begin their career in sterile, high-rise captivity at age 11.” - Save Perth Modern School Petition, 2017 Most modern cities around the world are quite frequently stifling and adult-oriented as the Save Perth Modern School Organisation claims – however, not ALL of them are. Beautiful cities exist all around the world in which children are raised and grow up in a nurturing and enriched environment. Within all of these cities, it could be argued that six key principles are typically maximised in order to construct their beauty and success. These are: visible life, variety and order, making it local, compactness, scale and orientation and mystery. The Perth Education link aims to optimise and abstract these six principles through the creation of a school that both separates itself from the monotony of the city, and becomes one with it all the same. Throughout the entirety of the semester, Kukame organised the unique opportunity to meet with and discuss the current schooling and architectural relationship with various guests from different backgrounds. This included Rachel Pages-Oliver (Sessional Academic at the Department of Architecture and Interior Architecture at Curtin University), Annelise Safstrom (Director of Urban Design, Metropolitan Redevelopment Authority [MRA]), Adrian Piers (Principal at Dianella Secondary College Education Support Centre), Armando Giglia (Principal at Butler College), Hannah Piers (Teacher at Lemming Senior High School Education Support Centre), Lara MacKintosh (Director of Learning and Teaching, School of Built Environment, Curtin University), and Sophie Giles (Deputy Head of Education at the University of Western Australia School of Design). If the correct principles that aim towards a beautiful built environment are taken advantage of - I believe the Waldorf Pedagogy Style of Teaching, in conjunction with a unique and inspiring school campus could be the answer to many of the problems that arise from using the city of Perth as the site and will even offer opportunities that may very well be lost in regular suburban locations.
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
01/24
What Do the Kids want from a School? - They want to be stimulated. - They want to enjoy themselves, not feel like school is necessarily a chore. - They want flexability (some students like having space to be alone, others like to socialise). - They want to gain experience in the world. - They want to be able to do whatever they want in the future. - Interactive Technology. - Teacher Mentors (A teacher that respects and engages the kids in learning). - Innovation (Learning in more fun and creative ways, not the standard boring old school way). - Choice (They want to choose what they learn and what’s stored in classes). - Real world application and relevancy. - They don’t want to feel trapped in a prison. What Do the Teachers want from a School? - They want their kids to be successful. - They want the freedom to teach as they see fit. - They want their own personal space and freedom. - They want to be able to interact with other teachers. - Safe spaces for themselves and the students. What Do the Parents want from a School? - They want their kids to be successful. - They want to feel as though their kids are coming home with a new set of skill and effective grasp on new concepts. - They want their kids to feel safe and happy within the learning environment - They want to know the teachers and have faith in them. - They want less technology, they want kids to hand write and do maths equations with pen and paper (They want SOME tradition). - They want nature. What Does the Public want from a School? - They want the future, kids to be taught about whats relevant and contribute to society. - They think their is an over-reliance on technology. - They don’t want the kids to be annoying and disrespectful. They want the kids to be taught manners and proper etiquette. - They want to interact and play an active role in the school. What do the Principles want from a School? - A safe space for their kids and staff. - Sustainability, or in some cases no sustainability. - Community interaction. - High grades and good stats on paper. - Flexibility in spaces. - Greenery. What does the MRA and the Government want from the School? - Sustainability. - The future for our country. - High grades and good stats on paper. - A building that meets the necessary requirements and guidelines they set out themselves. - To make money. - Kids with a strong work ethic
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
02/24
What is Waldorf Education? Waldorf Education, also sometimes referred to as Steiner Education is based on the educational philosophy and pedagogy proposed by Rudolf Steiner, the founder of anthroposophy. It emphasises the role of imagination in learning, striving to integrate practical applications, with artistic development and intellectual stimulation in a holistic manner.
Breaking it down further, the first seven years are a time for children to live in their physical bodies, and teaching in those ages must always engage children physically. The next seven years are dedicated to emotional development that engages imagination. After the age of fourteen, the purely intellectual material comes into play. This slow and steady process yields demonstrable results, with 94% of To achieve this, Steiner divides child Waldorf graduates going on to college development into three major stages compared with 66% of high school which has been reflected through each graduates outside the movement. schools approach. Beginning with early Teachers in a Waldorf school follow childhood education, which focuses on their class through the rising grades. practical, hands on activites and creative play. This is then followed by elementary education which has a Why is this Good? focus on devleoping artistice After all of our various meetings with expression and social capacities in different guests throughout the their students. Finally, secondary semester that were brought in by our education focuses more so on tutor Kukame McKenzie, I believe this developing critical reasoning and schooling method to potentially be the empathic understanding. In structuring most effective for the context. I came to the schools like this, the overarching this conclusions as we were giving the goal is to develop free, morally excellent opportunity to talk with MRA responsible, and integrated individuals workers, teachers and principles from equipped with a high degree of social various different schooling types and competence. Qualitative assessments architectural ph.D candidates with a of student work are integrated into the specific interest in education - in daily life of the classroom, with addition to this, my closeness with quantitative testing playing a minimal various parents currently putting their role in primary education and children through various schooling standardized testing usually limited to levels has led to all the questions and that required for college entry. answers discussed on the previous Individual teachers and schools have a page. After looking at this, it is clear great deal of autonomy in determining that the current schooling method is old curriculum content, teaching and outdated, and all of those parents methodology and governance. who initially complained about a school
ARCT5004B - Studio
being located in a city only had this type of schooling in mind when discussing the issue and subsequently got the idea canned by the government. If it were to be a regular high school, or private school such as Perth Modern, I have to say that I agree with them - putting it out in the suburbs is much more effectual and equally as boring. However, the city offers many advantages to alternative schooling methods that could result in possibly one of the greatest educations in the country. I believe the Waldorf method of education could potentially be the best possible system to integrate a school into the city. The Perth Waldorf Academy The school I intend to design will aim to pick up Waldorf practices from year 7 onwards, while the schooling prior will occur off campus in a different Waldorf instituation. It will be designed around the waldorf education philosophy and become the premier educational facility in the state, possibly even Australia if the design can do the philosophy justice. The school will aim to create a connections with the community and satisfy all the needs of the people involved, ranging from teachers and parents, to principles and the MRA and most important of all - the kids themselves.
Tutor: Kukame McKenzie
Student: 20950992
03/24
Waldorf Education - Program Curriculum
Comments
Early Childhood Program (Offsite in Pre-High School Waldorf Link) - Two Primary Kindergarten Classes - Activities - Routine - Festivals - Snacks and Lunch - Hours and Extended Care
These classes focus on developing a delicate balance between teacher-led group activities and free play. The majority of activities work towards groups and building social skills. - Storytelling to stimulate visualization, vocabulary and memory. - Free play and drama to ignite imagination and support social relationships. - Counting games to develop an awareness of numbers and sequencing. - Artistic activities to explore colour and motivate expression. - Outdoor play and walks to foster an appreciation of nature and gross motor skills. - Crafts to develop fine motor skills. To achieve this, the school will need to provide the following specific spaces: Standard classrooms capable of housing two classes of 25 children each, arts and craft rooms, outdoor spaces specifically for young children and finally, teacher specific offices.
Lower School Curriculum (Offsite in Pre-High School Waldorf Link) - 4 x Core First Year Classes
- Introduction to letters through phonetic and pictorial means - Reading approached through writing - Letter Bends and Word Families - Qualities of Numbers, intro to four arithmetic processes - Multiplication tables - Form Drawing
- 4 x Core Second Year Classes
- Reading and writing (introduction of independent composition) - Arithmetic - multiplication tables
- 4 x Core Third Year Classes
- Reading, writing, original compositions, grammar, punctuation and parts of speech, cursive writing - multiplication tables, long division, measures, weights and money - Learning about practical activities such as cooking, farming, clothing, and the study of shelters (houses of the world).
- 4 x Core Fourth Year Classes
- local geography and Australian history is introduced - Cartography - Study of the Animal Kingdom - Fractions and decimals - Independent Composition and letter writing
- 4 x Core Fifth Year Classes
- Study of ancient civilizations: India, Persia, Mesopotamia, Egypt, and Greece; Greek Myths and history. - Geograhy of Australia - Cartography - Botany - Fractions and decimals - Free hand geometric drawing - Composition, spelling, reading - Arithmetic
- 4 x Language classes
2 x Japanese Classes, 2 x French Classes
- 5 x Art classes
2 x Fine Arts classes, 2 x Music classes, 1 x Woodwork room
- 1 x Eurythmy
Dance Studio
- Games and Movement
1 x Sports Hall
- Gardening
2 x Vegetable and Plantage Gardens
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
04/24
Curriculum
Comments
Middle School Curriculum (Included within the Academy) - 4 x Core Sixth Year Classes
- Roman and Medieval History - World Geography and cartography - Mineralogy - Astronomy - Physics (acoustics, optics, electricity, magnetism, heat) - Geometric Drawing with instruments - Business math and arithmetic - Biographies - Composition, spelling, grammar, and reading
- 4 x Core Seventh Year Classes
- The age of exploration - the renaissance - indigenous history - Cultural geography - physics (mechanics) - inorganic chemistry - physiology - health and nutrition - creative writing - pre-algebra and arithmetic - Composition, grammar, spelling and literature
- 4 x Core Eighth Year Classes
- Debate and Question ideas - The roots of Australian and Indigenous history - The study of world wars - Civil rights - Modern politics - Continued Mathematics - Continued English
- 4 x Language classes
2 x Japanese Classes, 2 x French Classes
- 5 x Art classes
2 x Fine Arts classes, 2 x Music classes, 1 x Woodwork room
- 1 x Eurythmy
Dance Studio
- Games and Movement
1 x Sports Hall
- Gardening
2 x Vegetable and Plantage Gardens
High School Curriculum (Included within the Academy) - 6 x Science Labs
- 2 x Biology Labs - 2 x Chemistry Labs - 2 x Physics Labs
- 16 x Humanities Classrooms
- 6 x English classrooms - 4 x History classrooms - 3 x Social Studies classrooms - 3 x Aesthetics classrooms (history through art, poetics, history through music, history through architecture)
- 6 x Maths classrooms
- N/A
- 2 x Technology Labs
- N/A
- 4 x Language Classes
- 1 x Japanese, 1 x French, 2 x Alternative Language rooms
- 4 x Music
- Larger, soundproof rooms for practice.
- 5 x Arts rooms
- 2 x practical art rooms, 2 x fine arts rooms, 3 x performing arts rooms
- 4 x Electives Rooms
- 1 x health and first aid and medical studies, 2 x seminar rooms, 1 x planning rooms
- 2 x Sports Halls
- N/A
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
05/24
Curriculum
Comments
Extra Requirements - General Sports Hall and Facilities
- 2 x netball/tennis courts, 2 x basketball/tennis courts - General sports hall
- Open green spaces
- As much as possible.
- Staffing zones
- Faculty specific lunch rooms and offices - Shared faculty areas - Principal’s office - Vice principal’s office - Councillor’s office
- Technology based areas
- Computer labs - Metal working - Wood working - New technologies (laser cutting, 3d printing etc)
- Administration zones
- Space for all admin staff - Space for all student services and staff - Break rooms - Foyer - Medical facilities, nurse etc.
- Cafeteria
- Food preparation zone - Room for staff - Eating hall
- Lecture theatres
- General purpose lecture theatre - Large scale concert hall
- Gallery
- Student only art gallery - Public display art gallery
- Library
- Both student and public access
- Bathrooms
- Male and Female Student toilets - Male and female staff toilets - Universal access student and staff toilets - Male, Female and Universal Access Guest toilets
- Special Needs Student Rooms
- Relaxation rooms - Incidental learning rooms/withdrawal rooms - Assisted access bathrooms
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
06/24
The Principles of Good City Design Orientation and Mystery
Scale
Compactness
Variety and Order
Visible Life
Make it Local
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
07/24
The Principles Applied in School Form Orientation and Mystery
Scale
Compactness
Variety and Order
Visible Life
Make it Local
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
08/24
Understanding the Principles of Good City Design - Why Are they Relevant? 1. Orientation and Mystery Lots of cities have little backstreets and small lanes in which you can feel cosy and get a bit lost. We’re drawn to the sense of mystery and enclosure that these streets offer. It’s actually lovely to get a bit lost. A warran of alleyways can fill homely and intimate. Everyone is closer together, the balconies all most touch. your neighbour can see when you sit down for dinner, or when your kids do homework. The fact that everyone is a little bit on display tends to make them nicer. We like small streets, but they’re a nightmare when you need to go any distance. The idea is to have big boulevards, grand wide streets to orientate people in addition to little warrens of streets. The pleasures of orientation and the pleasures of mystery. What form could this take instead? - The simple way of taking this concept on is to have large orientating paths throughout the building that go directly to the main sections, with branching off classrooms with a bit more randomness involved. - Perhaps the orientating factors are the key spaces such as the sports hall, library, science labs, cafeteria and then the general classrooms break off these spaces to offer the idea of mystery. - Thinking vertical, perhaps their is a large central core in which the circulation and other services run directly up the building, then a series of mezzanines at different heights and lengths provide the mystery. - Perhaps the orientation and mystery instead comes from a more practical approach; certain types of greenery and timber construction alert the student to where exactly they are in the building, while the building itself provides mystery.
2. Scale Joseph Campbell once wrote “If you want to see what a society really believes in, look at what the biggest buildings on the horizon are dedicated to. This is the idea that the most important building in a city’s skyline should be dedicated to something important such as an educational facility, which a vertical school obviously is. The biggest things show us a societies actual dedications, rather than their admitted ones. We don’t mind being humbled, we don’t mind things being big - We just like it to be by something we admire. However, how would kids actually feel about this? A large building such as a tower could be a bit daunting for the younger attending years. In terms of needs, perhaps scale takes on a different meaning for the school itself. It is perhaps considered that the ideal height for a building is infact 5 storeys high.
3. Make it Local This principle is very self explanatory, it refers to using local materials to construct the buildings of a city, or buildings in particular. This can additionally refer to the use of local greenery for landscaping purposes. Each society has different strengths and different weaknesses, it separates us from other cities. It engages with the specific character of our own place. We need to have strong characters connected to the distinctive use of local materials and forms. Glenn Murcutt is a good example. FInd a style that makes our location specific.
What form could this take? - The use of indigenous materiality could play a major role in the design. This could potentially involve the use of heavy Australian timber used such as jarrah, blackbutt, brushbox, river red What form could this take instead? gum, Ironbark and Karri etc. - Instead it could focus on making the - Additionally, the structure could make most important rooms within the school use of many Indigenous the largest spaces in terms of scale. ethnoarchitectural forms such as - In a more abstract way, perhaps the domes etc. school is not the largest building in the - It could make use of traditional city, but instead the largest spanning Indigenous planning methods including building in the city link. This could be social organisation perhaps altered to achieved through connecting it to all the the program of a school. other buildings through a series of - The heavy use of native trees in land sky networks, where functionality and scaping rather than imported (refer to schooling services could be materiality above for a similar tree list). incorporated into the other city link - The community involvement in the lower structures that are shared by the sectors of the building, including retail community. and food could instead have a - Alternatively, there is the literal approach heavy focus on local businesses. An in which the school becomes the Australian style grill, traditional australi largest building in terms of height within an clothing store etc. ( No Nandos). the city link, and simply creating a facade that is more inviting and warm for children to enjoy.
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
09/24
4. Not too Orderly, Not too Chaotic The idea of order refers to the principles of balance, symmetry and repetition - the same thing happening again and again; the left side matching the right side. We generally have an itch to straighten things out, and when we can’t we become frustrated. However, excessive order can be just as much of a problem, too much regularity can be soul destroying - it’s rigid, alien, bleak, relentless and harsh. Variety and order means that everything is essentially the same width and height, but has been provided with the freedom of unique colour and form. Too much mess is off putting, too much order is boring. We crave organised complexity.
5. Compactness These days we labour under the false impression that we want to be far away from other people. In olden times, only the poor lived huddled together and it was horrible, however, as people began to sprawl outwards and get their own personal space; it has become a disaster. It feels cold, dead and lonely. It’s good to have the balancing moderating influence of living close to other people in uplifting surroundings. It is optimal to have something tightly packed - the idea is to have well ordered spaces with lots of open squares and public places in which we can hang out. The art of the square has gone into terrible decline. It should be intimate and closed enough to feel like an extension of your home, to large is alienating. You should be able to see the smiling face of the person walking on the other side of the square to you. We want containment, not claustrophobia.
6. Visible Life This is the idea that everything is on show, you can see what those around you are doing and what they are up to. The kids are on display for each other and the public as well. We love to see what people are up to. Developers these days have become obsessed with hiding technology, rather than simply making it nice to look at instead. For example, all high rises are anonymous, but the people inside could be up to all sorts of interesting things within the buildings.
What form could this take? - Glass classrooms in which everyone can see what others are doing. What form could this take? - Large open planned Theatres, Sports - Perhaps within the school, the order and halls, science labs that allow for people chaos are reversed from that which is to wander through and around, typical in a city. Maybe the rooms observing what is going on. have been permitted to be different - Public access theatres, cafes, libraries widths and heights, as long as they fit and art galleries in which the work of within an orderly grid of pre - organised the students is displayed or put on lengths (perhaps 3 metre intervals for What form could this take? show for all of the public to see as well. example). - Open squares will need to become a - Green spaces that can be easily seen - Creating variation could come from the prominent part of my design, however, by the public with the kids frolicking notion of instead using different the idea is to not make them too large, joyously throughout. materiality through the different as this could be overwhelming for the - Community interaction in and around sectors. Maybe Science makes use children. the school, selling stuff, working for the Ironbark timber design, where as the - The standard classrooms should be school, working with the school etc. arts sector is composed primarily from close together where the students can - Open air greenery spaces where people Jarrah. see what other kids are doing in other from the street below can see children - Alternatively, perhaps different native classes, the sports hall should be close playing, or perhaps clear glass plantage could be used in the to other rooms so as kids walk past, windows facing towards the city link landscaping elements of the building they can see what they are up to etc. could reveal what the students within to mark different sections. - All the kids should be close together are up to. - The variety could instead come without being cramped, this could vertically, with different width factor into furniture arrangement mezzanines and spaces that allow for principles as well. students above to look down and glimpse what is going on below while maintaining a set of predetermined intervals of lengths and heights for spaces as mentioned above.
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
10/24
Juxtaposition
Form-Function
Style and Material
Geelong Library and Heritage Centre
Matrera Castle Restoration, Spain
Heirloom by Match, Fremantle
Interface
Interpretation
Bagrati Cathedral, Georgia
The Museum of Perth Redesign
Inspiration from Heritage Design Principles - Adaptive Re-use Approaches As each structure within the city link will be adapted in order to accommodate the education link, a number of factors that commonly apply to the reuse of heritage (ruins specifically in this case). The most important and meaningful factor in the new design is the original building. It is the establishment of a relationship between the old and the new that is the most influential device in the new design. This can present a challenge for an architect as it demands a very different type of creative energy, it requires strategies that are not primarily motivated by taste or stylistic preferences. The following are a number of principles that could be relevant to the positive outcome of an attractive education link: - Juxtaposition: The visual impact of the new structure will depend largely on its relationship with the original building. The alternatives include building within, on, enclosing and integrating an original structure. Some solutions may include more than one approach but predominantly fit within the one general category.
- Form-Function: While the new element remains independent, particular qualities are derived from the original structure. The scale, and the dimensions, the proportions, the rhythm and the structural composition of the existing structure influence the design of the insertion. - Style and Material: The choice of materials and styles for the new build is very important and will have a significant impact on the existing building. Rebuilding with exactly the same materials, in terms of colour and texture, is not encouraged as it may tend to produce a pastiche of the old building reducing the significance of the original fabric. A more popular approach seems to be to provide a clear contrast between old and new materials and styles, contrasting the existing fabric against a contemporary insertion. - Interface: The new structure must be sufficiently weather-tight. Occasionally, where there is considerable penetration and disturbance and the cohesion of fabric and architectural details is irretrievably compromised, it
ARCT5004B - Studio
may be necessary to record what is there before reducing the fabric to a sustainable state. - Interpretation: This concept remains the most changed from that of the previous heritage rules. Instead, my interpretation of.... interpretation is that the functions of the education link must be relevant to the housing building in some way. This is primarily to encourage community interaction within the education link and promote community teaching. Conclusion Although not entirely relevant to the current proposal, understanding heritage and adaptive re-use are an excellent starting block in understanding effective and beautiful ways of achieving an appropriate design outcome. As what I am attempting to achieve exists almost entirely in original thinking, this approach will also allow for easier research into past adaptive re-use practices in order to gain an understanding of the Perth Education Link.
Tutor: Kukame McKenzie
Student: 20950992
11/24
The Three Preliminary Concept Designs (See Process Book for Full Proposals) 1.The Education City
2. The Traditional Timber School
3. The Community Teaching Program
This concept is primarily intended to make full use of the city link and encourage significant community interaction, and intermingling between students and the people of the city link. Playing primarily off the principle of “scale”, this concept creates an abstracted interpretation of scale where instead of the school becoming the largest building on the sky line, it is instead the largest spanning. This would be achieved by a series of sky bridges between all the structures of the city link, in which additional functionality and spaces are inputted into each building that are not only used by the school, but the entire community. These could include gymnasiums, sporting spaces, cinemas, libraries, vast food courts, theatres, galleries, just about any communal function.
This concept is an extension and evolution of my previously considered concept titled “the green box”. Instead, this seemingly uninteresting and uninspired concept will draw from the indigenous culture in order to derive a more interesting form. In the case of this concept, two principles are highlighted as the most important; these are “making it local” and “orientation and mystery”. Each major space, previously considered a void, will instead be modelled after a traditional shape within indigenous culture and architecture, these will form the main orientating spaces within the building such as the lecture theatre, cafeteria, laboratories etc. Additionally, this concept will make heavy, if not almost exclusive use of native Australian timber throughout its construction for both its structural integrity and aesthetic quality to create a distinctive aboriginal influence.
This concept is primarily and fundamentally the same as my previously second concept titled “Maximising the MRA” with a series of more in-depth additions. the focus of this concept exists namely in the community. The idea is to include the community in almost every aspect of the school from food, to library activities, to grading and experiencing their art. This is primarily focused on the ideas outlined in the documentary we watched earlier in the semester. All classrooms will be visible, the lecture theatres will be open access. Each podium will offer a different level of community access and interaction, additionally, the roofs of each access will provide full access, allowing for the life to be visible on the exterior of the building. Finally, each section will have fully visible circulation, allowing for life on the inside of the building to also be visible.
Previously, this concept was focused almost entirely on filling the initial void spaces located on the externalities of the structure with green space. While this is no longer the primary focus, it should be noted that native Australian landscaping is still intended to play a major role in the aesthetic quality of the structure while paying homage to the historical indigenous culture of Australia.
This design will primarily follow the principles of visible life and variety and order. This is self explanatory as the life of the school will be visible for the whole public to see, and vice versa. This concept remains perhaps the least evolved as of the writing of this and will require the most work to lift it above and beyond.
The primary school functions such as classes would primarily remain in the confines of Lot 10North, however, even this would be accessible by the public This would allow the community to view the school’s work and other projects. In doing this, the concept aims to achieve an abstracted understanding of scale, as well as the obvious addition of visible life, compactness through building across various building rather than just the one, variety and order through different spaces provided in an orderly manner over different buildings with different programs. This concept will make use of a preliminary concept that I quickly abandoned during week 3 due to constructive feedback from a guest reviewer. However, no risk; no gain.
ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
12/24
Student Accommodation
Community
General Schooling Structure
Educational Space Circulation Points Green Space -
The Final Chosen Concept - The Perth Education Link The Concept Existing as the culmination of all three of the preliminary concepts listed previously, The Perth Education link uses the Education City concept as its main guiding idea with elements of the traditional timber school and community teaching program also being included. The education link aims to make full use of the entirety of the Perth City Link by constructing large spanning sky bridges from building to building and making use of the pre-existing structures in order to locate all the elements and curriculum of the school within and on top of the other buildings of the Perth City Link. This will allow for the establishment of a community within the link and create an environment where the people of
Perth’s community will be able to play an open hand in educating the children of the Waldorf Academy, while also themselves making use of the schools many resources. In this way, the concept has borrowed ideas from the community teaching program. The Link will have three main anchoring buildings within the link consisting of Lot 10 North for general schooling and circulation purposes, Lot KS3 for community and schooling shared functionality, as well as Lot 4 where student accommodation is intended to be located. All of these structures will be linked through a very distinct timber materiality, juxtaposing itself with the rest of the link, and making use of various principles from the proposed traditional timber school scheme.
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What is the Benefit of This? Not only will this concept allow for the six principles of good city design to be fulfilled effectively, it will also provide an exciting opportunity for the community to contribute to the teaching of the next generation. It also allows for a footprint even larger and grander than a regular suburban school in the heart of the city centre. Lastly, this will provide an exciting atmosphere for children to learn and allow for them to feel apart of the community as a whole every day they go to school and integrate more seamlessly with society while learning real life experiences throughout their school life. The final result will be a unique school in which children will be given a first rate education while enjoying the luxuries that the city has to offer.
Tutor: Kukame McKenzie
Student: 20950992
13/24
4
3
KS6
7
KS3
KS1
9A N
9A S
9B N
9B S
KS3 - Public Library/Theatre 7 - Rooftop Cafeteria/Food KS6 - Wellington Park 3 - Residential and Shopping
KS2
9A North - Scitech and Sciences 9A South - Sports (join with 3) KS1 - Technologies/Handiwork KS2 - Engineering/Maths/Busin.
100m
Potential Curriculum Placement
‘Orientating’ Spaces -
75m
Circulation -
‘Mystery’ Spaces -
50m
10 - English/History/Language 10S - Art/Performance arts 9B South - Sports (join with 6) 9B N - Scitech and Sciences
10
10S
4 - Student Accommodation
N
14/24
Student: 20950992
Tutor: Kukame McKenzie
ARCT5004B - Studio
Figure 1. Perth City Link Lots as Provided by the MRA ARCT5004B - Studio
Tutor: Kukame McKenzie
Student: 20950992
15/24
The Perth City Link and its Intended Uses Lot 1 - Perth arena Lots 2 and 3a - Are currently planned as a 250 room Dorset hotel in conjunction with an apartment block intended to house 300 apartments. Lot 3b - Is currently planned by FEC WA as another apartment block with supermarkets, bars, restaurants and cafes at ground level. Lots 4a, 4b and 4c - Have all been proposed currently as student accommodation. It is being run by Cedar Pacific and will accommodate approximately 550 tertiary students in its current form. I however propose that it should instead be altered to accommodate 1300 students of high school level instead. This will work perfectly with my narrowed down concept of The Perth Education Link and will serve as one of three anchoring (orientating) points for my school. included communal cooking, theatre, gym, recreation and small and large study areas, to give students on a range of budgets an “urban experience” Lot 5 - Milligan Bridge Plaza features elegant landscaping with trees, gardens and striking public art, Old Milligan Street and the Milligan Bridge Plaza will provide an inviting way to move between Northbridge, Perth Arena and the city with elevated views. Lot 6 and 7 - Includes between 700 and 1000 apartments once again with supermarkets, bars, restaurants and cafes at ground level. Lot KS1 - Initially intended to be leased out to John Holland group, however, the
company has since backed out and no further news has been provided in
regards to what purpose the building will serve. The MRA intended for it to offer a significant commercial component with retail use at the ground level. Lot KS2 - This building has been leased out to Shell and features a number of cafes and restaurants on the ground floor. Lot KS3 - Currently no tenants with the exception of a childcare facility. The intention of the MRA was to have this building serve as a commercial structure with a highly activated ground floor to connect all the surrounding structures. I propose that this lot be turned into a public library/theatre combination that can be accessed by both the public and students. Lot KS4 - This building has been leased out to HBF and features a number of cafes and restaurants on the ground floor.
for this site to be the new home of scitech after being relocated. The government would have even assisted with the move. Even though this plan was scrapped, with the idea of revisiting the inner-city school, I believe it would warrant bringing the plan for a scitech relocation back as well. This will include a dedicated outdoor area on the external podium. Lot 9A and 9B South - Currently, no plans have been made public for these two sites. However, these two towers are envisaged to incorporate mostly commercial and residential functionality, with retail upon the ground level. Lot 10 North - This is our site and the primary entrance into my perth education link. It will feature many of the general classing facilities, reception etc. It will mainly serve as one of three orientating circulation pathways into the education link.
Lot KS5 - There was speculation and rumours that this would become a channel 7 Perth tower, but has not been confirmed. Regardlessm the MRA pictures this as a significant commercial development with retail on the ground floor.
Lot 10 South - Currently there are no plans for this lot with expressions of interest going out. However, the MRA has stated that they would prefer for it to include and become one or all of the following: retail, restaurants, cafes, cinema complex, offices, residential, serviced apartments and hotel.
Lot KS6 - Proposed extension onto the prexisting Wellington Gardens, adding far more substantial spacing for the park and allowing for more greenery and relaxation to connect the residential surrounding structures.
Lot 11 - Yagan Square is due to open in 2017, it will include a pedestrian thoroughfare lined with shops and alfresco dining, shaded grass terraces, native gardens, a children’s playscape, public art, an iconic digital tower, canopies,
Lot 9A North and 9B North - Mark McGowan’s scrapped plan for creating the Education Central precinct within the Perth city link previously proposed
ARCT5004B - Studio
performance and event spaces.
Tutor: Kukame McKenzie
Student: 20950992
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Native Australian Materiality Drawing Inspiration from the previous concept two: the traditional timber school, in conjunction with the principles of style and material discuss in the “Partial Inspiration from Heritage Laws” section - I propose to construct the structure predominantly out of timber. In keeping with the theme of “make it local”, I have attempted to outline some strong material choices from Australian sources down below. For Structural Purposes: Australian Buloke An ironwood tree that is native to Australia, this wood comes from a species of tree occurring across most of Eastern and Southern Australia. Known as the hardest wood in the world, this particular type has a Janka hardness of 5,060 lbf. As it is considered the hardest wood in the world, I figured this would be a perfect structural material for providing the majority of the building’s support. Also providing an excellent contrast with the existing buildings.
For Aesthetic Purposes
A range of native Western Australian Timbers should be used to construct a finnish that is both appropriate and attractive for the location. It could be an idea to find out more information about the specific timbers Yagan square uses and creating a contrast/similarly influenced design.
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Tutor: Kukame McKenzie
Student: 20950992
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Native Australian Landscaping
Pinnacle
Sweeper
Luscious
Eucalyptus
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Tutor: Kukame McKenzie
Student: 20950992
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Potential Classroom Layouts for Different Types of Learning
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Tutor: Kukame McKenzie
Student: 20950992
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Potential Classroom Layouts for Different Types of Learning
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Tutor: Kukame McKenzie
Student: 20950992
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Potential Classroom Layouts for Different Types of Learning
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Tutor: Kukame McKenzie
Student: 20950992
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Potential Classroom Layouts for Different Types of Learning
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Final Thoughts As outlined throughout this manifesto, there is a lot to like about city living. With the right design principles, and community interaction; a city can not only be a beautiful place to live, it can also be a nurturing environment for children to be raised and taught. The Education Link for the Waldorf High School Academy will aim to maximise the use of general city design principles, and the entirety of the Perth City Link in order to make an inclusive and exciting environment for children to be taught within the heart of Perth. Community interaction will not only become acceptable, but encouraged throughout the link to ensure that the people of Perth are able to play an active role in the way their children learn. This method of teaching and architectural design will provide a unique opportunity for children of all ages to experience everything that the city has to offer while still having full use of a campus even larger than that of a standard suburban school.
While from the outside the school may feel large in scale, internally it will become intimate and make effective use of what has already been placed within the city link. Using the already existing circulation cores and services of each building, the education link will have a minimal impact upon the already pre-existing structures in which they have been housed.
“Most modern cities around the world are quite frequently stifling and adult-oriented as the Save Perth Modern School Organisation claims – however, not ALL of them are. Beautiful cities exist all around the world in which children are raised and grow up in a nurturing and enriched environment. The Waldorf Pedagogy Style of Teaching, In conjunction with a unique and inspiring school campus could be the answer to many of the problems that arise from using Perth city as the site.”
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Special thank you to all the guests who were able to attend studio this semester and were organised by Kukame McKenzie. This allowed for us all to gain an excellent insight into the important issues and matters surrounding the schooling system and how to best optimise architecture to the advantage of everyone involved. 17/08 - Rachel Pages-Oliver, Sessional Academic, Department of Architecture and Interior Architecture, Curtin University 24/08 - Annelise Safstrom, Director Urban Design, Metropolitan Redevelopment Authority (MRA) 25/08 - Most Likely to Succeed Documentary 31/08 Adrian Piers, Principal, Dianella Secondary College Education Support Centre, and Armando Giglia, Principal at Butler College, and Hannah Piers, Teacher, Leeming Senior High School Education Support Centre 07/09 - Lara MacKintosh, Director of Learning and Teaching, School of Built Environment, Curtin University.
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