M IC R O C IT Y Max H u
MA R C5001: GRADUATION ST UDIO Max Hu COUR SE COORDINAT OR Adj unc t Professor Hel en Lochhead
MA S TER OF ARCHIT ECT URE U ni versity Of Sydn ey Semester 1, 2015
MIC R O CIT Y: A CIT Y OF POSSIBILITIES DESIGN STATME N T
S IT E RES EA R CH GEN IUS L OC I
DE S IG N S TR ATEG Y PROPOSITION S
F IN A L DES IG N
SC HOOL WIT HIN A SCHOOL
V IG N E T TES
MOMEN TS IN A RCHIT E CT URE
FA B RIC ATION ARC HITEC TURA L MODE LS
P RE C E DEN TS REFEREN C E
MICRO CIT Y: A CIT Y OF POSSIBILITIES Max Hu The Micro City project aims to re-articulate the proposition of a school in the urban environment and to explore the concept of school as a community hub. This project investigates opportunities for a compact high-density public school within metropolitan Sydney to act as a focus and catalyst for local communities while delivering innovative school building design that supports 21st century educational pedagogy. The challenge of realising a 21st century school is developing an innovative vision that provides the best learning environment for young people. This environment will allow for individual and collaborative teaching and learning environments and will readily adapt to future needs. It will also consider onsite childcare to attract and support working parents, quality before and after school care and other community facilities. Transforming spaces for learning In the book “Designing For Education”, Julia Atkin describes that “the design of education and environments to support 21st century learning must be driven by a response to the 21st century context, clarity of educative purpose and contemporary pedagogy (the art and science of helping young people to learn).” 1 The nature of the 21st century world is characterised by “globalisation, post-industrialisation and unpredictable economic and social events,” 2 therefore modern educative purpose must prepare young people for entering a society that is in a state of rapid transformation, and also to train young people with the ability to adapt to future changes and uncertainty. Hence, 21st century educational pedagogy is driven by a desire to develop young people’s ability to be more “adaptable, creative, collaborative, responsive, self directed and capable of being self-managing in networks.” 3 This means emerging educational spaces and
functions must also respond to 21st century educational pedagogy in terms of their potential to have a transforming effect on young people’s learning experience.
Archetype The proposed school is located in the civic precinct of Ultimo - an inner-city suburb of Sydney. The site is a large open space surrounded by dense urban fabric next to the former “Hellhole” quarry face - one 4 of the three Saunders sandstone quarries in Ultimo and Pyrmont. The site is bounded by Wattle Street to the West, Fig Street to the South, Jones Street to the East (approximately 15 metres above the quarry face), and an existing light rail line to the North. There is a strong sense of memory hidden in the large open space that was once alive. The proposed built form responds and contributes to its surrounding context by identifying existing characteristics of the site - the quarry face, heritage buildings as well as existing trees and nature corridor. These characteristics are the key essence of the site and are important to retain, therefore the available area to build is between and around these elements suggesting that the footprint of each building positioned on the site is relatively small. This ‘scale’ in fact also suits the proposed users of the site - children. Conceived as a micro city campus, the school is configured as a cluster of ten small buildings that are sited around the quarry face, heritage buildings and existing trees. These small buildings leave a variety of interstitial spaces between them including open playgrounds, intimate courtyards, sunken plazas and narrow passageways at various scales. These interstitial spaces are intended to encourage diversified and spontaneous activities of children. The spatial concept thus proposes a visiting and learning experience alternating between the interior of the school buildings and the landscape outside. The further articulation of interstitial spaces draws inspiration from existing urban spaces in Ultimo and Pyrmont. A series of small-scale playful corners, labyrinth-like passageways and open playgrounds exist, which provoke children’s curiosity and imagination, as well as their memories of space in the peninsula. Through this, the proposal also intends to continue the urban spatial memory of the Ultimo and
Pyrmont peninsula, to continue the quality of urban spaces during the renewal and gentrification process.
Schools within schools (SWIS) It was vital to establish a sense of community and belonging, given the size of the student population the proposed public school is expected to accommodate up to 1000 students from K to year 6. It is essential that both the physical and organisational design be based on smaller learning community sizes. As a result of the ‘small scale’ design principle in relation to site constraints and users, the school is designed around the concept of “schools within schools” (SWIS).5 Each of these SWIS, or buildings, provides individual home bases within the campus, thus creating small, independent learning communities within the larger school environment. The proposed school program includes main classroom buildings, open playgrounds, a STEM centre, communal hall, special programs, covered outdoor learning areas, administration and staff offices, canteen and childcare facilities. In response to opportunities for shared community use, the proposal will also allow for other complimentary uses on the site that serve the local neighborhood. The school’s facilities are designed sufficiently flexible to be used for both during school or out-of-school activities. The proposal includes onsite childcare to attract and support working parents. The existing heritage buildings are re-adapted and integrated into the school facilities including canteen, markets, community kitchen, cafe and STEM learning centre/Maker space that can be shared with the broader community. The proposal introduces an innovative learning model - a STEM learning centre on the school site. 6 STEM is an acronym for “Science, Technology, Engineering and Maths”. Students have the opportunity to learn these fields through project based workshops and hands-on activities within the maker space. STEM education is deeply intertwined in the real world and by introducing these fields to children’s early education enables young people with “knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the workforce or in their roles as citizens in the future.” 7 The STEM learning centre will also be shared with the community after school hours, and attract and support people with these interests.
The rooftop space of each SWIS is also utilised as community gardens, where students and community have the opportunity to grow and harvest their own fresh produce and a variety of Australian native plants. The rooftop gardens also support the community kitchen and markets within the school, which help to build and further strengthen communities. Internally, each SWIS features project learning spaces, small group presentation space, central dais, quiet spaces and covered breakout areas. Each building has two separate quiet spaces that interface with external learning spaces, as well as a clear-floor, multi-use space. All home bases and studio/project spaces are connected to the central dais / performance space, as well as sheltered external breakout areas resulting in spaces with high levels of permeability. Each SWIS features four modules based on project learning spaces. Each module has a standard size of 50sqm, the pivotable panels form the wall of central dais can be opened to allow the two project learning spaces joined as one. The sliding screens hidden inside the wall of quiet spaces can be opened, connecting with the central dais to form a large group study space. When not in use, these movable elements are hidden or fixed, opening up the interior as one large open space. This provides permeable views within each SWIS and ensures that the internal spaces are always well ventilated. The double layered internal wall provides opportunity to create built in lockers, storage, bookshelves and small scale seating spaces. Architectonic To further develop the modular principle, the proposal explores the use of pre-cast concrete panels as the method of construction for the external walls of the school buildings. The white concrete exterior finish sets a contrast to the surrounding heritage buildings, and also creates attractive contrasts of shadow and light. The proposal also responds to local materials, recycled brick is used in the communal hall building, and an Australian timber ‘Blackbutt’ is used for all the sills around the fenestration. The leftover sandstones were collected from the peninsula to construct the raised podium as well as the pavement. Over time, these materials will wear and fade into a more harmonious color with the landscape. These materials suggest a sense of timelessness.
1 OECD, Designing for education: Compendium of Exemplary Educational Facilities 2011 (2011), 24 2 Ibid, 24 3 Ibid, 24 4 Robert Irving, ‘The Story of The Saunders Sandstone Quarries Pyrmont’ Paradise Purgatory Hellhole, (2006) 27 5 OECD, Designing for education: Compendium of Exemplary Educational Facilities 2011 (2011), 29 6 Sally Moomaw, Teaching STEM in the Early Years: Activities for Integrating Science, Technology, Engineering, and Mathematics (2013) 15 7 Steve Olson, Jay Labov, STEM Learing is Everywhere: Summary of A Convocation on Building Learning Systems, (2014) 1
SIT E RESEARCH GENIUS LOCI
A place is always what it was, No matter how much we try to remake it. The imagination can always go to first things. Seeds from the Port Jackson fig, clematis, boronias, And a hibiscus, stand in for seeds from all over the world. And a necklace of shells in memory of the peninsula’s lost beaches. But these things can yet bloom in Pyrmont. Visions of the past fire commitment to the present. How will the new Pyrmont park by planted? Will the selection of plants relate to the place and its ancient roots? Deliver the past to a richer present. Shirley Fitzgerald, freelance public historian (in Devenport, 2004)
“Preservation is something more complex than just a question of the past remembered; the past allows the present to pursue the future. Hence ‘memory’ itself is select and fissured, sometimes distinguishable from amnesia.”
Cosmopolitanism, Carol A, Breckenridge
ULTIMO / PYRMONT T IM ELINE
INDUSTRIALISATION & COMMERCIALISATION (1807) -1840S - MID/LATE 1900s SANDSTONE REMOVAL 1820S - 1890S - (1931)
1790
1800
ABORIGINAL OCCUPATION
RAILWAYS AND WHARVES
(50,00BP) - 1840s
(1854) - MID-1870S - MID - 1980S
1810
1820
1830
1840
1850
1860
1870
1880
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
2010
LAND CLEARING
URBAN RENEWAL
1790S - 1840S
EARLY 1980S - PRESENT
AGRICULTURE (1796) - MID-19THC - (EARLY 1900S) URBANISATION (1804) - LATE 1830S - EARLY 1900S LAND RECLAMATION (1840) - 1850S - MID-1950S
2020
ULTIMO / PYRMONT U RB AN CON TEXT
ULTIMO / PYRMONT S U N ACCESS
NORTH 360
JU
NE
21
13:00
12:00
11:00
14:00
10:00
15:00
09:00
16:00
08:00
13:00 14:00
12:00
11:00
15:00 10:00
WEST
270
90
16:00
EAST
09:00 17:00 08:00 18:00 07:00 19:00
06:00
20:00
DE
C
180 SOUTH
21
ULTIMO / PYRMONT W IND ACC ESS
N
T HO
ER MM SU
S ND WI
S HOT SUMMER WINDS COOL WINTER COOL WINDS SUMMER WINDS
SE SW
S ND MM
ER
E W
SU CO
OL
WI
NE NW
ULTIMO / PYRMONT F I GUR E GROUN D
ULTIMO / PYRMONT M OV EM ENT : DROMOL OGICA L CHA RACT E R
ANZAC BRIDGE MAJOR ROADS LIGHT RAIL SECONDARY ROADS
ULTIMO / PYRMONT Z O NING
EDUCATIONAL
RECREATIONAL
RESIDENTIAL
INDUSTRIAL & COMMERCIAL
GREEN SPACE
ULTIMO PUBLIC SCHOOL E X ISTI NG CON TEXT
ULTIMO PUBLIC SCHOOL S ITE TRAN SFORMATION
NATIVE BUSHLAND Pre-settlement
“HELLHOLE” QUARRY 1860S
“HELLHOLE” FILLED WITH RAINWATER 1870S
REFILL & GARBAGE DUMP 1880S
WINCHCOMBE & CARSON WOOLSTORE NEXT TO THE SITE 1890S
TAR DISTILLATION PLANT 1906
PRESENT 1906 -
DE SIGN STRATEGY PROPOSITIONS
PROPOSITIONS
SMALL SCALE In relation to site constraints & users
NEGATIVE AS POSITIVE Interstitial spaces
AGILE LEARNING SPACES Flexible modular
SMALL SCALE In relation to site constraints & users
A primary design proposition was the integration of the new public school into its environment. The immediate site was once known as “Hellhole� - one of the three Saunders sandstone quarries in Pyrmont. There was the enormous quarry (cliff) face on the Eastern side where the stone was cut out. The site of Hellhole is now the Sydney City Council depot, the brick buildings along Wattle Street and Fig Street represented the heritage remnants on the site which provided an opportunity for restore and readaptation. The existing trees and the adjacent nature corridor also represented an opportunity to anchor the built form into the site respectfully and establish a sense of place and environmental connectedness for the school community. The proposed built form is organised around the existing elements on site - the quarry face, heritage buildings and the trees. As a result, there are a few learning environments, the school buildings, administration and child care buildings are separated and scattered across the entire site.
Quarry (cliff) face
Heritage facades
Existing trees
SMALL SCALE In relation to site constraints & users
QUARRY FACE
NATURE CORRIDOR
Significant
Significant
EXISTING TREES STORE OFFICES
Significant
WORKSHOP
Significant
Significant
OFFICE & WORKSHOP
Significant
SMALL SCALE In relation to site constraints & users
NEGATIVE AS POSITIVE Interstitial spaces
Another design proposition was the activation of the interstitial spaces around the proposed built forms. The fragmentary building composition creates opportunities for urban elements such as plazas, streets, small lanes, courtyards and sunken amphitheatres at various scales. These external spaces are intended to encourage diversified and spontanrous activities of children. Small-scale playful corners, labyrinth like passageways and open playgrounds are created to provoke children’s curiosity and imagination. Through this, the project also intends to continue the urban spatial memory of Ultimo/Pyrmont peninsula in the proposed school design, so as to avoid abandonning the continuity of urban fabric during urban renewing and gentrification process.
NEGATIVE AS POSITIVE Interstitial spaces URBAN SPACES IN ULTIMO/ PYRMONT
Lanes
Public space
Stairs
Heritage
NEGATIVE AS POSITIVE Interstitial spaces
AGILE LEARNING SPACES Flexible modular
The project also aims to create agile learning environments. Each individual building provides homebase areas within each of the learning neighbourhoods, thus create small, independent learning communities within the larger school environment. Internally, each building features small group presentation space, central dais, quiet spaces, project spaces and covered breakout areas. Each building has two separate quiet spaces that interface with external learning spaces, as well as a clear-floor, multi-use space. All homebases and studio/project spaces are connected to the central dais / performance space, as well as sheltered external breakout areas resulting in spaces with high levels of permeability.
FI NAL DESIGN SCHOOL W ITHIN A SCHOOL
MOVEMENT DIAGRAM Access
PRIMARY ACCESS
SECONDARY ACCESS
ORGANISATIONAL DIAGRAM Programming
GROUND FLOOR
COVERED OUTDOOR LEARNING AREA
FIRST FLOOR
ROOF LEVEL
SCHOOL MASTERPLAN DIAGRAM
1:1000
SITE PLAN
1:1000
GROUND FLOOR PLAN
1:1000
GROUND FLOOR PLAN
1:1000
FIRST FLOOR PLAN
1:1000
WEST SECTION 1:1000
SOUTH SECTION
1:1000
SCENARIO 1 Presentation Day
OUTDOOR LEARNING AREA connected to the central playground allows for teaching and project activities to be conducted outside
CENTRAL DAIS Allows for role play and performances while also acting as a platform for student projects to be constructed and continually worked on
LEARNING HUBS small rooms provide withdrawal space for small groups in an isolated space. the movable panel can be slided into the double layered interior wall allows the space to open to the covered outdoor area
LEARNING CORRIDOR A centralised circulation zone can be functioned as a messy play/learning area. allows for make + create activities to occur adjacent to all the learning area
TYPICAL FLOOR PLAN
1:200
LEARNING SPACE targeted teaching areas allows for focused group work to occur adjacent to the learning areas.
SCENARIO 2 Drama Class
HOMEBASE furnitures can be re-arranged to allow for project discussion.
QUIET LEARNING HUBS small rooms provide withdrawal space for drama script writing
CENTRAL DAIS the central stage can be partially closed off allows for individual learning to occur.
HOMEBASE HOMEBASE typical learning space can be transformed intoa large open space provides opportunities for role play practice.
TYPICAL FLOOR PLAN
1:200
targeted teaching areas can be transformed into a group meeting space, allows for presentation to be briefed
SCENARIO 3 Exam Day
HOMEBASE two homebases can be joined as one large space allows for exams to be conducted. INDIVIDUAL LEARNING NOOK built in desktop allows for individual study to occur within the large learning space.
HOMEBASE targeted learning zone provides an area for intensive focused small group learning.
TYPICAL FLOOR PLAN
1:200
STEEL CAPPING FALL TO INSIDE
450 mm BLACK EARTH
6 mm ALUCOBOND FIXING STRAP
WHITE MARBLE GRAVEL POLYESTER GEOTEXTILE FABRIC MEMBRANE DRAINAGE CELL
TIMBER PACKING
ROOT PROOF MEMBRANE METAL FLASHING
GLASSWOOL INSULATION BATTS ARLITA LIGHT ARIDS MORTAR FOR SLOPE 200 mm REINFORCED CONCRETE SLAB
1500 x 1500 x 75 mm CONCRETE PAVING SLABS WITH 10 mm NOMINAL GAP ADJUSTABLE PLASTIC SUPPORTS FOR NOMINATED CONCRETE PAVING UNITS 75 mm EXTRUDED POLYSTYRENE INSULATION ADHERED TO REINFORCED CONCRETE UPSTAND MILD STEEL ANGLE CAST INTO CONCRETE PANEL BASE FLASHING TO EXTEND 205305 mm ABOVE EXPECTED WATERLINE HORIZONTAL SEAL FLASHING FIXED WITH FLEXIBLE SEAL SMOKE SEAL EUROPANELS NATURA PRO (EQUITONE) 150 mm PRECAST CONCRETE SPANDREL NU161 WHITE 200 mm REINFORCE CONCRETE SLAB 15mm 'BLACKBUTT' TIMBER SILL AROUND THE OPENINGS INSULATING PANEL BY 'ECLIPSIS' TRANSLUCENT POLYCARBONATE PANEL FILLED WITH NANOGEL.
TIMBER SLIDING PANELS
9mm FIBRE C GLASSFIBRE CONCRETE CLADDING BY 'RIEDER'
NEOPRENE BAFFLE STRIP
NOMINATED CONCRETE PAVING UNITS ON VERSIPAVE GP ADJUSTABLE PAVING SUPPORTS BY 'ELMICH' 300 mm REINFORCE CONCRETE SLAB 75 mm EXTRUDED POLYSTYRENE INSULATION ADHERED TO PRECAST CONCRETE PANELS
WATER RESISTNAT MEDIUM DENSITY FIBREBOARD WINDOW REVEAL
32 mm PLASTERBOARD INTERNAL LINNING INSULATED DOUBLE GLAZING
25 mm x 130 mm WATER RESISTANT MEDIUM DENSITY FIBREBOARD WINDOW SILL NOMINATED SANDSTONE/CONCRETE AGGREGATE PAVEMENT FOR EXTERNAL SPACES
CONCRETE FOOTING
CONSTRUCTION DETAIL 01
SECTIONAL PERSPECTIVE SCALE 1:20
MATERIALS PALETTE
EXTERIOR FINISH
EXTERIOR FINISH
PRECAST CONCRETE PANEL BY ‘EQUITONE NATURA PRO’ FINISH WITH NU161 WHITE FERRO LIGHT TEXTURE
WINDOW SILL & ADJUSTABLE PANELS
BLACKBUTT WITH PALE BROWN FINISH AND SLIGHT PINKISH TINGE
PAVEMENT
CRUSHED AGGREGATE - SANDSTONE, BRICK AND CEMENT FOR EXTERNAL PAVEMENT FINISH
FACE BRICK FOR COMMUNAL HALL EXTERIOR FINISH
EXTERIOR FINISH
FIBRE C GLASSFIBRE CONCRETE PANEL BY ‘RIEDER’ FOR THINNER INTERIOR CLADDING, FINSH WITH FERRO LIGHT TEXTURE
VIGNET TES MOMENTS IN ARCHITECTURE
FABRICATION ARCHITECTURAL MODELS
PRESENTATION MODEL 1 :2 0 0 J E LUTO NG WOOD BASE RO UT E D BY CN C POWDER P RIN TIN G FOR SCHOOL BUILDIN G S B I R CH WO OD FOR HERITAG E BUILDIN G S
WORKING MODEL 1:500 J E LUTO NG WOOD BASE RO UT E D BY CN C POWDER P RIN TIN G FOR SCHOOL BUILDIN G S J E LUTO NG FOR HERITAGE BUILDIN G S
PRECEDENT S REFERENCE
FUJI KINDERGARTEN Tachikawa, Japan Tezuka Architects
KEY STRATEGIES
The design maximises the space available for secure but unconstrained play, with roof deck running around the entire single - storey structure and a large enclosed central courtyard. Three existing mature zelkova trees have been incorporated into the building, protruding through the roof to form a green canopy that provides welcome shade for part of the roof deck in summer. Open interiors allow children to mix and move around at will. There are no mixed walls between the classrooms, and children can move between class groups.
CATHOLIC EDUCATION OFFICE NORTH STRAHFIELD PRIMARY SCHOOL Sydney, Australia BVN Architecture
KEY STRATEGIES
Diversity of learning environments providing choice for places to learn – A Learning Landscape Scale – honouring the student. Tactility – natural materials that evoke the senses and help arouse curiosity of children A Landscape for Discovery Learning Through Play
Ă˜RESTAD COLLEGE Copenhagen, Denmark 3XN Architects
KEY STRATEGIES
Dynamic and life-like studying environment and introducing technology as a main tool. Four study zones occupy one floor plan each. Avoiding level changes makes the organisational flexibility as high as possible, and enables the different teaching and learning spaces tooverlap and interact with no distinct borders. Central staircase becomes social place for students to meet and hangout.