Sbe stage 2 brief development by michael blumrick portfolio

CONTENTS 1. 2.

DEVELOPMENT OF BRIEF THEORETICAL ANALYSIS 2.1

LEARNING IS ABOUT MAKING CONNECTIONS - A UNIVERSITY OF THE 21ST CENTURY. pg 3 2.1.1 2.1.2 2.1.3 2.1.4

2.2

pg 3 pg 3

Cognitive Connections Social Connections Experiential Connections Environment & Architectural Phenomenology

pg 3 pg 3 pg 4 pg 4

THEORIES OF IDENTITY AND THE BUILT ENVIRONMENT

pg 4

2.2.1 2.2.2 2.2.3

Place Identity Social Identity Theory Identity Process Theory

pg 4 pg 5 pg 5

SITE CONSTRAINTS + OBJECTIVES

pg 6

CLIMATIC INFLUENCES

pg 6

FUNCTIONAL AND ACCOMMODATION REQUIREMENTS

pg 7

5.1 5.2 5.3 5.4

pg 7 pg 8 pg 8 pg 8

RECEPTION AND PUBLIC AMENITIES SOCIAL SPACES STUDENT ACCOMMODATION ON SITE PARKING

USERS OF THE BUILDING

pg 9

6.1 6.2 6.3

pg 9 pg 9 pg 9

STUDENTS STAFF / LECTURERS + ADMINISTRATION GENERAL PUBLIC

ZONES

pg 9

7.1 7.2 7.3 7.4 7.5 7.6

pg 9 pg 9 pg 9 pg 10 pg 10 pg 10

PUBLIC ZONE SEMI PUBLIC ZONE RESOURCE ZONE PRIVATE STUDIO ZONE PRIVATE LEARNING ZONE PRIVATE ADMINISTRATION ZONE

DISCIPLINES TO BE INCORPORATED

pg 10

PROPOSED ACCOMMODATION SCHEDULE

pg 11

1. DEVELOPMENT OF BRIEF The desire of such a new institution would be to unite the existing institution's long-separated facilities to form a platform for interdisciplinary collaboration. The a design of a School for the Built environment is envisioned which will emphasize an open learning environment where every student feels part of the creative learning community and an integral part of the development and the creative process which allows for mutual inspiration and exchange of knowledge and ideas and to provide the platform for inspiration and innovation. The proposal will serve as a center of growth for the future of architecture and the upliftment of the built environment. Recent studies and events have demonstrated how important the built environment is to societyâ&#x20AC;&#x2122;s wellbeing. Societies around the world are increasingly changing with the growing awareness on how their actions effect the environment and the importance of sustainable living. The aim is to create a school that is at the forefront of sustainability. 2. 2.1

THEORETICAL ANALYSIS LEARNING IS ABOUT MAKING CONNECTIONS - A UNIVERSITY OF THE 21ST CENTURY. With the rapid advancement of technology and neuroscience of the last decade, mankind has added a new dimension to our knowledge about learning that has reinforced our previous conclusions from cognitive psychology that learning is about making connections, the experience of seeing the connection between two formerly isolated concepts. New approaches to problem based learning and research based learning call for making connections between knowledge and its applications. New technologies are connecting people with others and with others and with powerful new sources of knowledge. Making connections is an imperative for learning and can be defined in the following categories: cognitive connections, social connections and experiential connections. 2.1.1 Cognitive Connections Modern cognitive science postulates a structure of the mind known as schema. A schema is a cognitive structure that consists of facts, ideas and association organised into a meaningful system of relationships. People have schemata for events, places, procedures and people. For instance a personâ&#x20AC;&#x2122;s schema for a place such as DUT might include concepts such as location, reputation, the characteristics of the student population, the style of campus architecture. Thus the schema is an organised collection of bits of information that together build the concept of the university for each individual. Cognitive theory explains that what students can learn depends on a dense network of vocabulary, terms and concepts and a thorough exposure to these. It has further been established that to promote deeper approaches to learning, active learning methods must be employed which include encouragement of student interest in the subject, opportunities for students to interact with others (multidisciplinary) and new information presented in a logical, integrated format which forces students not just to receive information but to make information. For example a student will understand more about how a wall is built if he is involved in actually building the wall than if he is instructed how to in a classroom. 2.1.2 Social Connections Research in psychology has shown that knowledge is socially constructed and that we learn not by accurately reproducing an object but by through the social process of constructing knowledge through negotiation and agreement amongst knowledgeable peers. This research argues towards learning communities, collaborative learning and other forms of learning that places students in a socially interactive environment. This shows the importance for the integration of cross learning within the school of the built environment where each discipline must interact socially and intellectually to enhance the process of learning for each other. 3

2.1.3 Experiential Connections Making the connections between experience and learning is vitally important to improve learning and performance within the students. Learning by experience is a vital practice in education which includes the use of simulations, gaming, role playing, problem based learning, case studies and other experiential learning techniques that gets students involved in something that feels less abstract, which will enable them to use their experiences to enhance their learning and their learning to enrich application. By applying these connections into the new school for the built environment we can create an environment that will produce students who can think, analyse problems, critique solutions and to continually learn to enhance themselves throughout their lives. 2.1.4 Environment + Architectural Phenomenology This focuses on research and design that incorporate a qualitative approach to environmental and architectural experience. One key emphasis is design, education, and policy supporting and enhancing natural and built environments that are beautiful, alive, and humane. Realizing that a clear conceptual stance is integral to informed research and design, the emphasis is on phenomenological approaches but also cover other styles of qualitative research. Exemplary themes which include: Sense of place Architectural and landscape meaning, changing conceptions of space, place, and nature, home, dwelling, and journey, the nature of environmental and architectural experience, environmental design as place making, the practice of a lived environmental ethic. 2.2

THEORIES OF IDENTITY AND THE BUILT ENVIRONMENT

2.2.1 Place Identity Aspects of identity linked to place can be described as "place-identity." The term has been in use since the late 1970s (Proshansky, 1978), and is here, as originally, typed with a hyphen. Place-identity has been described as the individual's incorporation of place into the larger concept of self (Proshansky, Fabian & Kaminoff, 1983), defined as a "potpourri of memories, conceptions, interpretations, ideas, and related feelings about specific physical settings, as well as types of settings" (1983, p. 60). Place attachment is considered a part of placeidentity, but place-identity is more than attachment. Place-identity is a substructure of selfidentity, much like gender and social class, and is comprised of perceptions and comprehensions regarding the environment. These perceptions and conceptions can be organized into two types of clusters; one type consists of memories, thoughts, values and settings, and the second type consists of the relationship among different settings (home, school, and neighborhood; Proshansky & Fabian, 1987). Identity develops as children learn to differentiate themselves from people around them, and in the same way, place-identity develops as a child learns to see her or himself as distinct from, but related to, the physical environment. Among the first identity determinants are those rooted in the child's experience with toys, clothes and rooms. The home is the environment of primary importance, followed by the neighbourhood and the school. Here, social and environmental skills and relationships are learned, and the "lenses" are formed through which the child later will recognize, evaluate and create places. Place-identity changes occur throughout a person's lifetime (Proshansky & Fabian, 1987). Five central functions of place-identity have been depicted; recognition, meaning, expressiverequirement, mediating change, and anxiety and defence function. Place-identity becomes a cognitive "database" against which every physical setting is experienced (Proshansky et al., 1983). In the time since the term "place-identity" was introduced, the theory has been the model for identity that has dominated environmental psychology. Place-identity theory refers to 4

"schemata" that Neisser (1976) and Piaget (1954) describe as perceptions and ideas that also concern the physical environment. The cognitive structures tend to be remote from the awareness of the individual, even more than social and personal cognitive structures, because physical settings are "backdrops" against which events occur (Proshansky et al., 1983). 2.2.2 Social Identity Theory The phrase "self-concept" is often used when referring to the answer to "who am I?" Our "self-concepts" contain both statements about what makes us similar to other people, and what makes us dissimilar. People construct a perception of themselves and others by means of abstract social categories, and these perceptions become part of people's self-concepts. We define ourselves with qualities that characterize the groups to which we belong. Tajfel (1972, cf. Hogg & Abrams, 1995; Tajfel, 1982) explains "social identity" as the individual's knowledge of belonging to certain social groups, as well as the emotions and values this conveys to him or her. Social identity therefore depends on the quality of the groups or entities we belong to or have as a positive reference, such as nationality, culture, religion, family, neighbourhood etc. The social identity we acquire as a member of social groups might produce group behaviour. In any given situation, different combinations of the selfconcept will be central to the individual, producing different self-images. Social comparison theory assumes that people see themselves and their group in a positive rather than a negative light. Positive characteristics are more likely than negative characteristics to be perceived as in-group attributes. This occurs because we are motivated to win and preserve a positive self-esteem. People will join other groups if positive selfesteem is not preserved. If people cannot leave a group, they will deny the negative characteristics of the group, or reinterpret them as positive self-concepts (Tajfel, 1981; Turner, 1982). Within the field of social psychology, theories on identity have been constructed, tested and modified, but the element of the physical environment has largely been neglected. TwiggerRoss et al. (2003), however, found that social identity theory is easily transferable, and can be further developed to include aspects of place. A place can be defined as a social entity or "membership group" providing identity. A place is often associated with a certain group of people, a certain lifestyle and social status. In relation to maintaining a positive self-esteem, this means that people will prefer places that contain physical symbols that maintain and enhance positive self-esteem, and, if they can, they will avoid places that have negative impacts on their self-esteem (Twigger-Ross et al., 2003). 2.2.3 Identity Process Theory Breakwell (1983, 1986) formulated an identity process theory that has been useful for research on identity with respect to the built environment (cf. also Speller, 2000). Identity in this view is seen as a dynamic, social product of the interaction of the capacities for memory, consciousness and organized construal. Identity can thus be seen as both a structure and a process. The structure of the identity is manifested through thought, action and affect. This model does not make any distinctions between personal and social identity, but differentiates between the content dimension and the value dimension. The content dimension contains both personal and social identity, and the value dimension contains the positive or negative value of these categories. The organization of the content dimension is hierarchical, but not static. The organization of elements changes according to inputs and demands from the social context. The identity structure is also regulated by an accommodation-assimilation process, absorption of new components, and adjustments in the existing identity structure. The formation processes of identity are guided by different principles according to culture, and within a culture, these principles will vary over time and across situations. In Western industrialized cultures, Breakwell (1986, Twigger-Ross et al., 2003) sees the current guiding 5

principles as continuity, distinctiveness, self-efficacy and self-esteem. Korpela (1989) argues that in much of the research literature on identity and place there are implicit principles that fit with Breakwell's theory. These principles are in general well documented in cognitive and social learning psychology (Korpela, 1989). Breakwell (1983, 1986; Twigger-Ross et al., 2003) argues that places are important sources of identity elements. Aspects of identity derived from places we belong to arise because places have symbols that have meaning and significance to us. Places represent personal memories, and because places are located in the socio-historical matrix of intergroup relations, they represent social memories (shared histories). Places do not have permanent meaning; their meaning is renegotiated continually and therefore their contribution to identity is never the same. Breakwell (1996, see Twigger-Ross et al., 2003) also argues that being in new and different places affects identity through attenuation/accentuation, threat and dislocation. She also emphasizes that places are nested (from room to country). The nesting may be defined as a product of social and personal meanings, not necessarily as a product of geographical hierarchy. 3. SITE CONSTRAINTS + OBJECTIVES From the analysis conducted, numerous constraints were determined and will be taken into account. The existing s-block housing all departments for the built environment is the obvious constraint as its enormous mass in relation to the context of the campus is out of scale and dominates visually. The designer of this building has failed at all levels to create an appropriate learning and teaching facility. The building has been oriented perfectly to face north, however it seems to have been done so as a response to the direction of the longest boundary being east west. Strangely the northern facade has 'turned its back' to the sunlight and avoided the natural light that is on offer. Although the building as a whole has been orientated correctly, the various wings that make up the block and lead off the main horizontal access passages are orientated south/ north, which is not ideal. These wings are positioned very closely to one another, creating very dark wells where the lower floors realise natural light at around midday. The building acts as a screen to block the predominant winds. Natural ventilation is lacking as a result of this design. There is no variety in terms of classroom and studio types, with a standard module design of every wing. There are no level changes, no racked seating classrooms or no variation in widths of the rooms. The result is an illegible building, where every floor and every corridor looks and feels the same, making it difficult to orientate one's self in the building. The aim of the new building will be to take advantage of this positive orientation on offer and allow natural light to enter into the learning spaces. Predominant winds will be controlled to filter through the new building and naturally ventilate all spaces. An emphasis on creating a sense of place that is clearly legible with various learning spaces of varying shapes and sizes will strongly be considered. 4. CLIMATIC INFLUENCES The City of Durban is located on the 30degree latitude South of the equator and enjoys a pleasant sub-tropical climate all year round. the warm Indian ocean moderates the winters, with average maximum temperature being 23 0c. Summers can be hot and humid but easterly breezes help to cool the air. The average maximum temperature in summer is around 280c. Rain falls throughout the year, with most falling in the summer months. The average time of sunrise in the summer is 5am while sunset is at 7pm. In winter, sunrise averages at 7am while sunset is at 5pm.

There is a high degree of sunshine during the year especially during summer months. This amount of sunshine means a high degree of solar radiation and its associated problems such as expansion of materials; fading of finishes and warping of timber. The goal will be to take advantage of this natural light, aiming to filter it throughout the building, while carefully controlling the heat radiation. The site is oriented along an East West axis which is ideal when avoiding the harsh Western sunsets, especially in summer. The hill of the Berea to the West aids in screening the setting sun, however this sun is harsh and will need to be dealt with. Responsive solar control devices for windows and glazing will require careful thought, as the sun will be in contact with northern elevations during the course of the day. Prevailing winds occur from the NE direction whilst the SSW winds are strong and moisture laden. Low angle driving rain from the SSW results in weather-proofing challenges. The NE winds are useful in lessening the effects of the high humidity. Cross ventilation is therefore crucial in the Durban climate. Annual precipitation level is relatively high and occurs mainly during the spring and summer months. A high relative humidity and the warm Mozambique current results in a low diurnal temperature range throughout the year. Humidity results in high discomfort level especially during the months of January to March. The water table is high in low lying areas. As the site is situated relatively high up on the Berea (approximately 22-30m above sea level) it won't be affected by the water table. The high level of atmospheric and ground moisture poses challenges regarding waterproofing and fungal decay. The hot-humid region is characterised by lush vegetation throughout the year. Green landscaping is therefore an enviro-friendly method of filtering radiation; and reducing intrusive noises from traffic and other external sources. Deciduous trees such as the Indigenous White Stinkwood provide dense screening to summer sunshine whilst in winter they shed their leaves allowing for filtered winter sunshine. 5. FUNCTIONAL AND ACCOMMODATION REQUIREMENTS The functional and accommodation of the new building for the built environment has been determined from various sources including analysis of precedence case studies of institutions with similar disciplines, as well as the authors personal experience of studying architecture at an institution that caters for all allied disciplines to the built environment. 5.1 RECEPTION AND PUBLIC AMENITIES Entering the building should create a sense of excitement about learning. The entrance is the first point of contact between the institution and its clients and will establish the prevailing culture for visitors. Its next priority is to offer clear, accessible information about the institution and what can be achieved here. The entrance area will also need to provide a welcoming, secure environment, establishing the capability of the institution to cater for its learners - after all, it has to compete for learnersâ&#x20AC;&#x2122; time and attention with the shopping mall, the leisure centre, and facilities and technologies within the home. The entrance to the university building has, in effect, an important and multifunctional role, yet so often is little more than an uninspiring space containing a reception desk managed by overstretched and isolated frontline staff. Imagine something fresh like touch-panel information screens close to the entrance provide institutional and course information for potential students, and floor plans and promotional video displays for visitors. Audio versions should also be available. A wireless-enabled interview area to one side offers potential learners more in-depth analysis of their needs, with trained enrolment staff accessing course information from tablet PC's. 7

Arrival of learners at the start of the day pick up the day’s timetable and room changes from plasma screens in a prominent position near the entrance to the learning cafe. They may also have received notification of changes via text messages to their mobiles. One large plasma screen overlooking the entrance reminds learners of key events in the institution’s calendar or activities for the day. These multiple routes to information ensure a variety of needs are met. Security (CCTV cameras) will be in evidence and card access into the building will be required - a proactive service-delivery culture ensures that reception staff respond helpfully to the needs of visitors, assisted by a range of information outlets. The ambiance is calm and authoritative. Brightly lit, spacious and architecturally impressive, the entrance area will inspire interest and respect. 5.2 SOCIAL SPACES Well-designed social spaces are likely to increase students’ motivation and may even have an impact on their ability to learn. High-quality space for informal learning will also enhance the profile of the institution with its target groups. For these reasons, social spaces will be given a high priority in the new design. Catering facilities, common rooms, even corridor space, will be considered as social meeting and group learning environments, will make a statement about a vision for learning as a pervasive and inclusive activity based on social interaction. Social spaces need not make distinctions between types of user. The principle of pervasive, communal learning, which sees both staff and learners as co-users of a space, is potentially achievable through the re-purposing of spaces which are currently allocated separately to staff or students, such as common rooms. Emerging designs place emphasis on one highquality social space as a central focal point in the building, which caters for the needs of all users of the building – visitors, staff, learners and potential learners of all abilities. The area is both a public facility providing meals and refreshments, and a place where learners and staff can meet for short discussions. Wireless enabled, it is not set apart from learning – student services may also be located adjacent to this space to take advantage of its widespread use. Learners' views are key to getting the balance of the design right, and their opinions should be sought at an early stage in its development. 5.3 STUDENT ACCOMMODATION Student residence's are located throughout the site for all faculties located on the campus. There are no designated residence for students of the built environment. Students should expect that the creative act of design and visual representation entails a commitment to time in the studio outside of regular class hours. This is an inherent part of studio culture and its central role in the architecture curriculum. Due to these facts temporary sleeping facilities need to be incorporated into the new school. The type of accommodation referred to is based on the 'capsule hotels' primarily found throughout Japan. These pods will provide over night sleeping areas for students that require maximum studio time. Storage facilities would be provided for personal belongings as well as change rooms, for showering and freshening up. 5.4 ON SITE PARKING Currently there are sufficient parking areas designated throughout the campus. There are parking areas under the s-block as well as directly to the west of the block. There are ample bays designated to the staff of the s-block. Student parking is located some distance from the s-block, and could be improved and moved closer, however this will not have any influence on the design of the new building, as parking can be provided elsewhere. 5.5 PUBLIC TRANSPORT Bus and taxi drop-off and pick-up areas are primarily located at gate's number 3 and 9 of the campus. Passengers are then required to walk, un-covered, to the nearest building or 8

shelter. The s-block is approximately 50m from gate 9 and 200m from gate 3. However, if you enter from gate 3 you can enter the library complex that is 50m from the gate, and make your way through to the s-block through covered walkways. There is an opportunity to position the new building closer to gate 9 to minimise walking distance. 5.6 SERVICES AND MAINTENANCE FACILITIES Services will, as much as possible, feed off the existing infrastructure. Electricity, water and sewer connections will be fed from the exiting s-block building, while storm water disposal will harvested in tanks and then used in a sustainable ways to irrigate the landscape and be used for cooling the new building. Reed bed purification systems will be in place to allow water to be used for irrigation to support the establishment of native landscape. 6. USERS OF THE BUILDING 6.1 STUDENTS Students will use the building throughout the day and sometimes throughout the night. Design priority should accommodate their requirements. Open studios, classrooms, workshops, resource and library centre, as well as computer labs will be required by them. An internet cafe should be in close proximity to student spaces. 6.2 STAFF / LECTURERS + ADMINISTRATION Staff will be equipped with office and administration areas. Staff will use the building during the day primarily and late afternoon for higher education classes. 6.3 GENERAL PUBLIC Visitors will be able to access the reception area, gallery display area and internet cafe. There will be a security control point before entering the internet cafe lounge area where public will need to be signed in and accompanied by a student or staff member of the institution. Students will have access cards or disks to enter through the semi-private and private areas. 7. ZONES 7.1 PUBLIC ZONE The area would need to be well lit and have an open and inviting feel. This zone will function as the gallery space, exhibiting students work. It would need to be centrally located, from which all other zones feed off of. Information about the school should be easily accessible from here, and will house the reception area. Visual connections to all other zones would be ideal from here. The Private studio zone will have a visual connection over this zone. The auditorium will feed off from here, as it can have dual functions with other faculties for hire if needs be. 7.2 SEMI PUBLIC ZONE This will be primarily dominated by an informal internet cafe. A coffee style cafe serving light meals throughout the day would be accommodated in this zone. A central courtyard will feed off this zone, connecting to the natural landscape as an extension of the cafe seating area and serve as a retreat from indoor confinement. 7.3 RESOURCE ZONE The resource zone will be used by all students, researchers and the public at large. The library would be dedicated to information regarding the built environment. This should thus be accessible from the public zone, but will be located at the highest point in the building.

7.4 PRIVATE STUDIO ZONE This zone should be on a higher level looking out and over the public and semi public zones. There should be an emphasis on natural lighting and natural ventilation and an open feeling 9

of space. Every student will have a dedicated area within a studio space to work from. This space will be open plan with visual connections to all other studio spaces of all years and disciplines. Emphasis on natural lighting to create an inspirational ambiance will be the aim for this important zone. A critique area will be located off the studio space 7.5 PRIVATE LEARNING ZONE This zone will house all classrooms/lecture halls. These rooms will have the least noise disturbances and least visual disturbances. They will be able to be darkened for slide projection lectures, but can also transform into well lit rooms. Outdoor areas for alternative classrooms would need to be controlled from noise and traffic as well and should be located in a private courtyard. 7.6 PRIVATE ADMINISTRATION ZONE The requirements are for an organisational structure to be accommodated in a building from which the operation of all design promotional and educational programmes can be coordinated and controlled. These spaces are not required to be transparent and can be accommodated on the higher levels away from public view. 8. DISCIPLINES TO BE INCORPORATED From the analysis of the case-studies of prestige's architectural and built environment schools, common disciplines emerged and will be incorporated into the new school. 1. Oslo School of Architecture - 4 disciplines: architecture, landscape architecture, urban design and industrial design 2. Knowlton School of Architecture - 3 disciplines: architecture, landscape architecture, city & regional planning 3. University of New Mexico - School of Architecture & Planning - architecture, landscape architecture, environmental planning and design, community and regional planning, historic preservation and regionalism and town design. 4. CEPT -Centre for Environmental Planning and Technology - 3 major disciplines: architecture, urban planning, advanced study in structural engineering. The aim of this facility is to ultimately have a school of building construction. Architecture, Landscape Architecture, Urban design are all common amongst these institutions and will form the basis of the new school. Industrial design, Structural Engineering and Building Construction are allied disciplines to the built environment and should be considered to be included. The current disciples at DUT's built environment department include: Architectural Technology, Chemical Engineering and Pulp & Paper Technology, Civil Engineering and Surveying DBN, Construction Management and Quantity Surveying, Electrical Power Engineering, Electronic Engineering, Industrial Engineering, Mechanical Engineering, Town and Regional Planning. The final accommodation schedule for the new school for the built environment will be a combination of existing disciplines: Architectural Technology, Town and Regional Planning and Construction Management combined with new disciplines of Industrial Design and Landscape Architecture. Student numbers will be determined by using existing numbers for the exiting disciplines. New disciplines will be worked out at half the average per discipline as these aren't as popular as the existing. There are currently a lot more students registered at DUT than at any of the case study institutions analysed.

PROPOSED ACCOMMODATION SCHEDULE

COMPONENT 1.PUBLIC ZONE

REQUIREMENTS

AREA REQ. 327

SECURITY LOBBY

designated area as security check point.

RECEPTION AREA RECEPTION DESK INFORMATION SPACE WAITING AREA RESTROOMS

200 entrance area to include gallery space. reception space for 4 staff space for touch screen monitors and display visitors waiting area male: 1 wc,1urinal, 1 whb female: 2 wc, 1 whb

2.SEMI PUBLIC ZONE INTERNET CAFE DINING AREA KITCHEN COURTYARD SPACE

AUDITORIUM

RESTROOMS

designed to hold 1/3 of all students + staff fully equipped services kitchen. defensible, private space,to hold 1/2 of all students sitting. Overflow seating for cafe. a 250 seat facility for large lectures, public hire venue for conferences etc.

508

male: 2 wc,4 urinals, 3 whb female: 6 wc, 6 whb

15 15

152 307

150

462 the aim is to have 30 000 volumes, with student desk spaces.

4. PRIVATE STUDIO ZONE ARCHITECTURE TOWN PLANNING CONSTRUCTION LANDSCAPE ARCHITECTURE INDUSTRIAL DESIGN

35 6 6 1148

3. RESOURCE ZONE LIBRARY

30 30

462

4952 student private studio space student private studio space student private studio space student private studio space student private studio space

CRITIQUE SPACES

1120 656 1408 544 544 100

these spaces to be coupled with circulation passages- widened areas at each entry point into studios. WORKSHOP PRINTING ROOM TEMPORARY ACCOMODATION

materials and fabrication lab with cnc and 200 lazer machine 150 including material storage, paper storage, ink etc. 150 50 pods for temporary over night accommodation. 11

CHANGE ROOM FACILITIES RESTROOMS

male and female change room male: 2 wc,4 urinals, 3 whb female: 6 wc, 6 whb

5. PRIVATE LEARNING ZONE ARCHITECTURE TOWN PLANNING CONSTRUCTION + QS

LANDSCAPE ARCHITECTURE INDUSTRIAL DESIGN COURTYARD SPACE

RESTROOMS

50 15 15 1433

2 x 120 seat lecture room, with room divider to split into 2. 1 x 120 seat lecture room, with room divider to split into 2. 1 x 120 seat lecture room, with room divider to split into 2. 1 x workshop for construction techniques, and materials 1 x 120 seat lecture room, with room divider to split into 2. 1 x 120 seat lecture room, with room divider to split into 2. defensible, private space to be used as additional outdoor teaching room, space for 480 students.

264

male: 6 wc,10 urinals, 6 whb female: 10 wc, 10 whb

30 30

132 132 360 132 132 221

6. PRIVATE ADMINISTRATION ZONE

800

ARCHITECTURE TOWN PLANNING CONSTRUCTION + QS LANDSCAPE ARCHITECTURE INDUSTRIAL DESIGN

15 staff members offices 10 staff members offices 10 staff members offices

150 100 100 80

BOARDROOMS

3 boardooms to be shared on a booking basis 3 small tea stations to be provided. Staff should be encouraged to use the internet cafe facilities to mix with students.

an archive room for each discipline to be provided.

200

TEA STATIONS