PORTFOLIO 2 0 1 5 - 2 0 1 8 MICHAŁ KASPERSKI
2018 . GENEROSITY. ‘MAKERS CITY’ TUTOR : ZOë BERMAN
MAKING ‘ON AIR’
2016 . ASSEMBLY TUTOR : EDMUND GREEN
2017 . ASSEMBLY TUTOR : CHRIS WILKINS
TREFOREST STUDENT HOUSING
TREFOREST PRIMARY SCHOOL
INTERNATIONAL COMPETITION 2018 SHORTLISTED TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
AMBER ROAD TREKKING CABINS S TA G E 0 Group of kids are playing here every morning as the youngest of them gather underneath shaded area overlooked by elderlies. They enjoy these joyful moments of relief in a safe environment that they get used to.
INTERNATIONAL FINSA AWARD 2017 HONORABLE MENTION TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
FRAME: POST-DISASTER SCHOOL S TA G E 1 Before the teacher calls kids for morning writing classes they have gathered on the edge of the new built classroom, running around, chatting on the decking overlooking the courtyard and laying on the benches in a morning sun.
2 0 1 7 . V ERTI CAL STUDI O T U T O R : KATE NI CKLI N & GRAHAM MATEER
UNEXPECTED OBSERVATIONS S TA G E 2
It is a time for break! Children scattered around the classrooms using the building in their own imaginative way. Crawling, climbing on the walls up to the tribune to overlook the playfield, hiding in the niche next to a flower pot. They hear the teacher call: Remember to wash your hands after play!
2015 - 2016 . WELSH SCHOOL OF ARCHITECTURE TUTOR : CARLES SALA & WAYNE FOSTER
WSA FIRST YEAR
2018 . GENEROSITY. ‘MAKERS CITY’ TUTOR : ZOë BERMAN
MAKING ‘ON AIR’
KEY CONCEPTS: redevelopment of post-industrial area / low rise high density mixed use masterplan / adaptation of existing warehouse / exposing local makers and manufacturers to wider public / make-live building typology
STRUCTURE TYPES SITE OPPORTUNITIES site opportunities
structure within volume
concept proposal - high density development
HERITAGE
RECENT INITIATIVES
STEEL STRUCTURE
ECOLOGICAL INTEREST
MASONRY STRUCTURE
REMAINING PIECES OF RAILWAYS
LQ TEMPORARY STRUCTURE
View on existing warehouse from across the river
PANORAMA OF ABANDONED BRICK WAREHO
model / sketch masterplan
Taking inspiration from the radio – being a medium through which voice of an individual can reach wider audience - in my project I propose a redevelopment strategy for Curran embankment that allows individual makers and entrepreneurs to reach wider public with their work and ideas. It is a rebuttal to the version of homogenous regeneration plan proposed by local authority, suggesting instead, low rise, high density, mixed use alternative. Recognizing the value of investment in people and structures which already exist on site an attempt to refurbish existing brick warehouse gives practical expression to the commitment to sustainability and generosity.
3x3 maker unit radio broadcaster
axonometry showing whole proposal for adaptation of existing brick warehouse
late autumn perspective approach to the scheme characteristic radio tower, inviting bar and open courtyard
interior model - diffused light lighting up mezzanine over studio space
interior model - working space and display window facing public arcade
section through ‘industrial arcade’ showing make-live unit, coworking and retail spaces
ECTION B-B’ THROUGH THE SITE - EARLY SUMMER CALE: 1:100
FIRST TERM 2016 . ASSEMBLY TUTOR : EDMUND GREEN
TREFOREST STUDENT HOUSING KEY CONCEPTS: challanging prefabricated elements to achieve site-specific quality / rethinking student housing typology / making connections in highly partitioned town of Treforest / achieveing wider impact of housing on local community / architecture responding to weather conditions
Discovering opportunities
wider impact on town & community
working with topography
site specific response During the town study and site visits I found out that Treforest is highly partitioned town, where significant student community is not engaging with old town and citizens at all, being enclosed within the area of student campus and student housing district. I decided to focus my housing project on this issue bringing student housing back to central but underused part of the town. I identified promising yet challanging plot, highly overgrown by forest next to the river so at the same time I was creating public boardwalk connecting two green spaces often used by local community.
rethinking student housing typology
STUDENT HOUSING TYPOLOGY DELEVOPMENT OF A HOUSING UNIT Designing housing units I tried to challange typology of typical student halls which usually put students in long corridors of plasterboard boxes where even though in high density group once can feel isolated. My housing unit proposes two separate houses joined together by common private terrace with kitchen and
CONCENTRIC PRIVACY GRADATION
living room opened to the terrace and neighbour’s unit with private study bedrooms and toilets moved to the more private sided. It grows from my conclusion that you would integrate better with your colleagues and local community as a group of 5 people responsible for their own house and cosely related to neighbour’s unit being a part of important public space.
A’
SKEW TO DECREASE OVERSHADOWING
INCREASING AREA OF SOUTH FACING FACADE
A
PRIVATE VIEW FROM EVERY STUDY BEDROOM
GROUND FLOOR PLAN WITH CONTEXT SCALE 1:100
SECTION B-B’ THROUGH THE SITE - EARLY SUMMER SCALE: 1:100
SECTION B-B’ THROUGH THE SITE - LATE WINTER SCALE: 1:100
SECTION B-B’ THROUGH THE SITE - EARLY SUMMER SCALE 1:150
SECTION B-B’ THROUGH THE SITE - LATE WINTER SCALE 1:150
- SCREW FOUNDATIONS, APPROPRIATE FOR LIGHTWEIGHT
- PRIMARY TIMBER FRAME STRUCTURE
- GROUND FLOOR ASSEMBLED FROM PREFAB PANELS
- WHOLE CORE STRUCTURE ASSEMBLED FROM
FRAME CONSTRUCTION
- FRAMEWORK FOR PREFABRICATED MODULES
- MINIMISING ON-SITE CONSTRUCTION
PREFABRICATED PANELS
- MINIMAL IMPACT ON SITE SURFACE
- 215 MM LARCH TIMBER POSTS
- UNIFIED DIMENSIONS
- EASILY REMOVABLE
- LARGE FLEXIBILITY
- FINISHING THE ENVELOPE - OUTSIDE DPM LAYER AND CLADDING - INSIDE CONTINUOUS RIGID INSULATION AND FINISH - ROOF STRUCTURE
DETAILED CONSTRUCTION STUDY:
SECOND TERM 2017 . ASSEMBLY TUTOR : CHRIS WILKINS
TREFOREST PRIMARY SCHOOL KEY CONCEPTS: considering challanges in primary education in XXI century / learning situated in context / working with site model determining design process / important public route going through the school / challanging public-private boudary / function of school in wider community / picturesque approach to design
How should we educate a generation that is no longer growing in pre-defined environment with clear purpose but is exposed to many different influences and confusion of suddenly expanded possibilities. How do we create a learning environment where
dependancy on the bridge
constant people flow
proximity of a station
car park zone
noise from railway
listed building and cemetry
significant level change
kids can learn from others yet find their own way in globalized world? In this project I was looking for architectural answers to these questions working in challanging context of underused site next to Treforest railway station.
XXI
Site diagram: curently a dead end
evening overshadowing of the site
WORKING THROUGH SITE MODEL Early in design process I started designing spaces through
model
making,
thinking three dimensionally about spaces, views and routes within the proposal highly determined its later plasticity and sensitivity to the surrouding.
Initial concept sketch dividing the spaces in relation to situated learning philosophy and site
Progress work on view from train station as approaching the school and public route, working with directing the views and achieving sense of invitation
Treforest primary scheme ‘edges of interaction’
library
main hall
display window
music room
cafe / school store
South-east elevation of Treforest Primary: Late autumn evening, kids have just finished their classes and left the school but the public spaces in the school are still active, serving local community and kids after-hours.
Perspective on pedestrian route through the school
Internal courtyard for kids with sitting by window openings overlooked by teachers room and library
TECHNICAL SECTION SOLVING SPATIAL CONCEPTS Primary steel frame construction that allows varying external finish between timber cladding defining inside school space and brick exposed to outside public space. Details showcase technical solutions of section going through the bridge over pedestrian route.
INTERNATIONAL COMPETITION SHORTLISTED TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
AMBER ROAD TREKKING CABINS KEY CONCEPTS: intervention within pristine coastal landscape / overnight shelter for four people / capturing essence of place and camping experience / minimising impact - prefabricated structure assembled on site
0 Group of kids are playing here every morning as the youngest of them gather underneath shaded area overlooked by elderlies. They enjoy these joyful moments of relief in a safe environment that they get used to.
INTERNATIONAL FINSA AWARD 2017 HONORABLE MENTION TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
1
FRAME: POST-DISASTER SCHOOL Before the teacher calls kids for morning writing classes they have gathered on the edge of the new built classroom, running around, chatting on the decking overlooking the courtyard and laying on the benches in a morning sun. KEY CONCEPTS: designing learning space for post-disaster areas / adaptability to various climatic conditions / affordability and ease of assembly / dividing proposal into stages of development / incorporating local skills and techniques into prefabricated frame sturcutre
2
It is a time for break! Children scattered around the classrooms using the building in their own imaginative way. Crawling, climbing on the walls up to the tribune to overlook the playfield, hiding in the niche next to a flower pot. They hear the teacher call: Remember to wash your hands after play!
FRAME
Development Timeline FRAME is an immediate response that can evolve into permament structure. Following stages are upgrades that correspond with the typical post disaster redevelopment timeline.
DISASTER
Stage 0
emergency phase response
recovery
development Stage 2
mitigation Stage 3 disassembling FRAME is a prefabicated timber structure that influences post disaster community from the very early stage and keeps developing with it. FRAME is full of educational opportunities; it not only helps to establish learning environment but is also a learning opportunity on its own. FRAME is a system that communities are provided with and then encouraged to inhabit and adapt to their local needs.
C o ntex t u a l
a d a pta b i l i t y
The main idea behind our universal FRAME system was to design it in a way that it will be adaptable to various climatic, regional or economical conditions. We decided to focus on arid and tropical climates as statistically these are the places where most help is needed because of challanging natural and economical environment. The structure is designed to be responsive to weather and climatic conditions. The adaptable design of the frame enables the community to incorporate their own local materials and various building techniques for the infill. Ensuring that the FRAME is easily repairable promises for the structure to become an integral part of the place where it is assembled and offers the community to claim the ownership of it.
C L I M A T E
HOT AND DRY CLIMATE
I N F I L L
R O O F BAMBOO
BRICK
HOT AND HUMID CLIMATE CLAY
THATCH
S T R U C T U R E
V E N T I L A T I O N
permanent usage
FRAME gives the opportunity for reusing the post disaster residue so that the structure resembles the original settlements and the new intervention does not appear foreign to the community.
FRAME reuse
Stage 1
Stages
COMMUNITY RECOVERY
o f
Develo p ment
ESTABLISHING PEER RELATIONS
CREATING BASIC SHELTER
PROVIDING BASIC SANITATION
In post disaster environment quick intervention matters. Therefore we rethought the fundamentals of learning environment together with Maslow’s hierarchy of needs. For immediate STAGE 0 we focused on psychological, social and safety needs – providing with minimal budget a basic shelter and safe space to play where peer group will be forming through the habit of gathering in the same place.
STORING KNOWLEDGE AND RESOUCES
SANITATION IMPROVEMENT
PROVIDING QUALIFIED STAFF
ADDITIONAL INTIMATE SPACES
VEGETATION TO CARE FOR
CREATING FRAME ADDONS
ENGAGING PLAY SPACES
S TA G E 1 Before the teacher calls kids for morning writing classes they have gathered on the edge of the new built classroom, running around, chatting on the decking overlooking the courtyard and laying on the benches in a morning sun.
TEACHING GOOD HABITS
In STAGE 2 we provide an extension of the learning environment. Having established the first classroom our attention shifts to moments of privacy, intimacy and entertainment. STAGE 2 not only focuses on needs of love and belonging but also helps with formulating the good habits of kids taking care about their surroundings.
PROVIDING SPACE FOR COMMUNITY
Group of kids are playing here every morning as the youngest of them gather underneath shaded area overlooked by elderlies. They enjoy these joyful moments of relief in a safe environment that they get used to.
CREATING LEARNING ENVIRONMENT
In STAGE 1 as the basic needs are satisfied we focused on creating protected and enclosed space for learning. Classroom together with storage and water collection system enables to protect common educational resources and make use of scarce rainwater.
ENGAGING PLAY SPACES
S TA G E 0
S TA G E 2
It is a time for break! Children scattered around the classrooms using the building in their own imaginative way. Crawling, climbing on the walls up to the tribune to overlook the playfield, hiding in the niche next to a flower pot. They hear the teacher call: Remember to wash your hands after play!
PROVIDING SOLAR PANNELS
In STAGE 3 as the school works holistically as a complex we move to thinking about broader community and its needs. We install solar panels to create an energy hub that can serve as a resources center of the neighborhood and provide a stage that engages with the community on the cultural level. The FRAME system is also expanded on with addition of play equipment such as hammocks and swings.
S TA G E 3
Children have just finished the play they have been preparing for the last few weeks. They get a round of applause from their parents and local community who enjoyed the evening spectacle sitting around the school courtyard. Hard work paid off now they are all ready for a common dinner around a bonfire.
Pl a n ,
section,
elevat ion Courtyard & shading The shading in the plan allows for enclosing the centre which acts as a safe space for the kids and community to gather. It plays the role of a buffer between inside and outside world. The decking that runs along the classroom edges allows for disabled access and an unconstrained movement around the school. It also provides degree of separation between the ground and the interior of the classroom.
Classrooms & edges Classrooms are situated simetrically with regards to the north-south axis. Their edges are equipped with sitting/gathering small spaces that play the role of a gradual border between inside and outside. The entrance to the classroom is facing the central courtyard.
Storage & administration The storage and administration room is situated in the middle between the two classrooms to allow easy access to resources and learning materials. It is also a central point of rainwater collection from the whole scheme. Opening the corner of a staff room makes it possible for teachers to overlook the central courtyard.
To i l e t s & w a s t e The toilet unit is situated on the outer edge detached from the classrooms for hygenic reasons, enclosing the whole scheme. It is also a collection point for rubbish and recycling materials. The outer wall is exposed to sunlight that enables incorporation of dry toilet system.
North West elevation
Section facing North-East, Scale 1:50
Tec hnical
An alys is
a n d
C o n stru ct io n
C o st
An a l ys i s
Our entire FRAME system can be made using prefabricated FINSA solid timber beams with simple steel profiles and screws to minimise the need for special equipment. The design intent was to replace a typical single heavy beam structure with lighter columns made out of 4 thinner beams to minimise the cost, ease the manual assembly process while keeping the same structural stability.
STAGE 0 0.35 m3 concrete price: £80/m3 total: £28
8x Coroline panels price: £12/sheet total: £96
1.2 m3 finsa wood (beams) price: £200/m3 total: £240
24x angle brackets price: £1/profile total: £24
0.3 m3 finsa wood (floor) price: £220/m3 total: £65
280 screws price: £0.2/screw total: £50 TOTAL FOR STAGE: £500 PER SQM: £50
STAGE 1 1.4 m3 concrete price: £80/m3 total: £111
56x Coroline panels price: £12/sheet total: £670
4.8 m3 finsa wood (beams) price: £200/m3 total: £960
204x angle brackets price: £1/profile total: £204
4.4 m3 finsa wood (floor) price: £220/m3 total: £980
560 screws price: £0.2/screw total: £111 TOTAL FOR STAGE: £3030 PER SQM: £32
STAGE 2 1.35 m3 concrete price: £80/m3 total: £110
48x Coroline panels price: £12/sheet total: £580
6.1 m3 finsa wood (beams) price: £200/m3 total: £1220
175x angle brackets price: £1/profile total: £175
4.15 m3 finsa wood (floor) price: £220/m3 total: £910
800 screws price: £0.2/screw total: £160 TOTAL FOR STAGE: £3160 PER SQM: £35
TOTAL FOR CONSTRUCTION: £6700 PER SQM: £34
A s semb ly
Proces s
SECOND TERM 2 0 1 7 . VERTICAL STUDIO TUTOR : KATE NICKLIN & GRAHAM MATEER
UNE X PECTED OBSERVATIONS KEY CONCEPTS: developing graphical representation skills / capturing atmosphere through 1:20 interior model making / representing architecture through writing
M ai s o n Ja o u l in t e r ior model photograph s cal e 1 : 2 0
Brick.
Suppor ting
concrete frozen
which in
those
firmly
once
cur ved
poured
perfect
now
propor tion.
materialized
forces
body sits
of
still;
In-between
multiple
faces
of
delicate wooden skin and glazed eyes. Inviting. Revealing. Thin of
simple ,
tired and
of
repetitive
fighting
interior
waiting
in
impatiently to
structure
modest weather
texture ,
to
the
clothed
the
world
materials conditions
polychromatic
enter tain
cross
now
between
and
external
rich
decided Same
membranes
the
ones
who
boundar y. in
sophisticated
textures and colours for never-ending spectacle of
light
orchestrated
by
windows
scattered
around in an unfamiliar pattern guided by familiar spirit. An
interior ;
a
stage
and
performer
at
once . Brave in its selection of bright paints yet unpretentious tiled in simplest white , standard tiles
–
a
modest
background
for
enter taining
catwalk of sculptures, paintings, furniture and newspapers. this
Signs
whole
of
ever yday
spectacle
was
HOUSE WITHOUT Michal
life
created.
FORM
Kasperski
for
which
2015 - 2016 . WELSH SCHOOL OF ARCHITECTURE TUTOR : CARLES SALA & WAYNE FOSTER
WSA FIRST YEAR
KEY CONCEPTS: light pollution / working with pristine welsh landscape / challanging topography and location / designing event space / real life experience / team work and communication
ELAN VALLEY DARK SKY CENTRE The aim of this project was to design a building proposal for visitors of Elan Valley in central Wales. This unique space is untouched by civilisation and Elan Valley was recently awared a Dark Sky certificate making it one of the very few places in Great Britain and Europe, where you can enjoy truly dark sky without light pollustion. Through my design I want to put an emphasis on this unique conditions of environment and make people more aware about effect of light pollution.
LOYN+CO BUTE STREET RENOVATION PROJECT
1:5 CONSTRUCTION DETAIL - ELEVATION CAIXA FORUM, HERZOG & DE MEURON
MODEL MAKING
CONCRETE - COPPER - AGEING MATERIAL EXPERIMENT