PORTFOLIO 2 0 1 5 - 2 0 1 7 MICHAL KASPERSKI
FIRST TERM 2016 . ASSEMBLY TUTOR : EDMUND GREEN
TREFOREST STUDENT HOUSING
SECOND TERM 2017 . ASSEMBLY TUTOR : CHRIS WILKINS
TREFOREST PRIMARY SCHOOL
INTERNATIONAL FINSA AWARD 2017 HONORABLE MENTION TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
FRAME: POST-DISASTER SCHOOL
FIRST TERM 2016 . DIGITAL FORM FINDING TUTOR : ALICIA NAHMAD-VAZQUEZ GROUP WORK
DPM: PARAMETRIC DESIGN
S E CO ND T E RM 2 0 1 7 . V E RT ICAL S T UDIO T UT O R : KAT E NICKL IN & G RAHAM M AT E E R
UNEXPECTED OBSERVATIONS
2015 - 2016 . WELSH SCHOOL OF ARCHITECTURE TUTOR : CARLES SALA & WAYNE FOSTER
WSA FIRST YEAR
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
PARK AND PLAYGROUND
A’
Section A-A’ Through the building
A
B’
Section B-B’ Through the whole site B
Design process leading to optimal arrangement of housing units in relation to pedestrian boardwalk and particular group of high-density trees located on the site. The aim was to keep a balance between green space and introduced buildings to preserve qualities of pristine site.
SITE PLAN
LAWN TERRACE PARK
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.
SKEW TO DECREASE OVERSHADOWING A’
INCREASING AREA OF SOUTH FACING FACADE
PRIVATE VIEW FROM EVERY STUDY BEDROOM
GROUND FLOOR PLAN WITH CONTEXT SCALE 1:100
A
SECTION SECTION B-B’ B-B’ THROUGH THROUGH THE THE SITE SITE -- EARLY EARLY SUMMER SUMMER SCALE 1:150 SCALE: 1:100
SECTION SECTION B-B’ B-B’ THROUGH THROUGH THE THE SITE SITE -- LATE LATE WINTER WINTER SCALE SCALE:1:150 1:100
COPPER WEATHERING PROCESS AND QUALITY
MATERIALITY Prefabricated houses usually loose their identity and relation to the site. My aim was to preserve these qualities throughout whole design paying a lot of attention to used materials that would react to weather conditions and environment. I focused my research on materials weathering over time and moments when users are closely confronted with these materials and their properties.
THRESHOLD - CUSTOMIZED ELEMENT IN PREFABRICATED STRUCTURE Its especially visible in very important moment of confrontation with the house - a threshold from outside to inside - copper cladded entrance surrounded by vertical timber cladded wall distributing rain over its edges gives sense of protection and creates recognizable entrance space. It’s
independence
from
prefabricated
timber structure grid enables to make each entrance unique through easly adjustable light steel frame construction.
SWEET CHESTNUT CLADDING ELEVATION
- 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
significant level change
dependancy on the bridge
constant people flow
proximity of a station
car park zone
noise from railway
listed building and cemetry
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
Progress work on view from train station as approaching the school and public route, working with directing the views and achieving
situated learning philosophy and site
sense of invitation
TREFOREST PRIMARY SCHEME ‘EDGES OF INTERACTION’
library
main hall
display window
music room
cafe / school store
INTERNAL CIRCULATION There is a continuous internal circulation across the whole main elements of the scheme with main assembly hall as a central point and together with three-storey library linking the whole scheme across three different levels.
SITUATED LEARNING SPACES
explore
rationalize share Spaces within the school can be classified into 3 types of learning spaces - explorative where kids are encouraged to experiment in unique spaces - house of books, music room, workshop. Classrooms - uniform spaces where they rationalize what they experienced and common areas where kids of different ages are interacting with each other
A’
A
FIRST FLOOR PLAN SCALE 1:200
SECTION A-A’ THROUGH THE WHOLE SCHEME SCALE 1:200
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.
Internal courtyard for kids with sitting by window openings overlooked by teachers room and library
Perspective on pedestrian route through the school
Main entrance to the school viewed from train station with pedestrian route leading through the complex public and private separation indicated by contrasting materiality
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 FINSA AWARD 2017 HONORABLE MENTION TEAM WORK: N.ANGELOVA I.IGNATOV J. BACZKOWSKI M.KASPERSKI TUTOR : EDMUND GREEN
FRAME: POST-DISASTER SCHOOL 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
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.
Co ntex tu 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
S ta ge s
COMMUNITY RECOVERY
of
D evelopm ent
CREATING BASIC SHELTER
ESTABLISHING PEER RELATIONS
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 an ,
sec t io n ,
elevation 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 hn i ca l
A n a l ys i s
a n d
C o n st r u c t i o n
C o st
A n 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 s em b l y
P ro c e s s
FIRST TERM 2016 . DIGITAL FORM FINDING TUTOR : ALICIA NAHMAD-VAZQUEZ GROUP WORK
DPM: PARAMETRIC DESIGN KEY CONCEPTS: finding basic principles that guide natural forms / modifying these principles using parametric design tools / adapting forms and data to various fabrication methods
SHELL
| SHELL RIGID OUTER COVERING LAYER, PROTECTING FRAGILE PARTS UNDERNEATH AND ENABLES BREATHING THROUGH MICRO PERFORATIONS
| WINGS THE
MOST
FRAGILE
ELEMENT
OF
BEETLE
ANATOMY - BEING VERY THIN FOIL HIGHLY DIVIDED BY NET OF SUPPORTING LINES ITERATION 00
MODELLED ACCORDING TO PLAN
| BODY
ITERATION 01 MOVE CONSTRAINS
MAIN “STRUCTURAL” ELEMENT OF BEETLE, BEING A SUPPORT FOR WINGS AND SHELL, DIVIDED INTRO THREE MAIN PARTS
ITERATION 02
REMOVE CONSTRAINS
ITERATION 03 ADD CONSTRAINS
ITERATION 04 ADD OPENINGS
ITERATION 05
ENGLARGE OPENINGS
ITERATION 06 INCREASE TENSION
PHYSICAL MODELS AND WAFFLE STRUCTURE PAVILION PROPOSAL FABRICATION
SEC ON D TER M 2017 . VERTIC A L STU D IO TU TOR : KATE N IC K LIN & G R A H A M MATEER
UNEXPECTED O B S E RVAT I O N S KEY CONCEPTS: developing graphical representation skills / capturing atmosphere through 1:20 interior model making / representing architecture through writing
M OD U LOR IS TH E KE Y E l ev ati on s creen p r i nt p roces s
Q U I C K ST U D Y SK ET C H ES
Ma i son Ja o u l i n te ri or m odel photogr aph sca l 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.
Task was to desing a warable garment that would change user’s experience of night sky. I came up with the idea of light pollution mask after being thrilled by the amount of negative effects this highly ignored phenomena has on nature and human life.
Main
element
of
the
building is ‘Light pollution gallery’’ - long space
divided
into
smaller rooms separat-
VERTICAL STUDIO POP-UP CREATIVE CARDIFF
ed by bufours made of heavy black courtains. First room is an overilluminated space that hits visitors eyes making him avare to what light intensity we are exposed every day in highly il-
Our studio worked for Creative Cardiff company to design and construct a pop-up event space in Main Building Viriamu Jones Gallery of Cardiff University to held a series of events to engage and connect local creative community.
C R E A T I V E
luminated cities. Then visitor cross the boundary of double courtains and
finds
himself in a completely dark room just with sitting space and big roof opening above.
As a part of Vertical Studio - connecting students from 1st and 2nd year - we worked for the Creative Cardiff
company
which
aims to develop and connect
Cardiff’s
creative
economy sector. Our aim
C A R D I F F
suddenly
was to design, plan and finally construct modular space for variety of different events - from show and tell to book launch and music concerts.
Paint adds another layer of quality to the image. I especially like watercolor medium for its transparency, delicacy and for it being really quick medium to grasp hidden atmosphere of place. Like an impression of window of an old barn in my hometown, glittering with colour of fresh green grass and surrounding flowers on a sunny airless summer day...