Baan Kr u a Si l k We av ing S cho ol
CHA PTE R 1 G enerat ion Z and a l ack of inter-generat ion rel at ionships
2,000 familes
JAN
1
36 minutes 2
Weekdays
2 hours 20 minutes
3
4
Weekends
5
8 hours
6
Weekly
DEC
Visiting grandparents
NUMBER OF TIMES VISITING GRANDPARENTS
TIME SPENT TOGETHER
Visiting grandparents is the last thing on the list for weekends
6 times / year
At di nn On mob il
tablehones ep
T lent
er
In front of
si V-
This is how we spend time with family these days.
“Connections between generations are essential for the mental health and stability of the nation.” Magaret Mead
Why are inter-generation relationships important? “Connections between the generations are essential for the mental health and stability of a nation.” Magaret Mead, a well-known anthropologist in 1960s-70s America. Contact between the young and old is important for the development of a child. It is even more crucial these days where parents are busy at work. The old can share stories of times past and accumulated wisdom which make the young feel more secure, have higher self-esteem, and even do better at school and stay away from drugs. Contrasting to working parents, the old have unhurried time for the young. They also have a tremendous amount of patience- something hard to find in the fast-moving world these days. The young, in turn, bring a feeling of ‘joyful freedom’ to the old. Interestingly, however, intergenerational bonds need not be traditional or biological. Older adult mentors can make a significant difference in a child’s life.
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Learn to tid yu pa fte
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r
Observational s ki l l s fo rs
Inventive skill s, c rea t
ivi t
nd ya
tion gina a im
p Increase attention s
an
Ra ise t
heir self-esteem
Bringing the young and old together through art and crafts activities Benefits of arts and crafts activities to children One of the activities which could bring the old and the young together are arts and crafts activities. Research from eXtension Foundation suggests that arts and crafts activities could benefit children.
eXtension Foundation is an interactive learning environment based in the USA. Their online resource offers research-based information on education provided from insitutes of higher education in America. Source: http://www.extension.org/pages/25680/creative-art-helps-children-develop-across-many-domains#.VR8f5PnF_Yg
s
er th o L ea ith rn t o share & interact w
1
2
3
4
5
Space which encourages interaction between the elderly and Generation Z Model studying possible interaction moments between Generation Z members and an elderly. Generation Zs are said to lack interpersonal skills as a result of over-exposure to their smartphones and tablets, the model was developed with an aim to create playful space where children learn to interact with other- both among children and with an elderly; to learn to ask politely for help; to learn from and help others etc. 1 | Gen Z member watching an adult cooking 2 | A see-saw table which only stabilised when two people sit together 3 | A Gen Z member asks for help from an adult to pick up a toy for him 4 and 5 | A Gen Z member jumps on a control board to operate a lift for an elderly
CHA PTE R 2 Site, C ontext and Prop os a l
BANGKOK THAILAND
Digital exporure of Generation Z in Bangkok:
A change in social structure in Bangkok:
Change in family structure
Top Ten Most Instagrammed Locations of 2013 All of the spots that made that Top 10 were all in the United States, except4: Ex ten
de
- one big ha ppy fa
ily m
The top spotSiam Paragon Shopping Complex in Bangkok and No.9 - Suvarnabhumi Airport, Bangkok
ily am df
Kids with mobile phone
70% Nuclear f
Thai children (Age 6 and above)
am ily
Kids with mobile phone
84% Bangkok children (Age 6 and above) Single families Extended families
(Years in Thai Buddhist calendar) 2549, 2551, 2553 equates 2006, 2008, 2010 repectively
Living alone
Kids addicted to online gaming nationwide
3 million
Extended families make up less than 35% of families nationwide while single families make up more than half of Thai families.
Digital dependency in Bangkok and A lack of inter-generational relationships Generation Z children all over the world grow up using mobile phones, tablets, social media and so on. Bangkok Generation Zs are no exception. Statistics above show data from Thailand’s Ministry of Public Health in 2013. It is worrying that children in Bangkok only interact to each other via mobile phones- which could lead to other problems such as aggressiveness, violence and even suicide. To make matters worse, nowadays we spend much less time together as a family. Our IT-dependent lifestyle also means eventhough family members are spending time together, each of us is checking our phones instead of talking to each other. Source: http://www.manager.co.th/QOL/ViewNews.aspx?NewsID=9560000106111 http://www.thairath.co.th/content/376180 http://service.nso.go.th/nso/nsopublish/citizen/news/news_family_ma.jsp
No plan on National Children’s Day
26.9%
37.1%
A Bangkok poll in 2012 on activities between parents and children on National Children’s Day indicated that 37.1% of parents in Bangkok will take their kids to shopping malls. Shopping, having meal and going to the cinema were the activities.
793 p arent s in Bang kok
73.1%
Parents with plans for children on National Chrildren’s Day
How Bangkok Gen Z spend their weekends
ng malls ppi ho ys
Bangkok ’s m an
tating adults Imi Materialistic ch i ld
Shopping culture
Bangkok Children Discovery Museum
A lack of Generation Z’s learning space Bangkok Children Discovery Museum features exhibitions in areas such as science, geology, health education etc. It was opened in 2001 and shut down for renovation in 2010. Due to various reasons from political to financial, the re-opening of the museum was delayed and uncertain. In January 2014, more than 20,000 people signed a petition to the Bangkok Governor requesting the Bangkok Metropolitan Administration (BMA) to re-open the museum as it is a useful learning centre for children from early ages to teens. The museum was finally re-opened in January 2015. Apart from the BMA’s Children Discovery Museum, there is virtually no other learning space for children in Bangkok. Weekend family activities often centred around the city’s many shopping malls. Shopping barely aids children’s learning and developement and could possibly make them become more and more materialistic. Statistics source: http://www.komchadluek.net/detail/20120114/120252/%E0%B9%82%E0%B8%9E%E0%B8%A5%E0%B8%A5%E0%B9%8C%E0%B8%A7%E0%B8%B1%E0%B8%99%E0%B9%80%E0%B8%94%E0%B 9%87%E0%B8%81%E0%B8%9B%E0%B8%B5%E0%B8%99%E0%B8%B5%E0%B9%89%E0%B8%9E%E0%B9%88%E0%B8%AD%E0%B9%81%E0%B8%A1%E0%B8%AA%E0%B9%88%E0%B8%A7% E0%B8%99%E0%B9%83%E0%B8%AB%E0%B8%8D%E0%B9%88%E0%B8%9E%E0%B8%B2%E0%B8%A5%E0%B8%B9%E0%B8%81%E0%B9%80%E0%B8%94%E0%B8%B4%E0%B8%99%E0%B8% AB%E0%B9%89%E0%B8%B2%E0%B8%87%E0%B8%AF.html
“The idea that you preserve the old wooden house of your grandfather or grand-grandfather is not in the Thai psyche,” said Euayporn Kerdchouay of the Siam Society.
Mahakarn Fortress
Baan Bat
Baan Krua
Baan Lao Woeng Nakorn Kasem
Locations of some of these vanishing communities
LE PEOP G W E N F I ONLY PRACTIC L L I ST
T OJEC R P MEGA ERWAY UND
TE VACA O T ICE
NOT
Mahakarn Fortress Community Traditional bird cages
Woeng Nakorn Kasem Musical instrument
Baan Bat Buddhist monks’ bowls
LE PEOP G W E F IN ONLY PRACTIC L STIL
Baan Lao Thai and Laotian flute
LE PEOP G W E F IN ONLY PRACTIC L STIL
Ban Krua Thai silk community in central Bangkok
Bangkok’s loss of cultural heritage As a local myself, I am often fascinated by the cultural heritage of Bangkok which extends beyond the temples and palaces. There are communities where residents practice the same trade. They possess traditional arts and crafts knowledge being passed down for hundreds of years. Buddhist monks’ bowl makers, silk weavers, wooden flute makers and so on, live alongside the modern Bangkok. However, they are quickly disappearing. Developers buy the land and turn it into shopping centre, high-rise residential, etc. Local authority claims back the possession of land from the community with ‘modernisation policy’ as a justification. Many new generation are moving away from homes, working in modern offices or other industry; they no longer continue the trades or crafts their parents or grandparents practiced.
As these nostalgic scenes disappear, so do the valuable culture, lifestyle and knowledge of local crafts. 1
Source: http://bigstory.ap.org/article/asias-old-communities-vanishing-amid-rapid-growth
Hi sto ric
Bangkok
Ba ng ko k
Baan Krua ‘Siam’ Bangkok’s main shopping venues
Why the Baan Krua Neighbourhood? As a local, I had never heard of Baan Krua until I started researching for this project. Most of these old communities are in the old town of Bangkok. Baan Krua, however, is a unique one since it is only about 10 minute walk from SiamBangkok’s main shopping area where a large number of Bangkokians spend their weekends. Because of its prime location, the community is definitely among the top of list of communities under modernisation threat. I think it is the best case study to establish a new typology of learning centre- where the new and the old, the elderly and the young, co-exist and learn from each other.
Baan Krua resident and Jim Thompson
Baan Krua Neighbourhood- an old silk weaving community Baan Krua is an old silk weaving community in central Bangkok. The community dates back to the end of the 18th century. Original residents, the ‘Cham Muslims’ were skilled silk weavers from Cambodia and Vietnam who were rewarded this plot of land as a result of their service to the Kingdom of Thailand, or Siam at the time.
Jim Thompson was an American ex-architect and businessman who revived Thai silk in the 1950s. Nowadays the silk brand Jim Thompson is internationally known. The golden years of Baan Krua were back in the 1950s-60s when the residents weaved silk for Thompson. Unfortunately, after Thompson’s mysterious disappearance during a trip in Malaysia in 1967, the heir of Thompson’s silk business did not continue the trade with Baan Krua residents. As a result of its central location, the community is under modernisation threat. Shopping complexes, high rise residential buildings and hotels springs up around the community. The government also had plans to expropriate the land in order to build a freeway.
0m
50m
Suan Pakkad Palaceone of the best examples of traditional domestic architecture in the city
Jim Thompson House and Museuma complex of various Thai structures
Sra Pathum Palacecolonial building dated back to 1916
Siam arealocals considered it to be the very heart of Bangkok
Baan Krua
Baan Krua neighbourhood is in Pathumwan District. The district is home to the city’s biggest modern shopping venues as well as local heritage.
Visit to Baan Krua 04.03.2015
Baan Krua Neighbourhood at present The community, as described by the Lonely Planet, is ‘old, tightly packed homes threaded by tiny paths barely wide enough for two people to pass’. ‘It has been described as a slum, but the house-proud residents are keen to point out that they might not live in high-rise condos, but that doesn’t make their old community a slum.’ Baan Krua neighbourhood is in Pathumwan District. The district is home to the city’s biggest modern shopping venues as well as local heritage.
“Not sure how long we can survive here. Bangkok’s shopping centre is just a stone throw away. None of the new generation are silk weavers. They all go across the canal to work in air-conditined shopping complexes and offices. My sons, for example, were educated abroad and are now working in the UK.”
Mr. Niphon His family is the only family left still weaving silk, as opposed to 8 back in the 1960s.
YARN PREPARATION HOUSE Uncle Aood’s House COLOUR DYEING
alk nw i 5m Mr. Niphon’s House WEAVING
Jim Thompson’s House (currently a museum)
0m
Baan Krua Silk Weaving CommunityThe process is divided into three: the colour dye, the yarn preparation and the weave In order to understand the community more, I contacted a Baan Krua resident who owns the silk making business ‘Phamai Baan Krua’ (meaning Baan Krua Silk). Currently there are around 3,000 households in the community: Baan Krua north, south and west. Most residents who are not silk weavers, are civil servants or work in modern offices and shopping complexes. The current Baan Krua silk is made up of three houses which work on different stage of the production. Those who are still practising are at least in their forties.
50m
Gen Z and their online world
as outlined in Section 1.1
Gen Z and their families
Over exposure to TVs and mobile phones lead to short attention span,
A lack of learning space
Vanishing cultural heritage
Parents are busy. Gen Z tend to spend time on their own, on their phones. As a result, they lack inter-personal skills.
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Over -e
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B
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Distra c
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Dismis sin
CONTEXT
o ca l gl
values
Slo w wor
ity to tun or al values loc
S ee o learn fro pp m
k
ol
PROPOSAL
n ar
o sch
Le
Do better in
to pla y
Slow process work like weaving helps to increase their attention span
with ot ers h
Get them to spend more time with and learn from other generations.
Offers space which empower childrenspace where they learn and develop.
With Gen Z’s open-minded character, the proposal’s long term goal is that Gen Z children will appreciate local values and that they will help preserve these culture values in the future.
Local government body
Central government bodies
a Silk Weavin gS Kru n c aa
ol ho
B
Bangkok Metropolitan Administration; BMA
Government Sector
Thailand Textile Institue [Ministry of Industry]
Private Sector
Jim Thompson The Thai Silk Company Limited
Fine Arts Department [Ministry of Culture]
Office of Contemporary Art And Culture [Ministry of Culture]
Ministry of Education
Queen Sirikit Department of Sericulture [Ministry of Agriculture and Cooperatives]
Silk Weaving
+
Learning Space for children
+
Accommodation (for holiday camp)
Proposal and procurement My proposal is a silk-weaving school located across the canal from the Baan Krua neighbourhood. It functions as a silk factory as well as informal school where children can learn about silk making. The school is funded by both the government sector and private sector in the silk industry like jim Thompson Company. The school’s income comes from the government and Jim Thompson Company as well as the selling of silk fabrics and other souvenirs. Im Thompson Company gains inspiration from children’s interaction with colours, patterns and so on. Funding the school will also advertise their company.
Rural Thailand- no pollution Process that can be done in Bangkok
Team Colour
Degumming; water 95 째C 30-45 minutes
Washing
Spin dry
Drying
Bleaching; water 95 째C 45-60 minutes
Washing
Spin dry
Drying
Colour dyeing 45-60 minutes
Washing
Spin dry
Drying
Team Yarn
Transfer silk from hank to cone (for warp yarn)
Transfer silk from cone to bobbin (for weft yarn)
Measuring yarn to desired length before installing on the loom
Team Weave
Weaving
Silk fabrics production process Silk fabrics production starts with the raising of the silkworms in order to obtain the silk fibre- the so called Sericulture. This, however, is carried out in rural areas since the environment has to be extremely clean and free from pollution both where the silkworms are kept, and where the mulberry trees (food for the worms) are grown. Farmers need to take a shower and change to clean new clothings before entering the boundary of mulberry plantation. Breeds of silkworms are also researched and controlled in Thailand by a govenmental department. For silk production in urban area like Bangkok, the process starts from delivery of raw silk from outside the city. The raw silk then undergo the processes as outlined above.
Degumming, bleaching and dyeing area
Dye pigment used at the factory are synthetic dye which lasts longer than natural dye. They come in a form of powder and needs to be weighed and mixed together to get the right colour.
Firewood used for heating up water in the bleaching, degumming and dyeing process.
Washing area
Spin dry machine
Dyed silk hung to dry
Hank to cone machine (for warp yarn)
Cone to bobbin machine (for weft yarn)
Thread measuring
Installing the warp yarn onto the loom
Weaving area
Greywater from the dye process is treated to the suitable pH for watering the greenery in the factory.
THAILAND Bangkok
Nakornratchasima
Outside the factory
Existing silk factory research This is my research into requirements of a silk factory from a visit to Matchada Thai Silk Company in Nakornratchasima province, north-eastern Thailand. It is about two hours drive from Bangkok.
Diagrammatic layout of the factory [Not to scale]
Raw thread storage Dark room to preserve the silk
Spin dry machine
Drying area
Loom
Loom
Loom
Loom
Loom
Good ventilation and indirect natural light to help dry the silk
Dye pigment storage Degumming & Dyeing
Loom
Finished fabrics storage
Warp yarn preparation
Washing
Bobbin storage
Colour mixing area
Loom
Loom
Loom
Loom
Loom
Loom
Weft yarn preparation
Water treatment tanks
Yarn length measuring prior to installing onto the loom
Number of staff and production statistics:
Management Preparation works
Weavers
Colour dye Technicians
6,400 litres Number of staff required
Water usage per month
200 kg
7 yards
1200 m (300 m/ machine)
Silk processed per month
Production per day per one weaver
Total production per month
Width of fabrics 40 inches
Existing silk factory research This is my research into requirements of a silk factory from a visit to Matchada Thai Silk Company in Nakornratchasima province. The factory is a similar scale to the production at Baan Krua neighbourhood. The total number of staff required is 10. There are 4 weavers and the production rate is around 1200 metres of fabrics/month (fabric width 40 inches). The walls and roof of the factory are made of corrugated metals. Openings in the wall let in the natural light.
1
2
3
4
5
Re-thinking space for silk weaving which could promote interaction between Generation Z and elderly Term 1 final model at scale 1:6 showing a section of a building. The model investigates how traditional space where silk weaving takes place can be re-visited to create atmosphere which encourages interest from local public or those who have no knowledge of silk weaving like Generation Zs. In this model, silk hanks which are hung to dry after the dyeing process create colourful roofscape under which children walk to the space in the middle where an elderly is weaving. 1 | Term 1 Final model Scale 1:6 2 | Traditional way of how dyed silk are hung to dry- in a semi-open area with good ventilation 3 | View looking up at hanging silk hanks 4 and 5 | How the space might be re-designed
1
2
3
4
Re-thinking space for silk weaving which could promote the curiosity and interest of Generation Z Term 1 final model at scale 1:6 showing a section of a building. The model investigates how traditional space where silk weaving takes place can be re-visited to create atmosphere which encourages interest from local public or those who have no knowledge of silk weaving like Generation Zs. In this model,the timber frame structure and permeable envelope allows children to peer through gaps and see the elderly working. The space evokes curiosity of children. 1 | Term 1 Final model Scale 1:6 2 | Envelope of cut out traditional Thai pattern underlined with fabric which allows an opaque view through it 3 and 4 | Diagram showing children climbing under the structure, looking through gaps etc.
PRO GR A M M E 1 D ay ac t iv it i es
Primary School Group
TEAM
C OLOU R
Kindergarten Group
Group of 5 x2 groups
TOTAL 10 per day
2 Colour Masters
2 [1 per group]
YA RN
Team Yarn Learn the silk preparation process prior to weaving. Fascinating spinning machines involved!
Group of 5 x2 groups
TOTAL 10 per day
2 Yarn Master
2 [1 per group]
W E AVE
Team Weave Learn to weave!
Group of 4 max. x2 groups
TOTAL 10 per day
3 Master Weavers
3 [1 per group]
PAT T E RN
NUMBER OF STAFF
Team Pattern Meet the pattern artist and learn how to design one!
Group of 5 x2 groups
TOTAL 10 per day
2 Pattern Master
2 [1 per group]
PRODUC T
Team Colour Learn silk dyeing process, how to make natural pigment from plant etc. Express creativity in colours!
NUMBER OF MASTERS
NUMBER OF STUDENTS Join either kindergarten (3-5 years) or primary school group (6-11 years)
Team Product Turn woven silk fabric into products e.g. cushions, scarves, chairs etc.
Group of 5 x2 groups
TOTAL 10 per day
2 Master Makers
2 [1 per group]
PRO GR A M M E 2 S cho ol Hol i d ay C amp
SCHEDULE DAY 1
C OLOUR
DAY 2
YA RN
DAY 3
WE AV E
DAY 4
PAT T ER N
DAY 5
PRODU CT
DAY 6
DAY 7
GROU P ART S & CR AF T S ACT I VI T I ES
Group ac t iv it i e s and home t i me
PR I VAT E LI F E OF T H E M AST ER S L ear n more about B aan Kr ua community : the hi stor y, the food and hear fa s c inating stor ies f rom the Ma ste rs
PRO GR A M M E 3 Tou r ist Vis it
The programme: Generation Z working in teams Children are divided into 5 teams according to the silk fabrics making process: Team Colour, Team Yarn, Team Weave, Team Pattern and Team Product. They learn from the Masters of each stage of the process. At the end of the day, they also have opportunities to learn together and exchange knowledge in the Central Learning Space. Programme 2 is a week-long programme where children also stay overnight at the school and participate in all the five components of silk fabrics making process and learn more about the Baan Krua Neighbourhood. Tourists may also visit the school which will also help to generate income.
Jim Thompson House
Existing Ban Krua community
Charoenphol Bridge
Saen Saep canal
SITE
Main road (Bantadthong Road)
Existing Baan Krua community Existing buildings on site Supermarket (Tesco) Mixed-use (commercial + residential) Vocational college Jim Thompson House Road bridge (Charoenphol Bridge) Footbridge Pier (Charoenphol Pier) SITE
2.5m 0m
3m
5m
SITE The proposed site (shaded in yellow) has a total area of 5,000 sqm. It is across the Saen Saep canal from the existing Baan Krua community and around 500 metres from Jim Thompson House and museum. The site maybe accessed via Banthadthong Road or a canal ferry which also serves North Baan Krua pier and Jim Thompson House and Museum. Good public transport (BTS Sky Train) serves the area. National Stadium and Ratchathewi stations are about 10 minutes walk away. The site is currently occupied by some temporary shelters (possibly temporary homes for construction workers for many construction sites of high-rise buildings near the area), an old four-storey block of flats and some greenery.
Sa
Sa
ep
Ca na l
Ban tha
dth ong R
oad
en
eavers ster W a M e - th House phon’s i N . r oM 00 m t
2
To Jim Thompson House and Museum
m in s
wa lk to Si am
an d
Sk yT ra in
sta tio ns
500 m to Ji mT h ompson House and Museum
SITE PLAN | SCALE 1:500
brid ge
Ban gko k
Foo t
stor ic
10
To h i
Winter noon (December 21)
Summer noon (June 21)
78째
Shaded area
Site boundary
52째
Site
SITE
There is a big grocery store (Tesco) to the south of the site. Nevertheless, only a small portion of the site is in shade in the winter as a result of this big building.
Maximum solar angle in winter and summer is 52째 and 78째 respectively.
Key plan
Site
SITE
Site boundary
Saen Saep Canal
Charoenphol Bridge
Pathway along the canal
0m
Existing Baan Krua Neighbourhood
2m
5m
CHA PTE R 3 G e nera l Ar rangements
13
8
5
4
6
3
Perspective view of Baan Krua Silk Weaving School
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11
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1
1 Entrance | 2 Silk factory: Colour dye process + Team Colour learning area | 3 Silk factory: Yarn preparation process + Team Yarn learning area | 4 Team Weave outdoor weaving terrace | 5 Gardens | 6 The Canopy | 7 Master’s pattern studio and Team Pattern learning area | 8 Product workshop + Team Product learning area | 9 Central Learning Space | 10 Accommodation | 11 Recreation area by the canal | 12 Saen Saep canal | 13 Ban Thadthong Road | 14 Footbridge | 15 Delivery entrance
15
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14
5,000
7,000
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1 Team Colour outdoor learning terrace 2 Raw thread storage 3 Team Colour learning space 4 Disabled WC 5 Children’s work storage 6 Team Yarn learning space: making furniture out of defect yarn 7 Team Yarn outdoor learning terrace 8 Children outdoor assembly point 9 Pattern Design studio 10 Team Weave outdoor learning terrace 11 Reception & entrance foyer 12 Souvenir shop and office 13 Product storage 14 EE room 15 Finance office 16 Product team outdoor workshop 17 Female WCs 18 Male WCs 19 Disabled WC 20 Cleaner’s storage 21 Cooking area 22 Cooking gas storage 23 Ramp to recreation area 24 Shower & WCs 25 EE room 26 Storage 27 Canal recreation area 28 Delivery and collection 29 Children’s work display wall 30 Children’s work display rail 31 Gardens growing plants for natural dye
Plan : Level 0 | Scale 1 : 250
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1 Team Colour indoor classroom 2 Silk drying area 3 Colour Dyeing Process: working area 4 Yarn Preparation Process: working area 5 Yarn Preparation Process: bobbin storage 6 WCs 7 Walkway linking different sections of the building 8 Team Pattern: Giant collage terrace 9 Children’s silk drying area 10 Team Pattern and Team Weave Collaboration space 11 Central Workshop 12 Group workshop 1 13 Group workshop 2 14 Group workshop 3 15 Disabled platform lift 16 Seatings 17 Accommodation 18 Staff and disabled person accommodation 19 Ramp access to accommodation 20 ‘Loom Playground’ Weave a carpet for our picnic by the canal 21 Master Weavers’ work space
Plan : Level 1 | +2.70 | Scale 1 : 250
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Team Colour: Documenting natural dye plants terrace Team Yarn: Yarn measuring terrace Special dye pigment storage open only on special occasions! Bobbin archive Fabric roof of WCs below Making pattern with digital tools open only on special occasions!
Plan : Level 2 | +5.40 | Scale 1 : 250
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1 Canopies (Polyamide with UV and fire resistance + waterproof silk strands in certain area) 2 Local clay tiles 3 Cedar shingles 4 Clear polycarbonate panels 5 Fabric roof (100% Polyamide)
Roof plan | Scale 1 : 250
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2 25째
1
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5,000
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Section A-A | Scale 1 : 200
5,000
1 Central Learning Space 2 Accommodation 3 Outdoor area under the silk canopies 4 The Silk Factory: Yarn preparation process 5 The Silk Factory: Colour dyeing process
F
C
5,000
B
5,000
A
10,000
10
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5,000
2 7,000
4
9
7,000
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5,000
6 2,000
7 6,000
Section B-B | Scale 1 : 200
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1 Pattern Design studeio 2 Team Pattern: Giant collage terrace 3 ‘Making patterns with digital tools’ 4 The silk canopies: Children assembly area 5 Raw thread storage 6 Colour Dyeing process 7 Team Colour: Documenting natural dye plants terrace 8 Special dye pigment storage 9 The Central Learning Space 10 Accommodation area 11 Team Colour classrooms
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CHA PTE R 4 L e ar n ing f rom t he ver na c u l ar at dif ferent s c a les Contextual clue informing the material selection Weaving loom inform architectural language Vernacular architecture details Local climate informing the architecture
Context:
Choice of materials:
Thai vernacular architecturestructure and roof shingles
Hardwood
Thai vernacular architectureroof tiles
Weaving loom
Wood shingle
Silk of varying opacity
Colourful terracotta tiles
Lightness of fabric
Silk thread
Thai silk
Contextual clue and material selection As a silk weaving school for Generation Z children, the building conveys a message of cultural heritage preservation. At the same time the building appears contemporary and the choice of material also has to appeal to children. For example, colourful elements. The material pallette is, therefore, a hybrid between vernacular material such as timber and clay tiles, and a more contemporary material such as steel.
Children’s playground
Brightly painted steel
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1.83 m
9
0m
1.7
3D model study a weaving loom at the Royal College of Arts, London (pictured belows) The loom has a Dobby attached which is a computer machine that allows more complex pattern to be woven than tranditional handloom. Key 1 Pulley systems | 2 Harness cables | 3 Harness frames | 4 Cloth beam | 5 Beater | 6 Warp yarn | 7 Weft yarn | 8 Dobby | 9 Foot treadles
Moving mechanisms of the loom. The harness frames, controlled by the foot treadles, lift some of the warp yarn up, creating gaps through which weft yarn can be inserted.
From left to right | A weaving loom at Baan Krua Neighbourhood in Bangkokand a weaving loom at the Royal College of Arts, London | Selangan Batu- the type of wood for weaving looms in Thailand.
Learning from weaving looms The type of wood used to construct weaving looms in western countries are ash. The chosen type of wood has to be strong enough to withstand the pulling presssure of up to strings as many as thousands. In tropical countries like Thailand, weaving looms are made from local hardwood such as teak. As teak is rarer to find these days in Thailand, Selangan Batu, or as called Mai Teng in Thai, is a common choice of wood. In Thailand, selangan Batu is also a popular choice for construction material, from structural elements to floorings and furniture.
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Beater
Harness cables
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Foot treadles
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Shuttle track
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How frames are fitted together
Learning from weaving looms- intricate connection details Exploded diagram above shows principal components of the weaving loom. The loom consists of the two main frames. In between the frames are the two axle of cloth beams which keep the threads taut. Another frame containing the pulley system is put on top of the main frames. Harness frames are hung via tension cables from these pulleys. Key 1 Mainframes: Ash 40mm x 135 mm| 2 Pulley system and frames: Ash 40mm x 100mm | 3 Dobby- an electronic machine control the lifting of harness frames | 4 Mechanisms for lifting the harness frames- consists of timber, chains, cables and springs 5 Harness frames | 6 Beater | 7 Track for beater | 8 Finished product 9 Foot treadles will be installed on the floor between the main frames Source: https://www.youtube.com/watch?v=h9S0kEPW8U8
Harness frames
Steel cable - hooks - and timber frame
a slot is cut in a timber piece to insert another piece of quite a unique shape of steel connections.
A cut in timber piece so that the cloth axle flush against the timber
A piece of metal brackets bent to desired shape
A thick chunk of timber on steel plates
Intricate metal piece connecting two strands of steel cables
A slot in timber is cut for a metal hook
Two pieces of timber in different planes joined via bolts
Learning from weaving looms- intricate connection details After further investigation into the weaving loom, I found that not only there are three main frames (the main side frames, the pulley frames and the harness mechanism frames), but there are many other intricate pieces. Metal pieces and bolts are used to join timber together. Other intricate pieces include a number of steel cables, hooks and springs.
The detailings are also beautiful. For example, a cut in timber A is made so that timber axle B can flush against the face of A.
Ai m:
Timber frames Steel cables support load Timber frames
Two main structural language 1. Timber frames 2. Steel cables (tensile/ masted structures
Loom as a space
Silk fabrics and silk strands as permeable membrane
Intricate timber and steel connection details
Fi na l d esi g n resu lt s:
Timber frame and tensile structure as overall structural language
Loom as architecture
Fabric and waterproof silk canopy
Intricate timber and steel connection details
Learning from weaving loomsHow this might influence the design language As a silk weaving school, it is appropriate that the design takes inspiration from weaving looms. The building will evoke an image of weaving looms through: 1. Choice of materials- hardwood and breathable membrane of silk and other fabrics 2. Structural language of timber frames and steel cables 3. Elaborate timber and metal detailing
The Silk Factory
Roof claddingTerracotta tiles Minimum roof angle for this type of roof tiles is 25 degrees.
Timber structureSelangan Batu r be e m et Ti cr n Co
r be e t m i re T nc o C
TE
AM
PA TT
ER
N
Reinforced concrete structure
TE
AM
CO LO UR
Axonometric view of the structure | Scale 1:150
Existing architectural typology at Baan Krua Neighbourhood
Traditional + Contemporary
Traditional Thai house
Existing typologies informing the design language Existing architectural typologies at Baan Krua community are 2-3 storey houses. Prevalent building materails are masonary, concrete and timber. Some of the houses are in traditional timber Thai houses. Some of them are a mixture between traditional (timber, pitched roof with decorative details) and contemporary construction method (brick and concrete) The ground floor of the Silk Factory is reinforced concrete timber. From the first floor upwards, it is a timber structure. This will also prevent the building from flood damage since concrete is more flood resistant than timber.
Mosque
CHA PTE R 5 St r u c tura l study and C onst r uc t ion det ai lings Large span roof: Bicycle wheel roof structure Timber frame structure Tensegrity canopy Joint details
Bicyle wheel study:
There are two sets of metal rods radiating from the central core
Top set
Bottom set T
T T
T
T
T
ing
T
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W
T
T
T
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T
T T
T T
T
ing
T
Com pr es s
T
nR io
T
T
nR io
T
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Com pr es s
T
T
T
T T
W
T
T
T
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in section:
W
Precedents: 1
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1 and 2 | Madison Square Garden, New York City- multi-purpose arena, 425 feet (129 m) clear span 3 and 4 | Ifema Madrid- convention hall 5 | Phillip Johnson’s futuristic New York State Pavilion for the New York World’s Fair 1964-65
Structural study : Bicycle wheel roof Bicycle wheel roof is a structural system capable of spanning large distance. It is called bicycle wheel roof because the structure principle works like that of a bicycle wheel. The system consists of the central core, two layers of tensile elements which radiate from the central core, and the peripheral ring in compression which takes the load from the tensile elements. It is employed to cover large span area where it is required that there is no obstruction from columns. For example, exhibition halls, concert halls, stadium etc. T represents Tension; pull the weight W of the central core to the compression ring around it. Without the tensile elements, the central core would just fall down on its own weight.
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Cast iron mast Wrought iron tie rods
Central lantern The Panorama screen
Tension ring
Section throught the Panorama des Champs-Élysées Cast iron mast
Cable
Wrought iron tie rods
W Roof detail
Cast iron mast
Timber frame roof
Central lantern
Wrought iron tie rods
Roof detail
The 12 cables
Bicycle wheel roof precedent: Panorama des Champs-Élysées 1839 The Panorama des Champs-Élysées was designed by J.A. Hittorf in 1839. It was 14.5 m high and spans 39 m in diameter. It was a pioneering project at the time. The functional requirement- the Panoramarequired a shadowless and unobstructed environment. The timber frame circular roof was supported by 12 cables radiating from the tension ring below the central lantern. The cables rose at angle to the top of the cast iron compression masts on the perimeter walls and were anchored to wrought iron tie rods extending down the walls to the foundations. Source: Masted Structures in Architecture by James Harris and Kevin Li, pp. 22-24
Final Term 1 Model Scale 1:6 Details of tension cables to compression ring and tensile ring (central core)
4,545 2,400 11,600
25째 5,000
Support
5,900
Support
2,500
10,000
10,000
2,500
1m
2m
5m
Section through the Central Learning Space
Roof C
Roof D
Roof B
Roof A
Central Learning Space: Load diagram
Peripheral roof rafters
Beam C Lower roof rafters Upper roof rafters Central Core Ring 4
Central Core Ring 3 Central Core Ring 2 Central Core Ring 1
Compression Ring 2
Compression Ring 1
The 12 columns around the perimeter
The compression ring Double ring of 12 straight sections tying all the support columns together
The central core
Team Compression Ring
Team Central Core
Building 1:1 prototype of the similar structure principle
Team Columns
Workshop in Costa Rica with Veritas University In December, Unit 22 made a field trip to Costa Rica. We had a three-day workshop with a group of students from Veritas University to build a 1:1 structure. My group of 16 students built a structure which took the principle from the bicycle wheel roof. To construct the structure, the team was divided into Team Columns, Team Compression Ring, and Team Central Coreaccording to the three main elements of the structure. The three elements were then put together. Please see Workshop in Costa Rica booklet for more details
Central Learning Space structure The structure of the Central Learning Space can be divided into three main sections: the support columns, the compression ring, and the central core.
Material and construction:
Reference/ Contextual clue:
Type of wood:
Selangan Batu
Selangan Batu or Shorea Obtusa is the type of wood used as structure of weaving looms and is also a popular choice for building construction in Thailand.
Composite column:
Four pieces of 75mm x 150mm joined together via steel plates
Intricate timber detail where a groove/ slot is cut into the timber so that the edge of metal connections flush with the timber
Intricate timber and steel connection details:
welding line
Column elevation
0
1m
2.5 m
Suitability to local construction method:
UC Berkeley College of Environment Design in Hokkaido by Kengo Kuma
Round space broken up into 12 straight segments to suit the local construction method and expertise
The construction concept is the heavy timber construction technique common in the USA. However, due to factors such as availability of materials in Japan and local construction method, this was translated into smaller pieces of timber joined together.
Central Learning Space construction : Composite timber Due to the size of the structure, required timber sections are large. However, these are not so easy to find in Thailand. Glue-laminated timber is also a construction method which is not common in Thailand. To solve this design requirement, each column is therefore, made out of 4 pieces of 3�x6� (75mm x 150 mm) Selangan Batu wood joined together via galvanised steel plates and steel nuts and bolts. The round space is broken up into 12 straight segments to make it more suitable to the available material and construction method.
My project employs the similar concept.
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Central core detail 01 | Scale 1:10 1 100mm x 100 mm Selangan Batu coated with clear fire retardant paint 2 50mm x 100 mm Selangan Batu coated with clear fire retardant paint 3 Galvanised steel plate connections 10 mm thickness Each connection consists of 3 steel plates welded together. It joins each two pieces of Selangan Batu together as well as linking the central core to the peripheral columns. 4 Steel cable bracing to stabilise the central core 5 Steel rod diameter 35 mm connecting the central core to the peripheral columns
Central core detail 02 | Scale 1:10 1 100mm x 100 mm Selangan Batu coated with clear fire retardant paint 2 50mm x 100 mm Selangan Batu coated with clear fire retardant paint 3 Galvanised steel plate connections 10 mm thickness The connection consists of 3 steel plates welded together. It joins each two pieces of Selangan Batu together as well as linking the central core to the peripheral columns. 4 Steel cable bracing 5 50mm x 50mm RHS coated with rustproofing paint This element, together witht the steel connections, support the roof rafters 6 50mm x 100mm Selangan Batu roof rafters coated with clear fire retardant paint
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Intricate metal and timber details of weaving looms
Vernacular architecture and weaving loom
Central Learning Space construction details Structural material of the Central Learning Space is timber to keep to the language of vernacular architecture. Steel plates join sections of timber together to keep to the language of weaving looms.
Long roof overhang provide sunshading
The roof is lifted so that there is a gap between the main structure and the roof structure for hot air to escape. This helps with ventilation when the open terrace has to be sealed off from the rain.
Natural ventilation Heat can escape
Temporary rainscreen protects the open terrace for exceptionally strong wind-driven rain
Open terrace
The rainscreen makes it HOT AND STUFFY!
Heat from silk dyeing process Gaps between each floorboard aid ventilation and cooling in the silk factory- especially where there are the boiling of water for silk dyeing.
Silk FactoryColour Team and Yarn Team
Silk FactoryPattern Team and Weave Team
Perspectival section | Scale 1:75
Perspectival section | Scale 1:75
Requirements of the roof:
Heat
Roof lifted to create - gap where heat can escape - aesthetic purpose: the roof appears light and floats
Exceptionally long projection to provide shelter and allow outdoor learning even during wind-driven monsoon
Silk Factory: Large roof overhang to provide protection from sun and rain and aid outdoor learning The silk factory consists of required spaces for silk fabrics making process and activity spaces for children. The roof the silk factory provides shelter for outdoor learning space of Generation Zs below. It is required to have exceptional large projection in order to fully shelter from the rain and sun so that the learning can take place even in monsoon season.
Terracotta tiles Battens and anti-battens Water-proofing layer OSB board 10mm thickness
Rafters and purlins- 50mm x 100mm Selangan Batu
Axonometric of roof cladding and structure Scale 1:100
Axonometric of roof structure Scale 1:100
Silk Factory: roof structure, material and details from contextual clues Structural material of the Silk Factory roof is timber to keep to the language of vernacular architecture. Steel plates join sections of timber together to keep to the language of weaving looms. Colourful local clay tiles clad the roof to evoke the language of local cultural heritage.
Roof structure- previous iteration Axonometric | Scale 1:150
Roof structure-latest iteration Axonometric | Scale 1:150
Long overhang of rafter extends beyond the support. The roof structure might topple on its own weight [pink arrow]
Steel rods take the weight of the roof, connecting it back to the beam and columns.
50mm x 100mm Selangan Batu wood 2 pieces joined to form one rafter 50mm x 100mm Timber spacer [painted green to match colour code of Team Colour]
100mm x 200mm Selangan Batu wood beam
50mm x 50mm RHS truss supporting the lifted roof
Steel rod diameter 25mm connecting the long span rafter to the beam
Roof structure Axonometric | Scale 1:50
Silk Factory: solving the requirement of large roof overhang The roof the silk factory provides shelter for outdoor learning space of Generation Zs below. It is required to have exceptional large projection in order to fully shelter from the rain and sun so that the learning can take place even in monsoon season. This, however, creates a structural challenge to solve.
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2
Cut slot into the wood
3
knife plate
Ground floor reinforced concrete structure to first floor timber structure (straight section) Axonometric | Scale 1:10 Exploded diagram | Scale 1:20
Bolt 4
Explode diagram | Scale 1:20
Key 1 200mm x 200mm Selangan Batu coated with clear fire retardant paint 2 Steel plate 9 mm thickness 3 Bolt anchored into the reinforced concrete column 4 Reinforced concrete column
1
2 3 Ground floor reinforced concrete structure to first floor timber structure (angled section) Axonometric | Scale 1:10 Exploded diagram | Scale 1:20 4
Explode diagram | Scale 1:20
Key 1 50mm x 100mm Selangan Batu coated with clear fire retardant paint 2 Steel plate 9 mm thickness 3 Bolt anchored into the reinforced concrete column 4 Reinforced concrete column
References:
Silk Factory: Connection details between concrete and timber structure Hybrid construction between reinforced concrete and timber is common in Thailand. The connection details between reinfoced concrete structure and timber structure learn from local example and adapt to suit the design.
References:
STRUCTURE Ricolais
AESTHETIC An installation in Marrakech by Barkow Leibinger
The canopy The canopy spans an outdoor area between two buildings of the silk factory. The main aim is to create a light fabric roof which provides sunshading. Some part of the roof will be coverred with waterproof canvas roof, while some area will be waterproof yarn. The canopy provides sunshading - an outdoor area where children can get into groups to work.
CHA PTE R 6 Blur r ing t he t h re shold b et we en indo or and outdo or
Accommodation area use insect screen on light timber frame to sub-divide space
Kineforum Misbar by Melissa Liando and Laszlo Csutoras | Jakarta, Indonesia
METI – Handmade School by Anna Heringer | Radrapur, Bangladesh
Translucent curtain, made from a perforated fabric more commonly used in agriculture
Local textile in various colours flowing in the winds
Casa da Musica by OMA | Porto, Portugal Layers of curtains vary the amount of light, the view and the acousitcs. This picture is one of the layers- a view-blocking “viel” made of knotted strips of voile.
Using light material to subdivide space/ enclose space to blend the indoor and outdoor The tropical climate of Bangkok means there is no need for thick wall and insulation. This allows for outdoor living and learning to take place for most of the time. The aesthetic aim of the building is that it appears light and delicate to convey the language of delicate silk and local crafts. This breathe-able membrane would also aid natural ventilation through space- a crucial environmental strategy to a tropical climate like Bangkok.
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Section A-| Scale 1:100 Conceptual collage of difference ways to divide the space
Key to conceptual collage on previous page OUTDOOR
INDOOR
Weatherproof
1
Outdoor curtain hung from roof overhangallows for completely outdoor habitation while acts as sunshading.
Delicate
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Stylised insect screen-
Louvre screens
Silk curtains and silk paper on panels
Allows Area 2 to be inhabited while maintaining the flow of natural ventilation.
Inspired by traditional Thai wooden screen. This allows Area 1 to be closed off completely when 1. There is a heavy monsoon rain but still maintains airflow to the interior 2. When the building is not in operation- protect property from theft.
Interior partitions to sub-divide spaces. This allows smaller different work- Traditionally used in shops to take place in one central space. bedrooms, this is hung from the central core of the space. The platform underneath serves as gathering space at night for children and adults- while protecting them from mosquitoes.
c c
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Central Learning SpaceOutdoor - semi outdoor and indoor The central learning space consists of three qualities.
1Indoor - Roof and walls This is where the shared learning happen. There are also an office and storage space. The area must be able to closed off completely when not in operation to prevent burgalarly/ trespassing
2Semi-outdoor - Sheltered under the roof but no walls on one side. This area houses the staircases, food preparation area, dining terrace etc. No solid wall panels. Only insect screen. 3Outdoor- but still under roof overhang
Delicate insect screen
CHA PTE R 7 R e - t h in k ing t ra dit iona l si l k we av ing and L e ar n n ing t h roug h ma k ing for G enerat ion Zs
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Final model 1 | Scale 1:25 Section through the Central Learning Space 1 Mini-workshop: weaving with the Master Weaver 2 Mini-workshop: flexible depending on the topic For example, designing fabric pattern through painting 3 Mini-workshop: A generation Z is weaving silk which become carpet for a semi-outdoor terrace where the elderly and generation Zs can have lunch together or other re-creation activities can take place 4 The Masters’ work area 5 Central gathering space where all the teams gather and exchange what they have learnt/ produced 6 Walkway leading to Team Product working area
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Final model 1 | Scale 1:25 Section through the Silk Factory and the Canopy 1 Pattern Team: Generation Z from Team Pattern creating QR code for Team Weave to be woven onto fabric 2 Team Pattern: Giant collage magnetic pieces which can be moved around on the glass magnetic floor to create pattern 3 Pattern Master’s Design studio 4 Wall of rotating polycarbonate tubes where Team Pattern children learn about patterns 5 Semi-outdoor terrace sheltered by the canopy 6 Wall of yarn cones 7 Dye pigment storage 8 Semi-outdoor terrace where Team Colour document plants 9 Yarn measuring walla playful way to measure yarn length instead of the traditional way
Location in the model
Pigment storage booth from first term 1:6 model
Traditional way of storing dye pigment
Pigment storage room At the end of the day, Team Colour children will gain access to a pigment storage room. The room is suspended over the learning area and the wall is lined with fabric. Throughout the day, Team Colour children are curious about what are inside the room. When the door to the booth is opened, they are wowed by the kaleidoscopic world of colours.
TEAM:
LOCATION:
Team Colour
THE PARTICIPANTS:
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours
TEACHER AS LEARNER Wall made of colourful polycarbonate tubes. Interactive wall appeal to children. The Master also get inspiration for pattern design from watching Generation Z interact with the wall.
Traditional way of pattern designing and teaching
Location in the model
Learning about pattern Team Pattern children learn about traditional pattern via walls of rotate-able polycarbonate tubes. The tubes have two sides of colours which when rotate create pattern on the wall. The permeable wall also aids the ventilation for hot climate like Bangkok.
TEAM:
LOCATION:
Team Colour
THE PARTICIPANTS:
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours
Location in the model
Climbing wall
Traditional way of measuring yarn
Measuring yarn is a fun game for children Children from Team Yarn are measuring the length of yarn. To make this more fun and appealing to Generation Z, the Baan Krua Silk Weaving School turns this into a climbing game where the kids exercise and learn to measure at the same time. They need to pay attention to the distance between the points and add them up correctly, otherwise Team Weave would get the wrong length of fabric.
TEAM:
LOCATION:
Team Colour
THE PARTICIPANTS:
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours
Location in the model
Traditional working environment for Master Weaver - dark and not well-ventilated
Weaving with the Weave Masters Children from Team Weave get to weave with the Master Weaver at the end of the day. The weaving room is located in the Central Learning Space with natural lighting (under fabric roof ) with view overlooking the canal. Not only Generation Z will be empowered, but the traditional working environment where the the weavers work in a room with artificial lighting and no view will also be improved.
TEAM:
LOCATION:
Team Colour
THE PARTICIPANTS:
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours
Team Weave children create a woven playhouse from after learning to weave Children from Team Weave learns the principle of weaving - basically the crisscrossing ot two layers of yarn. We teach this to them via weaving strips of colourful papers on the outdoor terrace, sheltered by the canopy above. They are pretty quick and by lunch time we have a carpet! But that’s not it for Generation Zin the afternoon the children decided to turn the woven carpet into a playhouse by overlaying it onto some old wooden frames. We, grown-ups and elderly, just learn that there is no limit to creativity.
TEAM:
LOCATION:
Team Colour
THE PARTICIPANTS:
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours
Team Colour- Collecting and documenting plants for natural dye Children from Team Colour are collecting plants in our gardens to be used for natural dye. They are so excited to learn that some of theses pretty flowers and leaves they have seen before can create colours! The sun is strong today but eveyone has the silk hats produced by Team Product from last week to keep them cool.
TEAM:
LOCATION:
Team Colour
Team Yarn
Team Weave
Team Pattern
Team Product
AREA OF SKILLS FOR GENERATION Z:
THE PARTICIPANTS: TEACHER:
Generation Z
The Masters
Staff
Sceience and observation
Inventive, creative skills and imagination
Learn to measure
Generation Z
The Masters
Staff
Inter-personal skills
Increase attention span
Learn history & cultural heritage
LEARNER:
Learn names of shapes and colours