Oliver Maclean for BDES2027
I acknowledge the Cadigal People of the Eora Nation who are the traditional owners of the land which I worked on. Additionally I would like to acknowledge that my proposal is on Larrakia land. Always was always will be.
Responding to Site and Brief 6 Journey Through Site 18 Detailing & Additions 42 Bibliography & Precedents 58
Nungalinya Collage is a Uniting Church teaching college based in Darwin. It acts as a place to share culture and to learn. Visitors to the site are elders from remote Indigenous Australian communities. Although they do share their Aboriginality, these people are vastly different - speaking one of 200 plus dialects.
The project brief called for housing for 18 teachers and 18 students, with interactive in between spaces as fit. The teachers are often less outgoing and may desire respect and a quieter experience at the college. Whereas the students are often happy to share with others. Due to cultural considerations it is important to have flexible accommodation with many exit opportunities.
In the college, and more generally Darwin, people live outside. This makes garden space incredibly important. These in-between areas should accommodate small groups of three to four with movable furniture for added adaptability.
Already in the college is an incredible focus on native plants. Bush medicine and bush tucker are very popular activities. The Territory has a rich Indigenous history which can be tapped into. As well as vegetation and landscapes which will prove inspiring throughout the design process.
Monsoon Winds North West up to ���mL downpour
Darwin is a city with two distinctive seasons - the wet and the dry. Monsoonal North Westerly winds come throughout the summer months bringing heavy rainfall and humidity. From May to September this is switched with almost no rainfall and relatively cool nighttime temperatures.
At Nungalinya, most visitors come during the dry season, although the site is used all year round.
The proposed site is nearly completely flat with a very slight incline. It is also very quiet, Nungalinya is a retreat from busy family life for its visitors.
The existing buildings incorporate some design features which help to combat the wild Darwinian climate. Termite caps help to increase the longevity of structures. Where agricultural drains stop degradation of the earth surrounding buildings.
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There are many cultural principles informed by my own research into the territory, and the site tours, which will guide the design process.
The Billabong is the principles which underlies all others. The idea stemmed from the idea that Nungalinya is a place for sharing cultures and learning, much like the billabong was a place for different Aboriginal peoples to come together in celebration (Pascoe, 2014).
In this same vein the site also acts as a Clearing in the Forest. It is an escape from busy home life for many visitors. The site should shelter the visitors, creating an open space for them to share ideas and culture.
The final of the highly important principles is the Vernacular Reborn. Throughout my schooling I was left in the dark about Aboriginal history and culture. So, I want to help amplify and acknowledge this culture in a respectful manner.
Clearing in the Forest have the site feel like a refuge from the hustle of regular life
life takes place in fresh air, outside the four walls and without air conditioning
the site and college as a whole should be a place to refresh and exchange ideas
create spaces where people can interact as they pass; open, happy, spaces
acknowledge and respect the often forgotten Aboriginal architectural vernacular
Independence some people may not want social interaction, design to incorporate these people
give each person the option of joining the inner group or being alone
let people come together in the pods and in the space in general, design for crowds
In addition to acknowledging the cultural principles, there too are climatic principles which must e adhered to when designing for the tropics.
Many of these principles were inspired by The Freshwind School Project which identified patterns in design for their project of a school in Vanuatu. Although the two sites are different, especially economically, there are many principles which can be applied similarly.
Perhaps the most important of these is to Elevate the House above the ground. In the wet season there can be upwards of 300mm of rainfall in a single day - which often can lead to flooding. This makes it vital that buildings are not set into the earth. Additionally by elevating the building air is able to flow underneath the floorboards - helping to ventilate from below.
Creating proper airflow is extremely important during the dry seasons. Hot air rises and thus it is necessary to give it an exit point - Clerestory Windows.
to protect from floods and ventilate from below
to allow an exit for hot air, and connect the internal rooms to the sky
no glass windows to protect from damaging winds and easy of replacement
to secure the structure in the ground
to protect from uplifting winds that can tear the roof off
Long
to adapt to clients ventilation and privacy needs
whilst orienting for breezes, the long house will allow the most cross ventilation
to save clients from the hot Darwin sun, and allow for outside living during the wet
In designing both modules I thought it was vitally important to incorporate opportunities to Live Outdoors. Being on country is an important part of Aboriginal culture. But also it is so important to be outdoors in the tropics - having access to natural ventilation systems. This is why in both spatial ideas so much of the space is focused around outdoor living.
As previously mentioned the Teachers when in Nungalinya may be more recluse. For this reason their pods are individual and self contained. Opposite to this is the students where two sleeping modules share a singular deck and kitchen.
In regards to the shared spaces in the students module, there is still opportunity for privacy. Working with the concept of Forest and Clearing there are two distinct zones for living, for privacy
Indigenous Australia’s architectural history is often wrongfully dismissed as primitive. Instead it should be appreciated for its adaptability to climate and culture. The domes were “quite impervious to the rain” for the wet season, and provided sun protection during the dry. Additionally the structure could e sealed off for added mosquito protection or privacy. The structures were internally spacious, useful for when the living outdoors ideal was not desirable. incorporated this design into my scheme as a meeting place, respecting the traditional architects
Anthony Hunt and Luke Stanley’s Hut is a great example of simple effective planning. The central corridor effectively demarcates space, separating utilities from living. The simplicity of the plan is further exemplified by its small scale, the house is private and extremely minimalistic. Another point of inspiration was the repeated A-frame, although in my own designs I utilise portal frames. In both projects it was for ease of construction with the Hut being built by only two people. The frame is also beautifully expressed in the top image - inspiring.
Murcutt’s Marie Short house was an inspiring design for the student modules. The two separated structures create obvious outdoor space which can are partitioned in my design to act as public and private regions respectively. Like Glenn I focused on repetition with distinguished functions. My central kitchenette demarcates the two decks allowing for separation of function throughout the day. This precedent also features incredible climatic detailing with louvers incorporated to control light, wind and privacy - which I similarly incorporated.
plans, sections, renders, perspective & models
�. Students Pods
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�. Teachers Pods �. Central Dome �. Private Meeting Dome �.
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The rationale behind the site plan’s spatial configuration was to mimic that of a Billabong. Many individual areas surrounding a central body of water - a central meeting point
Site plan | 1:500 | showing connection to existing site and roofs
Site model | 1:250 | viewing towards the dome from the main entry
Site model | 1:250 | viewing from the north to the dome
The vegetation was designed to mimic the idea of Forest and Clearing - with the larger trees surrounding the blurred site boundary and smaller edible and interactive bushes towards the center
Zoomed site plan | 1:200 highlighting the vegetation in the south of the site
Throughout the site section many interactions with the in between spaces are seen. People hide-away in the huts; they tend to the vegetation; they prepare food in the decked breezeways
Site section | 1:100 | through the student module and a hut
Towards the northern end of the site are the teacher modules - because they prefer privacy they are located further away from the hustle of Nungalinya
Zoomed site plan | 1:200 | highlighting the vegetation in the north of the site
A man can be seen viewing-in or optingout in the teacher pod. A family is seen in the large dome, as it functions as a community-minded place
Site section | 1:100 | through the teacher module and the dome
Sketch perspective | not to scale | viewing out of the central dome
Sketch perspective | not to scale | viewing towards the dome
Sketch render | not to scale | viewing between teacher modules
Sketch render | not to scale | viewing towards the NE corner of the site
Teacher module model | 1:50 | highlighting the structure
Teacher module model | 1:50 | from the more private side
Student module model | 1:50 | viewing in from the clearing
Student module model | 1:50 | viewing in from the forest
vegetation, construction, materiality, structure & climate
The structural system for both the teacher and student module is portal frames. Lateral loads will be stabilised through either plywood shear walls, or cable cross bracing in decked areas.
To adapt to the strong uplifting tropical winds there will be many pad footings. A mass amount of footings adds weight to resist lateral and vertical motion.
Architecturally the array of portal frames is meant to mimic being within a forest. The SHS is here analogous to the tree trunks. The buildings are a part of the forestry surrounding the billabong.
Sectional model | 1:50 | highlighting the structure in plan
Exploded axonometric | 1:50 | showing the layers of structure
When deciding upon materials I aimed for sustainability and growth. Sustainability is seen in the native Australian hardwoods as well as the fast growing bamboo for the dome. As well as the thatching which can be composted and easily sourced. Growth meaning that as funds are increased the quality of cladding can too increase, beginning at a low cost and increasing in value.
Joint detail |
��mm steel plate, powder coated, welded to flanges
��mm steel plate, powder coated, welded to SHS, bolted to pad footing
��� x �� mm rough sawn Darwin Stringybark, floor bearers | pad footing connecting to the floorboards
View-in Opt-out was the foremost guiding principle for the Student module. It creates flexibility and adaptability in the space. The kitchenette is able to further separate the utility of the deck spaces as public and private.
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�.� Open Decking �.� Private Decking �.� Clearing, living �.� Forest, living �. Bedroom �. Ensuite �. Kitchen �.� �.�
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Student module plan | 1:100 | with breeze-paths shown
Clerestory windows and blinds are in each bedroom and bathroom. As the dry and warm South Easterly winds enter the rooms they will be able to escape - not overly heating the space.
Summer Solstice [wet] ���°N
The modules are generally oriented along the North West- South East axis, meaning the breeze travels through the shortest length of each room.
Equinox [dry] ��°N Winter Solstice [dry] ��°N
Student module section | 1:100 | with breeze-paths shown
Student module section | 1:100 | with breeze-paths and sun angles shown
When designing the teacher’s module in plan i focused on having a single axis for circulation, heavily inspired by Murcutt. This with the barn doors greatly opens up the pod to breezes and accessibility.
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�.� Open Decking �.� Private Decking �.� Clearing, living �.� Forest, living �. Bedroom �. Bathroom �. Kitchen �.� �.
Teacher module plan | 1:100 | with breeze-paths shown
All buildings will be elevated above the floor, allowing air to pass underneath the floorboards, creating an additional cooling effect.
Louvres allow breezes to pass through as the occupants desire. Additionally, a comibnation of the overhanging eaves and the window’s rigidity allow them to be open even through heavy rainfall.
Summer Solstice [wet] ���°N Equinox [dry] ��°N Winter Solstice [dry] ��°N
Winter Solstice [dry] ��°N
Teacher module section | 1:100 | with breeze-paths shown
Teacher module section | 1:100 | with breeze-paths and sun angles shown
Aitchison, M., Muir, M., McBryde, K., & Christie, W. (2018). The Freshwind School Project. Sydney: University of Sydney.
Health Habitat. (2021). Housing for Health. Retrieved from https://www.housingforhealth. com/
McGee, C. (2013). Shading. Retrieved from Yourhome: https://www.yourhome.gov.au/ passive-design/shading
Pascoe, B. (2018). Dark Emu. Broome: Magabala Books.
Jones, D. S., Choy, D. L., Tucker, R., Heyes, S., Revell, G., and Bird, S. (2018). Indigenous Knowledge in The Built Environment. Canberra: Australian Government.
AOE, Guilin Lebei Homestay Hotel, Guilin, China, 2021
Anthony Hunt & Luke Stanley Architects, JR’s Hut at Kimo Estate, NSW, Australia, 2017
Estudio Cavernas, Koh Kong Mangrove Lodging, Cambodia, 2020
GDHWoodhead, Pinnacles Desert Discovery Center, Cervantes, Australia, 2009
Glenn Murcutt, Marie Short House, Kempsey, Australia, 1974-75 1980
Glenn Murcutt, Marika Alderton House, Eastern Arnhem Land, Australia, 1990-94
Troppo, Anbinik Trop pod
Troppo, Dave and Robyns Sideways Verandah, Middleton, Australia, 2009
VTN Architects, Son La Ceremony Dome, Vietnam, 2017