Unimelb_Studio 23_Digital Natives by Phanthep.th

Studio 23: Digital Natives Design Journal Week 1- 12

Phanthep Thiengthamcharoen: 1147847 Studio D: Semester 1 2021

Instructor: Mal Bas & Tisha Lee & Ian Davidson

Acknowledgement

I would like to thank my instructors Mal Bas & Tisha Lee & Ian Davidson for the guidance and insight through out the studio. With their feedback and advice I was able to grasp new approach for the development of the design. Also many thanks to my studio mates who were helpful in participate given me feedback and share some insight through out the course subject.

TABLE OF CONTENT Phase 1: Site Analysis + Pedagody Plan

Pg. 4-8

Pg. 9-18

Phase 2: Design Initial Responses

Phase 3: Design Development

Pg. 18-36

Phase 4: Final Submission

Pg. 37-46

Introduction

In Studio 23 the Digital Native explores how schools transform to support children who were born at the age where technology and digital tools are a part of daily usage. By design, a vertical school for digital natives, new space typology, and the education plan should be reconsidered to break out of the traditional corridor+room type of space that has been around for centuries. This project examines the re-imagination of a school located at 399 Little Londsdale street, a narrow rectangular located in the hurdle grid in the CBD of Melbourne City. The project starts from the site analysis looking into the issue of the site and using architecture to problem solve. The second and third phase is to design a pedagogy plan which will be translated into the initial response into the building. Finally is the final presentation is where all the collection of feedback and design development and combined for the final report.

Phase 1: Site Analysis + Pedagody Plan

Context Analysis

Demongraphics N 200m

Designed in 1837, tje site is located in the Hoddle grid which is known for central Melbourne or also called the CBD. It was planned regularise the ﬂedgling unauthorised settlement near the Yarra River. The grid features small little streets to create a rear access way between building blocks. Back then it was criticised for lack of public spaces but currently it became the central area for highrise housing, retails hotels bar and restaurants. In general, the cbd is surrounded be by housing, parks and rivers and along the cbd the terrain has combinations of hills from what i have watch the car cams tour in Youtube. Which can cause difﬁculties while walking or cycling

image credit & source: http://bit.ly/2rYxoi3

Population in the CBD is mostly students and young professionals. According to the cencus in 2016, there are 37,321 residents, about half of which were overseas students. Chinese Born 24.9%, Australian Born 14.3%, Malaysia Born 8.3%, India Born 6.2%, Indonesia Born 4.5%, South Korea Born 4.0%. There are families with young children at the age of 4 to 14 at 3.1 %. However, with the rising population in young professionals and students, the area has mostly become a mixed business and residential district “CITY OF MELBOURNE CLUE 2017 REPORT” (PDF). City of Melbourne.

Little Londsdale Street

328 Little Lonsdale St.

399 Little Lonsdale St.

The site is located in little lonsdale which is the sub street in the cbd. According to the travel guide. the area acts as a path rather than a place since the streets is wuite narrow and shorter compared to other streets which is ﬁlled with retails mix use building. The the architecture more suitable for a mid to highrise since there since it is surrounded by name existing buildings. Unlike the site for traditional primary school that runs horizontally along the groud, the site at Little Londsdale St. is dense with buildings with different use. The challenges on this site is to create an environment for learning that is not similar to ofﬁce buildings.

Pedagody Plan

SPACE + ACTIVITY RELATIONSHIP

DIGITAL LITERACY 650 Student Max, Grad 1- 6 Connected (Possibly)

By creating a school specialized in digital literacy, along with the F10 curriculum, students can focusing on exploration of core core subject through the internet while being instructed by teachers with digital skills which enhance their learning abilities. Teacher will help guide and keep watch of them as they consume the media and will be taught to judge and have critical thinking through their source material.With this pedagogy the activates are categories with spaces that might be possible for such activities to occur. Example.with this pedagogy, space arrangement are made to be ﬂexible while keeping control of the children not to get distracted with technology. This technology pedagogy can be separated in two categories in this case, digitally and physical interactive technology.

Gym + Play INDOOR SPACE

Playground: 100 students, 2 teachers

Group work: 10-20 students, 2 teachers Playground: 100 students, 2 teachers

Study Area: 10 students

Art Zone: 50 students, 2 teachers

Individual Learning : 5 students, 2 teachers

Kitchen: 5 kitchen staffs Typical Classroom (teaching): 15-24 students, 2 teachers

Caffeteria:150 students, 2-3 teachers

Study Area: 20 students

Activities: A place where students wait for their parents. Also it is where parents are allowed to enter.

IT Lab: 50 students, 2 teachers Library, 50 students, 2 teachers

Digital Tools: Computers, Digital Walls, Tablet

Woodshop: 10 students, 2 teachers Science Lab: 10 students, 2 teachers

Activities: Reading occurs in this spaceStudents are sitting in front of their devices. They also have the main computer that monitors the student computers.

Activities: Space that needs to alot of safety protocal, students needs to be focus and be cautious at all times.

Digital Tools: Computers, Digital Walls, Tablet

Activities: Self study skill is occured in this space. Students are more freely, behavior such as getting distracted and not learning can sometime occur.

Digital Tools: Digital Walls, Tablet

Activities: Individual learning and group learning is occured in the space, in this space teacher have more control over student.

Activities: Eating space, and kitchen space, behavior such as students cuase mess, in canteen can happen.

Digital Tools: Digital Walls, Tablet, Projectors

Digital Tools: Computer, Digital Walls

Sensory Learning

ace Sp t ec nn o C d/ re

Individual Learing

Display zone Art zone: 10 students, 2 teachers

Administrator :10 staffs, 12 teachers

Library: 2 staffs, 50 students

Activities: Projects of students are pinned and display in this space, parents and peers can visit and see the work progresss of students.

Activities: Place for documents and managemnt of the school currilum. Also it is a place where teacher take breaks and and meetings. Parents comes for registeration.

Activities: Quite space, that requires multiple seperate space within to allowing smaller quite space.

Digital Tools: Digital Walls, Tablet

Digital Tools: Computers

Digital Tools: Computers, Tablet

Perfomance and Arts

Shared Space

Library OUTDOOR SPACE

Group Learing

LEGEND Small Space

Ampatherather: 1-5 staffs, 150 students

GYM: 1-5 staffs, 150 students

Gym: 1-5 staffs, 100 students

Outdoor space / Entry

Play ground:1-5 staffs, 100 students

Medium Space Large Space Outdoor space / Entry

Connected

Outdoor space / Entry Activities: Sports and physical activities

Activities: Access into the building

Digital Tools: Computers, Tablet, interactive walls, projectors

Digital Tools: Digital wall show notice and signs

Shared Space

Digital Tools: Digital screens

Activities: The process of creation of artwork is made in the space. The activities occurs are mixture between wet and dry space.

Sh a

Lobby Space: 200 people

Activities: Full play, explore nature, exercise

Staff Facility

Gathering Space

Digital Tools:-

Master Plan

18 Floor : 15000 sqm. max 1. This ﬁrst shematic attempts to create outdoor terraces by subtracting the mass of the building, creating enganement with outdoor.

To Melbourne Center Station

Learning &Teaching

306

115

Little Londsdale.St

395-357

324

3. The crown is inverted in order to recieve indirect sunlight. Also the carving of space is the mix between option 1 and 2 to create pattern that distinct between programs.

Ground Floor Plan

391,393

322

2. Similar to the ﬁrst option, but with high volume enhanceing natural light and wind.

Future expansion

Property Line Reception

Learning &Teaching School Gathering

402

By carving ou the mass gives morespace in Finlay Lane which will enhance the circilation to the entry and nearby space

Shared community use

Plaza ( Multi-purpose for events) Reception

Finlay Lane 280

372

264

Private 0M

Semi Public

20M

10M 5M

15M

SCALE 1:1200 @ A3

Property Line

SPACIAL RELATIONSHIP Storage (25sqm)

Outdoor Terrace

Property Line Storage (25sqm)

Staff & Admin (Registeration)

Outdoor Terrace Admin (80 sqm) (Staff only)

Student Amenities (25sqm)

(80 sqm)

(120 sqm)

Admin (Registeration)

Student Amenities (25sqm)

Storage

(25sqm)

Staff & Admin (Registeration) (120 sqm)

Outdoor Terrace (30 sqm) Admin (Staff only)

Property Line Storage (25sqm)

(120 sqm)

(25sqm)

Admin (Registeration)

Teacher Amenities (25sqm)

(120 sqm)

Guest Amenities (25 sqm)

(25sqm)

(30 sqm)

Property Line Waiting Area

Student Amenities

(25 sqm)

Guest Amenities

Waiting Area

Guest Amenities

Storage (45 sqm)

Outdoor Terrace Storage (80 sqm) sqm) (45

Outdoor Terrace (80 sqm)

(25sqm)

Student Amenities

(66 sqm)

Study Area (60 sqm)

(82sqm) sqm) (40

(54 sqm)

Student Amenities

(54 sqm) (60 sqm) (40 sqm)

Option 2

Library

(25 sqm)

Gathering Gathering Outdoor SciCls.rm.3 Lab Study Area Cls.rm.1 Cls.rm.2 Cls.rm.4 Space Terrace Space (66 sqm)

(25sqm)

Teacher Amenities

Gathering Tech Lab Outdoor Terrace Cls.rm.1 Cls.rm.2 Cls.rm.3 Cls.rm.4 Space

(25sqm)

(82 (40 sqm) sqm)

Teacher Amenities

(25 sqm)

(25sqm)

Tech Lab

(25sqm)

Teacher Amenities

Cls.rm.3

(80 sqm)

Option 3 Student

Cls.rm.4

(80 sqm)

Amenities

(80 sqm)

Property Line

Student Amenities

Cls.rm.4 Common Area

Student Amenities

Common Area Sci Lab Terrace Outdoor (80 sqm) (80 sqm)

Teacher Amenities

Outdoor Terrace

Teacher Amenities

Library Tech Lab Cls.rm.3 Sci Lab

Gathering Space (80 sqm) (40 sqm)

(25 sqm)

(54 sqm)

Gathering Space (40 sqm)

(99 sqm)

(80 sqm)

Teacher Amenities

Gathering Cls.rm.1 Tech Lab Space Cls.rm.2

Teacher Amenities

Cls.rm.1

(25 sqm)

Property Line Study Area

Library

(60 sqm)

(148 sqm)

Student Amenities

Student Amenities (25 sqm)

Court (NBA Standard) 28.7 by 15.2 m

Teacher Amenities

Court (NBA Standard) 28.7 by 15.2 m

Teacher Amenities (25sqm)

(80 sqm) (80 sqm)

(80 sqm)

Student Amenities

(80 sqm)

L8 Cls.rm.4

(25 sqm)

(80 sqm)

Cls.rm.3 (80 sqm)

Outdoor Terrace (80 sqm)

Property Line

Teacher Amenities

(80 sqm)

Property Line

LibraryGathering 2 IT Cls.rm.1 Cls.rm.2 StudyCls.rm.3 Area Cls.rm.4 Space

(82 sqm)

Cls.rm.2

(80 sqm)

Student Amenities

Gathering Space (82sqm) sqm) (40

(25sqm)

(80 sqm) (80 sqm)

(80 sqm)(40 sqm)

Gathering Study Area LibraryCls.rm.2 Cls.rm.3 Cls.rm.4 Cls.rm.1 (60 sqm) Space

Gathering Space (40 sqm)

(25sqm)

(99 (54sqm) sqm)

Property Line

(25sqm)

Guest Amenities

(54 sqm)

Outdoor Terrace

(82 sqm)

(25sqm)

Storage

Guest Amenities

(54 sqm)

Student Amenities

Storage

(25 sqm)

Teacher Amenities

Performance hall

Sci Lab

Property Line

(435 sqm)

(25 sqm)

Outdoor Terrace

(25sqm)

(435 sqm)

Guest Amenities

(283 sqm)

(82 sqm)

Property Line

Performance hall

(25 sqm)

(25sqm)

Art Gallery

(25 sqm)

Property Line Guest Amenities

Outdoor Terrace

Property Line

Option 1

(283 sqm)

Teacher Amenities

Outdoor Terrace

Student Amenities

Art Gallery

(90 sqm)

Guest Amenities

Outdoor Terrace

(25sqm)

(90 sqm)

Guest Amenities

Property Line

(148 sqm) (54 sqm)

(54 sqm)

(54 sqm)(66 sqm) (54 sqm)

Study Area (66 sqm)

(54 sqm)

(40 sqm)

(60 sqm) (40 sqm) (54 sqm)

Library 2 (60 sqm)

(25 sqm)

Student Amenities (25 sqm)

(25 sqm)

Common Area Cls.rm.4 (104 sqm)(80 sqm)

Cls.rm.3 Terrace Tech Outdoor Lab Gathering Sci Lab Space (80 sqm) (80 sqm) (77 sqm)

(77 sqm)

Common Area Lab OutdoorSci Terrace (104 sqm)

(77 sqm) (99 sqm)

10M

Outdoor5MTerrace (99 sqm)

(40 sqm)

Cls.rm.2 Cls.rm.1 Tech Lab Gathering Space (80 sqm) (80 sqm) (77 sqm)

(40 sqm)

20M

Cls.rm.2

15M (80 sqm)

SCALE 1:1250 @ A3 0M

10M

20M

N Cls.rm.1 (80 sqm)

Reflection and Feedback

1. Site Analysis

2. Pedagodgy Plan

3. Massing Exploration

During the first week the task was to do a site analysis. the Site at 399 Little Londsdale street which is a city site in the upper center of the hordle grid. the exercise encourage the context of the site such as the orientation sun path and the building context around the area. Geography is also considered in to the analysis. As shown in the site analysis page. The terrain of the street consists of an uphill and downhill around Londsdale street before entering the Little Londsdale street. At the site, the streets become a one way street heading from the east to the west where the Melbourne Station is located the site is surrounded by dense building consist of restaurant bars and office space for leasing. It is a space that is not suitable for a typical school. The challenge is hoe to create a vertical school in this challenging site where the streets are narrow and the context does not link or respond to any possibility of a school. However, it is a challenge to create the architecture. it could be a potential to create a new sense of community into the site, with more vibrant atmosphere and a opportunity for parents who work in the city to bring their children to school and live close by them.

Currently the pedagody plan consist of creating a combination of open areas for children to learn with the degital tools and personalised timtable to suit their curisosity. Mean while the objective of the space is to craete a flexible space that the subject they learn can be share with nearby spaces to create larger space if need

The form iof the ground floor plan could be carved out of the curculation of the site according to the passage way to Hardware Street and to Finlay lane. Currently the master plan in this stage have not fully respond with the existing context. By putting the drop-off area in this site does respone how the existing people will react to the site. Also in Little Londsdale, it is not ideal to have school bus passing ocationally in the narraw street. This will potential cause traffic and nuisance to the people. A more pedestrian based responds should be considered.

The pedagodgy is still not clear in terms of addressing the technological side of the space. Also the programs and activities shared the same space? The diagram does help with the visualization but it could be more clear if they communicate the goals of what is being teach at the school. Also the pedagody should aim towards the digital native’s behavior of learning and how the learning space resplond to those activities. Digital activity could be mention in the plan to indicate what will children learn in the school. An initail respones to the pedagody is using nature to counteract the design. Biophillic architecture has been cosidered after the feed back as it bring a lot of potential in learning behavior and how the space can respond to those activities.

Some feedback in the massing is to explore more of the subtraction of space to utilise the terrace for green space. Perhape the design could explore in terms of the shape and the dimetion of the subtraction. For example different classroom could obtain different terrace space for variety instead of a repetitive stacked rectangular. In addition, the roof terrace could be utilized for sport program other than just a gree roof garde. It could be swimming pool or a multi purpose area for otdoor activities that the terrrace of the classroom cannot offer.

Phase 2: Mid- Semester Initial Respones

Site response and Master & Plan Exploration Initial Sketch from site

Program Arrangement

Exploration pathways

1. Site

2. Connecting Streets

3. Terrain Hierarchy

4. Maximum Potential

5. Carve Green Space

6. Manage Green Space

Podium and Semi Public Space

M: Design Center

L3: Admin/Canteen

L2: Gymnasium

L3: Admin/Canteen

Class Rooms

L4: Classroom Type A

L5: Classroom Type A

Space Arrangament

Space are managed according to the shared space that pedagogy encourages students to physicaly move around. Space can be combined by partitioning walls to create flexibility when teaching different subject.

L6: Classroom Type B 13

L7: Classroom Type B

Sky Garden

Pool

Module Classrooms

With the constraints from the site boundary creates space that is not suitable for wide areas, the solution is to give more space vertically. By creating a double volume space per grade in the class room creates a sence of width to the space giving more visual space and potential for large rooms to exist.

Future Future G6

The objective is to use air conditioning as little as possible. By having terraces at the east and west, the space creates passive shading and cool are craeted by the trees into the classroom.

G5 G4 G3 G2 G1

Pool

Sustanability

The building approach sustainabily by using natural light to light up areas where student use the most for reading which suits best for the eye. Also by placing the terrace from the east and west, it create areas that recieves the most direct sunlight, which will be use for trees and plants. At the crown (roof top), is where the sky garden is located. It is a space where students use to grow plants and learn about the natural environment. Also the space is possible to install photovoltaic panel for solar energy and area to collect rainwater for further use.

Outdoor space located at the east area of the building

Perspective section of classroom floor modules

View looking from the west terrace to the classroom

Lifted floor at the ground floor creating pathways to Hardware Street

Perspective section of podium (Semi-public area) 15

Reflection and Feedback 1. Planning

4. Biophillia/Sustainability

The classroom layouts in the mid-semester deal with flexibility and shared space, however, it still lacks the potential of supporting digital learning in the next 50 years.

As the development of digital learning increase more screen time this cause eye strain and lead to stress and fatigue in children. By introducing nature into the design Currently, the terrace has only been the space that has greenery which still seems separated from the classroom area. The function still does not integrate with the rooms. Also, the rooftop has to be reconsidered for sustainable use. Example such as

Classrooms remain a traditional method one teaching where space is in a boxed shape that is filled with furniture, and teachers come and teach as the students study in groups or learn independently. As a primary school, it is still not certain to get fixed with the standard court as it takes up space for vertical transitions.

1. Solar panels and greywater usages

With a confined width, more floor is required to create increase space for learning. After some thought and research into schools that attempt to design the school for the future most of the design tried to break the classrooms into areas where students don’t just only sit and receive information. T

2. Efficient light usage

he attempt for the next coming phase is to shift from the traditional classroom and re-imagine what a classroom will operate in the future.

5. Passive cooling/Shading using greenery and massing composition of the architecture T

2. Find a Strong Argument

In the city, where buildings began to be treated as a highrise complex, Putting a school on the site requires a new typology of space. Combined with digital tools developed, traditional classrooms began to dissolve as individual learning became the main part of learning.

3. Re-imagining School

During the pandemic, schools have shifted the curriculum into an online platform, and rely on less traditional teaching methods. Online teaching has questioned the idea of needing a classroom. Space in futures schools will assist more in collaboration and create a community amongst children. Students could interact more between grades. Learning spaces will have to emphasize openness, and the idea of rooms has to merge into a room for collaboration

3. Reharvest rainwater 4. Water treatment

he next step is to redefine how green space will function with the collaboration.

6. Daily Program Before moving into the next phase an example of the daily classroom must be estlablish. For example, how will a families bring their children and leave them with the teacaher and move up to the classroom. Currently student in each grade do not meet. Although the learning space for each grade has a double volume space, grades are seperated will rarely see each other. At the moment the is to seperated the younger student from the older students to avoide bullying safety since student from grade 1-6 has quite significant physical growth and mentality. Furthermore, student will be able to gain flexible timetable where they dont need to stick to the same subjectsm, allwoing them to raom around the room and use the facility 30-50 years assumption: 1. Online/Digital teaching will be more dominate which substitute the typical teaching method (intructional type) 2. VR tools began to developt in terms of equipment (wireless)

5. Verticality

3. Student can create an avatar (similar to MMO RPG game) where they could explore and learn in the online realm.

A suggestion on increasing the express lift to help getting student up the the classroom as fast as possible. Currently 4 is not enough for a 16-17 story high building. However. increassing the express lift has a concern the dimentions of the standard basket ball court to have less space and might not be useful for communual use. Questions that raised up is will student always need to rely of lifts as they move up the space or how

How space should be: More shared space would be prominant, and incoporated more lanscape quality similar to playground. Also increase space that encourage collaboration

Attempt to Re-define Space 7. Space Re-arrangement After re-accessing the information, design changes are made to eliminate or reduce the square classroom and make a collaborating space. Overall the project needs to be more clearly understood in a single sentence. The project at this stage has a lot of things integrated into it which can complicate the main core idea that needs to be said. The idea of interchanging floors (double volume) can explore more in terms of student passages through the building. Currently, it is quite separated between one floor and the other. Lifts could be larger if the plan is to have to carry a large amount students into the classroom. Also, the classroom is fairly traditional can still not find the digital aspect of it. Further research into integrating shape language into the design to define the learning space with shape language. By looking at the conceptual plan of the Canadian Pavilion in Expo 67 (bottom), the play space of the landscape is specifically made for each play area. This could be transferred to the classroom design and link with the Biophilic approach to breaking the rectangular traditional classroom. At initial mark-up sketch, consists of a VR room and room with curved table walls and a pit made for a mini-amphitheater to support group learning and meanwhile the steps can be used to tables when learning individually.

Ditmars, H. (2021, March 8). Landscape architect Cornelia Hahn Oberlander on why it should be easier to be green. Wallpaper*. https://www.wallpaper.com/architecture/landscape-architect-cornelia-hahn-oberlander-interview-canada.

Sketches exploring the breaking of traditional classrooms 17

Phase 3: Design Development

Week 7 During this week, further research is made to explore design choices for the partitioning of the rooms. The idea is to create a partitioning that would not be too bounding to a rectangular box. The drawing of a public area of the Port Apartment, in Fuzhou, demonstrates how partitioning can be laid out with an intent to manage the programs while creating an irregular shape the flows through each other. Another example that was analyzed is a competition project by students at Cornell in the department of architecture and planning. They also use a similar language to define the program while using a sound-proof print screen, an industrial printer that can be installed into a structural element of the architecture to display their work. Paper can be printed on-site at the column of the building The ideas can be implied to digital classrooms in the future. For example, instead of paper, the walls can be installed with a digital screen that can display high-resolution images, and videos of the materials that the students are learning, which utilized the wall for more than just partitioning and pinning up paper.

MAT Office · Public Area of Port Apartment in Fuzhou. Divisare. (n.d.). https://divisare.com/projects/369120-mat-officepublic-area-of-port-apartment-in-fuzhou.

B.Arch. Students and Alumni Win Space Forward Competition. Cornell University. (2014, July 16). https://aap.cornell.edu/news-events/barchstudents-and-alumni-win-space-forward-competition.

Week 8

Idea Skethes During this week most of the design exploration is to break the floors into sub-levels within the double volume space of each grade. This allows teaching to in different areas within the levels. By incorporating the natural element into the architecture the elevated floors function as pits, and hills into the landscape adding active learning into the space. After various sketches to test out the most optimum height, the floors were designed to use is 3.8M from floor to ceiling, and 3.5M clear height. At the hill level, the clear height will be at around 2.5 M.

Week 8 Landscape Terrace

Elevated Floors

Encorage Movement

The idea is to bring the landscape into the learning space where

In some areas, sub-levels are added to created new learning pro-

the pedagogy is embedded into the plan layout which encourage

students are not bound to learn only inside the classroom. The

grams to space definition without partition. This encourages the

students to learn together by sharing their insights with their tech-

green area provides shade and landscape that encourage the stu-

student to participate in group learning and focus on their social

nological devices.

dent to experience the natural environment.

skills.

Week 9

Roof Top: Pools and urban garden During this week, the focus is the elaborate more on what happens at the rooftop of the tower. The initial idea is to create a multipurpose hall for outdoor activities. However, while looking further into sports activities a swimming pool is more suitable. The program of the rooftop is in a double volume space as well. The half portion of the floor is the swimming pool and the second half is where the mechanical components are located. The upper floor is where the urban garden is located where the greenhouse above collects solar energy. Design variations are made to organized the layout of the combination pools and the area for urban farming. At first, the intention was to use similar curvatures of the layout, but after some tests, the area was too ambiguous to layout the swimming pool. Then the angular approach to maximize the pool space.

Week 9

Ground Plan development To optimized the ground floor, the lift core at the front of the site is moved up one floor to bring back more space. Space will be used as an entryway for a communal design center and computer lab and makers studio on the mezzanine level. The front of the building functions as a reception giving information about the school. As people move in deeper into space the area becomes an indoor park with an amphitheater and playground to give a sense of space compared to the site narrow street at Little Londsdale. The security is located at the end of the building where students walk into the school. At the upper floor of the ground floor is the mezzanine where the design center is located and the corridor allows a clear visual of the amphitheater during events. The floor consists of rooms for independent research or larger rooms for collaboration. At the lower part of the plan is a computer zone for training software skills for design production.

Week 9

Podium Section The sketch section explores how the floors are located on different levels. During this phase, structural elements are being placed to see the logic of loads and spacing of the columns to demonstrate the practicality of the building. Since the podium consists auditorium and gymnasium, the structure requires a wide span to support the load from the classrooms. The tower is required to have a transfer beam which will be located on the floor under the gymnasium and auditorium, which will be transferred to the retaining wall The initial sketches were to use steel trusses in those areas with the span, but since the idea of using the natural element, a timber structure was recommended and considered.

Week 9

Plan Development Classroom Type 1

Plan Development Classroom Type 2

From the sketch, the plan was translated into Rhino to rationalized the lines, and

Similar to type 1 the second space typology rearranged the stair orientation and the

rearrange some space to fit in with the pedagogy. The challenge in this process is to

stairs and the interlocking of space to bring in the landscape into the building. The

adjust the width of the room to fit inaccurately with the student number and not letting

idea of bringing in the landscape links with the concept of merging the greenery inside

the space be too narrow to create a narrow space that encourages bullying

the building, connecting the inside and outside.

Week 9- Precedent Study for Facade Design Facade design concept: Linking with natural element One of the keys expects of creating the facade is to incorporate natural elements into the architecture. By using biophilic design principles the facades take shapes to visually connect with the similar shape language creating organic form from the patterns that the plants grow. The image on the upper left demonstrated the combination of architectural fins and greenery to create a facade, not just only blocks the sunlight, but also diffuses the light, creating a softer atmosphere if applied to the learning space.

Photo by: GG-loop with Hexapixe Alter, L. (n.d.). Biophilic Regenerative Design Scales Up. Treehugger. https://www.treehugger.com/biophilic-regenerative-design-scales-up-5088329.

Structural Components To connect the floor levels traditional columns that run between floor allows the visual language of the building to merge within floors. These mega columns create potential growing space for plants within the columns populating the columns with greenery. Inside the columns, a tube that collects water could be placed to create a function to water the plants with Low Maintenace

Photo by:Doug Wolf Cutieru, A. (2021, May 5). Koichi Takada Architects Designs Biophilic Marketplace Inspired by Shanghai’s Forests. ArchDaily. https://www.archdaily.com/961118/koichi-takada-architects-designs-biophilic-marketplace-in-shanghai.

Week 9

Facade Interation 1

Facade Iteration 2

Transfer to Rhino

The first sketch is to create a facade that incorporates green-

The second sketch deals a lot more with the pattern of the fa-

The design was then translated to rhino to test out the scale of

ery into the building by letting the plants grow on the building.

cade screen and the rhythm of the plants which will grow into

the fins ass seen from a further distance.

This is a sketch of the pattern that is still being considered

the battens.

where should it be straight geometry or use curved elements.

Week 10

Structure implications At the left image is the building with some structure consideration (podium from midterm). After some feedback,beam thickness are change to support the span, and adding some more structural elements to develop the overall structure. An example is the transfer portal from which hovers above the area where the administrator/canteen is located.

Week 10 Refinning Spaces After the planning was partially made, the 3d model was made to make the building more holistic. The space that was plan became dimensional and starts to relate to other elements. In addition, visual connectivity is also incorporated into the design by using timber detailing to fillet the angles between the walls and column. The details also provide space for plants to grow as well as link the idea with biophilic design. The timber sunshade is also laid out to define the building boundary.

Week 10 Detail Structure Looking further into the details of the hanging pits of the learning space. The initial approach is to use the steel hanging structure to allow the pit to float above the ground. The steel will then be clad with timber to reduce the weight of the building load. Also, the pit allows add-on furniture to bring the potential for flexibility in the area.

The feedback in this part is to consider using wood for the whole structure to link it with the overall structure creating a consistent objective. In response to the comment, the design will use both mixes with timber beams with steel to reinforce the hanging pits. Also, the plants will be installed from a prefabricated pot which will only need to be placed along the rails and also hang on to the structure.

Week 11

Facade Interation 1

Facade Interation 2

The idea is to creat a curving pattern that soften the angles of

The intention of this option is to create a farme for creeper

the building as the span of the columns gets more narrow as

plants to grow into the building and forms a plant enviroment

to moves up the building. The arch forms a pattern that tapers

that defuused the sunlight into the building.

and blend with the columns 32

Week 12

Testing out materials

East and West View

The perspective image shows the materials and facade from further distance to analyse the

Without the greenery the glazing can be seen through the architectural screens

scale and gaps between the glazing

Interior Maaterial test.

Feedback

Timber is used in the interior to express the warm tone of the natural environment. In some areas, the

In some parts of the space, the details of the timber should be shown to support the practicality of the

walls are painted with light tone color to contrast with the material to give area-defined space.

elements.

Week 12 FD.

FD. FD.

HB.

FD.

HB.

FD.

HB.

FD.

Teacher FD.

FD. FD. FD.

HB.

FD.

HB.

FD.

HB.

FD.

Teacher

Linking Greenery

Plans are refined, and furniture is now considered in the building.

A test run of the isometric allows seeing the link between the greenery into the building, creating a linking into the biophilic design. Also, the creeper plants are placed between the gaps of the design

Week 12

Entry

Hanging Pits

The batten facade drapes down and opens slightly at the entryway into the

The structure is transfer to the core and columns of the building. The intention is

school and the design center.

to combine timber with steel structures.

Ground Floor

Facade Detail

The timber structure is used in the building, creating a warm tone atmosphere

The facade detail is refined with the detachable standing desk or shelf.

linking with the biophilic design.

Phase 4: Final Presentation

rain has combinations of hills according to the car cams tour from Youtube, ZKLFK FDQ FDXVH GLIÀFXOWLHV ZKLOH ZDONLQJ RU F\FOLQJ .

Final Presentation

Hordle Grid Street Views

image credit & source: http://bit.ly/2rYxoi3

https://www.youtube.com/watch?v=_pgQg5EYOTk&ab_channel=CommunityToursAustralia “CITY OF MELBOURNE CLUE 2017 REPORT” (PDF). City of Melbourne.

Little Londsdale Street

Surrounding Programs

328 Little Lonsdale St.

399 Little Lonsdale St.

The site is located in little lonsdale which is the sub street in the cbd. According to the travel guide. the area acts as a path rather than a place since the streets is wuite narrow and shorter compared to other streets ZKLFK LV ÀOOHG ZLWK UHWDLOV PL[ XVH EXLOGLQJ 7KH WKH DUFKLWHFWXUH PRUH VXLWDEOH IRU D PLG WR KLJKULVH VLQFH there since it is surrounded by name existing buildings. Unlike the site for traditional primary school that runs horizontally along the groud, the site at Little Londsdale St. is dense with buildings with different use. 7KH FKDOOHQJHV RQ WKLV VLWH LV WR FUHDWH DQ HQYLURQPHQW IRU OHDUQLQJ WKDW LV QRW VLPLODU WR RIÀFH EXLOGLQJV

Further Look into the Surrounding Building the surrounding building is compiled into collages to analyze the relationship of programs to the site. There are sit-in restaurants scattered around the street mixed with hair salons while the top floors are apartments building. Towards the west, the buildings have fewer floors. for example, the colonial-style across Queen Street is a place for offices and the university campus. On the east side of the site, the programs are also scattered with restaurants bars, apartments, and offices. Also, hotels are also on constructed as the street is going under major urban development. Little Lonsdale has become a destination for professionals and career opportunities in the dense city area.

328 Little Lonsdale St.

The site is located in little lonsdale which is the sub stree acts as a path rather than a place since the streets is wu ZKLFK LV ÀOOHG ZLWK UHWDLOV PL[ XVH EXLOGLQJ 7KH WKH DUFK there since it is surrounded by name existing buildings. runs horizontally along the groud, the site at Little Lond 7KH FKDOOHQJHV RQ WKLV VLWH LV WR FUHDWH DQ HQYLURQPHQW

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Hordle Grid Street Views

Final Presentation

image credit & source: http://bit.ly/2rYxoi3

Contect Analysis Context Analysis Little Londsdale Street N

200m

Demongraphics

There are families with young children at the age of 4 to 14 at 3.1 %. However, with the rising population in young professionals and students, the area has mostly become a mixed business and residential district.

https://www.youtube.com/watch?v=_pgQg5EYOTk&ab_channel=CommunityToursAustralia “CITY OF MELBOURNE CLUE 2017 REPORT” (PDF). City of Melbourne.

East View from Elizabeth Street intersection

North West Axonometric View

Designed in 1837, tje site is located in the Hoddle grid which is known for cenWUDO 0HOERXUQH RU DOVR FDOOHG WKH &%' ,W ZDV SODQQHG UHJXODULVH WKH ÁHGJOLQJ XQ authorised settlement near the Yarra River. The grid features small little streets to create a rear access way between building blocks. Back then it was criticised for lack of public spaces but currently it became the central area for highrise housing, retails hotels bar and restaurants. In general, the cbd is surrounded be by housing, parks and rivers and along the cbd the terrain has combinations of hills according to the car cams tour from Youtube, ZKLFK FDQ FDXVH GLIÀFXOWLHV ZKLOH ZDONLQJ RU F\FOLQJ .

Hordle Grid Street Views

image credit & source: http://bit.ly/2rYxoi3

https://www.youtube.com/watch?v=_pgQg5EYOTk&ab_channel=CommunityToursAustralia

Little Londsdale Street

Surrounding Programs 1. Locating

r Plan

potential pedestrain routes

328 Little Lonsdale St.

399 Little Lonsdale St.

The site is located in little lonsdale which is the sub street in the cbd. According to the travel guide. the area acts as a path rather than a place since the streets is wuite narrow and shorter compared to other streets ZKLFK LV ÀOOHG ZLWK UHWDLOV PL[ XVH EXLOGLQJ 7KH WKH DUFKLWHFWXUH PRUH VXLWDEOH IRU D PLG WR KLJKULVH VLQFH there since it is surrounded by name existing buildings. Unlike the site for traditional primary school that runs horizontally along the groud, the site at Little Londsdale St. is dense with buildings with different use. 7KH FKDOOHQJHV RQ WKLV VLWH LV WR FUHDWH DQ HQYLURQPHQW IRU OHDUQLQJ WKDW LV QRW VLPLODU WR RIÀFH EXLOGLQJV

“CITY OF MELBOURNE CLUE 2017 REPORT” (PDF). City of Melbourne.

2. Elevated ﬂoors to give hierachy to space while maintaining connectivity in pedestrain

3. Establised programs into the site for maximum potential

328 Little Lonsdale St.

399 Little Lonsdale St.

The site is located in little lonsdale which is the sub street in the cbd. According to the travel guide. the area acts as a path rather than a place since the streets is wuite narrow and shorter compared to other streets ZKLFK LV ÀOOHG ZLWK UHWDLOV PL[ XVH EXLOGLQJ 7KH WKH DUFKLWHFWXUH PRUH VXLWDEOH IRU D PLG WR KLJKULVH VLQFH there since it is surrounded by name existing buildings. Unlike the site for traditional primary school that runs horizontally along the groud, the site at Little Londsdale St. is dense with buildings with different use. 7KH FKDOOHQJHV RQ WKLV VLWH LV WR FUHDWH DQ HQYLURQPHQW IRU OHDUQLQJ WKDW LV QRW VLPLODU WR RIÀFH EXLOGLQJV

4. Introduce biophilic design by carving greenery into the spaces , which encouraging active learning into the space

5. Natural material use in facade is use to bring nature materiality o nthe environment

6. Introduce creeper plants reduce eye strain for the degital natives behavior by diffusing the sunlight addting warmer tones into the building

North West Axonometric View

Final Presentation

1. Locating potential pedestrain routes

Ground Floor Plan

Mezzanine Floor Plan

4. Introduce biophilic design by carving greenery into the spaces , which encouraging active learning into the space

Final Presentation

10M 5M

20M 15M

SCALE 1:250 @ A3

Pedagody and Concept

Street view from Elizabeth Street

Explode Podium View

Front of Building

The pedagody and architecture is driven by biophillic design where the Pedagody and Concept concept natural element to where the The pedagodyof andtaking architecture is driven by biophillic design counteracts theelement activities of the digital concept of taking natural to counteracts activities of digital native where of the timedevices. native where most ofmost the learning timelearning is on their digital is on digital devices. By usingtheir the natural element such as green vegetations and timber By using the natural element such structure in the space layout, This allows building will as help reduce the green vegetations andinteractions timber structure strain for the eyes and promotes between people and nature dense building area. in inthe space layout, This allows the building to assist in reducing the strain for the eyes and promotes interactions between people and nature in the dense building area.

Legend

Final Presentation

Explode Podium View

for the eyes and promotes interactions between people and nature in the dense building area.

Front of Building

Legend 1. Group Learning 2. Individual Learning 3. Special Classroom 4. Teacher’s Lounge 5.Free Space M/F

6. Amendities 7. Outdoor Terrace 8. Students 9. Active Teachers 0M

10M 5M

Typical Classroom 1

Explode Classroom View

Typical Classroom 1A

Typical Classroom 1

Typical Classroom 1A

20M 15M

SCALE 1:250 @ A3

Roof Top Floor Plan

Final Presentation Typical Classroom

Key Details SEE KEY DETAILS

TIMBER BATTEN 1 200mmx50mm WITH MATTE VARNISHED

POCKET VERTICAL GARDEN BLACK POLYPROPYLENE

TIMBER FLOOR CLADDING TIMBER BATTEN 1200mmx50mm WITH MATTE VARNISHED

Column Detail 1:20 @Full A1

TIMBER BEAM 300*800 mm

POCKET VERTICAL GARDEN BLACK POLYPROPYLENE

15mm Dia. VERTICAL SUSPENSION ROD HANGING THROUGH BEAM AND FLOOR

TIMBER BATTEN 1200mmx800 WITH MATTE VARNISHED 1" UNITIZES DOUBLE GLAZED (CLEAR) INNER SKIN 1" SINGLE GLAZED (CLEAR) INNER SKIN WINDOW

TIMBER FLOOR CLADDING

STEEL FRAME 100*300 CONNECTING TO COLUMNS AND LIFT CORE TO SUPPORT SUSPENSION ROD

STEEL SPANDREL PANEL

VARNISHED TIMBER FRAME 50mm THICK DETACHABLE TIMBER FRAME 50mm THICK

Classroom Plan

LEGEND:

Active Teacher 42 Students

Pit and Facade Detail 1:20 @ FullA1

Final Presentation

Classroom Plan

LEGEND:

Active Teacher Students

Pit and Facade Detail 1:20 @ FullA1

Learning Pit

Typical Classroom 1A

Learning Hill

Typical Classroom 1

10M 5M

20M 15M Scale 1:200 @A3

Outdoor Terrace

Final Presentation

Section & Elevation 125 M

10M 5M

125 M

SCALE 1:750 @ A1

20M 15M

Facade Design

125 M

The idea of the facade is to link the building block with a same visual language to the natural tone of the building by leaving gaps for plants to grow along the screen. The different height ig the batten uses the shape language of the digital wave and tranlate it into a architectural screen.

Final Presentation 0M

10M

SCALE 1:750 @ A1

20M

15M

125 M

Corridor View

Group learning platform

Student ans Visitor Vertical Circulation Diagram

VR Room 45

Final Presentation Student ans Visitor Vertical Circulation Diagram

VR Room

Classroom Perspective Section

Overall Reflection By participating in this studio has brought insight to the future of learning for students where the

A new site brings a new space typology. While being involved with the studio, the design of the

activities are based on digital screens. Melbourne has begun to developt explore the verticality

pedagogy plan for the school has to also respond to the site, which brings out the principle of the

of the school’s program to be developed in the inner city where the context is constructed with

design into the building. The studio encourages students to break out of the traditional classroom

dense space. The site at 399 Little Londsdale street has been one of the challenging sites to con-

where it is typically used in this current time. The reimagining of education plan in the next 30-

sidered to create a vertical school. Not only with it surrounded by programs that do not support

50 years can create a plan for architecture to respond to the constraints in the upcoming future

any educational environment, but lacks a sense of place with a narrow one-way street. However,

where digital learning is the core aspect of learning and how the student will redefine the space

the site is under development with more hospitality and residential areas to support overseas

according to their interest and curiosity

professionals can bring potential if a school is located in this site.

Glossary

Biophillic Design: A concept used within the building industry to increase connectivity to the natural surrounding either through direct nature, indirect nature. Digital Native: Young generation of children grown up in the digital age in a close relationship with computer and internet and other digital media. Pedagody: A method of teaching, or an approach to teaching which is base on theories and concepts Shape Language: A concept of communication through reconized shapes and could bring certain meaning into their understanding