3+1 School by Adrian Tantrajaya by PU Architecture UPH

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INTRODUCTION CHAPTER 1 SCHOOL: THE ENCLOSURE OF CLASSROOMS

Understanding the issue of education, school, and covid. Collection of data and researches

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CHAPTER 2 WHAT IF?

what if classes are consolidated into an open plan autonomous room, so that student could enjoy learning while reducing unnecessary travels

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CHAPTER 3 EXPLORATION

Protoype exploration and process

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CHAPTER 4 ONE-STOP CLASS

Final Concept and implication of idea

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CHAPTER 5 SITE ANALYSIS

Context,physical aspects, and nophysical aspects of the site

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CHAPTER 6 APPARATUS DESIGN

Apparatus design to explore tectonics and respond to nonphysical aspects

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CHAPTER 7 THE SCHOOL DESIGN

Everything and anything about the school design

REFERENCE

ƪ ǫ ǫ the school? All these questions are needed to be asked in order to lead us in the discovery and understanding of architecture in relation to education. ǡ ơ Ǧ pandemic world. The starting point lies in a brief learning of what education is which fundamentally consist of teaching and learning. With this breif learning of education itself, next is learning the barrier that enclose the educational space; the school. Knowing what is and isn’t there these school precedents pinpoint the focus and problem to be solved. The portfolio will encompass the thought process and framing of the issues chosen and the resulting solution and ideas in reaching the goal.

School: The Enclosure Of Classrooms

ƪ ǫ ǫ the school? All these questions are needed to be asked in order to lead us in the discovery and understanding of architecture in relation to education. ǡ ơ Ǧ pandemic world. The starting point lies in a brief learning of what education is which fundamentally consist of teaching and learning. With this breif learning of education itself, next is learning the barrier that enclose the educational space; the school. Having now what is and isn’t there these school precedents pinpoint the focus and problem to be solved. The portfolio will encompass the thought process and framing of the issues chosen and the resulting solution and ideas in reaching the goal.

Passive learning Conventional school Learning through lecture, drill, practice, etc

Behaviorism

Constructivism Building personal experience, being active and social Learning through collaborative work, self-guided learning, etc

Learning is an internal process Learning through mind maps, lecture, etc

Cognitivism

Connectivism Self-directed learning via nodes within network Learning through self-direct quest, sharing of content, and etc

How Human Learn - Relatability (relating from outside to personal) - Brainstorming Ǧ Ǧ ȋ ǯ ǡ ơ passive methods) Root problem can bedivided into two categories: external (devices and internet) and internal (pedagogical method, student and teacher readiness, abality for student to learn independently, willingness) Problem resulting challenges and opportunities Challenges: passive learning, maintaining student engagement, maintaining student concentration, social skills interaction, mental health, the need of self-learning Opportunities: the development of blended learning, new and creative ways of collaborating, distance no-longer prevents students from getting proper education. Conclusion With the current pandemic situation learning in school is not an option and quick change is needed to accommodate students’ need for education. To achieve a successful outcome the right pedagogic Ǥ ƪ ơ ǡ that are accessible.

While choosing precedent, I wanted a variety / types of communal spaces in school. As a result the precedents collected show a varying degree of comunality and events in a container of space. The aspects analyzed are communality, events, barrier (visual and auditory), convexity, and density. ǡ ơ ǡ ƪ Ǥ After analyzing the three precedent before, I then analyzed 16 precedents that are focused on the indicator that relates to the focus I’ve chosen. The diagram shows mainly the communality of the room and events programmed into the room.

VITTRA TELEFONPLAN Sweden 2011 Rosan Bosch Studio 1,900 m2

AICHI SANGYO Japan 2015 Studio Velocity 3,500 m2

CASA FUNDAMENTAL Brazil 2017 Gabriel Castro + Marcos Franchini + Pedro Haruf 865 m2

CEIP Mediterráneo de Alicante Spain 2012 Fernandez Soler Monrabal Arquitectos

Animo South Los Angeles United States 2015 BROOKS + SCARPA 18,000 m2

HELLERUP SCHOOL ĊēĒĆėĐ ͚͚͘͘ ėĈčĎęĊĒĆ ėĈčĎęĊĈęĘ ͠ǡ͚͘͘ Ē͚

Benfeld Aristide Briand School France 2015 Lionel Debs Architectures 1,500 m2

KENSINGTON HIGH SCHOOL United States 2010 SMP Architects & SRK Architects 88,500 m2

Lycee Schorge Secondary School Burkina Faso 2016 Kéré Architecture 1,660 m2

THAZIN HIGH SCHOOL Myanmar 2014 ή ơ 500 m2

RHISHONIM JUNIOR HIGH SCHOOL Israel 2015 Doron Sheinman 1000 m2

VIENNA WEST HIGH SCHOOL Austria 2018 SHIBUKAWA EDER Architects + F+P Architekten 12,483 m2

RSI Indonesia 2004

SANTA MARIA HIGH SCHOOL Portugal 2009 Appleton e Domingos Arquitectos 1,135 m2

VIETTEL EDUCATION CENTER ĎĊęēĆĒ ͚͙͘͡ ėĈčĎęĊĈęĘ ͚ǡ͙͞͝ Ē͚

XIAOQUAN ELEMENTARY SCHOOL China 2010 ƥ 8,900 m2

• • • • • • • •

• • • •

Students are happier when learning in a social environment Ƥ classroom, makes them feel free and not trapped They engage better in learning They have fun in learning They are not scared to explore Communality and activities is important in schools Ƥ Ƥ ͜ ȋ boundaries like open class), divided (still as a priority but divided by boundaries), by user (comunal activity that happen depending on user like playing in hallway), and program (designated space programmed for communal activity (gathering hall, playground, etc) There is a correlation between communality and school activities (communal rooms are able to hold more activities or events) The results is multiple rooms for multiple activities and room with multiple activities ơ Ȁ ƥ resulting in overcrowding which is an issue during a pandemic. (Buzzelli, thebite.org)

COVID-19 ISSUE • ơ • change where they are now restricted to a screen “stagnant learning” • minimal face to face contact. Can they interact with ease • physical distance. lacking communality due to distance • traveling increase risk of infection • reducing cross contact between each other ǡ ơ ơ Ǥ ơ Ǥ are either to travel or compromise the facility and stay in class. Problem Formulation “How to maintain open class qualities without the need of moving between classes to reduce chance of ơ ǳ

what if classes are consolidated into an open plan autonomous room, so that student could enjoy learning while reducing unnecessary travels.

Exploration

Ƥ Ǧ Ǥ capacity of each class is around 30 to 40 students which is the average number of occupancies in Indonesian schools. In total the school would have three classes. The list of activities/ room needed that is placed in the school are: gathering, leisure, eating, informal study area, lab, self-learning area, extra-curricular learning (music or dance), dan non-student related (admin, teacher area). And the qualities injected are varying environments, communal spaces, spaces where students can learn freely, and encouraging space for interaction. The parameters that are chosen to grade the prototypes are split into 4 categories: continuity of space, distance between area, communality, and activity range. From that four main category the parameters are curated, and the results are: minimum vertical separation, separated or close together, convexity, ability to hold all activities needed in the school.

CONTINUITY OF SPACE DISTANCE BETWEEN AREA COMMUNALITY ACTIVITY RANGE minimal vertical seperation ability to move between areas seperated or close together exposure convexity able to hold all activities

experiment tools using previous precedents diagram

second phase abstraction

One-Stop School

1. start from a typical school plan

2. gather and split to three 3 classes

After the prototype, the quality and the strategy found is to gather events together, removing barriers, and creating overlapping circulation that share common interest. The concept is then to create one school with three classes (SMA 1, 2 & 3) and each class having all the facilities. Starting from a typical school plan as an example, the rooms are abstracted as circles, and those circles are mashed together the overlapping space created form the mash are sliced. Those slices are separated and joined to create a new circulation dan joined them altogether creating continuity. The overlapping space also function as spaces that could be shared and used for the neighboring activities.

4. Sliced overlapping parts are seperated and gathered

5. overlapping part create new circulation, multi-use area, and continuity in the space

3. overlapping spaces are sliced

From a concept to a more concrete example. The prototype experiment from previously is also used to make an implication or example realization of the ǡ Ƥ needs, while the three classes are arranged vertically. The position of the overlapping space also play an important role. Since this is a student-centered open plan class, informal study area become very important. Due to this and the characteristic of having varying environments the informal study area is spread out around the class. This create communal pockets, creates varying environments in studying (Pentland & Lindsay, 2014). Having place the informal study area in the middle also create gathering that is ơ Ǥ show that most of the gathering space is placed in the center of the school, but the gathering space placed are massive gathering spaces that are only used by intention. But since it is informal study area placed in the center, this creates gathering and communal interaction that are frequent in the space. The arrangement of space it overlaps is also considered. The space it intrudes high portions of area that can complement the two areas for example leisure space can co-exist with this informal study area and share the same utilities. The spaces that it does not compliment are not overlapped in big portions. This aspects all come together to form a system to achieve the initial goal of having a class that is treated as a whole building having all its facilitates so that students do not need to travel between classes.

In conclusion having a class that have everything solves unnecessary traveling between classes. Having an open plan class enables easy communal interaction between students. The removal of barriers gives the open plan class quality. The overlapping area both joined the whole class, and create shared area ǡ Ƥ each class can have all the facilities needed without needing to go between classes. The implication of this design to current school is that students in the same class could possibly be closer, compared to a normal school, due to its nature of complimenting communal interaction. The ơ ȋ ͙ǡ ͚ǡ ͛Ȍǡ achieve, due to the classes being seperated. From this design process, what is learned the most is the process itself. Learning the thought process and ways in framing a problem and ways of solving a problem and coming what with a solution in a sistematic way.

Site Analysis

gading mediterania cluster north jakarta 1320 m²

The site chosen for this project is located in kelapa gading inside a residential complex. The site is not directly surrounded by other building, and is sandwiched by 2 road and a park.

residential warehouse school shops parks site

ǡ ơ

The site is located inside a residential complex and is mainly surrounded by residential areas. Directly next to the site are houses, a park, and a school.

roads arround the site are relatively empty, due to its location inside a residential complex

ƥ Ǥ ƥ ǡ school surrounding it.

The size of the site is 55m x 24m with an area of 1,300m². The width of the is 10m

The side is surrounded directly by void and havind solid around it.

ƪ Ǥ

There are quite alot of vegetation on and around the site, due to its location next to a park.

vehicle people

most moderate least

ƥ Ǥ betwwen 6 to 8 am and 3 to 5 pm. The reason for this crowd is during this hours parents come to pick students up from a school inside the residential complex.

͛͛ Ɠ ͚͚ ƓǤ ͛ direction and the bulk of the rain comes in January. For noise at idle the noise level is around 30db, and on peak around 70db which is dog barking.

Non-physical aspects that are focused on are shadows and sunlight. This analysis show the shadow ͚͜Ǧ Ǥ ͛͜΀ shadow angle. In one day the pattern of the shadow is always the same.

Apparatus Design

Looking at the constant angle of the shadow, my intention in ceating an apparatus is to change the direction of the shadow while also changing the quality of color in the shadow

Ƥ Ǥ ƪ Ǥ Ǥ ƪ Ǥ

The apparatus like in the sequence image above could be folded and adjusted according to the user’s Ǥ ơ ǡ ƪ Ǥ

This are the detal images of the apparatus. The frame is created using galvanis pipe which are connected by welding. The plexiglass and mirrors are held by clips, which are then connected to the frame. The height of the apparatus is 150cm and width of 100cm for each frame module.

The School Design

Inorder to achieve the intention and goal of the school, 4 design strategies are applied in the building. The strategies are gathered rooms, autonomous class, open plan, and connection by one hub.

class

classc

gathered rooms

autonomous class

open plan

hub

lass

connection by one hub

Ƥ Ǥ ƥ Ǥ ƥ area and its activity. From the rooms in a convention school plan, the rooms consolidated are gathering, self-study, la, multip-purpose, eating, and toilet. From here area that are communal are placed side by side like gathering, eating, and multipurpose. The non-communal areas are also placed side by side like self-study, lab, and toilet.

The second strategy is autonomous clas. The main idea of the school’s programming is 3 classes with Ǥ Ƥ ǡ Ƥ the classes, and also to contain the rooms that not directly related to class activities.

The application of this strategy on site is translated vertically. In a usual open plan setting the areas are arranged horizontally, but due to contrainst of the site size, the arrangement is then changed vertically using mezzanine levels.

To show autonomous space outdoor and also to respond to light using the concept of the apparatus ǡ Ƥ Ǥ autonomous “boundary” of each building.

Boundary on site is only loacted next to the entrance and exit of basement due to high activity of ƥ Ǥ Ǥ ǯ outdoor area could be seen as an extension of the park and vice versa.

The Taipei Performin Arts Center is used as precedent study in the foming of the building mass. What is Ǥ ǯ ơ ǡ ơ Ǥ shape also function in determining building orientation and front. The main front of the building is the one facing main street with most pedestrian activities. The building have 4 front each responding to street it faces.

vehicle

people

The initial shape of the massing is made up of the ͛ ơ Ǥ shape is then split to create 4 individual buildings which are 3 classes and 1 hub.

ơ ǡ the hub’s height is increased.

The protrusion are accentuated in order to show front and orientation. There are 4 protrusion in ǡ ǯ ơ the other building in order to show the main front of the school.

In order to make the buildings autonomous, but not isolated from each other, glass facades are used. This glass facades allow the user to be able to see the acivities that is being done in other buildings.

To facilitate more area without creating a very tall building, the class buildings are elevated.

Ǧ ƪ and ground.

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The fourth strategy is open plan class. The areas are arranged in split levels, and the circulation in the class uses stair and elevator. The stair is only used to connect th split level, other than that the area uses the elevator to move between areas.

While doing site analysis, I realized that there is a dead-end road that is unused. Because of that I would like to create a new circulation to make use of that unused road. The result is the exit of the basement Ǥ Ǧ ơ Ǥ

Ǥ Ƥ consolidated rooms. The second is connection by one hub. The third an autonomous class both indoor and outdoor, and fourth is an open plan classroom. All this strategy is used in order to create a school where students can freely choose the way and the atmosphere of their study.

Khasanah, D. R. A. U., Pramudibyanto, H., & Widuroyekti, B. (2020). Pendidikan Dalam Masa Pandemi Covid-19. Jurnal Sinestesia, 10(1), 41-48. Retrieved from https://sinestesia.pustaka.my.id/journal/article/ view/44 Purwanto, A., Pramono, R., Asbari, M., Hyun, C., Wijayanti, L., Putri, R., & santoso, priyono. (2020). Studi Eksploratif Dampak Pandemi COVID-19 Terhadap Proses Pembelajaran Online di Sekolah Dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1-12. Retrieved from https://ummaspul.e-journal.id/Edupsycouns/article/view/397 ǡ Ǥ ȋ͚͚͘͘ǡ ͙͡ȌǤ ơ ǯ Ǥ ͙͚ǡ ͚͚͘͘ǡ ǣȀȀ Ǥ Ȁ͚͚͘͘Ȁ͘͝Ȁ͙͘Ȁ Ǧ Ǧ Ǧ Ǧ ơ Ǧ dents-mental-health/ Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. (n.d.). Retrieved October 12, 2020, from https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic Winthrop, R. (2020, April 10). Top 10 risks and opportunities for education in the face of COVID-19. Retrieved October 12, 2020, from https://www.brookings.edu/blog/education-plus-development/2020/04/10/top-10-risks-and-opportunities-for-education-in-the-face-of-covid-19/ Catalano, Berglund, Ryan, Lonczak, & Hawkins (2004). Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs Pentland, A., & Lindsay, G. (2014, October 31). Workspaces That Move People. Retrieved November 12, 2020, from https://hbr.org/2014/10/workspaces-that-move-people Buzzelli, V., & Comar, H. (n.d.). Student Behavior in the Hallways is a Problem! Retrieved December 19, 2018, from https://thebite.org/1694/opinion/student-behavior-in-the-hallways-is-a-problem/ Israel, T. (2010). Some place like home: Using design psychology to create ideal places. Princeton, NJ: Design Psychology Press.