Exploring Possibilities of School by Moving Outdoor Qualities Indoor by Jennifer Sidharta by PU Architecture UPH

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Exploring Possibilities of School by Moving Outdoor Qualities Indoor instructed by Adwitya Dimas Satria Architecture Research 2 [2020-2021]

Publication Unit Architecture UPH

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Exploring Possibilities of School by Moving Outdoor Qualities Indoor JENNIFER SIDHARTA

Publication Unit Architecture UPH

Diterbitkan oleh:

Boulevard 1100 Lippo Village Tangerang

All writings and printed materials in the Publication may only be reproduced with the permission of the editor. Opinions expressed in the article in this publication are those of the authors

Exploring Possibilities of School by Moving Outdoor Qualities Indoor

EDITOR Adwitya Dimas Satria Felicia Yosefanny Florentia Michelle Ananta William Ferdinand DESIGN COVER Felicia Yosefanny William Ferdinand GRAPHICS Jennifer Sidharta Text Jennifer Sidharta

Publication Unit Pelita Harapan architecture Jl M.H. Thamrin Boulevard Tangerang, 15811, Banten

ents 7 i ntro duct i on 9 c ha pte r 1 : to pi c res ea rc h: p rox e m i c s 19 c ha pte r 2 : pro bl em i denti f i c a ti o n + s p e c u l a t i o n 29 c ha pte r 3 : s i te a na l y s i s 51 c ha pte r 4 : tec to ni c s + pro gr a m + m a s s i n g 79 c ha pte r 5 : des i g n 115 c ha pte r 6 : s truc tu re 123 c o nc l us i on 124 ref eren c e

oduct

Doe s arc hitecture i nf l uenc e educ a ti o n? Ho w d o e s a rc h i t e c t u re i n f l u e n c e e d u c a t i o n ? Th ese qu estio ns a re needed to be a s k ed i n ord e r t o d i s c ov e r a n d u n d e r s t a n d t h e relation be tw een a rc hi tec ture a nd educ a ti o n . Th e brief of thi s s tudi o wa s to c rea te a hi g h s c h o o l w i t h C OV ID - 1 9 p a n d e m i c a s a bac k grou nd, but s ti l l bei ng m i ndf ul o f the e ff e c t s p o s t - p a n d e m i c . Re t h i n k i n g l e a r n in g spac es. I n th is portf ol i o , I wi l l s ho w the pro c es s o f h ow I e x p l o re p o s s i b i l i t i e s of s c h ool b y mov in g outdo o r qua l i ti es i ndo o r.

ter 1

to p ic re s e a rc h : p rox e mi c s In t his chapter, I wi l l expl a i n why I chos e m y re s e a rc h t o p i c , t h e n I w i l l s h a re t h e re sul ts of t h e res ea rch a nd s t ud i es I’ve comp i l e d , b o t h t h ro u g h a n a l y z i n g p re c e d e n t stu d ies, an d t hrogh da t a s .

hahaha

yes, right! hahaha wohooo!

suuuper coool!

Pro x em i c s as R e s earch Topic

I c hoose prox em i c s a s m y res ea rc h to pi c . O n e of t h e re a s on s I’ m i n t e re s t e d t o s t u d y more about p ro x emi c s wa s bec a us e o f my p e r s on a l e x p e r i e n c e d u r i n g h i g h s c h o o l . Wh en I walk thro ugh the l o ng c o rri do rs , wi t h a n o t h e r p e r s on w a l k i n g t o w a rd s m e , alongside the no i s es , l a ughs , a nd c ha ts th a t c a n b e h e a rd f ro m t h e c l a s s e s . T h a t was a phe nom ena tha t ra i s ed m y c uri o s i ty t o l e a r n m ore a b ou t p ro x e m i c s i n s c h o o l . I s ou r pe rsona l bubbl es the s a m e o utdo or a n d i n d oor ? H o w d o w a l l s a n d c e i l in gs aff ec t our pers o na l s pa c e? Ho w c a n prox e m i c s a ff e c t s t u d e n t s a n d t e a c h e r s i n le ar nin g proc es s ?

public (25ft ) social (12ft ) per sonal (4ft ) int imat e (1.5ft )

E d w ard T. H al l ’s P roxemics C lassificat ion

prox emic s (n .) the bran c h of k no wl edge tha t dea l s wi th t h e a m ou n t o f s p a c e t h a t p e o p l e f e e l i t n ec e ssary to s et between thems el v es a nd o t h e r s . Oxf ord Dict io na r y the in te rrelated o bs erv a ti o ns a nd theo ri es o f m a n ’s u s e o f s p a c e a s a s p e c i a l i s e d e laboration o f c ul ture. Edward T Hal l , a nt hropol ogi s t Th ere are 4 sp a c es a c c o rdi ng to E dwa rd T. H a l l , i n t i m a t e s p a c e ( 0 - 0 . 5 m ) , p e r s on a l spac e (0 .5 - 1 m), s o c i a l s pa c e (1 - 4 m ), a n d p u b l i c s p a c e ( > 4 m ) . In t i m a t e s p a c e is a distan c e whi c h i ntens e f eel i ngs a re exp re s s e d : t e n d e r n e s s , c om f or t , l o v e , a n d strong anger. Pers o na l s pa c e i s c o nv ers a ti o n a l d i s t a n c e b e t w e e n c l os e f r i e n d s a n d f amily. Soc ial di s ta nc e i s where ma nda to ry re c og n i t i o n d i s t a n c e b e g i n s o r c on v e rsation al dista nc e between f ri ends a nd a c q u a i n t a n c e s . P u b l i c d i s t a n c e i s a f o r m a l one way c om muni c a ti o n e. g. l ec tures . I n t h i s t i m e o f s oc i a l d i s t a n c i n g , i t ’s b e s t f or pe ople to s ta y 1m a wa y f ro m ea c h o the r, i n t h a t s e n s e i t ’s t h e s oc i a l s p a c e . In n or mal c onditi o ns , pers o na l s pa c e v a ri es n ot o n l y f rom p e r s o n t o p e r s on b u t a l s o ac c ording to c o ntex t a nd c ul ture; a bs ent a p u b l i c h e a l t h c r i s i s l i k e t h e o n e t h a t c o n f ron ts u s now, wha t’s to o c l o s e f o r c o m f o rt i n To k y o m a y b e a n od d i n g a c q u a i n t a n c e in Naple s, whi l e the ri ght a mo unt o f s pa c e b e t w e e n t w o p e o p l e a t a c oc k t a i l p a r t y migh t be in appro pri a te a t a bus i nes s m eeti n g ( H a l l , T h e H i d d e n D i m e n s i on , 1 9 8 2 ) . Ac c ordin g to Ha l l , there i s no i s e pro x emi c s a s w e l l .

Bry an Law s o n ’s S pat ial Defined Roles

Ac c ordin g to B ry a n L a ws o n’s bo o k , L a ngu a g e o f S p a c e , t h e re i s s p a t i a l d e f i n e d role s, 1) ‘c onfro nti ng’ ro l e. Thi s ty pe o f s i tu a t i on h a p p e n s w h e n s om e o n e n e e d s t o f oc us or is giv i ng tens i o n to wa rds the o ther. 2 ) ‘ C on s or t i n g ’ rol e ( c o n v e r s i n g & c o l laboratin g). Thi s ty pe o f s i tua ti o n ha ppens w h e n s o m e on e w a n t s t o s e e s om e t h i n g f rom the same pers pec ti v e, to k no w wha t ot h e r s a re s e e i n g . 3 ) ‘ C o - e x i s t i n g ’ rol e . Th is ty pe of s i tua ti o n ha ppens when s o meo n e w a n t s t o i g n ore e a c h ot h e r w i t h o u t ruden ess.

ca s e s t u d i e s

aichi sangyo university

image 1

function

connectedness

communality

program

program + proxemics

barriers

flexibility of fucntion

visibility

proxemics

Stud y Cas es o n S chool’s P roxemics

chuon chuon kim kindergarten

image 2

longrie one-room school

image 3

can roses school

image 4

F rom that poi nt, I then ga thered f o ur prec e d e n t s t o f i n d t h e f oc u s o f t h e t o p i c . A i c h i San gy o Un i v ers i ty i n J a pa n, Chuo n Chuo n Ki m Ki n d e rg a r t e n i n V i e t n a m , L o n g r i e One -Room S c ho o l i n Mi c hi ga n, a nd Ca n R os e s S c h o o l i n S p a i n h a d m y i n t e re s t . I was re ally c u ri o us to k no w a bo ut peo pl e’s p e r s o n a l b u b b l e s i n a v e r y w i d e a n d o p e n spac e lik e Aichi Sa ngy o a nd Ca n R o s es . O n t h e c on t r a r y, C h u on C h u o n Ki m Ki n dergarte n is a pri v a te k i nderga rten l o c a ted i n a s m a l l , e n c l os e d h o u s e . On e - R o o m S c hool is also v ery i nteres ti ng to me bec a u s e o f i t s s i z e a n d t h e e v e n t s t h a t c a n h appen in one ex a c t s pa c e/a rea . Af te r analy zin g the prec edents a nd s eei ng fro m t h e s t u d e n t ’s e x p e r i e n c e s , S t u d e n t s c an stan d & s i t a t pers o na l di s ta nc e (0. 6 - 1 . 6 m ) a t A i c h i , C h u o n a n d C a n Ros e s . Walls that are m a de f ro m gl a s s , gets m o re e x p os u re , a n d m a k e s s t u d e n t s f e e l f re e & n ot trappe d. B i gger c o m muna l s pa c es o ut d o o r s . C ou r t y a rd a s o p e n s p a c e s . Wh e n the c ommun a l s pa c es i s bi gger tha n the c l a s s e s , s t u d e n t s a l s o f e e l f re e & n o t trappe d. Sin c e the ro o m i n Chuo n Chuo n i s re l a t i v e l y s m a l l , i t m a k e s t h e s t u d e n t s n ot sc ared to ex pl o re. They enga ge better i n l e a r n i n g a s w e l l . P e r s on a l b u b b l e s d i f f e r indoors and o utdo o rs , s i nc e peo pl e a l l ow o t h e r s t o c o m e c l o s e r i n l a rg e r ro o m s , wh en th e c e il i ng i s hi gher, a nd ha v e hi gh h i g h v i s i b i l i t y, l i k e i n A i c h i a n d C h u o n Chu on . Students need 0. 6m di s ta nc e f o r th e m t o f e e l c o m f o r t a b l e w h i c h c a n re s u l t in good intera c ti o n. Cl o s er di s ta nc e betwee n t e a c h e r- s t u d e n t s & s t u d e n t s - s t u d e n t s resu lt in be tter i ntera c ti o n- enga gement. A ic h i Co n n e c t e d n e s s Co m m u n a lit y Ba r r ie r s F le x ib ilit y V isib ilit y

: : : : :

O O O O O

Ch u o n Co n n e c t e d n e s s Co m m u n a lit y Ba r r ie r s F le x ib ilit y V isib ilit y

: : : : :

O O O O O

O O O O

Lo n grie C o n n e c te dn e ss C o m m u n a lity B a rrie rs F le xibility V isibility

: : : : :

O O O O O O O

C a n R o se s C o n n e c te dn e ss C o m m u n a lity B a rrie rs F le xibility V isibility

: : : : :

O O O O O

O O O O O O O

ter 2

p ro ble m id e n t i f i c a t i on + s p e c u l a t i on In t h is chapter, I wi l l s how how I i dent i f y my p ro b e l m s a l o n g s i d e m y s p e c u l a t i o n f o r a n ew learn ing s pa ce.

St a t ement 1 : Proxem i c s o n P e d a g o g y Closer d ist a nce bet ween t ea cher s - s t uden t s & s t u d e n t s - s t u d e n t s h a v e a b e t t e r qua l i t y of i nt e r a c t i o n (Barth, Dunlap, Dane, Lochman, and Wells 2004; Burke and Sass 2013; Webb 1989).

St a t em ent 2 : C OVI D - 19 This pandemi c res t r i ct us t o be i n cl os e p ro x i m i t y / d i s t a n c e ( 2- 3m ) w i t h o t h e r s World Health Organization

Pro b l e m Id e n ti f i c at ion

How to m a x i m i z e the qua l i ty o f i nt e r a c t i on d u r i n g & a f t e r c o v i d ?

Theor i e s

O ut door s pa ces ma kes peopl e’s pers ona l bubbl e bi gger

Wa l l s a n d c e i l i n g s makes personal bubbles smaller

Cochran and Hale, 1984

Edward T. Hall

Conver s a t i ons a re more res pons i ve i n out door s t ha n i ndoor s

S t u d e n t s a re m o re engaged and attentive in outdoors

University of Manchester and Cardiff University.

Kuo, Browning, Penner, 2018

Sp ec ul ati o n + Id ea Diagr am

W ha t i f O utdo o r Q ua l i ti e s a re M ov e d In d oor ?

Af te r f in din g o ut tha t o utdo o r hel ps i m pro v e i n t e r a c t i on i n s c h o o l s , a n d t h a t s t u den ts are mo re i nv o l v ed i n l ea r ni ng, a nd th a t l e d m e t o m y i d e a , Wh a t i f t h e o u t door quality i s m o v ed i ndo o rs ? F rom the prob l em s a nd i dea s tha t a ri s e, wh a t c a n I s e e n e x t ? Th ere is an in teres ti ng o utdo o r s c ena ri o f ro m S i m on U n w i n , i n h i s b ook E x e rc i s e s in Arc hitec ture. I n a depres s ed ba s e pl a ne, a p e r s o n c a n f e e l c a l m , re l a x p l a y i n g i n the water. The n o ne c a n us e a s l i ghtl y hi ghe r e l e v a t i o n , i n t h i s e x a m p l e , a roc k , a s a su pport / a pl a c e to res t o ne’s ti red ba c k . T h e n w h e n s o m e on e i s a t a h i g h e r e l e v a tion , wh ere he o r s he c a n be s een & get ev e r y on e ’s a t t e n t i on . T h e n w h e n s o m e on e is at an ev e n hi gher el ev a ti o n, where he ca n s e e e v e r y t h i n g , b u t n o t n e c e s s a r i l y e v ery on e c an s ee hi m. Fi na l l y, i n a c a v e en c l o s u re , w h e re s om e o n e c a n m a k e i t a s the ir h idin g p l a c e. Th ose ou tdoo r s c ena ri o s & qua l i ti es a re th e n t r a n s l a t e d i n t o s p a c e s w i t h d i ff e re n t le v els, an d tho s e qua l i ti es a re to be i m pl em e n t e d i n t o t h e s c h ool .

si t t i ng on a rock p oo l spla shing

stand i ng at the hi g hest p oi nt of

i n t he wa t er (1)

a rock (2)

rela x

attenti on

aaaooo..! i am the king of the jungle

Ou td o o r Sc en ari os + Qualit ies ...feels good to relax in the water...

finally resting my back and enjoying the view...

nestl ed i nto a si t t ing on a high b ra nch of a t ree (3)

cave to shel ter & survey (4)

taki ng b reaks

sur veila nce

wow... i can see everything from up here!

g e

oh! hi there!

feels good to be in my hiding place..

ter 3

s ite a n a lys is In t h is chapter, I wi l l s how why i choos e my s i t e , t h e s i t e a n a l y s i s , b o t h t h e n o n - p h y s ical an d phy si ca l a s pect s of t he s i t e, a nd ho w t h e s c h o o l w i l l re s p o n d t o t h e s i t e .

10.

7. 4. 3. 2.

Si te Lo c ati o n & N eighbor hood C ont ext

G a d in g M e d i t e ran n ia Hou sin g Comp le x J l. C a s a b la n c a IX No.5 , K e lap a Gad in g , North J aka rta , Indonesia - 6 . 1 6 2 7 5 6 , 1 0 6 .8 9 7 3 2 8 1 . G a d i n g Me d i te ran n ia Hou sin g Comp le x 2 . V illa G a d in g In d ah Hou sin g Comp le x 3 . R ic e Wa re h o use 4 . Ap a r t m e n t 5 . S h o p s & R e s tau ran ts

6. Office 7. Open Spa ce/ P a rk 8. Ma in Roa d 9. Seconda ry Roa d 10. H ousing Entra nce

Si te Im ag e s

1 5 0 0 sq m

5. 3.

8. 8.

Si te Di m e n s i o n & P ropor t ion

1. Site 2 . D e a d E n d R oad 3 . Wa l l B a r r i e r s

6. Rice Wa rehouse 7. Open Spa ce

4. Park 1

8. Ga ding Meditera nnia H ouse

5. Park 2

9. V illa Ga ding H ouse

j an u ary

a p ri l

aug us t

d ec emb er

Co l l ec ti v e Data o f Non- P hysical A spect s on t he Sit e

Af te r c hoosin g the s i te, we s ure need to a n a l y z e t h e s i t e . F i r s t , I a n a l y z e t h e n on -ph y sic al a s pec ts o f the s i te, the s unpa t h , s h a d ow s , r a i n , w i n d , a n d s o u n d . W i t h the av e rage tem pera ture bei ng 28 C i n th e s i t e . T h e h i g h e s t b e i n g 3 3 C a n d t h e lowest be ing 22. 5 C. Af te r an aly zing the no n- phy s i c a l a s pec ts o f t h e s i t e , I a m i n t e re s t e d w i t h t h e c o n stant v oic es I hea rd f ro m the pa rk . The s o un d s of b i rd s c h i r p i n g , k i d s p l a y i n g , p e ople joggin g, e tc . Tha t i s why I ’m i nteres ted t o a n a l y z e m ore on t h e v oi c e s a rou n d the site .

n o i s e a na l ys i s

si t e + t e ct on i cs

n o i s e a na l ys i s

si t e + t e ct on i cs

Vo i c e Anal y s i s

w i nd ( 2 0 d b)

peo p l e ( 3 0 d b )

t rees ( 3 0 d b)

bi rd s ( 4 0 d b )

vehicles (50-60 db)

dog (70 db)

w i nd ( 2 0 d b)

peo p l e ( 3 0 d b )

t rees ( 3 0 d b)

bi rd s ( 4 0 d b )

vehicles (50-60 db)

dog (70 db)

no is e a n a lys i s

site + tectonics

7.00 am

9 .0 0 a m

1 2 .0 0 p m

2 .0 0 pm

<20d b

wi nd ( 20 d b )

p e o p l e ( 30 d b )

t re e s ( 30 d b )

30d b

5.00 pm

40d b

birds ( 4 0 d b)

7.00 pm

50d b

9.00 pm

60d b

v ehicles ( 5 0 - 6 0 d b)

70d b

dog ( 7 0 d b)

Th e datas matc h. There i s i ndeed a c o ns ta n t v oi c e s of t h e b i rd s f rom m o r n i n g u n t i l n igh t. I an aly z e the v o i c es a t 07. 00, 12. 00, 1 7 . 0 0 , a n d 2 1 . 0 0 . I a n a l y z e t h e v oi c e s o f win d (20 db), p eo pl e (30db), trees (30db), b i rd s ( 4 0 d b ) , v e h i c l e s ( 5 0 - 6 0 d b ) , a n d d og (7 0db). Alon gs i de thei r s o urc e po i nts .

p ub lic - p r iva t e

public s emi- pr iva t e pr iva t e s o lid - v o id

Pu b l i c -Pri v ate + Solid- Void

Ne x t, to k n ow the s i te, a nd f o r the des i g n t o m a t c h w i t h t h e s i t e , I a n a l y z e t h e phy sic al aspec ts o f the s i te, the publ i c - pri v a t e , s ol i d - v oi d , v e h i c l e c i rc u l a t i on , p e destrian c irc u l a to n, v egeta ti o ns , a nd c o nto u r s a ro u n d t h e s i t e .

c i rc u l at i on - pedes t r i a n

450m (6 mi n s)

900m (10m ins) 1 k m ( 1 2 mi n s)

e n tl y u s e d pa th c i rc u l at i onf re- qu pedes trian

(m i n i m a l tra ve l ti m e ) m ode ra tl e y u s e d pa th (m e di u m tra ve l ti m e + e n tra n ce n e a r s h ops ) le a s t u s e d pa th (l on g tra ve l ti m e )

l ow peop l e t r a ffi c : no i nt erest poi nt & c or ner

m edi um peop l e t r a ffi c : jogging track but not as nice

h i gh pe de s tri a n tra ffi c m e di u m pe de s tri a n tra ffi c

low pe de s tri a n tra ffi c Veh i c l e + Ped es trian C ircualt ion

h igh pe ople traff ic: ent r an ce to th e n ice r park

c irc u l a t io n - v e h i c l e

450m ( 2m i n s )

900m ( 4m ins)

1 k m ( 4 mi n s )

ently used c i rc u la t i o nf re-qvu e hicle

path (minimal travel time) m o d e r a t l e y u s e d p a t h ( m e d i u m t r a v e l t i m e + l e s s t r a ff i c p a t h ) least used path (medium travel time)

l o w v ehi c l e t r aff i c : no i nt eres t p o i nt & c o r ner

h igh v e h ic le t r a ff ic : pu blic e n t r a n c e

m ed i um v ehi c l e t r aff i c : jogging track but not as nice

hi g h v e h i c l e t r a ff i c m e d i u m v e h i c l e t r a ff i c l o w v e h i c l e t r a ff i c

c on t o u r

reo l an tive ly vegetati

flat grou n d

Co nto u r + Veg eta t ion

Af te r an aly zing the s i te, i ts i nteres ti ng po i n t s , a s w e l l a s t h e i r u n p l e a s a n t p o i n t s , I am in te re ste d to us e my a na l y s i s o n the v o i c e s a rou n d t h e s i t e t o p l a y a p a r t f o r t h e sc h ool. I th ink i t wi l l be perf ec t, s i nc e my i d e a w a s a l s o m o v i n g ou t d o o r s i n d oor, I thin k mov in g the v o i c es o f the nei ghbo rho od i n t o t h e s c h o o l w i l l b e a g ood i d e a . S o f rom th ere, I c a m e o ut wi th m y s pec ul a t i o n , Wh a t i f . . .

W h a t i f w e e m b r a c e t h e v oi c e s a ro u n d u s ?

d i re c t e d

d e c re a se d

i n c re a se d

Bjørn Kolbrek, Horn Theory

directed + incre ase d

in crease d

in crease d ve ry much

ter 4

te c to n ic s + p rog r a m + ma ss i n g In t h is chapter, I wi l l s how how I pi ck a nd t es t m y t e c t o n i c s , t h e t y p e o f s c h o o l I w a n t to imply, alongs i de t he progr a ms , a nd t he m a s s i n g t h a t re s p o n d s t o t h e s i t e .

s t u dy c a s es : a m p li fy i ng n o i se s / ca tch i n g n o i se s

Timber Funnel

The Megaphone

Ac oust ic Shel ls

Tes hima Art M us eum

25 c m

Stud y Cas e: Catc hing/ Amplifying Noises

s it e + t e ct on ics

s t u dy c a s es : a m p li fy i ng n o i se s / ca tch i n g n o i se s

Timber Funnel

s it e + t e ct on ics

The Megaphone

Ac oust ic Shel ls

Tes hima Art M us eum

25 c m

I look e d f or a prec edent s tudy where the i n s t a l l a t i o n / b u i l d i n g w a s c a t c h i n g n o i s e / amplif y ing the no i s es a ro und the nei ghb o r h ood . T h e re i s a Ti m b e r F u n n e l , T h e Megaph on e, where the 2 i ns ta l l a ti o ns us e t h e l i t e r a l s h a p e of a m e g a p h on e a n d are e nlarge d s o tha t the s o und a ro und them i s i n c re a s e d . T h e n t h e re i s t h e Te s h i m a Art Muse um a nd A c o us ti c Shel l s where they u s e a s h e l l s t r u c t u re w i t h v o i d s s o t h a t the soun d c an be c a ught, they a l s o us e c o n c re t e m a t e r i a l t o k e e p t h e s ou n d i n s i d e .

study: megaphone

si te + te cto n i cs

direct ed

d i rected + i ncreas ed

i ncreas ed

decreas ed

increas ed

i ncreas ed very m uch

Bjørn Kolbrek, Horn Theory

Stud y : Me g ap h o ne + Noise Reflect ion in Different Shapes o f R o o m

s t u d y : n oise ref l e c t i o n i n d i ff e re n t s hapes o f ro o m

site + tec tonic s

sp rea d

f oc u s e d

fo c used

wid e ly s p re a d / d iff u s e d

fo c used

f oc u s e d

Acoustic Reflection, Reflection of Sound

F rom th e c as e s tudi es , there a re 2 thi ngs / p oi n t s , m e g a p h on e s h a p e a n d s h e l l stru c tu re , so I di d a res ea rc h o n tho s e 2 po i n t s a g a i n . H e re t h e re a re m e g a p h o n e s sh ape s and its di ff erent a ff ec ts .

stu dy : shell s tru ctu re

site + tec tonic s

Types & For ms of Shell structure:

f o l de d pl a t e

facet ed folded p la te

do m e s

t r anslat ion shells

theconstructor.org

Stud y : S h e l l S tru ct ure

wra p p ed surfa ces

cylind rica l b a rrel va ults

F rom th ere, I c o nti nue to l ea r n a bo ut s hel l s t r u c t u re s . S h e l l s t r u c t u re s a re s e l f - s u p portin g stru c tures tha t c a nno t be s ta c k ed.

ound, materials, and its sensation

s i t e + te c

S ou n d re f l e c t i n g m at e r i al s:

granite

c l ay b r i c k

s mo o t h c o n c re t e

plaster

h e a v y, f i b rou s, c o l d

h ard, ro u gh , d r y

h a rd , fi n e , s mo o t h

ro u g h , l i g h t

m e t a l g l a ss

pl ast i c

wood

calm water

h e a v y, f i n e , s mo o t h

l i gh t , o p aqu e , sm o o t h

h e a v y, ro u g h , fi b ro u s

light, transparent, smooth

S h e l l s y s t e m m a t e r i al s:

t h i n c on c re t e

gl ass

steel

plastic

h a rd , f i n e , s m o o t h

h ard , o p aqu e , sm o o t h

h e a v y, fi n e , s mo o t h

l i g h t , o p a q u e , s mo o t h

living.com Stud y : S o un d , Ma t er ial, and it s Sensat ion he National Ribat University

Ne x t, I se arc h ed f o r s o und, ma teri a l a nd i ts s e n s a t i o n t o d e t e r m i n e t h e m a t e r i a l t o u se f or the scho o l . I f i rs t res ea rc hed wha t m a t e r i a l s a re g ood f o r s o u n d re f l e c t i n g , the n I took a l o o k a t the ma teri a l s us ed f o r s h e l l s t r u c t u re s . Wh e re i n t h e e n d c o n c rete bec ome s the bes t c ho i c e. I t’s ha rd, f i n e a n d s m o o t h .

S inc e I want to us e the s ha pe o f a mega p h o n e a s m y t e c t on i c s , I d i d a m i n i e x perime nt to s ee s o und l ev el s wi th mega ph o n e a n d c u r v e d s h e e t i n s t r u m e n t s . T h e in strumen ts I tri ed to ex peri m ent wi th here w e re c on c a v e , c u r v e d s h e e t s , m e g a phone , c y lind er, a nd c o nv ex . Fro m thi s ex p e r i m e n t , I c a n s e e t h a t t h e m e g a p h on e with walls an d c urv ed s heets wi tho ut wa l l s , t h e y b ot h s t i l l a m p l i f y s ou n d s . F ee l f ree to sc a n a nd wa tc h the v i deo f o r a d e t a i l e d p ro c e s s o f m y e x p e r i m e n t , f rom the me th ods, to o l s , a nd c o nc l us i o n.

Ensuring the neediest students are taught by the most effective teachers

prior knowledge

personalization

1:8 - 1:10 teacher:student ratio

educators

flexible learning areas

self-study is important individual area

student-directed learning

student

anytime / anywhere learning

gathering, presentation, display space must be bigger than classrooms

family

success criteria

Stud en t-Cen tered P edagogy + List of P rogr ams

peers

display & presentation

performance area

discussion & meeting

collaboration

group studies

group study

classroom 1

classroom 2

classroom 3

leisure & lunch area

outdoor learning self study

individual area

lobby

waiting area service

admin & teacher’s room

toilet

parking

75 st udent s 7 t ea c her s 3 st a ffs

morning

m o r n i n g br i e f t o g e t h e r e a c h w i t h t h e i r own g oa l s

subj c et s c l a sse s t og e t h e r ( p re s e n t a t i on , d i s p l a y )

bre a k

sel f - st udy / gro up s t u d y / p e r s on a l i z e d s t u d y wi t h a t e a c h e r

e v en i n g

lunch

subj c et s c l a sse s t og e t h e r ( p re s e n t a t i on , d i s p l a y )

sel f - st udy / gro up s t u d y / p e r s on a l i z e d s t u d y wi t h a t e a c h e r

a f t er n o o n

go a l s k a l a u bi sa s e l e s a i / t e rc a p a i

with the s tud ent - c en t e re d sc h o o l s, i t ’s a per so n a l i zed st udy, w h a t t h e y n or ma l l y d o i s t h e y g a t h e r i n t h e mor n i n g , t h e n as s ig ned with a se t o f t h i n gs t o do / go a l s, ea c h pe r so n a l l y, so on e w i t h a n ot h e r c ou l d b e d i ff e re n t .

example from Hellerup School

Stud en t-Cen tered Daily A ct ivit ies + P rogr ams

discussion area 30 people (100m2)

classroom 2 25 people (40m2)

collaboration 30 people (100m2)

leisure & lunch area 80 people (300m2)

p rivate

classroom 1 25 people (40m2)

individual area 30 people (100m2)

classroom 3 25 people (40m2)

group study 30 people (100m2)

outdoor learning 30 people (100m2)

display & presentation 70 people (250m2)

performance area 80 people (300m2)

waiting area 35 people (120m2)

admin & teacher 10 people (30m2)

lobby 30 people (100m2)

public

parking 15 spots (200m2)

a l t e r n a t i v e 1 . p e d e s t r i a n a n d v e h i c l e s c ro s s t r a ff i c

alter native 2. public-private idea is not well supported

a l t e r n a t i v e 1 . p e d e s t r i a n a n d v e h i c l e s c ro s s t r a ff i c

alter native 2. public-private idea is not well supported

6m 6m

a l t e r n a t i v e 3 . p e d e s t r i a n a n d v e h i c l e s c ro s s t r a ff i c

alter native 4. public-private idea is not well supported

a l t e r n a t i v e 3 . p e d e s t r i a n a n d v e h i c l e s c ro s s t r a ff i c

alter native 4. public-private idea is not well supported

Ci rc ul ati o n Aro un d t he School

P P P P P P P P P P

pedestrian - lewat situ karena closest travel time

P P P P

vehicle (car, motorbikes)

n arration/ e x pl a na ti o n here na rra ti o n/ ex pl a n a t i on h e re n a r r a t i o n / e x p l a n a t i o n h e re n arration/ e x pl a na ti o n here na rra ti o n/ ex pl a n a t i on h e re n a r r a t i o n / e x p l a n a t i o n h e re n arration/ e x pl a na ti o n here na rra ti o n/ ex pl a n a t i on h e re n a r r a t i o n / e x p l a n a t i o n h e re tion / ex plana ti o n here na rra ti o n/ ex pl a na ti o n h e re n a r r a t i on / e x p l a n a t i o n h e re n a rration/ e x plan a ti o n here na rra ti o n/ ex pl a n a t i on h e re n a r r a t i o n / e x p l a n a t i o n h e re e x plan ation h ere na rra ti o n/ ex pl a na ti o n here n a r r a t i o n / e x p l a n a t i o n h e re

class ro o m

di s c u s s meet

collab

o u t do o r learning

waiting a re a

1 . corner

Ci rc ul ati o n In s i d e t he School

class ro o m

class room

i n di v i dual

gro u p s t u dy

class room

d iscuss m eet

collab

out d oor lear ning

l e i s u re & cafeteria

class room

leisure & cafet er ia

di s pl a y & pre s e n t a t i o n

d isp lay & p resent at ion

pe r f o r m a n c e a re a

p er for mance area

teacher

a dm i n

wait ing area

lob b y

2. center

g rou st ud

t eacher

ad m

class ro o m

ind i v i dua l

up dy

mi n

class ro o m

di s c u s s meet

class ro o m

collab

o u t do o r learning

ind ivid ual

g roup st ud y

l e i s u re & c a f e t e r ia

di s pl a y & pre s e n t a t i o n

pe r f o r m a n c e a re a waiting a re a

l o bby

teacher

ad m in

lob b y

3. a l ternate

F or th e c irc ula ti o n i ns i de the s c ho o l , I tri ed 3 a l t e r n a t i v e s , i n t h e c o r n e r, t h e c e n t e r, an d also alte r na te. Fro m thes e 3 a l ter na ti v e s , I c h os e t h e on e w i t h t h e p a r a m e t e r wh ere my ide a needs v i s i bi l i ty a nd a l s o s up p o r t s b e t t e r c o m m u n i c a t i on . A f t e r c o m parin g the se 3 a l ter na ti v es , I thi nk thi s l a s t a l t e r n a t i v e h a s t h e m os t p ot e n t i a l t o b e dev e loped. By pl a c i ng the c i rc ul a ti o n a l ter n a t e l y, t h e i n t e r a c t i o n i n t h e s c h ool w i l l be v ery su ppo rted, the c o nnec tednes s , c o m m u n i c a t i on , a n d v i s i b i l i t y, l i k e m y i d e a , will be gre atl y hel ped. W here ev ery o ne ha s a g re a t e r o p p o r t u n i t y t o c ro s s p a t h s with f rie nds, tea c hers , c l a s s m a tes , s ta ff , et c . S o t h a t i t c a n p ro v ok e i n t e r a c t i on , i n addition to v erba l i ntera c ti o n, a s wel l a s th rou g h v i s u a l i n t e r a c t i on .

Mas s i n g Stud i e s

He re , I tried s ev era l ma s s i ng s tudi es us i ng d i ff e re n t s p a t i a l c h a r a c t e r s , t h e re a re bubble s, pipe s , mi ni ma l s urf a c es , a nd a l s o s h e e t s . A f t e r b e i n g d i s s e c t e d a g a i n , i n my opin ion , the o ne tha t ha v e the m o s t po t e n t i a l t o b e d e v e l op e d a re t h e s h e e t s , bec au se among a l l thi s , a pa rt f ro m pl a y i ng w i t h t h e l e v e l s w i l l b e i n t e re s t i n g , t h e sh ee ts hav e a wi der s urf a c e s o i t f eel s more f u n c t i o n a l , s i n c e t h e s c h ool i s a l s o stac k ed v ertica l l y, where I wa nt to ma k e the s p a c e i n t h e s c h o o l l e s s d e n s e d .

Fo r m F i nd i n g

Af te r dec iding to c o nti nue wi th the s heets , I d i d f or m f i n d i n g u s i n g p a p e r. H e re , I c ombine the s hel l s truc ture / s el f s uppo rt s t r u c t u re w i t h s u p p o r t . S o I s t a r t w i t h a n e v en orde r, th en I mo v ed the ends o f the p a p e r. T h e n I i m a g i n e d t h e p ot e n t i a l o f the spac es th a t were c rea ted. A t l a s t, I th i n k t h i s on e h a s t h e m os t p o t e n t i a l b e c au se th e openi ngs tha t a re c rea ted here s u i t s n i c e l y w i t h t h e p rog r a m s & a w a y t o respon d to the ga rden a nd the s o und s o urce f rom t h e g a rd e n on t h e r i g h t .

classroom 1

classroom 2

classroom 3

individual area

25 people

30 people

(40m2)

(100m2)

discussion area

collaboration

group study

30 people

(100m2)

leisure & lunch area

outdoor learning

80 people

30 people

(300m2)

(100m2)

display & presentation 70 people (250m2)

performance area 80 people (300m2)

lobby 30 people parking 15 spots (200m2)

G o o d Op e n i ng s a nd t he P rogr ams

waiting area

admin & teacher

35 people

10 people

(120m2)

(30m2)

(100m2)

S inc e the righ t s i de o f thi s i s a ga rden, the n l i k e t h e i n i t i a l p ro g r a m a r r a n g e m e n t , h ere, th e spac es tha t a re no i s es a c c epta bl e , a re op e n e d w i t h g ood c u r v e d s h e e t s / megaph on e, i n o rder to better c a pture s o u n d .

in div idu a l c l ass ro o m

cl ass ro o m

cl ass ro o m dis c u s s meet

o u tdoor l e a r n in g

c olla b

grou p s tu dy

le is u re & lu n c h a re a

di sp l ay & p re se n t at i o n

p e r fo r man ce are a

wai t i n g are a

H e i g h ts , E l ev ati o n, and it s Effect

t e ach e r

a dm in

lobby

F or th e diff erenc e i n l ev el s i n the s c ho o l , h e re , t h e h e i g h t of t h e l ob b y i s h i g h e r to mak e it mo re wel c o mi ng, then f o r the p e r f o r m a n c e a re a i t i s s e t l i k e a n a m p h i the ate r, th en pres enta ti o n & di s pl a y s pa c e i s a l s o a l i t t l e h i g h b e c a u s e i t n e e d s t o su pport a larger gro up. Then, o utdo o r l ea r n i n g , l e i s u re & l u n c h a re a s a re t h e h i g h e st be c ause t hey a re o utdo o r s pa c e, bes i d e s t h a t t h e a c t i v i t i e s h e re a re d e f i n i t e l y more ac tiv e, a nd a l s o bec a us e y o u wa nt to p u t s o m e t re e s . T h e n i t g e t s l ow e r a n d lower bec au se the s pa c e i s mo re pri v a te, t h e n a c c o m m o d a t e s s m a l l e r g ro u p s a n d also has le ss a c ti v i ty tha t needs to be a c ti v e / ‘ s t a n d i n g ’ , t e n d s t o s i t m o re o f t e n .

ter 5

d e s ign In t h is chapter, I wi l l s how t he f i na l des i gn, f ro m t h e s i t e m a p t o t h e f u r n i t u re s i n s i d e t he scho ol, t h e m a t er i a l s , a nd how i t wi l l i m p a c t t h e u s e r s .

in d ividu al are a c l a s s ro o m

c l a s s ro o m

small

g ro u p

l e i s u re & c a f e t e r i a

gat h e r in g

o u t do o r le ar n in g

d i s p l a y & p re s e n t a t i o n

p e r f o r m a n c e a re a

ad m in & t e ac h e r ’s w a i t i n g a re a

lobby

ro o m

1 . se ttin g & arran g ing the progra ms

3 . ad d in g & p osition ing a lter na te ra mps

5 . c re atin g v oid s for h igher vertica l visibility

D e s i g n Pro c es s

i nd i v i d u a l a rea +7.5

a s s ro o m

g ro u p

g a t he r i n g +6.5

outdoor l e a r ni n g +4

ta t io n +3

a rea

a d m i n & t e a c h e r ’s l ob b y

ro o m 0

2 . ad d in g th e c u rved sheets

4 . c ov e rin g q u iet spa ces

6 . ad d in g support

1. 2.

Si te Map , Veg etation as Bar r ier s, & C irculat ion

Th e plan ts are us ed a s ba rri ers o n the 1s t F l oor s o t h a t t h e e n t r a n c e i s c l e a r on l y on 1 side , and tha t the tea c hers & s ta ff s c a n m oi n t o r w h o c o m e s i n t o t h e s c h o o l . 1. Pa rk i ng

3. L o b b y

2. Dro p - o ff

4. Wa i ti ng A rea

Th e ramps are pl a c ed a l ter na ti ng. B y do i ng t h a t , t h e c i rc u l a t i on of u s e r s a re b e t t e r f or in te rac tion s .

1s t Fl o o r 1. L o b b y

2. A d mi ni s tra ti o n & Tea c her’s R o o m 3. Wa i ti ng A rea

4. To i l et

2nd Fl o o r 1. Perfo r ma nc e A rea 2. To i l et

3rd Fl o o r 1. Di s p l a y & Pres enta ti o n A rea 2. To i l et

4th Fl o o r 1. Outd o o r L ea r ni ng A rea

2. L ei s ure & L unc h A rea 3. To i l et

5th Fl o o r 1. Sma l l Gro up Stud y, Di s c us s i o n & C o l l a b o ra ti o n A rea 2. To i l et

6th Fl o o r 1. C l a s s ro o ms

2. I nd i v i d ua l A rea 3. To i l et

Sc ho o l Ac ti v i ti es

Th e sc h ool ac ti v i ti es a re a s s een o n the l e f t . H a v i n g l o b b y, w a i t i n g a re a , a n d a d ministration ro o m o n the f i rs t f l o o r, where p a re n t s , d r i v e r s , s t u d e n t s c a n s i t a rou n d an d wait. Foll o wi ng perf o r ma nc e a rea o n t h e s e c on d f l oor, d i s p l a y & p re s e n t a t i o n on the th ird f l o o r, o utdo o r l ea r ni ng o n the f o u r t h f l o o r, s m a l l g rou p s t u d i e s o n t h e f if th f loor, an d l a s tl y c l a s s ro o ms a nd i ndi v i d u a l a re a on t h e s i x t h f l oor.

standing on a high branch of a tree

sitting in a rock pool splashing in the water

standing at the highest point of a rock

(1) surveilance

(2) relaxing

(3) attention

(1)

(2)

nestled into a cave to shelter & survey (4) taking breaks/ resting

(4)

(3)

(4 )

( 1)

(3 )

(1 )

( 2)

Bui l d i n g Se c ti o n + Voids + Ver t ical V isibilit y + O ut door S c ena ri o s I mp l emented i n the Sc ho o l

100

Th e v oids in t he f l o o r c rea tes a hi gher v ert i c a l v i s i b i l i t y, t o b a i t v i s u a l i n t e r a c t i on s amon gst sc h o o l us ers . The o utdo o r s c ena r i o s t h a t i s i m p l e m e n t e d c a n b e s e e n i n the diagrams. Si nc e the 4th f l o o r i s gra s s a n d t re e - p l a n t e d , t h e re f ore t h e f l o o r i s thic k e r than the o thers .

101

1s t Fl o o r - Lo b b y

102

I n the Lobby, where the f ro nt entra nc e ha s a h i g h e r c e i l i n g , t h e n g e t t i n g i n t o t h e stairs to the 2nd f l o o r o f the s c ho o l , the c e i l i n g i s l ow e re d .

103

2n d Fl o o r - Pe rf o r mance A rea

104

Going u pstairs , i n the perf o r m a nc e a rea , we c a n i m m e d i a t e l y s e e w h a t e v e r & w h o m e v er is pe rf or m i ng thei r ta l ents . Therf o re, a l l t e a c h e r s , s t u d e n t s , s t a ff s c a n s e e & h opef u lly be i ns pi red. The v o i ds i n the f l o or s c a n b e s e e n t oo.

105

3rd F l o o r - D i s p l a y & P resent at ion A rea

106

I n this f loor, u s ers c a n s ee the perf o r ma nc e b e l ow t h ro u g h t h e v oi d s o n t h e f l oor, the n f or the di s pl a y & pres enta ti o n a rea i ts e l f , t h e re a re n o b a r r i e r s b e t w e e n t h e m , so th at all tea c hers , s tudents f ro m a ny c l a s s c a n a l s o s e e / h e a r, w h i c h c a n p rov o k e in te re stin g di s c us s i o ns .

107

4th F l o o r - Ou td oor Lear ning, Leisure & Lunch Area

108

Th e ou tdoor a rea ha s the hi ghes t f l o o r to ce i l i n g , s i n c e i t ’s ou t d o o r a n d w i l l h ol d a more ac tiv e a c ti v i ti es f ro m us ers . I n thi s s ch o o l , t h e c ol u m n s a re ro u n d i n s t e a d of squares so th a t there a re no i mpres s i o n o f s h a r p e d g e s .

109

5th F l o o r - Sm al l Group Discussion, St udy, Meet ing Area

110

Th e 2 nd last f l o o r, the s ma l l gro up s tudy a re a , h a v e a l ow e re d c e i l i n g . A p a r t f ro m bein g more pri v a te, thi s a rea a c c o mmo da t e s ‘ s m a l l e r ’ g rou p s , a n d m o re s i t t i n g f rom use rs.

111

6th F l o o r - Cl as s rooms & Individual Area

112

On th e highe s t l ev el , the c ei l i ng i s c o ns i d e r a b l y v e r y l ow, b e c a u s e a s p re v i ou s ly disc usse d, tha t a pa rt f ro m bei ng m o re p r i v a t e , a n d a c c o m m o d a t i n g ‘ s m a l l e r ’ groups, more s i tti ng. There a re s ti l l v o i ds o n t h e f l oor f or a h i g h e r v e r t i c a l v i s i b i l i t y.

113

114

ter 6

s tru c tu re In t his chapter, I wi l l expl a i n i n det a i l how t h e s c h o o l i s g o i n g t o b e b u i l t , t h e m a t e r i als, t h e d ime ns i ons , t he j oi nt s det a i l s , a nd t h e c o m p o n e n t s f o r t h e s c h o o l b u i l d i n g .

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Stru c tu re S tud y Ca se: Her zog De Meuron P ar king

116

F or th e stru c ture o f the s c ho o l , I s ee Herz o g d e M e u ron P a r k i n g a s m y s t u d y c a s e . Th is building us ed a rei nf o rc ed c o nc rete a nd a c ore s t r u c t u re i n t h e c e n t e r. S o, i d i d an d apply tha t to my bui l di ng a s wel l .

117

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119

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J o i n ts + Co m p o n ent s

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As a c losin g f o r thi s po rtf o l i o , I , my s el f , re a l l y e n j o y e d t h i s p ro j e c t on Ex p l o r i n g Ne w Possibiliti es o f Sc ho o l by Mo v i ng O utd o o r Qu a l i t i e s In d oor. Th rough all the des i gn pro c es s , f ro m the re s e a rc h a n d p ro g re s s i n g t o t h e f i n a l design, all the wha t i f ’s , s pec ul a ti o ns , a nd i d e a s a re u s e d i n h op e t o c re a t e a p os sibility of a scho o l where s tudents , tea c hers , c a n h a v e b e t t e r i n t e r a c t i on s , t h a t w i l l e v en tu ally h el p i n l ea r ni ng a nd c a n ha v e a b i g g e r i m p a c t f o r t h e c om m u n i t y. S c h o o l in de ed play s a bi g ro l e i n s ha pi ng huma n b e i n g . T h i s s t u d i o h a s p e r s o n a l l y r a i s e d an aware ne ss o f ho w s c ho o l pl a nni ng & des i g n i s v e r y i m p o r t a n t , b e c a u s e a rc h i t e c ture play s qu i te a s i gni f i c a nt ro l e i n s c ho o l s , t o o .

123

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B a r t h , D . L . ( 2 0 14 ) . Classro o m e n viro n me n t in flu e nces on a ggression, peer rela t ions, a nd a ca d e m i c f o c u s . J ou r n al o f S c h o o l Psyc h o lo g y, 1 1 5 - 1 33. B u r ke , M . A . ( 2 01 3 ) . Classro o m p e e r e ffe c t s an d st udent a chievement. Journa l of La bor Economi cs , 5 1 – 8 2 . C h i n g , D . K . F o r m, S p ac e an d O rd e r C o c h r a n , C . D . ( 1 9 8 4 ) . Pe r so n al sp ac e re q u ire me nts in indoorversus outdoor loca t ions.Journa l o f P s y ch o l o g y, 12 1 - 1 2 3 . F is h e r, K . ( 2 0 0 5 ) . Lin k in g Pe d ag o g y an d S p ac e G a t t is , M . ( 2 0 1 8) . ‘ Re sp o n d in g t o n at u re : Nat u r al environments improve pa rent-child communica t io n . J o u r n a l o f En viro n me n t al Psyc h o lo g y. H a l l , E . T. ( 1 9 8 2 ). Th e Hid d e n Dime n sio n . L a w s o n , B . ( 2 0 01 ) . Th e Lan g u ag e o f S p ac e . M i n g K u o , M . B. ( 2 0 1 8 ) . Do Ex p e r ie n c e s W it h Nat u re P romote Lea rning? Converging Evidence of a C a u s e - a n d - E ffe c t Re lat io n sh ip . F ro n t ie r s in Psychology. U n w i n , S . ( 2 0 1 2 ) . Ex e rc ise s in A rc h it e c t u re . Lo n d on. We b b , N . ( 1 9 8 9 ) . Pe e r in t e r ac t io n an d le ar n in g in sma l l groups. Journa l of Educa t iona l Resea rch, 21–39.

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imag e 4 : A d r ià Go u la , Vora