architectural design studio 2 - 2021
a portfolio by jessica
JESSICA 01022190006 instructor : Andreas Wibisono
THE
CREATIVE CLASS
UPH Architecture
High School Architecture after Pandemic
the creative class PUBLICATION UNIT ARCHITECTURE UPH
The Creative Class a portfolio by JESSICA
PUBLICATION UNIT ARCHITECTURE UPH
PUBLISHED BY:
PUBLICATION UNIT ARCHITECTURE UPH 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 publication are those of the authors
The Creative Class EDITOR Felicia Yosefanny Florentia Michelle Ananta William Ferdinand DESIGN COVER Felicia Yosefanny Jessica GRAPHICS Jessica TEXT Jessica
Publication Unit Pelita Harapan Architecture Tangerang, 15811, Banten
JESSICA UPH ARCHITECTURE 2019
4 6 20 36
introduction. architectural research & design studio 2 topic
the creative class. 8 what if school is all about transition? 10 final design - the creative class
design strategies. 24 26 30 32
centralized organization many types of transition space arragements transition space as the main connection transition space as an open study area
identifying problem. 38 42 44 58
COVID-19 pandemic situation student-centered pedagogy 3 student-centered school precedent 15 student-centered school precedent on indoor-outdoor connection
94 school problem on pandemic times
96 104 116 130
idea scenario 98 indoor and outdoor learning quality 100 transition space learning quality 102 conceptual design
experimenting prototypes 108 prototypes 112 final prototype
site analysis 118 124 126 128
physical aspect precedent on significant physical aspect non-physical aspect problem on site on non-physical aspect
epilogue. design evaluation and lessons learned
introduction.
4
In this year Architectural Design Studio 2, we are asked to design a school based on our research from the previous semester. To proposed how the world of education can be done in the future due to the consequences and problems that will occur because of COVID-19 pandemic in the world of architecture. The first chapter consist of the proposed idea and design of a high school during pandemic, after pandemic, and in the future The second chapter will discuss about the strategies used to design the proposed school. Starting from the third chapter, will be about the background and base of the proposed design. The third chapter will focuses on identifying the problem that will be raised as the base of the project’s topic and it can be found with the help of precedent studies. In the fourth chapter is about proposing the idea to respond to the problem raised, and as the main idea of the proposed design The fifth chapter will be about experimenting the prototype, strategies, and scenarios for the vision/ idea. The sixth chapter is all about site analysis of the designated site for the school. Starting from the physical and non-physical analysis so that the design can adapt to the site.
5
one.
6
the creative class.
what if school is all about transition?
7
what if
sch
transi 8
hool
is all about
ition?
9
The Creative Class Learning situation in an open study area : Students are not confined in one classroom and the learning activities carried out can vary. The auditorium is expected to invite students to be more daring to express themselves and communicate more. 10
11
12
A 20000
5975
8042
12145
12380
24429
13130
UP
OPEN STUDY AREA +3.00
5000
DOWN
1415
15935
5000
AUDITORIUM +0.20
ABSENT POST +3.30
UP
A
11388
27827
+ 14.00 + 12.60
+ 9.80
+ 9.20
+ 6.40
+ 6.70
+ 3.30 + 2.50
+ 3.00
+ 0.00
+ 0.00 - 0.90
- 5.00
// section A-A
8042
12145
12380
24429
20000
5975
B
13130
UP
OPEN STUDY AREA +3.00
5000
DOWN
1415
15935
5000
AUDITORIUM +0.20
ABSENT POST +3.30
UP
11388
27827
B
+ 14.00 + 12.60
+ 9.80
+ 6.70
+ 3.00
+ 0.00
- 5.00
0
2
6
12
// section B-B
13
14
15
12380
24429
12145
SPORTS FIELD -0.00
CANTEEN -0.80
LOADING DOCK -0.00
4857
5975
STUDY AREA -0.90
1313
0
397 03
+0.00
159 35
AUDITORIUM +0.20
+0.00
278 27
113 88
ADMIN’S ROOM +0.20
N
// site plan 0
16
5
15
30
24429
5975
5975
80
80 42
42
12145
12145
12380
12380
24429
LAB & ARTS ROOM +6.70
13130
UP
13130
20
20
00
00
0
0
CLASSROOM +6.70
OPEN STUDY AREA +3.00
50
50
00
00
DOWN
1415
1415
1593 5
1593 5
50
50
00
00
AUDITORIUM +0.20
TEACHER’S ROOM +6.40
ABSENT POST +3.30
DOWN UP
2782 7 11388
11388
2782 7
// floor plan level 2
// floor plan level 3
12302
24429
7551
5518
12145
12380
6455
6460
12099
80 42
BASEMENT -5.00
DOWN
118
5975
20
UP
13806
OPEN STUDY AREA +9.80
1415
1593 5
50
00
50
00
7388
13130
20
00
0
LIBRARY +9.80
11388
2782 7
// floor plan level 4
// floor plan basement
17
18
Learning in the classroom is not restrained by the existence of a solid wall. The use of a wide glass can make learning activities in the classroom blend with the open study area without being distracted.
There is an open study area outside the main building near the field. This space is lowered to create the impression of a space without walls, and creates a boundary with the field. 19
two.
20
design strategies.
centralized organization many types of transition space arragements transition space as the main connection transition space as an open study area
21
4 strategies of design
centralized organization centralized around the round transition space to emphasize the importance of transition in the school
22
many types of transision space arrangements
transition space as the main connection of the school
transition space as an open study area
23
centralized organization
Placing the transition space which is the main space in the school in the middle of the site to create a centralized and circular shape to strengthen the strategy. This is so that the center of school activities can simultaneously become an integral part of all school activities.
void
solid
solid
void
This solid-void interaction in the school mass is the opposite of the existing solid-void state. The middle mass becomes a solid void mixed space that can emphasize the learning experience in a transitional space. 24
The classrooms in the main building are oriented according to the orientation of the sun, but can still capture sunlight optimally without feeling the time directly. The center mass is raised by one floor so that the auditorium space remains on the 1st floor and gets optimal sunlight. Other supporting buildings follow a circular shape from the main building classroom & library
In the design of this school, there are lifted parts and also lowered parts, to create more dynamic activities.
auditorium
lab
canteen
open study area
25
transition space arrangements
26
taking the arrangement of transitional spaces from existing precedents and integrate them into the spaces in the building.
indoor
transition
outdoor
27
ETFE sheets
Low-E glass
The use of ETFE sheet and low-e glass tectonics is used to support the transition feeling and also respond to the existing site. Both of these materials are used in the main building. The combination of these two materials can create a feeling of transition and is supported by the low-e glass that opens at the bottom, so it can also get good air circulation.
28
aluminium cap seal
ETFE pillows aluminium base seal
2 layers ETFE 80% light transmittance low solar transmittance
light
solar heat air
pivot door hinge aluminium low-e glass
low-e glass aluminium pivot door hinge
outside heat reflected out
low e glass
visible light passes through UV light reflected vacuum gives great thermal performance with a gap of only 0.2 mm
29
transition as main connection
main stairs connecting basement, main building, outside areas.
ramp access as main entrance for pedestrians
30
ramp access connecting lab/arts room to the main building
the human circulation is centered on the main building.
basement
the vehicle circluation enters the site, rounds the main building, then outwards. entrance and exit placement in the middle also takes into account of the U-turn that is near the site.
ba
se
me
nt
car and motorcycle loading dock
31
transition as an open study area
open study area teachers room
library
absent post arts room
group discussion admin
laboratorium
classrooms lobby
individual studies
parent-teacher lounge auditorium
open study area
ENTRANCE canteen loading dock
parking EXIT LOADING DOCK ENTRANCE & EXIT
The transition space, which is an open study area, has the largest learning area compared to other learning areas, so that learning activities are more varied. Learning activities at this school are not only in a transitional room, but are also carried out indoors and outdoors, so there are no fixed classrooms for studying certain subjects. With this learning experience in school transition can be felt and with this creative class can be created, student creativity can also be increased.
32
open study area classroom and lab
33
transition as an open study area
34
35
three.
36
identifying problem.
what happen during COVID-19 pandemic? how does it affects school? what is student-centered pedagogy school? what’s the problem between pandemic and student-centered pedagogy?
37
The COVID-19 pandemic has changed many lifestyles of human life and this will continue even after the pandemic ends.
38
It is recommended that joint activities during the pandemic done mostly outdoors where we can get sunshine and good air circulation, while still doing physical distancing. if it is done in an indoor / closed room, the risk of spreading the virus is greater.
39
2020-2021
COVI D - 19
SCHOOL
C LOS ED
student 1
student
SCHOOL
te ache r
40
2
student
3
student 4
This pandemic has a huge impact on the world of education. As a result of this pandemic, activities in schools were stopped, there was no direct contact between students and teachers. The teaching and learning activities are carried out online.
41
teacher centered
21st century education is about giving students the skills that they need to survive in the present and future world. Schools nowadays is shifting towards an education that’s authentic, student-centered, collaborative, and ICT-rich. Many schools implement student-centered pedagogy, a pedagogy that shifts the focus of teaching from the teacher to the learning needs of each student. There are four main skills for surviving in the 21st century, that is creativity, critical thinking, collaboration, and communication Communal area especially communal learning area is one of the important aspects of the 21st century education as it provides opportunities to develop 4C (four skills)
42
student-centered pedagogy
creativity
critical thinking
collaboration
communication
4C
43
precedent studies to find out the communality space in 21st century schools that implements student-centered pedagogy. also the privacy of those communality areas and how they connect with each other.
44
analog
Gökçeada High School Campus
1. 21st century
learning
digital
3. active and independent
analog-digital
2. student centered Nærum Amtsgymnasium
Lumion Amsterdam School
45
Gökçeada High School Campus
46
Gökçeada High School Campus consists of a high school, a vocational school, a dormitory, a sports center, a conference hall, and a library. The main aim of the project is to create an ‘open campus’ by an integrated life between educational-social spaces of the school and the urban environment. The school applies an innovative learning environment, interactive, student-centered participation. Several facilities such as library, conference hall, sports center, cafeteria, and open air facilities can be accessed by islanders. This social space deepens the sense of belonging, increases the use of open air, physical activity, as well as interactions with one another as well as with the local townspeople.
47
Gökçeada Island in Aegean Sea, Turkey Area : 17.500 m2 Year : 2019
48
CONNECTEDNESS
PRIVACY
classroom
classroom
workshop painting class
music class cafetaria
classroom courtyard classroom lab
public
library
semi-public
* 5 connections 2 connections
private
3 connections 1 connection
the school’s courtyard and corridor has the highest connectivity level
COMMUNALITY
the schools differentiate private to public space with different floor levels. the classroom on the upper floor is more private to students, while the ground floor’s classroom is visually connected to the courtyard. some facilities can be used by public.
4 connections
high communality
outdoor communal area
communal learning area
low communality
the school’s courtyard is the main communal area for both students and public. the ground floor’s corridors are categorized as communal learning area, while the upper floor’s corridor is communal only for students
49
Nærum Amtsgymnasium
50
The main purpose of study and order rules is to promote study activity and contribute to an environment that promotes individual learning. The teaching are more flexible so it develops the desire to learn and thus the respect for knowledge and skills. The school applies an environment that is academically, technologically, and socially relevant. The school consists of a large open space called the agora, with a library and communal study area surrounding it have a glass wall so that it still feels one with the agora.
51
Nærum, Copenhagen, Denmark Area : 12.400 m2 Year : 2004
52
CONNECTEDNESS
PRIVACY
classroom
shared learning
library
library
shared learning
classroom
classroom
shared learning
classroom office
agora (main hall)
public
semi-public
* 5 connections 2 connections
private
3 connections 1 connection
communal learning area also acts as the school’s mian circulation
COMMUNALITY
public and private space can be seen from the centre toward the periphery. communal learning area connects the classrooms to the agora. the library is visually connected but accoustically separated from the agora (main square).
4 connections
high communality
outdoor communal area
communal learning area
low communality
the agora can be used for different kinds of activities, including the ones after the school hours. communal learning area are located between the classrooms and agora. there are no outdoor communal area
53
Lumion Amsterdam School
54
The first Kunskapsskolan type of education in the Netherlands that uses the KED Program which personalizes each student’s education according to their individual needs and abilities. The students sets personal goals for all subjects together with personal coach. All learning activities can be accessed with a digital tablet. 4 focus of the school : 1. Research 2. Responsibility 3. Healthy online 4. Collaborate a lot
55
Amsterdam, The Netherlands Area : 14.100 m2 Year : 2019
56
CONNECTEDNESS
PRIVACY
classroom shared learning spiral staircase
shared learning
main hall classroom
public
semi-public
* 5 connections 2 connections
private
3 connections 1 connection
the communal learning area and the spiral staircase have the highest connectivity level
COMMUNALITY
the open and transparant classrooms and teachers room’s doors increases student’s comfort at school.
4 connections
high communality
outdoor communal area
communal learning area
low communality
communal learning areas can be found on each floor. there is only a small outdoor communal area.
57
from the previous precedent studies, it shows that most communal spaces are indoor, there are only one school that actively uses the outdoor communal space, while the other schools only have a small space of outdoor or doesn’t have outdoor communal space.
precedent studies to find out the relationship between indoor and outdoor of student-centered schools
58
analysis parameter
1. space identification (indoor, semi-outdoor, outdoor) 2. indoor-outdoor connectivity 3. access and ownership 4. space function (learning / non learning)
[spaces]
[users]
[activities]
[layers]
direct access to outdoor
learning area (indoor)
students and teachers
teaching
semi-outdoor area (exposed to outdoor)
all school’s members
(self) studying
one layer to outdoor
outdoor area (actively used)
public (including outsiders)
gathering
two layers to outdoor
various activities (playing)
three layers to outdoor
outdoor area (passively used)
59
Gökçeada High School Campus 2019
60
61
Nærum Amtsgymnasium 2004
62
63
Lumion Amsterdam School 2019
64
65
Marlborough Primary School 2019
66
67
Vienna West High School 2019
68
69
Aichi Sangyo University Educational Centre 2015
70
71
Viettel Academy Education Centre 2019
72
73
Yoshino Nursery School and Kindergarten 2015
74
75
Fuji Kindergarten 2007
76
77
The Fantails Estate Childhood Centre 2020
78
79
Sobrosa Elementary School 2012
80
81
Yellow Train School 2013
82
83
Canterbury College 1987
84
85
Min Tu Won School 2017
86
87
Animo South Los Angeles High School 2015
88
89
Gökçeada High School Campus
Nærum Amtsgymnasium
Vienna West High School
Lumion Amsterdam School
Marlborough Primary School
Yoshino Nursery School and Kindergarten
Aichi Sangyo University Educational Centre
90
Viettel Academy Education Centre
Fuji Kindergarten
The Fantails Estate Childhood Centre
Yellow Train School
Canterbury College Sobrosa Elementary School
Min Tu Won School
space identification : 87% precedents main space is indoor indoor-outdoor connectivity : 87% precedents have high indoor-outdoor connectivity level
Animo South Los Angeles High School
all precedents have student-centered teaching approach and active learning system. almost all precedents are 21st century schools
access & ownership : 73% precedents have active outdoor space that is often used in daily school activities and can be used by all school members function : 73% of precedent’s outdoor space are not for learning, 27% precedent uses their outdoor areas for learning activities
91
the result of precedent analysis
92
the main space of most 21st century student centered schools is the indoor space, the outdoor spaces are considered minor spaces, and only a few have transition space. the outdoor area itself can be differentiated into non learning outdoor area which does not provides a space for learning, and there is also the outdoor area that supports learning activities. there are 3 types of indoor-outdoor relationship, namely the orientation that provides direct access from indoor to outdoor, the orientation that has a transitional space between indoor and outdoor, and there is one that combines direct access from indoor to outdoor and also has a transitional space between indoor and outdoor.
93
How can student-centered pedagogy learning activities in schools can be implemented in the pandemic, post-pandemic, and future periods?
SCH
94
OOL
2020-2021
???
???
COVI D - 19
P OST COV ID - 1 9
FUTURE
95
four.
96
idea scenario.
what if school is all about transition? why transition space?
97
indoor learning quality
+ direct and positive effect on improving students’ learning quality - drain students’ motivation and interest in learning
98
outdoor learning quality
+ increase student excitement and participation (interesting activities) - reduce student’s focus in learning
99
TRAN·SI·TION
(noun)
(between A and B) the process or a period of changing from one state or condition to another
Transition is an in between state, it is defined as a link or a connection between indoor and outdoor Transitional spaces are neither classified as indoor nor outdoors, it exhibit both characters from indoor and outdoor spaces and have both spaces characteristics. Transparency, openness, clarity, and accessibility are the spatial experiences of a transition space.
100
transition space learning quality
expands the range of active learning opportunities and stimulate imagination, creativity, and improve student learning quality improve the quality of the 4 keys ofeducation (4C)
101
INDOOR
OUTDOOR
what if school is all about transition? 102
TRANSITION SPACE
103
five.
104
experimenting prototypes.
prototype experiment on the ideas of `high school after the pandemic
105
TRANSITION SPACE
The strategy is to make the transition space as the main space in the school. And it is used for learning activities as open study area which is the application of student-centered pedagogy. It also connects between the indoor and outdoor space of the school.
106
prototype parameter transition space acts as the main space in the school transition space is the center of the school all learning activities can be done in one main space (transition) transition space connects indoor and outdoor space horizontally and vertically
107
PROTOTYPES
indoor space : experimental learning
transition space : independent and lecture learning
outdoor space : physical learning
108
1
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
2
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
3
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
109
4
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
main space center of the school learning activities in one area connects indoor-outdoor horizontally
5
connects indoor-outdoor vertically
main space center of the school
6 110
learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
7
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
8
main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
main space center of the school
9
learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically
111
FINAL PROTOTYPE
112
transition space : dominant and main space indoor : minor space outdoor : minor space
transition space is located between indoor and outdoor
transition space divided into two : main learning activities and filtering traffic indoor space not entirely inside the transition space nor be apart from it
113
transition space as a main space that unite indoor-indoor and indoor-outdoor even though indoor space are separated according to the learning activities
114
115
six.
116
site analysis
physical and non-physical aspect on site problem of those aspects
117
site location
PERMATA SPORTS CLUB FOOD COURT
SILOAM HOSPITAL
SITE
118
TOL JAKARTA-TANGERANG
SUPERMAL KARAWACI
UNIVERSITAS PELITA HARAPAN
N 0
100
300
600
Jalan Permata Sari Utara, Binong, Curug, Tangerang, Banten 119
// site size and the road ahead
12,3 m 24,4 m
39,6 m
14,4 m 13 m 27,9 m
36 m
4m
7,5 m
1,5 m
pedestrian road main road
// vegetation around site
120
houses
church
// buildings around site
houses shops
apartment restaurants & shops shops school
houses
public semi-public houses
private shops
// site boundary site is located in the transition between solid-void and public-private
residential (private) building (solid)
fence
trees and bushes (void)
gutter commercial (public)
121
sequence going to the site
N
122
// the difference between solid-void in the path towards the site is significant 123
Westland Town Hall Naaldwijk, The Netherlands
cars pedestrian
124
public semi-public
solid
private
void
public
solid
semi-public
void
private
the solid area in this building that functioned as a private space is used for meeting room and that solid space is inside a void. this precedent has a strategy for solid-void that is putting solid inside void. the void in this building is the public space, while the solid on the bottom level is a semi-public area and all the solid in the upper level is a private area
125
// sun movement
31°C
28°C
JAN
FEB
30°C
30°C
30°C
30°C
30°C
MAR
APR
MAY
JUN
JUL
AUG
60 db 30 db
50 db
30 db 40 db
30 db
50 db 30 db
60 db
40 db
OCT
30°C NOV
29°C DEC
// noise analysis
126
30°C
SEP
50 db
28°C
30°C
// wind analysis
0
0 DEC
5
NOV
25
OCT
10
SEP
50
AUG
15
JUL
75
JUN
20
MAY
100
APR
25
MAR
125
FEB
30
JAN
150
average rainfall days
precipitation (mm)
// rainfall analysis
127
// shadow analysis
128
the site was hot and there were not many places or trees for people to take shelter in. the site is not exposed to shadows for most of the year. 129
epilogue.
130
The proposed design is expected to be one of the sollution to the problem that we all experience right now, especially in the pandemic time. In the future, there will be bigger and more complicated problems, and that is our job as an architect to find an answer to all problems ahead. The exploration doesn’t ends here. I learn that what we produce now is only us stopping the exploration process. Design process doesn’t have an end, we just have to know where to stop the process. I have created the final design for this project, but the final design of the school can be developed more in detail. The imperfection and reviews will only push us future architects to explore more about the architectural world. This is not the end, but is the beginning of a new start.
131
THANK YOU.
The Creative Class architectural design studio 2 - 2021 UPH Architecture