M.Arch Thesis: Design Book by Robyn Mackenzie

Design Book it takes a village

robyn mackenzie - 914559 Design Thesis - S1 2022

Community noun

1. A group of people living in the same place or having a particular characteristic in common. 2. The condition of sharing or having certain attitudes and interests in common.

Robyn Mackenzie - Thesis

Table of Contents

Proposal

Precedent

Research

Site Study

Concept Design

Sketch Design

Final Design

105

Sources

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proposal 04

Robyn Mackenzie - Thesis

"it takes a village"

Conceptual Collage 05

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Can architecture reinvigorate school communities by facilitating the socio-spatial synchronisation between children’s education and family units?

Robyn Mackenzie - Thesis

Thesis Statement 1.0 Proposal

The pandemic distorted the socio-spatial boundaries between home and school with dining tables functioning as classrooms and family units actively participating in children’s education. Existing research conceptually frames the importance of schools as social spaces to connect students, parents, and educators in a post pandemic world. However, the work fails to interrogate whether the spatial distinction between a child’s home and school is limiting a school’s sense of community. This thesis investigates whether the pandemic’s synchronisation between home and school can enhance school community – exploring a new hybrid typology in Carlton that blends co-living apartments and learning environments.

Robyn Mackenzie - Thesis

School Community Mind Map 1.0 Proposal

Human interaction, dialogue, exchange

Allows for sharing and connecting Not geographically tied - flexibility

Social Spaces

Digital Spaces

Socialize with other children and parents

Meet others from different backgrounds

Independent learning School as form of collective living

l Schoo y unit Comm Students, peers, friends, siblings

Hall or auditorium

Physical Space

People

Meeting spaces

Parents and caregivers

Teachers, staff, principal

Staff spaces

Classrooms, playground, outdoor field

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Thesis Elaboration 1.0 Proposal

The Problem Pre-pandemic, the consensus among the field was that technology will play an ever-increasing role in education and potentially render the physical classroom obsolete (Marmot, 2017). These speculations about the future of the school as a physical place were tested with the emergence of COVID-19. Across the globe, children’s education was disrupted with significant portions of the school year taking place remotely. Although remote learning has many benefits, it can negatively impact children’s wellbeing and increase feeling of social isolation (Sharp & Nelson, 2021). Additionally, the reduction of face-toface peer interaction impacted younger children’s emotional and social development – making skills like sharing, listening, socialising, and communicating challenging (Sharp & Nelson, 2021). These negative consequences of remote learning are amplified for those who need additional support like younger students (Flack et al., 2020). The pandemic allowed more people to realise that schools play multiple roles in children’s wellbeing – not just academics. The school as a physical space is critical. Schools serve as centres of social services that connect students, families, and educators. They allow people from different backgrounds or those with different views to intermingle over their children’s future. As the scars of the pandemic fade it is vital that the school is not just seen as a space of learning but instead as a form of collective living. Pedagogical Theory The proposal is framed by pedagogical theory about the future purpose of education and the advantages of family involvement in schooling. Even before the pandemic education was undergoing a radical change spurred by the rise of the information age. New knowledge is being created and shared exponentially faster, consequently, the primary goal of education is no longer about knowledge acquisition but instead knowledge application (Osborne, 2016; Marmot, 2017; Zhao & Watterston, 2021). Innovative Learning Environments (ILE’s) were developed to facilitate this pedagogical change. ILE’s are flexible spatiopedagogical environments which respond to 21st century learning goals like creativity, collaboration, and critical thinking (Young et al., 2019). Rather than viewing classrooms as a passive backdrop for education, spatial design becomes an active agent that enables new pedagogical practices. The pandemic has accelerated these changes to the educational landscape. Several researchers have argued that post-pandemic education should primarily facilitate social-emotional intelligence, human interaction, dialogue, and exchange of ideas (UNESCO, 2020; Zhao & Watterston, 2021). Teachers should no longer serve as the instructor but instead as the organizer, curator, counsellor,

Robyn Mackenzie - Thesis

and motivator. For students to thrive in the age of artificial intelligence it is vital that they do not compete with machines – rather embrace being human (Zhao & Watterston, 2021). Additionally, the ideation of schools as a place to learn to be human feeds into research on family involvement in schooling. The pandemic forced the family unit to be actively involved in their children’s education by following and supervising learning at home. Some families ever started pandemic pods – a form of microschools which pool parental resources and collaborate to educate children (Bedrick and Ladner, 2020). Studies have found that increased parental involvement in education significantly improves student behaviour, motivation, achievement, and participation (Avvistati et al., 2013; Zakso & Agung, 2021). Interestingly, these finding are consistent when any parent is in the classroom not just the children’s own parents. Existing literature highlights how current educational learning goals of creativity, collaboration, and communication can benefit from families participation in children’s education. Architecture Theory The proposal also interrogates architectural theory about collective and hybrid typologies. Bhatia and Steinmuller (2018) defines the collective as communes which organise scales of sharing through the spatial delineations of public and private realms. This proposal examines two forms of the collective – education and housing. Educational collectives support pedagogy and learning whilst also acting as a focus for the local community (Marmot, 2017). Spatially, an active dialogue between the school and the streetscape helps integrate the school into the neighbourhood and families into children’s education (Weyland, 2021). Additionally, a focus on common spaces and movement in and around buildings can foster a sense of the collective. These qualities are evident in architectural precedents like Markham College Lower School by Rosan Bosch Studio and IDOM along with Learning Scapes by ZMK. Both these precedents explore how circulation spaces in schools can encourage community and foster interactions between students, staff, and families. Housing collectives tend to share facilities such as living spaces, kitchens, and laundry facilities. Bhatia and Steinmuller (2018) argue that the balance between shared and private spaces allows for temporal uses and fleeting interactions – ultimately facilitating social units around shared activities and values. The careful balance between individual needs and scales of the collective rely on ‘blank spaces’. These undefined spaces create a framework for various types of living and working – allowing architecture to adapt to different needs over time (Bhatia & Steinmuller, 2018). LT Josai Shared House by Naruse Inokuma Architects showcases this importance of blank spaces and the careful balance between shared and private spaces. The proposal also examines Bum et al., (2021) theory of hybrid typologies and remixes. Architectural remixes alter buildings and typologies from their original state by adding, subtracting, or changing certain elements. The combination of editing and layering can create architecture that is new yet old, familiar yet peculiar, and recycled yet original (Bum et al., 2021). Hybrid typologies and remixes allow architecture to navigate times of change by providing a sense of continuity. 10

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Fig.1 Hayball, South Melbourne Primary School, 2018.

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The Solution 1.0 Proposal

The Solution Existing theories and architectural precedents highlight the importance of community in schools and shared apartment spaces. However, the field fails to blend these two typologies together to examine whether the spatial distinction between home and school is necessary. This proposal explores the hybridisation between home and school on a case-study site adjacent to Carlton Gardens Primary School. The thesis aims to utilize architecture to invite family units to actively engage with children’s education through sharing skills, teaching, tutoring, and mentoring. The thesis will draw on several design strategies drawn from architectural precedents including flexible spatiopedagogical environments, activated circulation, and blended zones.

Apartment Group Learning Spaces

Apartment

Solo + Pair Communal Living + Dining

Solo + Pair Apartment Didactic Learning Spaces Solo + Pair

Conceptual Diagram

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Spatial Connections 1.0 Proposal

Campfire Learning Mountain Top Learning Staff ROom Toy Library

Co-Living

Foyer

Life Learning

Wellbeing Clinic

Parent Lounge

Public Meeting

Public Watering Hole Learning

Housing

Cave Learning

Privilege

Private

This diagram envisions how different spaces in the proposal may interact and intersect. Additionally, consideration is given to whether the spaces will be public, private, or privileged. 13

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Precedent 14

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Collective Precedent 01 2.0 Precedent

Fig.2 Ota, Building Exterior, 2015

Name: Kitasenzoku Apartment Architect: Tomoyuki Kurokawa Architects Location: Japan Year: 2015 The building consists of offices and shared-room style student residences. The building treats circulation space as opportunities for encounter and employs design strategies like seating,

Fig.3 Ota, Communal Circulation, 2015

lighting, and planting to create an atmosphere of a city street. The main entrance hall can be used as a student lecture space or a casual dropin space for neighbouring city residents. The building form utilizes a combination of solid and void to navigate the public, private, and privilege

Collective

relationships. Residents can interact with each other from the voids whilst still retaining their own spatial privacy.

Circulation and the Collective

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Collective Precedent 02 2.0 Precedent

Fig. 4 Nishikawa, Atrium Space, 2013)

Name: LT Josai Shared House Architect: Naruse Inokuma Architects Location: Japan Year: 2013 This form of collective living contains living rooms, kitchens, and bathrooms shared by the residents. However, each resident has their own private bedroom. The private bedrooms were

Fig. 5 Nishikawa, Kitchen and Dining, 2013

laid out in a three-dimensional fashion to create different spatial characteristics between the rooms. Consideration was given to provide both

Secluded

social and secluded spaces within the communal Secluded

spaces. For example, the entrance hall, atrium, Social

and dining area is suitable for large gathering of multiple people whilst the corners and nooks are more suited for spending time alone.

Social vs Secluded Spaces

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Hybrid Precedent 01 2.0 Precedent

Fig. 6 Natura Futura Arquitectura, Building Section, 2020

Name: La Casa que Habita Architect: Natura Futura Arquitectura Location: Equador Year: 2020 This building imagines architecture as a diversifier of urban centres. The project blends urban housing and education spaces to encourage exchange and social encounters. The top floor is

Fig. 7 Natura Futura Arquitectura, Circulation, 2020

divided along a central axis and contains housing and educational facilities. The housing section draws on theories of collective living with a shared

Education

living, dining, and kitchen. However, there is minimal spatial interaction between the housing and education areas. The spatial divide creates

Housing

more privacy for each of these uses but does not explore blending as much as the collective precedent examples.

Circulation Path Between Sectors

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Pedagogical Precedent 01 2.0 Precedent

Fig.8 Apollonio, Flexible Classroom, 2019

Name: Imagine Montessori School Architect: Gradolí & Sanz Location: Spain Year: 2019 The school is designed in an ‘S’ shape to create two semi-enclosed outdoor spaces. This connection to outdoor spaces is a vital part of the school. The classrooms do not contain any traditional front of

Fig.9 Apollonio, Quiet Work Space, 2019)

room as there is no teacher desk or whiteboard -- this helps to encourage children to be agents in their own learning. The different classrooms

Outside

are arranged in a fan shape which creates unique transition spaces between learning clusters. The circulation not only functions as a passage but

Outside

with its extensions, nooks, and balconies it can become a meeting, work, and play space. Advantages of ‘S’ Shaped Building

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Pedagogical Precedent 02 2.0 Precedent

Fig.10 Rosan Bosch Studio, Exterior Circulation, 2021

Name: Markham College Lower School Architect: Rosan Bosch Studio, IDOM Location: Peru Year: 2021 (TBC) The school design replaces traditional boxedin classroom with adaptable, flexible teaching spaces that can cater to a variety of class sizes. The building contains several larger adaptable

Fig.11 Rosan Bosch Studio, Classroom, 2021

spaces that can be subdivided using sliding doors and movable partitions. One key aspect of the design was the acknowledgment that learning can happen anywhere. Consequently, the form of the building intertwines nature in and out of the building. This provides a pedagogical advantage of students continuously moving between indoors and outdoors -- creating a more engaging learning experience.

Flexible Partitions and Subdivision of Space

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Pedagogical Precedent 03 2.0 Precedent

Fig.12 ZMIK, Learning Scapes, 2015

Name: Learning Scapes Architect: ZMIK Location: Switzerland Year: 2015 The design transformed corridors in a school in to flexible learning spaces. These multi-functional spaces allow students to be agents in their learning -- deciding how and where they want

Fig.13 ZMIK, Learning Scapes, 2015

to learn. Each corridor contains cloakrooms, learning landscapes, and general recreation areas. The design centres around interactive and

Learning Landscape

playful elements such as stepping stones, nooks, and slides. A consideration into how the space could accommodate group and individual work is

Classroom Space

also important. Larger desk spaces can facilitate group discussions, nooks can be quiet reading corners, and the alcoves act as meeting spaces.

Circulation and the Collective

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Historical Precedent 01 2.0 Precedent

Fig.14 Suor Orsola University, San Vincenzo a Volturno, N.D

Drawing of a Monastery Community: Monastery Monasteries were self-sufficient compounds where monks studied, slept, at ate. This historic learning community had an element of exclusivity as most facilities were not available to the public (Cartwright, 2018). Spaces of learning and rest were connected by long corridors that wrapped around an open courtyard. In some monasteries this

Fig.15 Archive Photos, Medieval Scribe, 15th C

Monk Engraving in a Scriptorium

procession from resting spaces to study spaces was seen as a way to help Monks reflect on their studies (Cartwright, 2018). 21

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Historical Precedent 02 2.0 Precedent

Fig.16 Beit Alpha, Beit Alpha School Community Map, 1948

Beit Alpha School Community Map (1948) Community: Kibbutz These

communal

compounds

were

traditionally based on farming, however modern Kibbutz revolve around industry and enterprise. Children in Kibbutz were raised by the whole community to foster independence (Tourist Israel, 2022). They tended to live in communal children’s houses where they would sleep, learn, and play.

The layout

Fig.17 Givat Brenner Kibbutz, School, 1950

Children Learning in Communal House

of Kibbutz follows a webbed pattern that encourages connections between different buildings. 22

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Research 23

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Chosen School Research 3.0 Research

Grattan

Carlton St

CGPS

Carlton Gardens

Rathdow

ne St

d St Drummon

Lygon St

Site

Argyle Square

Melbourne Museum

Site Location

120m

School Profile (Carlton Gardens Primary School, 2020) The chosen school is Carlton Gardens Primary School (CGPS). The school was first constructed in 1884 and is nestled on a small site adjacent to the Carlton Gardens. Students from the school are drawn from the surrounding neighbourhood -- representing eighteen different cultures and the full socio-economic spectrum. CGPS also contains a number of students from immigrant families. The school values parent involvement through a parent helper program in classrooms. CGPS is considered small which means many of the students, staff, and parents know each other and create a close-knit community. Parents at the school often refer to CGPS as a “village”. However, the school is rapidly growing with enrolments doubling in the last decade from 202 students in 2011 to 441 students in 2020. Consequently, construction is underway on a new building which will house Innovative Learning Environments and student facilities. The mission of the school is to prepare students to be productive, progressive, and happy members of the modern world. CGPS values relationships, integrity, confidence, and happiness to create well rounded children. The curriculum has a major focus on inquiry learning and the development of critical and creative thinking skills.

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CGPS Demographics Diagrams 3.0 Research

8% 20% 53%

47% 80%

92%

Staff vs Students

Male vs Female

Language at Home

Students

Male

English

Staff

Female

Other

The student body of CGPS contains a significant portion of students who speak a language other than English at home. This is because of the large immigrant communities in Carlton and Melbourne (Australian Education, 2022).

Socio-Educational Advantage (Australian Education, 2022)

62%

26%

3% Bottom

25%

50%

75%

Top

Most students from CGPS come from high socio-economic backgrounds where their parents/caregivers are much more invested in their education. The parents/caregivers of the majority of students are likely to have post-secondary qualification and professional occupations. 25

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CGPS Catchment 3.0 Research

Site

Fig.18 Map Tiler, Vector Map, 2022

CGPS School Catchment

0.3

Carlton Demographics (ABS, 2016)

Melbourne Demographics (ABS, 2016)

• 19000 people

• 37975 people

• Median age of 24

• Median age of 26

• 2535 families

• 5804 families

• 1.8 children per family

• 1.3 children per family

• 1.9 people per household

• 2 people per household

• $561 median weekly household income

• $955 median weekly household income

• 27.4% born in Australia

• 14.5% born in Australia

0.9km

The two main suburbs that fall within the CGPS catchment are Carlton and Melbourne. Surprisingly, the demographics of these suburbs are similar. The suburbs tend to be composed of young immigrants with small household sizes. The average family has between 1-2 children. These demographics illustrate what some of the families at CGPS may look like.

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Personas Study 01 3.0 Research Name: Holly Age: 8 Holly lives in Carlton with her two parents and baby brother. Her family is well off and both her parents work full time in the CBD. She has been attending CGPS for two years and enjoys playing with her friends. Holly is very outgoing and has many friends at the school. Due to her ADHD diagnosis, Holly often gets in trouble for disrupting other students and playing games instead of doing schoolwork. Holly is a gifted student, however, she battles to stay on task during independent work. She almost always needs passive monitoring to ensure she does not disrupt others who are working. Holly enjoys learning in loud environments where she can move around and interact with many different people.

9am

10am

11am

12pm

1pm

2pm

3pm

4pm

Play

Didactic

Group

Solo Work

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Personas Study 02 3.0 Research Name: Marcus and Jacob Age: 38 and 6 Marcus is a single father of son Jacob who just started at CGPS this year. Marcus works from home as a freelance graphic designer and loves being involved in Jacobs life. Jacob is a very shy boy who is anxious in the loud classroom environment. To help with this, Marcus volunteers at the school as a parent helper twice a week. Marcus finds that his presence in the classroom gives Jacob the confidence to interact with peers and ask the teacher for help. However, as Marcus cannot be in the classroom everyday Jacob still struggles with anxiety about the transition to primary school. Jacob prefers a quiet environment to work in with support from parent helpers or teachers.

9am

10am

11am

12pm

1pm

2pm

3pm

4pm Jacob

Play

Didactic

Marcus

Group

Solo Work

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Personas Study 03 3.0 Research Name: Sam (aka Ms Jones) Age: 28 Sam has been working as a teacher at CGPS for five years and teaches 10-12 year olds. Sam has embraced CGPS recent shift to ILE’s as she loves teaching kids independence and how to be active agents in their learning. Sam has two children in her class with ADHD and one child who is ESL. These children need additional attention to ensure they complete their schoolwork to the best of their abilities. Sam finds it challenging to manage her class whilst also meeting the needs of these three students. Although parent/ caregiver helpers attend the school, none are in her classroom due to the age of the students. She wishes she had some extra help to motivate and monitor the kids.

9am

10am

11am

12pm

1pm

2pm

3pm

4pm

Play

Didactic

Group

Solo Work

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Personas Study 04 3.0 Research Name: The García Family. Age: Javier (28), Sarah (29), Maria (10), Sofia (6) The García’s recently moved from Peru to Melbourne to be closer to Sarah’s family. The family speaks Spanish at home, however, as Sarah was raised in Australia the family also understands English. Maria and Sofia started at CGPS this year and have never attended school taught in English. Sofia has thrived in her academics and is finding it easy to speak English in class and make friends. However, Maria is less confident in her English abilities and battles to meet the expected literacy level for her age. Sarah is considering joining the parent helper program to meet other parents at the school and help translate for Maria.

9am

10am

11am

12pm

1pm

2pm

3pm

4pm Sofia

Play

Maria

Didactic

Group

Solo Work

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Spatio-Temporal Diagram 3.0 Research

Home

School

Home

staff

Students

Families

CGPS School Temporal Study Key Times

The community rhythms of CGPS vary throughout the day as students come and go

• 7:00am - 8:50am: Before School Care

from the campus. However, there is very little

• 8:50am: Bell rings and learning starts

activation before and after normal school

• 10:50am - 11:20am: Recess grades Prep,1,5/6

hours. Based on my observations and own

• 11:20am - 11:30pm: Lunch grades 2,3,4

experiences, families have minimal crossover

• 11:30am - 12:20pm: Recess grades 2,3,4

with students throughout the school day.

• 12:50pm - 1:00pm: Lunch grades Prep,1,5/6

The patterned flows show how my proposal

• 1:00pm - 1:50pm: Recess grades Prep,1,5/6

could activate the school throughout the day

• 1:50pm - 2:20pm Recess grades 2,3,4

and encourage more interaction between

• 3:20pm: End of school day

students, families, and educators.

• 3:30pm - 6:00pm: After School Care

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Chosen School justification 3.0 Research CGPS Community needs The CGPS school community is composed of students, families, teachers, administrators, after school care coordinators, cleaners, and maintenance personnel. The school has a small student enrolment which means there is an established tight-knit community. The school has high socio-educational advantage which means most of the students come from education-focused homes (Carlton Gardens Primary School, 2020). The school runs a successful parent/caregiver helper program within classrooms, however, the program is integrated into existing classrooms instead of creating a dedicated space to better facilitate student/parent interactions (Carlton Gardens Primary School, 2020). Additionally, the school lacks dedicated parent spaces outside the classroom with minimal benches for parents to linger before and after school. The proposal can help bridge this gap by spatially connecting family units to their children’s education. Additionally, by encouraging parents/caregivers to linger the streetscape will be activated throughout the day and not just around student drop-off and pick-up. The proposal will also provide more flexible learning spaces for the school’s growing enrolment. Application Process The application process to live in the building will be rigorous to ensure children’s safety and educational outcomes. Residency will be limited to families with children who attend CGPS and whose adults can contribute to the school community. Residence in the building will be provided on a temporary basis for the duration that the child/children are enroled in CGPS. The application will consist of a working with children check, an interview, training, and suitable skill assessments. These skill assessments will determine how the parents can best contribute to the school -- for example those with strong English skills can help students learning to read, those with interpersonal skills can aid in care and student wellbeing, and those with specialist skills can run workshops or special lessons. Financial Feasibility CGPS is a government school which provides opportunities for the Victorian government to fund part or all of the proposed building. Additional revenue could be generated by rental income within the building through the 12 apartments. To encourage families to live in the building weekly rent will be reduced in exchange for time volunteered at the school (set number of hours per week). Additionally, living in the building could be an incentive for those wishing to live in-zone. As CGPS would own the building it could function like a built-to-rent model -- ensuring stable income generation for years to come. 32

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SITE STUDY 33

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Surrounding Context 3.0 Research

Carlton St

CGPS

Rathdow

ne St

d St

Site

Drummon

Lygon St

Grattan

Carlton Gardens

Argyle Square

Melbourne Museum

Surrounding Context Function Recreation

Education

The site is

Residential

Food/drinkto adjacent

theRecreation Carlton

0 Retail

Commercial Gardens

Education

120m

Dining

Residential

which acts as a recreation hub for the surrounding area. Excluding CPGS, the remainder of the immediate surroundings consists of residential buildings. To the west

Site

is Lygon Street which contains numerous, cafes, restaurants, and retail stores. The site is located in an area of Carlton with a lower population density. The areas of South Carlton, near the CBD and West Carlton,

Fig.19 Aurin Map, Vector Map, 2022

Population Density

near the University of Melbourne have higher

0-2000 2000-6000

population densities.

6000-15000 15000-33000 34

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Community Rhythms

Rathdow

ne St

3.0 Research

Grattan

Lygon St

Site

CGPS

Community Collaged Map

The community precincts which provide opportunities

for

encounter

are

most

prominent along Lygon street. This is because there is less space for pedestrians along the street than throughout Carlton Gardens. There is also a dining community precinct to the north east of the site. The key community facility that CGPS utilizes is Carlton Gardens -- specifically the playground. As the school has minimal open space the students utilize the large park as a play area. Additionally,

View to Carlton Gardens from CGPS

the Melbourne Museum is often used for field trips and other learning activities. 35

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180m

Fragmented Schools 3.0 Research

Daycare Grattan

Year 5/6 Building

CGPS

Carlton Gardens

Rathdow

ne St

d St

Site

Drummon

Lygon St

Carlton St

Melbourne Museum

Campus Map

90m

Carlton Gardens Primary School is currently spread over two main sites. The lower school is in the main campus off of Rathdowne St whilst the older children are in the year 5/6 building off of Drummond St. The reason for this fragmentation of the school is lack of space in an inner urban context. Consequently, the selected site can serve

Year 5/6 Building

as another segment of the growing urban campus. The site can anchor the main campus, the year 5/6 building, and the daycare across the street. This concept reflects a broader trend of schools not just being part of the community but being physically integrated throughout the suburb. Laneway Connecting Year 5/6 Building to CGPS 36

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Site Visit 3.0 Research

Main school building constructed in 1884

View of bus stop directly next to the site along Grattan St

Terrace houses between CGPS and the site

View from laneway behind the site looking towards CGPS

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Carlton Moodboard 3.0 Research

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Site History 3.0 Research This aerial map of Carlton was taken in the early 1900s. From the picture one can discern that the site used to sit on the threshold between high density multistory buildings and lower density terrace houses. The CGPS campus has not changed significantly since the photo was taken. Two noticeable changes are the addition of a new building to the west of main building and the creation of a sports field and playground in the open space.

Fig.20 Public Record Office Victoria, Carlton, 2020

This map was drafted in 1851 and shows that the lot to the north of the site was originally going to be a public park or a school. Additionally, the surrounding streetscape has remained the same for over 150 years. Site

Fig.21 Surveyor-General, Carlton Gardens, 1851 39

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Site Analysis: Flows 3.0 Research

Grattan St

Rathdowne St

Site

CGPS

Playground

Access, Public Transport, and Flows Bus Stop

Main Vehicle Flow

Bike Lanes

The majority of vehicular and pedestrian traffic comes from Rathdowne St directly to the east of the site. Additionally, Rathdowne St connects the site to CGPS and therefore should contain the main access points to the new building. It is worth noting that there will

Bike Racks next to the site

be some foot and bike traffic coming from the west due to the majority of the school zone falling in this direction. There is minimal existing infrastructure for bike parking with only four metal rings next to the site. Bus stop next to the site 40

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45m

Site Analysis: Environmental 3.0 Research

W S

Grattan St

Rathdowne St

Site

CGPS

Playground

Environmental Forces Sun Path

Wind

45m

Noise

The site has no overshadowing from the north and the east. The proposed building height of 16m does not overshadow neighbouring gardens more than the existing building on the site does. Most of the noise comes from the main intersection directly next to the site. The wind on the site mostly comes from the North and South which means

Fig.22 WillyWeather, Melbourne Olympic Park, 2022

sheltered courtyards should avoid facing these directions. The site has experienced an average of 551mm of annual rain from 20102022 (WillyWeather, 2022).

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Site Analysis: Linkages 3.0 Research

Grattan St

Rathdowne St

Site

CGPS

Playground

Linkages and Views Overlooking

0 Key Links

Activated Zone

Planning Zones and Overlays

The site has strong visual connection to Carlton Gardens to the east. Views to the

• Mixed Use Zone - No Height Limit

west may have to be restricted as there is

• Design and Development Overlay

a neighbouring apartment with a bedroom

• Heritage Overlay

window that faces the site. Considerations

• Parking Overlay - 1 Car per Dwelling

such as screening may be necessary for privacy. CGPS, the nursery school to the north and the playground to the east form a strong linkage that cuts through the site. The proposed building should harness this linkage by placing the most engaging community facilities along Rathdowne St.

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45m

Site Opportunities 3.0 Research

1 CGPS

thd

3 Site

att

5 Site Opportunities Map

1. Proximity to School The site is close to CGPS yet distinct enough to provide separation for residential facilities 2. Underutilized Lane The laneway is underutilized and could be used as a thoroughfare to CGPS 3. Wide and Unobstructed Footpath The footpath can serve as a connection between the site and CGPS 4. Surrounding Context Setback The surrounding buildings are set back from the footpath which provides opportunities for streetscape activation 5. Views to Carlton Gardens There is an unobstructed visual connection to Carlton Gardens. 43

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30m

Concept 44

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Concept Overview 4.0 Concept Design Limitations and Considerations How can a design merge residential and school architecture whilst still maintain privacy for residents? This consideration is at the forefront of the concept design to ensure that this new model of schooling is feasible. Consequently, three main design strategies were developed to help facilitate the transition from residential to pedagogical spaces. Scales of sharing imagines residential privacy as a nesting doll model with bedrooms at the center of the design. Solid and void explores the visual and physical connection between levels. Lastly, the architecture of blending investigates what blending means and how it can be accomplished architecturally.

Design Strategies

Scales of Sharing

Solid and Void

Architecture of Blending 45

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Scales of Sharing 4.0 Concept Design

Family 1

Family 2

Shared Kitchen, Dining, Living

Cluster

Learning Spaces

Cluster

Learning Spaces

Cluster

Floor Unit This diagram illustrates the nesting doll model on each floor level and how the transition from residential to pedagogical spaces may look spatially. 46

Robyn Mackenzie - Thesis

Solid and Void 4.0 Concept Design

These figure ground diagrams explore how different solid and void approaches can create different spatial conditions on the site. Consideration is also given to the idea of a ‘streetscape’ -- where voids can function as a thoroughfare from point a to point b. 47

Robyn Mackenzie - Thesis

Architecture of Blending 4.0 Concept Design

Using circulation as the primary space for blending was considered, however, there was very little interaction between each separate function. Through research it was discovered that there is one primary condition for blending to occur -- adjacency. When objects are directly touching and overlapping blending can easily be facilitated. Consequently, the design will aim to get different programs to directly touch rather than separate them with circulation. 48

Robyn Mackenzie - Thesis

Proposed Building Program 4.0 Concept Design

Space

Entry / Foyer / Reception Staff Room / Kitchenette / WC Parent Lounge / Cafe Mental Wellbeing Clinic Toy Library Community Meeting Spaces (3) Multipurpose Room for After-School Activities (2) External Space Circulation Car Parking (10) Bike Parking (20) Rubbish Storage A/C Plant WCs (8) Disabled WC (4) General Storeroom Student Lockers Indoor / Outdoor Dining Magnet - Roof Terrace Magnet - Performance Space Magnet - Maker Space Teacher Resource Room Two Family Apartment Cluster (6) Campfire Learning Spaces Watering Hole Learning Spaces Cave Learning Spaces Mountain Top Learning Spaces Life Learning Spaces Student Garden Beds Resident Laundry Delivery Space

Robyn Mackenzie - Thesis

Designated Learning SPaces 4.0 Concept Design Outdoor Space Purpose : Learning through play

THe Loft Purpose : Large multi-group work

Fig.23 Studio Gram, Osteria Oggi, 2015

Fig.27 MAMM Design, Kindergarten, 2017

Wet Area Purpose : Messy projects and experiments

Learning Pods Purpose : Quiet pair work and tutoring

Fig.24 Matts, Library, 2013

Fig.28 No Architects, Malvína Nursery, 2021

Campfire Purpose : Large group instruction

Booth Purpose : Groupwork and meetings

Fig.29 Valmont, Scottish Pacific, 2018

Fig.25 Pone Architecture, Wild Poetry, 2021

Caves Purpose : Quiet individual work

Breakout Room Purpose : Group work and tutoring

Fig.30 A+I, AltSchool, 2018

Fig.26 Think Forward, Demokratos, 2018

Robyn Mackenzie - Thesis

Blended SPACES Examples 4.0 Concept Design Blending circulation with spaces for small groupwork, meetings, and tutoring

Fig.31 Shanghai Yuguo, Treasure Sales Center, 2021

Blending

living

room

with

spaces for quiet individual work and tutoring

Fig.32 BWM, Wombats City Hostel, 2014

Blending circulation with space for didactic instruction

Fig.33 Helen and Hard, Vindmøllebakken, 2019

Blending

communal

kitchen

with wet area

Fig.34 A+I, AltSchool, 2018

Robyn Mackenzie - Thesis

Learning Space: Campfire 4.0 Concept Design

Purpose: A campfire facilitates communication from one person to several listeners. The aim is for everyone to focus on the ‘expert’ talking or presenting (Thornburg, 2013). Approximate Size: 9m2 to 25m2 Student Numbers: 4 to 40 Domestic Comparison: Living room

Robyn Mackenzie - Thesis

Learning Space: Watering Hole 4.0 Concept Design

Purpose:

watering

hole

place

for

communication with peers. It is a place for chance encounters, meetings, and group work of many sizes (Thornburg, 2013). Approximate Size: 4m2 to 12m2 Student Numbers: 2 to 10 Domestic Comparison: Kitchen island

Robyn Mackenzie - Thesis

Learning Space: Cave 4.0 Concept Design

Purpose: A cave is a quiet place for individual study, reflection, and reading. The space should be somewhat removed and secluded from others as the aim is to learn from oneself (Thornburg, 2013). Approximate Size: 1m2 to 2m2 Student Numbers: 1 to 2 Domestic Comparison: Bedroom or small nook

Robyn Mackenzie - Thesis

Learning Space: Mountain top 4.0 Concept Design

Purpose: A mountaintop is where someone can show and share their work to others. This could be a stage or merely a place to display or hang student work (Thornburg, 2013). Approximate Size: 1m2 to 12m2 Student Numbers: 2 to 10 Domestic Comparison: TV. and gallery wall

Robyn Mackenzie - Thesis

Learning Space: Life 4.0 Concept Design

Purpose: Life is where a student learns from real world encounters like experiments or play. The space is hands-on where students can apply what they have learned to real world contexts (Thornburg, 2013). Approximate Size: 4m2 to 100m2 Student Numbers: 1 to 20 Domestic Comparison: Backyard and kitchen

Robyn Mackenzie - Thesis

Design Drivers Matrix 4.0 Concept Design

Circulation Paths

1.1

1.2

1.3

1.4

Solid vs Void

2.1

2.2

2.3

2.4

Scale and Hierarchy

3.1

3.2

3.3

3.4

Final Iterations

4.1

4.2

4.3

4.4

Option 1

Option 2

To create these options I applied three main design drivers: circulation paths, solid vs void, and scale and hierarchy. My aim for these explorations was to develop several unique forms that each provide different opportunities and limitations. When selecting my final two forms I evaluated them based on three criteria: opportunities for flexibility and blending, circulation flows, and whether it was inspiring. Option 4.2 and 4.3 were eliminated as they lacked smooth circulation flows and had spaces which were too distinct and separated from the rest of the building.

Robyn Mackenzie - Thesis

Iteration 01 - Development 4.0 Concept Design

Rathdowne St

Grattan St

CGPS

Proposed Building Siting

1. Cutting Corner

2. Setback

3. Central Courtyard

4. Circulation 58

Robyn Mackenzie - Thesis

45m

Iteration 01 - Built Form 4.0 Concept Design

CGPS

tan

thd

at Gr

Proposed Programmatic Distribution Community

Pedagogical

15m

Residential

This option envisages residential facilities to be located on the west of the site with more pedagogical function to the east. In this design there will be two main points which directly blur residential and pedagogical architecture -- the remaining spaces will be a blending of these two programs.

Robyn Mackenzie - Thesis

Iteration 02 - Development 4.0 Concept Design

Rathdowne St

Grattan St

CGPS

Proposed Building Siting

1. Grid

2. Program Connection

3. Program Overlapping

4. Circulation and Setback 60

Robyn Mackenzie - Thesis

45m

Iteration 02 - Built Form 4.0 Concept Design

CGPS

tan

thd

at Gr

Proposed Programmatic Distribution Community

Pedagogical

15m

Residential

In this option residential facilities will be spread more evenly across the site. However, the residences will fall in one ‘arm’ of the design to connect the terrace housing in the surrounding context. This option has three main points which directly blur residential and pedagogical architecture -- making it a superior choice than option 1. 61

Robyn Mackenzie - Thesis

Parti Diagram 4.0 Concept Design

Robyn Mackenzie - Thesis

Master plan 4.0 Concept Design

Rathdowne St

Grattan St

CGPS

Access and Site Layout

The primary motive of the masterplan is to physically connect the site to CGPS. This

CGPS

will be done by reclaiming a segment of the laneway and turning it into a thoroughfare to the school. This design move will aim to activate the laneway and foster community

Site

connections from neighbouring properties to the school. As the laneway has two entrances, parking for the properties will not be affected. Other urban moves include

Proposed Connection to CGPS

adding more bike parking and creating a delivery zone next to the entrance to the laneway. 63

Robyn Mackenzie - Thesis

24m

Program Distribution 4.0 Concept Design

Watering Hole Cave Magnet Rooftop Terrace

Cave Watering Hole

Watering Hole Apartments

Campfire Apartments

Magnet Performance

Magnet Maker Space Cave Apartments Apartments

Watering Hole Apartments

Campfire

Multipurpose Meeting Rooms

Staff Room Toy Library

Wellbeing Clinic

Entry Foyer Multipurpose

Parent Lounge

att

thd

St 0

24m

Robyn Mackenzie - Thesis

Concept Model 4.0 Concept Design

tan

thd

at Gr

Final Concept Model

15m

This concept model envisions what the building may look like based on the masterplan. General landscaping is shown to distinguish between hard and soft surfaces. The potential rooftop terrace is also visible which provides important outdoor space to residents and students. The rooftop terrace will have a student veggie garden as well as outdoor dining and recreation spaces.

Robyn Mackenzie - Thesis

Sketch Design 66

Robyn Mackenzie - Thesis

Temporal Analysis 5.0 SKETCH DESIGN 00

Cafe Wellbeing Clinic Toy Library Extracurricular Apartments Co-Living Makerspace Greenhouse Stage Hangouts Roof Terrace

Building Temporal Study

Building Space

Educational Usage

Residential Usage

Makerspace

Woodworking, craft, engineering, product design

Building Space

Hangout

Socializing, group learning, individual learning

Watching shows, playing games, socializing

Stage

Practicing for plays, concerts, and other events

Whole building movie night

Quiet Study

Individual learning, small group learning, check ins

Doing homework, working from home, reading

Group Study

Larger group learning, doing projects together, sharing ideas

Playing board games, eating dinner together

Didactic Spaces

Learning from an expert, presenting to peers

General hangout, watching movies, reading

Robyn Mackenzie - Thesis

Spatial Organization 5.0 SKETCH DESIGN

ti ca

Second Floor

Liv

ing

First Floor

ti ca

Liv M

ing

Ground Floor

Co m Fa mu cil nit itie y s

Robyn Mackenzie - Thesis

Floor Organization 5.0 SKETCH DESIGN

Each floor in the building is organized around different scales of sharing -- catering for a variety of experiences from the individual level to large groups. Interestingly, this works for both educational and residential spaces. For example, a bathroom is an individual experience but a living room is not. For education, individual spaces are more secluded for pair or solo work (caves) while large group spaces are more open and tend to be were lectures or large group sessions happen (campfires, watering holes). The purple is where the scales of sharing interact and blend the line between residential and school.

Robyn Mackenzie - Thesis

Form Rationale 5.0 SKETCH DESIGN

CGPS

thd

tan

at Gr

Final Concept Model

15m

This diagram shows the thought process behind the form on the site. I took a literal approach to form building by creating two arms representing education (orange) and residential (blue). I then crossed the arms to increase the zones of interaction between them. The crossing also creates continuous lines from the surrounding context. For example, the residential arm (blue) connects the two sets of terrace houses whilst the educational arm (orange) connects the site with the existing primary school. 70

Robyn Mackenzie - Thesis

Working Plans 1 5.0 SKETCH DESIGN

Kitchen Parent Lounge

Multipurpose

Toy Library

Storage

Ice Cream

Lobby

Atrium Community Meet

Wellbeing Waiting

Consult 1

Supply Multipurpose

Staff Room

Bathrooms

Consult 2 Group Consult

Meet

Consult 3

Meet

Ground Floor Plan

Gallery

Campfire

Co-Living Lounge/Hangout

Wet Area

Groupwork

Supply Makerspace

Caves

Bathrooms

Meet

Co-Living

Meet

First Floor Plan

The first iteration of the building applied the general spatial organization from the conceptual design on a more detailed scale. The sizes and locations of different programs was considered as well as a rough idea of pedestrian flows. 71

Robyn Mackenzie - Thesis

Working Plans 2 5.0 SKETCH DESIGN

Ground Floor Plan

First Floor Plan

Second Floor Plan

The second iteration of the building focused on furniture and interior experiences. Flows of people and educational activities were also considered. The next steps for the building were thinking about acoustic control through the subdivision of different sections. Third Floor Plan 72

Robyn Mackenzie - Thesis

Isometric and Materials 5.0 SKETCH DESIGN

thd

att

Building Isometric

The architectural language of the building follows the parti diagram with this idea of two opposing arms -- residential and educational. Each of these arms will explore a different but related architectural language. The educational arm will utilize brick as a nod to the historic school building located at CGPS. The residential arm will be more muted and modern with materials like Historic School Building

wood and concrete. 73

Robyn Mackenzie - Thesis

Residential Arm Precedents 5.0 SKETCH DESIGN

Fig.35 Map Architects, Rozell, 2020

Name: Rozell and Kellyville Architect: Map Architects Location: Australia Year: 2020 Map Architects residential designs have a focus on light material tones of whites, blonde timber battens, and Tuscan renders. The use of arches, curved overhangs, and greenery create a calm

Fig.36 Map Architects, Kellyville, 2020

architectural language. The batten screens help provide privacy for residents and connect arched elements to square elements -- something that can be translated to my design. Landscaping and greenery is used to soften the architectural form and create an inviting frontage.

Robyn Mackenzie - Thesis

Educational Arm Precedents 5.0 SKETCH DESIGN

Fig.37 Studio VASE, Roly-Poly Cotto, 2020

Name: Roly-Poly Cotto Architect: Studio VASE Location: South Korea Year: 2020 The tectonic expression of this building utilizes red brick to create a blend between curved and rectilinear elements. The pops of brick colour signal transition spaces and give a different and more modern feeling to the brick. Stainless steel was also used as it has a good material rhythm and is more flexible than bricks. Overall, this facade takes a traditional element, brick, and modernizes it through shaping and colour.

Fig.38 Studio VASE, Roly-Poly Cotto, 2020

Robyn Mackenzie - Thesis

Site Plan 5.0 SKETCH DESIGN

Rathdowne St

Grattan St

CGPS

Site Plan

24m

60m

The design involves changing the streetscape to

make

pedestrian

friendly.

Consequently, Grattan St has been narrowed from four lanes to two, grassy medians have been added, and the side walks have been extended to create more pedestrian space. The laneway that connects the site to CGPS is also activated through seating, planting, and painted patterns on the ground to signal that it is a shared pedestrian and car space.

Existing Road

This activated lane way will function as a safe travel option for students between the main school campus and the new building. 76

Robyn Mackenzie - Thesis

Ground Floor 5.0 SKETCH DESIGN

Grattan St

Cafe

Multipurpose

Toy Library

Rathdowne St

Shop

Reception

Wellbeing Clinic Multipurpose Staff Room

Ground Floor Plan

The ground floor is designed to get families of the school and residents of the broader community to linger -- helping to activate the space throughout the day. To accomplish this, the floor contains facilities that appeal to a variety of social groups including a cafe, ice cream shop, wellbeing clinic, general community meeting and gathering spaces, a Bins

toy library, and two multipurpose rooms that can be used for extracurricular activities and classes. The building also actively engages

Services Delivery

the streetscape by including games such as four square and hopscotch on the footpath.

Carpark Plan 77

Robyn Mackenzie - Thesis

First Floor Plan 5.0 SKETCH DESIGN

Group Study Didactic Co-Living

Hangout Wet Area

Makerspace Co-Living

Quiet Study

First Floor Plan

This floor contains “caves” for individual work, “campfires” for didactic study, “watering holes”

for

group

learning,

“mountain

tops” for sharing, and “life” spaces for learning through doing. The furniture in the educational spaces is designed to be dual purpose so they can be used for academics during the day and more domestic functions Scales of Sharing

after hours. For example, kids can hang out

Education

after school and watch TV or the parents

Residential

could organize a big floor dinner and use the

Mixed Spaces

kitchen and some tables for dining.

Robyn Mackenzie - Thesis

Second Floor Plan 5.0 SKETCH DESIGN

Stage Greenhouse Co-Living

Hangout

Quiet Study

Wet Area Didactic

Second Floor Plan

The second floor has similar floor organization to the first floor, however, the individual and group spaces in the educational sections have been flipped to create more variety. Different

learning

settings

have

been

included throughout the space. “Caves” for individual work are located on the south west. A “watering hole” is provided adjacent Scales of Sharing

to this space to cater for different learning

Education

styles. Three “campfires” are provided for

Residential

students to learn from experts, however,

Mixed Spaces

these spaces can also be used for students to share their own ideas to a group. 79

Robyn Mackenzie - Thesis

Third Floor Plan 5.0 SKETCH DESIGN

Outdoor Terrace

Lunch Tables

Mini Kitchens

Booths

Third Floor Plan

The third floor contains several miniature kitchens for cooking classes, tables for kids to have lunch or do schoolwork, and a large outdoor terrace. This floor mostly contains “watering holes” as there is ample space for group work. Some “caves”are also provided along the southern face. The kitchen and outdoor terrace Scales of Sharing

aid in “life” learning as

students can apply real world knowledge

Education

and skills. Overall, this floor could potentially

Residential

be closed off and used for community or

Mixed Spaces

school events as it is secluded from the rest of the building. 80

Robyn Mackenzie - Thesis

Sections 5.0 SKETCH DESIGN

Long Section

This section cuts through the residential arm and shows some of the circulation between different levels. Potential furniture designs are also visible and are designed to provide a range of affordances for students, teachers, and residents of the building.

Short Section

This section shows the connection between the educational arm (left) and the residential arm (right). Two multipurpose spaces below are also visible which can be used for after school activities and classes. The residential arm is separated from the atrium with large windows which provide views whilst limiting noise.

Robyn Mackenzie - Thesis

Internal Renders 5.0 SKETCH DESIGN

Maker Space The interior strategy seeks to juxtapose dramatic moves like double height spaces with soft material and colour palettes. The purpose of this is to create a domestic feel within the building through warm materials like wood and brick. The atrium will be enclosed by glass with minimal balconies. The rationale behind this is to prevent noise traveling through different levels whilst still encouraging connections and views from different levels. Safety will also be considered

Atrium Staircase

and netting will be used as necessary along balconies.

Robyn Mackenzie - Thesis

External Renders 5.0 SKETCH DESIGN

View from Corner of Rathdowne St and Grattan St

Main Entrance off Rathdowne St 83

Robyn Mackenzie - Thesis

Final Design 84

Robyn Mackenzie - Thesis

Site Plan 6.0 Final Design

Site Plan

Robyn Mackenzie - Thesis

24m

Facade Justification 6.0 Final Design

Perspective from Corner The architectural language of the building

The educational arm also draws from Carlton

continues the exploration of two opposing

vernacular through the use of bricks evident

arms -- residential and educational. Each of

in the CGPS historic school building and

these arms explores a different but related

surrounding terrace houses. The black zinc

architectural language. The residential arm

cladding rests ontop of this “historic” brick

mimics the rhythm and architectural features

base to mimic the modern extensions to

of terrace houses in Carlton through the

historic buildings in Carlton. The educational

continuation of horizontal lines, material

arm also continues the horizontal lines found

selection, and arches. Consequently, the

in the residential arm to create a unified

residential arm reads as a modernized

form.

take on the Carlton domestic architectural language.

Robyn Mackenzie - Thesis

Facade Materials 6.0 FInal Design

Perspective of Main Entrance

Residential Arm

Educational Arm

Zinc Cladding

Bricks

Reconstituted Stone Cladding

Wooden Vertical Slats

Robyn Mackenzie - Thesis

Planting and Landscape 6.0 Final Design

Fig.39 UBIN, Tall Bluebell, 2019

Fig.40 RBGC, Long Purple Flag, 2018

Fig.41 Moss, Chocolate Lily, 2018

Tall Bluebell

Long Purple Flag

Chocolate Lily

Needs: Full or partial sun,

dry soil, good drainage.

moist soil, poor drainage.

dry soil, good drainage.

Fig.42 RBGC, Rice-Flower, 2018

Fig.43 RBGC, Common Heath, 2018

Fig.44 UBIN, Austral Indigo, 2019

Common Rice-Flower

Common Heath

Austral Indigo

Needs: Full or partial sun,

Needs: Partial sun, moist

Needs: Full or partial sun,

moist soil, good drainage.

soil, good drainage.

dry soil, good drainage.

Rationale These plants are native to the Melbourne region and are easy to maintain (City of Casey, 2019). Plants that need full or partial sun will Fig.45 Dell, Common Correa, 2017

Fig.46 RBGC, Love Creeper, 2018

be located on the North and

Common Correa

Love Creeper

East of the building whilst

Needs: Partial sun, dry soil,

Needs: Full or partial sun,

those that need some shade

goof drainage.

dry soil, good drainage.

will be planted on the West.

Robyn Mackenzie - Thesis

Ground Floor Plan 6.0 FInal Design

Ground Floor Plan

12m

community meeting and gathering spaces, a

Laundry

toy library, and two multipurpose rooms that can be used for extracurricular activities and

Delivery

classes. The building also actively engages Basement Plan

12m

the streetscape by including games such as four square and hopscotch on the footpath. 89

Robyn Mackenzie - Thesis

First Floor Plan 6.0 Final Design

First Floor Plan

This floor contains “caves” for individual work, “campfires” for didactic study, “watering holes”

for

group

learning,

“mountain

after hours. For example, kids can hang out

Education

after school and watch TV or the parents

Residential

could organize a big floor dinner and use the

Mixed Spaces

kitchen and some tables for dining.

Robyn Mackenzie - Thesis

Second Floor Plan 6.0 FInal Design

Second Floor Plan

The second floor has similar floor organization to the first floor, however, the individual and group spaces in the educational sections have been flipped to create more variety. Different

learning

settings

have

been

included throughout the space. “Caves” for individual work are located on the south west. A “watering hole” is provided adjacent Scales of Sharing

to this space to cater for different learning

Education

styles. Two “campfires” are provided for

Residential

students to learn from experts. Lastly,

Mixed Spaces

two “life” spaces get students to conduct experiments, grow plants, and create art. 91

Robyn Mackenzie - Thesis

Third Floor Plan 6.0 Final Design

Third Floor Plan

The third floor contains several miniature kitchens for cooking classes, tables for kids to have lunch or do schoolwork, and a large outdoor terrace. This floor mostly contains “watering holes” as there is ample space for group work. The kitchen and outdoor terrace aid in “life” learning as students can apply real world knowledge and skills. Overall, Scales of Sharing

this floor could potentially be closed off and

Education

used for community or school events as it is

Residential

secluded from the rest of the building.

Mixed Spaces

Robyn Mackenzie - Thesis

Sections 6.0 FInal Design

Long Section

This section cuts through the educational arm and shows some of the circulation between different levels. Different fixed and movable furniture is also visible which provides a range of affordances for students, teachers, and residents of the building.

Short Section

Robyn Mackenzie - Thesis

Makerspace Moodboard 6.0 Final design

Robyn Mackenzie - Thesis

Makerspace Analysis 6.0 Final design

Makerspace Perspective The Makerspace is more of a static space as it offers less flexibility than other spaces in the building. The space is designed for small groups with significant teacher input for educational uses like arts and crafts, woodworking, designing, and general group work. There is no “front” of this space as the focus is on students and their work rather than didactic instruction. This space contains large windows for natural light -- helping to improve student’s cognitive function. The makerspace contains displays for student work including shelving, a drying rack, and pin-boards. After hours, the space can be used for extracurricular activities for children or broader community groups.

Robyn Mackenzie - Thesis

Hangout Moodboard 6.0 Final Design

Robyn Mackenzie - Thesis

Hangout Analysis 6.0 Final dEsign

Hangout Perspective The Hangout is a dynamic space with lots of flexible furniture to cater for a variety of affordances. There is some built-in furniture which helps to subdivide the space into distinct zones and anchor different potential usages. The hangout caters for a variety of group sizes ranging from 15 students receiving instruction to tables for pair work. The space is designed so that larger group work or teacher briefings can be located in the center of the room with small group and individual work on the periphery. The space would best suit pedagogies which start with large group instruction followed by independent and collaborative practice. The after hours usage of this space include general gathering and socializing, playing games, and watching movies or TV.

Robyn Mackenzie - Thesis

Greenhouse Moodboard 6.0 Final DESIGN

Robyn Mackenzie - Thesis

Greenhouse Analysis 6.0 FInal DESIGN

Greenhouse Perspective The Greenhouse is a dynamic space where there is no “correct” way to use the furniture -- encouraging adaptation and interaction with the space. Similar to the makerspace, there is no “front” of this room to foster student centered learning. The learning in the space will mostly be self regulated with high student agency to increase independence, resilience, and confidence. The greenhouse functions as a semi-outdoors space as, although it is fully enclosed with glass, the ample greenery creates a sense of being in nature. The educational uses of this space could be small science classes, gardening or other hands-on activities, quiet individual reading or study, and pair study. After hours the space can be used to gather herbs and veggies for resident dinners or stock the cafe pantry, function as a resident community garden, and be used for quiet work or study.

Robyn Mackenzie - Thesis

Booth Moodboard 6.0 Final Design

100

Robyn Mackenzie - Thesis

Booth Analysis 6.0 Final Design

Booths Perspective The Booths are a more static space with lots of fixed furniture. The space caters for groups of up to five to study, play, and socialize. The booths are directly connected to the hallway to allow for teacher movement to check up on each group. Overall, the space fosters more personalized instruction where students can work independently but still receive teacher help as necessary. During the school day the space can be used for meetings and parent/teacher conferences, small group work, eating lunch, and recreation. After hours the booths can be used for work and study, eating meals, small events, and even hosting a breakfast club for students.

101

Robyn Mackenzie - Thesis

Detail Usage Analysis 6.0 Final Design

102

Robyn Mackenzie - Thesis

Construction Detail 6.0 FInal Design

103

0.5

1.5m

Robyn Mackenzie - Thesis

Environmental Considerations 6.0 Final Design

Building Isometric

30m

Environmental Strategy To achieve low heating and cooling demands large floor to ceiling windows are positioned on the Northern facades. Above these windows shading is installed which allows for passive heating in winter and shading in summer. All the windows in the building are double glazed which provides good thermal properties and helps to regulate heat loss through the building. Parts of the building have polished concrete flooring as thermal mass which helps to keep the internal temperature comfortable year round. Additionally, a continuous line of high-performance insulation is included in the building to minimise heat loss through the roof and walls. In warmer months, the atrium can be used as stack ventilation to help transfer hot air to outside the building and keep the internal temperature cool. To reduce embodied energy the building is constructed with timber, recycled aggregate concrete, and salvaged bricks. Lastly, the building contains 44 PV panels on the southern most roof which generates an average of 22kWh. In addition to traditional PV panels, BIPV is utilized on the sloped part of the educational arm roof and generates an average of 18kWh. Consequently, the average energy generated between these two systems is 40 kWh.

104

Robyn Mackenzie - Thesis

Conclusion 6.0 Final Design It Takes a Village introduced an innovative way of designing schools that centres on improving a schools sense of community. This thesis has explored schools functioning as a new form of collective living where parents, educators, students, and the broader community can intermingle. The project examined existing pedagogical, historic, and architectural research to arrive at a built-form solution. Additionally, the project drew from several design strategies including flexible spatiopedagogical environments and multi-purpose spaces. It Takes a Village was tested on a site in Carlton adjacent to a local primary school -- Carlton Gardens Primary School. The resulting architectural form is a literal interpretation of the hybridization between residential and educational architecture, function, and interior space. It is hoped that this design thesis will inspire others to interrogate the future of school design and push the boundary on what is possible.

105

Robyn Mackenzie - Thesis

Sources 106

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References Australian Bureau of Statistics. (2016). Census of population and housing 2016. Retrieved March 9, 2022, from Australian Bureau of Statistics website: https://www.abs.gov.au/websitedbs/D3310114.nsf/Home/Assuring%20Census%20Data%20 Quality Australian Education. (2022). Carlton Gardens Primary School. Retrieved March 25, 2022, from https://www.infoschools.net/australia/ victoria/carlton-victoria/carlton-gardens-primary-school/ Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2014). Getting parents involved: A field experiment in deprived schools. Review of Economic Studies, 81, 57-83. Bedrick, J., & Ladner, M. (2020). Let’s get small: Microschools, pandemic pods, and the future of education in America. Backgrounder, 3540. Bhatia, N., & Steinmuller, A. (2018). Spatial models for the domestic commons: Communes, co-living, and cooperatives [Abstract]. Architectural Design, 88(4), 120-127. Bum, G., Crawford, J., & Turner, A. (2021). Nothing new: Referencing, remixing, and sampling. Architectural Design, 91(1), 26-31. Carlton Gardens Primary School. (2020). School profile. Retrieved March 25, 2022, from https://www.carltongardens.vic.edu.au Cartwright, M. (2018). Medieval Monastery. https://www.worldhistory.org/Medieval_Monastery/ City of Casey. (2019). Indigenous Plant Guide Retrieved June 8, 2022, from https://www.casey.vic.gov.au/ Flack, C., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Melbourne, Australia: Pivot Professional Learning. Marmot, A. (2017). Educational innovation through building adaptation. Architectural Design, 87(5), 96-105. Osborne, M. (2016). Innovative learning environments. CORE Education. Sharp, C., & Nelson, J. (2021). Recovering from Covid-19: What pupils and schools need now. Slough: NFER. Thornburg, D. (2013). From the campfire to the holodeck: Creating engaging and powerful 21st century learning environments. John Wiley & Sons. Tourist Israel. (2022). What is a Kibbutz? Retrieved March 25, 2022, from https://www.touristisrael.com/what-is-a-kibbutz/6053/ UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action: International Commission on the Futures of Education. Weyland, B. (2021). Movement and outdoor spaces as quality indicators in the design of school buildings. Journal of Physical Education and Sport, 21(1), 624-631. WillyWeather. (2022). Climate data. Retrieved April 7, 2022, from https://www.willyweather.com.au/climate/weather-stations/vic/ melbourne/melbourne-olympic-park Young, F., Cleveland, B., & Imms, W. (2019). The affordances of innovative learning environments for deep learning: Educators’ and architects’ perceptions. The Australian Association for Research in Education. Zakso, A., & Agung, I. (2021). Impact of student learning at home prevent pandemic Covid-19 in Indonesia. Academic Journal of Interdisciplinary Studies, 10(2). Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(3), 3-12.

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Images Fig.1 Hayball. (2018). South Melbourne Primary School. [Image]. https://www.hayball.com.au/projects/south-melbourne-primary-school/ Fig.2 Ota, T. (2015). Kitasenzoku Apartment. [Image]. https://www.archdaily.com/780744/ Fig.3 Ota, T. (2015). Kitasenzoku Apartment. [Image]. https://www.archdaily.com/780744/ Fig.4 Nishikawa, M. (2013). LT Josai Shared House. [Image]. https://www.archdaily.com/497357/ Fig.5 Nishikawa, M. (2013). LT Josai Shared House. [Image]. https://www.archdaily.com/497357/ Fig.6 Natura Futura Arquitectura. (2020). La Casa que Habita. [Image]. https://www.archdaily.com/935387/ Fig.7 Natura Futura Arquitectura. (2020). La Casa que Habita. [Image]. https://www.archdaily.com/935387/ Fig.8 Apollonio, M. (2019). Imagine Montessori School. [Image]. https://www.archdaily.com/974953/ Fig.9 Apollonio, M. (2019). Imagine Montessori School. [Image]. https://www.archdaily.com/974953/ Fig.10 Rosan Bosch Studio. (2021). Markham College Lower School. [Image]. https://www.dezeen.com/2021/04/14/ Fig.11 Rosan Bosch Studio. (2021). Markham College Lower School. [Image]. https://www.dezeen.com/2021/04/14/ Fig.12 ZMIK. (2015). Learning Scapes. [Image]. https://www.dezeen.com/2019/10/22/ Fig.13 ZMIK. (2015). Learning Scapes. [Image]. https://www.dezeen.com/2019/10/22/ Fig.14 Suor Orsola University. (N.D.). San Vincenzo a Volturno. [Image]. http://www.naplesldm.com/sanvinvolturno.php Fig.15 Archive Photos. (15th C). Medieval Scribe. [Image]. https://medievalbritain.com/type/medieval-life/ Fig.16 Beit Alpha. (1948). Beit Alpha School Community. [Map]. https://www.ariehsharon.org/Archive/ Fig.17 Givat Brenner Kibbutz. (1950). School. Image]. https://histclo.com/rel/faith/jud/zion/kib/kib-ed.html Fig.18 Map Tiler (Cartographer). (2021). Vector map. Open Map Tiles. [Map]. https://openmaptiles.org Fig.19 Aurin Map. (2022). Vector map. [Map]. https://map.aurin.org.au Fig.20 Public Record Office Victoria. (2020). Carlton. [Image]. https://www.flickr.com/photos/public-record-office-victoria/50105577268/ Fig.21 Surveyor-General’s Department. (1851). Carlton Gardens. [Map]. https://prov.vic.gov.au/archive/ Fig.22 WillyWeather (2022). Melbourne Olympic Park [Image]. https://www.willyweather.com.au Fig.23 Studio Gram. (2015). Osteria Oggi. [Image]. https://www.yellowtrace.com.au/studio-gram-osteria-oggi-adelaide/ Fig.24 Matts, P. (2013). Library [Image]. https://www.flickr.com/photos/library Fig.25 Pone Architecture. (2021). Deconstruction of Wild Poetry [Image]. https://www.yinjispace.com/article/ Fig.26 Think Forward. (2018). Demokratos [Image]. https://www.architonic.com/en/project/think-forward-demokratos/20129029 Fig.27 MAMM Design. (2017). Tomonoki-Himawari Kindergarten [Image]. https://www.archdaily.com/904310/ Fig.28 No Architects. (2021). Malvína Day Nursery [Image]. https://www.dezeen.com/2021/04/18/ Fig.29 Valmont. (2018). Scottish Pacific [Image]. https://officesnapshots.com/2019/03/27/ Fig.30 A+I. (2018). AltSchool [Image]. https://www.dezeen.com/2018/04/29/ Fig.31 Shanghai Yuguo. (2021). Fuzhou Vanke Times Treasure Sales Center [Image].https://drivenxdesign.com/BER21/ Fig.32 BWM. (2014). Wombat’s City Hostel [Image]. https://bwm.at/en/projects/wombats-hostels/ Fig.33 Helen and Hard. (2019). Vindmøllebakken [Image]. https://helenhard.no/work/vindmollebakken/ Fig.34 A+I. (2018). AltSchool [Image]. https://www.dezeen.com/2018/04/29/ Fig.35 Map Architects. (2020). Rozell [Image]. https://archipro.com.au/project/rozelle-map-architects Fig.36 Map Architects. (2020). Kellyville [Image]. https://archipro.com.au/project/kellyville-map-architects Fig.37 Studio VASE. (2020). Roly-Poly Cotto [Image]. https://www.archdaily.com/952515/ Fig.38 Studio VASE. (2020). Roly-Poly Cotto [Image]. https://www.archdaily.com/952515/ Fig.39 Upper Beaconsfield Indigenous Nursery. (2019). Tall Bluebell [Image]. https://www.casey.vic.gov.au/ Fig.40 Royal Botanic Gardens Cranbourne. (2018). Long Purple Flag [Image]. https://www.casey.vic.gov.au/ Fig.41 Moss, H. (2018). Chocolate Lily [Image]. https://www.casey.vic.gov.au/ Fig.42 Royal Botanic Gardens Cranbourne. (2018). Rice-Flower [Image]. https://www.casey.vic.gov.au/ Fig.43 Royal Botanic Gardens Cranbourne. (2018). Common Heath [Image]. https://www.casey.vic.gov.au/ Fig.44 Upper Beaconsfield Indigenous Nursery. (2019). Austral Indigo [Image]. https://www.casey.vic.gov.au/ Fig.45 Dell, M. (2017). Common Correa [Image]. https://www.casey.vic.gov.au/ Fig.46 Royal Botanic Gardens Cranbourne. (2018). Love Creeper [Image]. https://www.casey.vic.gov.au/

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Thanks... I would like to thank my parents and my sister for all their support over these last 19 years of schooling. My boyfriend Tom and our puppy Newton for reminding me that there is a life outside of architecture. All my classmates and studio friends who I am honored to be graduating next to. And all my teachers, lecturers, studio leaders, and tutors who have encouraged and supported me throughout my time at the University of Melbourne.

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