Ruairi Kelly Design Dissertation

‘Exploring Human Interaction Through The Interstitial Space.’ Mallow Adult Education Centre.

A Design Dissertation by Ruairi Kelly Submitted for assesment for ARCH3109 Architectural Design Studio - Dublin School of Architecture, DIT - May 2013

Contents 1. Introduction 2. Theme & Type 3. Urban Context 4. Design Development 5. Design Presentation 6. Architecture 7. Landscape 8. Environment & Tectonics 9. Summary Apologia 10. References & Bibliography

Introduction This dissertation is an examination of design for learning environments. The typology of adult education results in a questioning of previous institutions. This piece sets out to learn from past and present examples that have aimed to create more informal and fluid learning spaces. This led to the examination of the interstitial space, the inbetween. As the project devleoped it became more apparent that inhabiting this space was essential in creating the anti-institution.

This dissertation begins with a study on theme and type and notes various architects whos work is exemplary in this area. There is an examination of Mallow town and its Urban Context. This was essential in order to bring theme and type to the town. A design diary then documents the process of bringing this to realisation in Mallow.

The design presentation represents the project as it stands now in time however there is always room for development and this is noted on the summary apologia.

The building is then placed and questioned in its architectural context. Comparative studies of my own work as well as other architects provided me with a broader understanding of my project and gave me direction for future design decisions.

Landscape, Environment & Tectonic issues were then presented however there is also evidence of development of these issues in the design diary.

Theme & Type

The theme I have chosen is ‘Human Interaction’. I endeavored to probe and question human interaction through the architecture of an Adult Education Centre. Adult education is born to encourage those who have not previously experienced education or have at some time, but did not wholly enjoy their experience. Many adults who do not follow their education to completion are resentful of the schools or institutions they were once part of.

How do we create an architecture that is rid of the formalities and protocol of previous generations? How do we create the anti- institution? We must then focus on a new form of encouraging and informal spaces. Self- learning and co-learning are to be facilitated. However we must also provide for leisure, enjoyment and socializing amongst students.

Where can the opportunity to socialise and interact take place? Natural human behavior must take place in order to nurture a sense of belonging and pride in the school, underpinning its social and educational role. It is necessary to consider the work of our predecessors, examine the vices and virtues of contemporary and historic school design and how they can influence the design of Mallow Adult Education Centre.

Montessori Primary School. 1960-1966.

Herman Hertzberger.

Herman Hertzberger and his works speak a lot about occupying the interstitial space. His schools could almost be considered as cities themselves, public spaces became main squares and corridors became streets where the life of the building is brought to the fore. One of his school projects, The Montessori College in Oost, Amsterdam placed incidental elements to encourage spontaneous activity. There is a distribution of informal activity spaces for the children that flow from the central public space in the building.

Westpark Education Centre The Westpark Education Centre in Augsburg Germany by Haussmann Architects offers the “possibility to spatially implement individual and independent learning, without excluding the classical pathway of space- related education.”

The building is used by adults for many functions during the summer months and during non-school hours. There are similarities in the arrangement of space and the concept as a whole in the school.

As we can see in the plan, the individual facilities are linked by flowing spaces which are used communally, circulation spaces are articulated in such a way that they can accommodate a number of functions. A sunken assembly hall forms the heart of the building. The interior spaces are punctuated with daylight through a number of atria running right through the section. What are called ‘Islands of Learning’ occupy the interstitial space. These informal areas support and work with the more rigid concepts of the classrooms surrounding them.

Centre for Agricultural Education The Centre for Agricultural Education in Altmunster, Austria

by Fink Thurner Architekten is similar to Westpark above, we notice a clear attempt at inhabiting the circulation space. The foyer opens to the inner courtyard, serving both as a circulation space and assembly hall. The canteen space is another addition to the series of spaces that have a noticeable ease of flow.

Urban Context

Historical Context The town developed rapidly in the late 16th century as a plantation town. In the 18th and 19th centuries Mallow became famous as a spa resort and became known as ‘The Irish Bath’. Throughout the centuries the town has prospered as a market town, helped by its rich agricultural hinterland, its central location and its importance on the railway network. It has survived the 1920s burning and the frequent overflow of the Blackwater. There has been a physical expansion of the town boundaries in response to this growth with increasing need for adequate services and amenities.

Contemporary Context The urban area has a population of 7,864 (2006 census) and with improved road and rail since the mid-1980s, has developed significant student and worker commuter traffic with Cork city. For the purpose of relating this study of the Urban Context to Mallow College of Further Education I will focus on four areas that proved most useful in determining decisions on site location, typology and hierarchy.

• Figure Ground • Transport • Hierarchy • Amenities

Figure Ground It is evident that the heart of the town runs from Thomas Davis Street outwards towards the Castle and Train Station. The hub of the town exists where the N72 enters the town at the Clock Tower. Naturally this is located near the Bridge and the Castle, subsequent development has permeated outwards from this location.

Transport The existing transport network consists of bus, rail and road.

Bus and rail services run from Cork City to Dublin. However, the town itself could not sustain a local transport system. As a result there is a high dependency on both off road and on road parking facilities. A number of car parks provides potential for development. However as a response pedestrian services would have to be improved.

Hierarchy There is a natural hierarchy to the town with the Castle, Spa, Clock house and Church existing as dominant figures. The urban sprawl of the town stems from these points. As a result the hierarchy has shifted to the new Shopping Centre that now provides many services in one location.

Educational Amenities There existing college of further education and the secondary school provide education in the town. However, both are located on the outskirts of and away from the hub. The existing library is the only outlet in the centre of Mallow.

Key Bus Services

Train Station

N72 Main Road Secondary Road Off Street Car Parking Hierarchy Educational Facilities Chosen Site

Site Analysis From the analysis above the site was chosen for the following reasons.

• It would be in close vicinity to hub of the town, while not directly imposing on the Thomas Davis Streetscape

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• The site is an existing Car Park and can be considered urban wasteland. Opportunity for development is at hand.

• The site is nestled in behind the strong street line of Thomas Davis Street, it is sensitive to the existing hierarchy of the town.

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• The site is very close to existing amenities, particularly the library.

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Figure 1. Carmichael Lane

Figure 2. SW Corner of Site

Figure 3. NW Corner of Site Thomas Davis Street Elevation Scale 1:300

Section AA Scale 1:300

Figure 4. NE Corner of Site

Figure 5. View towards East of Site

Figure 6. Lane to SW of Site Carmichael Lane Section Scale 1:300

Carmichael Lane Section Scale 1:300

Design Development

To clearly portray the development of design I felt it was most useful to document the work similar to a diary. The design changes are noted by week and special consideration is taken in documenting criticisms recieved at major reviews.

The diary begins at week 4 where initial design concepts were established as previous weeks had been spent gathering survey information on the town.

Week 4. Site Selection

Week 5. Architectural Theme & Vehicle

Week 6. Architectural Aesthetics & Form

Once the decision was made on my typology I then set out to find a site that would suit my project. After testing various sites with my prescribed schedule of accommodations while using the urban analysis, I came to the conclusion that an existing car park parallel to Thomas Davis Street and close to one of the main junctions in the town centre would be appropriate.

The theme of Human Interaction within my typology became increasingly vital in the design. I began sketching pure forms that were governed by the site dimensions and by pedestrian access points. However these strict geometries resulted in hallways, closed spaces, undesirable architecture. There was a struggle to create a meaningful dialogue between building and space, between form and character.

Materiality and structure came to the fore as I set out to find a representation of both that would be inherent to the overall theme and typology. There was a call to express materials and structure in such a way that reflected interaction, social spontaneity. I began again looking at pure materials such as brick and concrete for exterior surfaces portraying a sense of establishment and pride in the building, while the interior material would flow with the spaces I was attempting to create. There was a certain lightness and warmth to the timber paneling of The Agricultural Centre in Altmunster that I strove to reflect in the design.

At these points I referred to some of the case studies to further my own investigations into the architecture required by the typology. By shifting and sliding the form, there was a disassembly of the object on site. Openings and arrival points became apparent, opportunities arose from this and the internal spaces came to fruition.

Week 7. Major Review. Critical, Cultural, Aesthetic & Moral Issues Following on from our first review, the same questions about the nature of the in-between space in relation to its surrounding rooms still prevailed. It seemed that there must be a function that will give life to the in-between. I then set out to test the how I could create a space that differed from the classroom. That would benefit the students while ordering the circulation space that was needed. Questions about tectonics, particularly rooves were critical.

CIRCULATION

CIRCULATION

RUAIRI KELLY DT101/3

Week 10. Major Review. A Critical Response to Theme.

The idea of anti-institution became the basis of discussion in the review. My design seemed underdeveloped in terms of the ‘in-between’ space I had set out to examine. Again foof forms were centre of debate. From this, I took on the task of understanding the interstitial space of the school. How hallways, courtyards and the functional spaces like a classroom are intertwined and how could I use these spaces to express my theme of interaction. General issues such as orientation, the line between public & private spaces were noted. Tectonic investigation needed to be pushed as well as environmental concerns.

Conclusion of Design Process The design process as documented has led me to the next section of this dissertation wherein I came to a design conclusion that aims to exemplify my architectural theory that interstitial space is core to the exploration of the Theme Human Interaction and the Typology of an Adult Education Centre.

Design Presentation

Town Plan.

Scale. 1:5000

Site Location Scale. 1:2000

Ground Floor Plan Not to Scale.

First Floor Plan Not to Scale.

Section BB

Section AA

Architecture

Peter and Mary Doyle received a commission for the Birr Community School in the 1960’s. There was a call to build a prototype school to be built nationwide that would solve the immediate problem of an under resourced education system.

From the outset the architects set out to design a school with the analogy of a town in mind.

“The street would be the common route or meeting place.

Nearly every classroom would have windows and views to the outside and there would be no corridors as such at all.

The street itself becomes a linked sequence of large covered spaces, generously high and open, with planted courtyards making connections to clusters of classrooms and specialized teaching rooms on either side…paved areas were also designed for outside group work for each cluster of classrooms” (Donat, J. 1980)

The buildings pleasures derive from the varieties inherent in the system and orchestration of the spaces it can create. However, still cost and authorities hindered these successful pleasures. The original competition design envisaged clusters of five classrooms sharing both indoor and outdoor group teaching areas, plus the possibility of opening up each cluster to give a much greater flexibility in use. It was turned down in favor of the traditional classroom with four walls and a blackboard, not even glazed windows were permitted on the doors of the teaching rooms.

The building indicates that the architects intended for education to be fun. There are notions of a cheerful street life, and key points where students and staff are equally vulnerable. There is a clear attempt to create a new generation of teaching in Ireland, however it is still restrained by Irish Society in the 1960’s. Peter and Mary Doyle were an age ahead of the culture of design and Architecture in Ireland.

Mallow Adult Education Centre expresses the lessons set out by Birr Community School. The interplay of space, light and form in Birr can still transcend to the cultural context of Ireland today, while materials, environment and tectonics have naturally advanced.

The main hall of the building becomes the heart of the building.

The classrooms and computer labs work off this space. Providing opportunities to interact between both students and staff. The hall is punctuated with various atria that flood the building with natural light, while providing an outlet for quiet, individual learning. The courtyard becomes a visual link between the main hall and the dining area, creating a flow or pull from one side of the building to the other. In order to define these spaces with beneficial functions it was necessary to further my research by examining the work of Herman Hertzberger.

Entrance to Main Social Space from Carmichael Lane

Hertzberger is an architect who was closely associated with the team 10 group of the 1950’s and 1960’s. The organization of Team 10 was a reaction against functionalism and rationalism in modern architecture, specifically as represented by the International Congress of Modern Architecture (Congrés Internationall d’Architecture Modern, or CIAM). Hertzberger’s work reflects many of Team 10’s ideological themes, especially those related to the social and psychological dimensions of architecture and the importance of freedom and individualism. Related to these themes is an emphasis on the appropriation of space and user participation in architecture, which acknowledges the fundamental interaction between form and its users.

“Form and use are interdependent and mutually defining, and ultimately their relationship is significant in the determination of meaning in architecture” (Hertzberger, 2002)

Hertzberger’s Apollolaan Montessori and Willemspark Schools define his architectural ideals. Similar to Peter and Mary Doyle’s analogy of the school being a town, Hertzberger likens this school to an “Urban Villa” At the core of these buildings there is an in depth exploration into interactivity and interstitial space. The signature feature of both the schools is the central atrium hall, which is organized around a section of fixed tiered seating. The steps offer a wide variety of opportunities for interactive use, for example as amphitheater style seating. It can be used for meetings, performances and presentations.

He has also articulated the spaces between classroom and the main hall to further encourage interaction. Here, workstations with counters and benches are built in to maximize opportunities for individual and small-group work in association with both the classroom and the main hall. This articulation then transcends to the interstitial space wherein building meets landscape. Entrances are addressed

by means of sweeping stairways that further mediate between the public and the private realms by creating special opportunities for inhabitation. Column bases built- in benches, concrete plinths and stairs offer a variety of places to sit, stand, congregate and watch.

The underlying principles- “free choice”, “analysis of movements”, “order in the environment”, “training the senses”, “reading”, “writing”, “discipline in free activity”, amongst others- imply a highly diversified educational program and an equally diversified learning environment to support it. The Mallow Adult Education Centre aims to learn from these principles. There is an order to the building form, however within this there is abundant opportunity for all of the above. Particularly in the reading areas, the relaxed learning hubs/ atria. The library offers a more intense environment that contrasts against this. However I felt it was a necessary consequence in order to provide an outlet for quiet and focused learning.

Hertzberger encouraged the use of exposed and unfinished materials to further incite interaction with the building. For example, exposed concrete masonry alludes to this state of incompleteness and invite tactile interaction as a form of participation by users. This can then be coupled with the tectonics of the building. Hertzberger believed in a liberating framework that reinforced the underlying principles of freedom and making space for the unexpected. However I will discuss this in detail in the tectonics section of this dissertation.

Landscape “The interstitial school responds to the critical in-between conditions in architecture that inform and diversify the educational experience by mediating between contrasting elements of the physical environment. Amongst the most important of these conditions are those that occur between building and landscape” (Hille. 2011) Schools should be associated with large-scale, outdoor public spaces that support a variety of school and community centered activities. Moreover, circulation and movement are associated with interstitial conditions, intensifying the dynamic quality of the space and the general level of architectural drama there. In the social and civic context of the school, these critical interstitial spaces have an important role to play as public venues that encourage interaction between students, teachers and the community.

Morphosis Architects. The International Elementary School.

Thom Mayne is principal of Morphosis, an architectural firm in Santa Monica, California. Philosophically, the work of the firm is attuned to what Mayne calls “in-between conditions” in architecture. The International Elementary School in Long Beach by Morphosis with Thomas Blurock Architects is organized around a complex central interstitial space: “a multi-level courtyard that serves as the main gathering space and social centre of the school and community” (Hille.

2011) The result is a kind of non -building, with an introverted, inward focused organization that turns away from its immediate surroundings. There must be a common thread that intertwines the interior, to the courtyard, to the site boundary and eventually to the street. The excavation of space in this project to create a sheltered and dynamic outdoor space resonated with the design of the Education Centre. There was a call to create a useful space that could be used by students and the community.

Environment and Tectonics

Environment

Thermal Effects

External Environment

For the purpose of this study I have focused on four principles areas of environmental science that affect the building.

Particular attention has been noted in terms of preventing cold bridges within the building at openings. The roof light in each component of the building required close examination as well as its relation to the zinc roof profile. In order to maintain a comfortable and constant temperature the use of foamed polyurethane formed on site is placed in each wall and roof. The insulation not only has thermal benefits yet it provides a sound barrier to facilitate a quiet internal environment void of noise pollution from the exterior.

The building is positioned close to surrounding buildings, however few of these face onto the car park. In terms of creating an enclosed, yet inviting environment there are planted shrubbery and trees to shelter and enclose the site. This is coupled with the external amphitheatre that provides opportunity for the spontaneous activities discussed in previous sections.

• Lighting • Thermal effects • Energy use • External Environment Lighting

Energy Use

The illustrations provide an insight into the positioning of certain rooms on the site. Services to the north while the classrooms and library avail of south light. Classrooms are also provided with a constant north light via the roof light system.

The internal environment should reflect the underlying concept of interaction and comfort amongst the users. In terms of artificial lighting, sensory systems coupled with low energy lighting would be used.

In particular, this aspect is of great importance as the school has many computer labs and appliances that will account for a large portion of the buildings energy consumption. There is a proposed scheme to use renewable energy sources such as solar energy on site. This energy can be used to lower dependency on electricity from the mains. Moreover the solar energy can be used to heat water for under floor heating throughout, contributing to the desired constant and comfortable internal environment.

Tectonics Foundation & Eaves Detail Scale. 1:20

Window Detail Scale. 1:20

Summary Apologia.

Overall the project was a test on how architecture can be created by an examination of predecessors in that given area, not just by a series of sketches forming an idea. This has forced maturity in my own architectural education as I could make informed decisions that instill confidence in my design work and myself. The importance of documentation through the project was greatly highlighted and there was a realization as to its importance. This is something I will take forward in future projects.

One of the main focuses of this project was the relationship to the town of Mallow and designing a responsive architecture that would sit within this urban context. In my opinion, this project could benefit greatly if I were to probe at this topic further. There is a lack of response in some areas of this dissertation however I feel I have made an honest attempt at creating a building and landscape in Mallow that would benefit all of the community.

The theme of Human interaction and the interstitial space has been questioned, however I feel there is a need to further analyse this in detail, much like Hertzberger. There is room for new ideas to incite interaction in the interstitial space. This same feeling transcends to the development of landscape, which can be pushed much further. I would like to create a masterplan that would control the movement of users through the town and into the college, which would constantly cause the in between to be inhabited.

The choice of an Adult Education Centre was also an attempt to question the institution. I feel that the design somewhat reflects this, however this was lost sometimes throughout the project. In future projects the initial ideas should find a common thread throughout.

Bibliography Images & text all taken from the following publications.

1. Hertzberger, Herman. (2002). Articulations.

2. Hille, Thomas, R. (2011). Modern Schools, A Century of Design for Education.

3. John Donat (1980). Building study: Community school, Birr, Offaly, Ireland;architects: Peter and Mary Doyle.Architects’ journal, 172, 52, 1235-1244.

4. Detail, Green. (2013). Centre for Agricultural Education in Altmunster, a school for quality of life.