Welcome to SHU_Architecture
When the 2015/16 Yearbook was published we were still in the EU and there was a sane US President in post. Since then the political world has been turned upside down with the potential for more shocks. A fascinating article by Barack Obama in a recent edition of the Guardian focussed on some of this potential, linking issues of social unrest, technological advance, changing cultures, climate change and food supply. These are all issues that will come to test us in years to come and ones where architects and architectural technicians with the right approach, could have the skills to make a huge contribution. Ours is a vocation that could, with clarity of perspective and engagement be seen as essential in any endeavour. The danger is that we let ourselves become servants to a techno-commercial process rather than a source of innovative but humble direction. In looking through the projects in this book it is refreshing to see that the concerns of students are there in confrontation with these real issues. Issues that won’t go away and are getting ever more visible. There are projects questioning the needs of a society where many will have no paid employment, asking what kind of architecture may be needed to support a culture with a basic universal income. There are projects investigating the power of people to do architecture for themselves, to work collaboratively to deal with crisis situations or the more mundane but equally savaging effects of welfare cuts. Some of these projects are fearful of the future but many are hopeful of the benefits of new technologies and embrace them for the social good rather than commercial gain. This is a school focussed on the potential of the future ‘real world’ rather than the status quo. It is a very important direction to be going in.
Julian Marsh ‘Late’ Professor of Architecture
1
Introduction to BSc. Architectural Technology Peer learning in the field inducts new students to their course in Week 1. The shelter building in Grenoside woods was enjoyed by all. The first year builds a foundation of basic principles in design, construction, environmental design and materials science through progressive studio projects, lectures and laboratory work.The studio project is shared with Architecture students creating a healthy respectful relationship yet promoting a strong course identity. The second year affirms the specialisms of site specific environmental and architectural design, alongside conservation and the history of architectural technology. A culture of inquiry tempered by the reality of practice is fostered by the majority of students who continue to prefer the Sandwich route benefitting from a year in practice/industry. The applied final year is the demonstration of the skills learnt in the various environments students are exposed to. Integrated modules deliver the support for managing complex design and technical challenges using a Revit BIM model and industry standards. Catherine Basilio
CIAT STUDENT AWARDS 2014
Project Winner-Shane York Report Winner-Tom Wragg
2015
Report Winner-Josh Slingsby Highly Commended-Petra Schwarczova Commended-Sam Trevor
2016
Project Winner-Nathan Saulle Report Highly Commended-Naomi Clare Report Commended-Nathan Saulle
2
Contents
3
Final Year
4
Year 2
20
Year 1
24
MSc Technical Architecture
30
Sponsors
32
Prize Sponsors
36
v Design Studio Tutors Cath Basilio, Jacob Ware & Oli Cunningham Environmental Tutor Liane Duxbury Technical Report Tutors Frances Robertson, Cath Basilio & Jacob Ware Guest Structural Tutors (Ove Arup & Partners) Con Murray & Sarah Shawe-Taylor Guest Critics Adam Slade-C&A Design Ltd & Tom Elliot-GER (Gilbert Elliot Rowe Ltd)
Students David Ajala Mo Ali Mahmood Aimie Allen Anand Bansal Daniel Black Shaun Blackburn Matt Bradder Liam Briggs Daniel Cater Maisie Crafter Jamie Deakin Thomas Dobby Kate Eales Daniel Gillespie James Hughes Wilberforce Kotey Gerard Langley Anzar Maqsood Lewis Meakin Dan Miles Owen Nuttall Victor Omosebi Nyasha Phiri Usman Ramzan
Martyn Riches Zac Stretch Jake Swales Jesse Thompson Sam Tinsley Joe Turn er Chris Walmsley
4
vz
FINAL YEAR Imagination Works-design for growing Introduction to Year 4 (full-time) and Year 6 (part-time) The final year programme contains five modules that support students in the application of the knowledge and skills they have learnt in their 1st and 2nd years and also the vital learning that takes place during the placement year in practice. The Architectural Technology Studio Project is a year-long module exploring the design and technical resolution of a proposed building to meet the requirements of the brief. This module is supported by and informs the four other modules that provide the technical and professional context required to resolve the design proposals (Technical Report, Environment & Technology, Interdisciplinary Practice & Professional Practice). This year the challenge was the creation of a children’s centre offering help and advice on child and family health, parenting, money, training and employment supporting the transformation of family service delivery in the Sharrow area of Sheffield. The Interdisciplinary Practice Module gave students the opportunity to participate in an international collaboration with Universities from Ireland and Denmark. All students also visited and interviewed a Chartered Architectural Technologist as part of their Professional Practice module. There are of course other activities that take place across the year and the SHArch Winter Ball was another event of note as were the CIAT awards held in Southampton in November.
Cath Basilio Final Year Tutor
5
Dan Black NURSERY & CHILDREN’S CENTRE DAN BLACK / AT6
B
1
UP
2 3
UP
4 5
B DN
16
A
B
C
UP
•
J
0
GA Ground Floor Plan 1:100 @ A3
3
B-B
2
1
2
5
10m B-B
1:100
A-A
A-A
13
UP
UP
UP
4
4
4
DN
5
5
The project aim was to create a new community ‘hub’, with the provision of;
2
2 A-A
A-A
DN
6 3
6 3
B
UP
ROAD
A
B
C
D
E
F
G
H
J
K
A
16
4
B
C
D
E
H
J
K
B
1 A
1
0 6
1
2
5
C
D
E
F
G
H
C
1
UP
1:100
B
B
10m
DN
GA Ground Floor Plan 1:100 @ A3 A
J
D
E
F
G
H
0
GA Second Floor Plan 1:100 @ A3
6
K
A
1
2
5
2
5
J 10m
1:100
B
C
D
E
F
G
H
J
K
UP
GROUND FLOOR LAYOUT 1
0
GA Ground Floor Plan 1:100 @ A3
1
2
1
5
1:100
1
0
10m
GA Ground Floor Plan 1:100 @ A3
3 2
B-B
1
DN
GA Second Floor Plan 1:100 @ A3
1
1:100
2
0
1
5
10m
10m B-B
1:100
1
UP
3
ROW
SHAR
G
5
2
Commercial opportunities including a cafe space.
F
DN
4
5
CLUB GARDEN
Multi agency services that build confidence with parents and communities to improve their own health and well being.
Locally accessible services in community settings.
H
DN
1
13
5
•
G
1
2
2
Services that offer parent support and development.
F
UP
The brief was to present a proposal for the development of a public and private community centre serving the area of Sharrow, Sheffield.
•
E
B-B
1
SHARROW LANE NURSERY & CHILDREN’S CENTRE
•
D
B-B
LANE UP
DN
4
VINCENT
5 4 2
DN
2
B-B
5
B-B
A-A
A-A
13
13
ROAD
DN
DN
6
4
4
UP
5
B
5
16 A
2
SOUTH
C
D
E
F
DN
G
D
E
F
E
F
G
H
GA First Floor Plan 1:100 @ A3
1
2
1 1
5
1:100
1 A
C
K
A
B
C
D
E
F
G
H
D
B-B
B
C
D
H F
G
K
Roof Plan 1:100 @ A3
6
A
1
1:100 0 1
0
2
1
2
5
1:100
2
E
F
1:100
3
1
J
5
10m
5 G
K
10m 10m
H
J
K
DN
DN
A-A
J
H
5
1
DN
GA First Floor Plan 1:100 @ A3 J
G E
0
GA Ground Floor Plan 1:100 @ A3
3
C
4
10m
2
D B
UP
2
J A-A
B J
UP
0 6
H
FIRST FLOOR LAYOUT
5
1
B-B
1
C
6 3
B
4
AD
RETAINED WALL
2
A-A
A A
VIEW RO
RETAINED ARCH
B
DN
6 3
0 2 GA First Floor Plan 1:100 @ A3
1
2
5
4 10m
1:100
1
A-A
5
3
0
Roof Plan 1:100 @ A3
1
2
5
10m
1:100
UP
4
Site area (1,979 m2)
4
5
B
5
16
DN
6
Building area (896 m ) 2
6
A A
B
C
D
E
F
G
H
J
K
A
B
C
D
E
F
G
H
GA Ground Floor Plan 1:100 @ A3
1
2
5
10m
0
1
1:100
GA Second Floor Plan 1:100 @ A3
1
B-B
1
12
1
2
5
E
F
G
H
J
K
10m
2
1:100
1
LEGEND; W/C 10
J
D
SECOND FLOOR LAYOUT 0
1
C
UP
SITE LOCATION PLAN (SHARROW LANE, SHEFFIELD)
EXISTING OLD SCHOOL
B
DN
0
GA First Floor Plan 1:100 @ A3
3
1
2
5
10m
1:100 DN
CAFE/SHOP 4
PLANT/STORE
NURSERY
CIRCULATION
CHILDREN’S CENTRE
B-B
5
UP
6 2
2
DN
A-A 3
DN
1
6
A
1
4
4
B
C
D
E
F
G
H
B
C
D
E
F
EXTERNAL ENVIRONMENTAL FEATURES 6
G
H
J
K
A
B
C
D
E
F
G
H
0
1
GA First Floor Plan 1:100 @ A3 J
K
1
2
1:100
1. Existing foundations and external wall to south retained. 1
0
GA First Floor Plan 1:100 @ A3
1
1:100
3
2
5
10m
1 Water harvesting features. 2. Roof Plan 1:100 @ A3
0
1
2
5
10m
1:100
3. Retention of car park trees. 4. Replacing tarmac with green spaces and landscaping. 5. Narrow windows and over sailing roof to prevent high exposure to sun along south elevation. BUILDING & INTERNAL FEATURES
EXTERNAL ENVIRONMENTAL STRATEGY
6. Narrow building design, which is key for cross-ventilation (13.4m width).
12
7. Voids either side of centre to provide stack ventilation. It can also be used as a sun space, which in summer is heated and then diffuses through the building. (7B Double height core)
8
12
8
8. Use of cross-laminated timber, glulam and timber cladding. 9. Super insulators i.e. aerogel blankets. 10. 10 degree angled roof for adjustable solar panels. 11. External wall U-value achieves Passivhaus target of 0.15.
7
J
5
5
1
A
4
IS AEROGEL PRACTICAL?
5
2
A-A
ENVIRONMENTAL STRATEGY
3
4
7
7B
12. Wild intensive green roof encouraging native species to grow.
INTERNAL ENVIRONMENTAL STRATEGY
6
5
10m
Masie Crafter
7
Jamie Deakin N
DESIGN ELEMENT 1 COMMUNITY INTERACTION/ATRIUM
DESIGN ELEMENT 2 SKYBRIDGE
IMAGINATION WORKS J.DEAKIN - i9035656
CONCEPT
BUILDING SOUTH-WEST VIEW
N
N
GROUND FLOOR ATRIUM SHARROW LAN
E
1
1ST FLOOR ATRIUM
N
1
D
A
C
D
3 5
4
5
5
C
SOUTH VIEW ROAD
3
B
DAYLIGHT & ACTIVE SYSTEMS
6
A - ETFE ATRIUM ROOF C - SOLAR SHADING
VINCENT ROAD
5
1 2
LOUVRE >
SITE PLAN 1. PEDESTRIAN ACCESS 2. VEHICULAR ACCESS 3. MAIN ENTRANCES
B - DRAUGHT LOBBIES D - SOLAR PV
GROUND FLOOR
CROSS VENTILATION
FIRST FLOOR CRECHE
CHILDREN’S CENTRE
< LOUVRE
B
4.CAFE OUTDOOR AREA 5. GREEN ROOF AREA’S 6. OUTDOOR PLAY AREA
COMMUNITY INTERACTION SPACE
< LOUVRE
LOUVRE >
SECOND FLOOR CAFE
SHOP
UTILITIES
STACK VENTILATION NURSERY
8
Gerard Langley
9
Dan Gillespie
10
Joe Turner
11
?
12
Lewis Meakin
?
?
13
Dan Miles
14
AN ICON FOR CHANGE Environmental Sustainability
Combining the initial project drivers which looked at project sustainability with imagery from the proposed elevation to create a symbol for change within the local community, which will stand for something more than just a building.
IMAGINATION
Economic Sustainability
WORKS
MARTYN RICHES Education is for improving the lives of others and for leaving your community and world better than you found it. Marian Wright Edelman
Social Sustainability
Private Public
MAIN ENTRANCE VISUALISATION
Project Sustainability
Martyn Riches
The Divide
INITIAL ELEVATION SKETCH
N
PROPOSED SITE & ROOF PLAN
KEY Site Boundary Main Entrance
Sha
rrow
Car Parking
1
External Play Space
2
First Floor External Play Space
3
Sedum Green Roof
4
Delivery Area
5
Community Arts Space
6
6
Lan
e
5 4
3
2
1
SOUTH ELEVATION VISUAL
Community Centre
Building Divide Plant Creche Shop Nursery Cafe Circulation & General
Pu En blic tra nc e Sh
op
Pri En vate tra nc e
Office ce
Cafe
pti
on
FM
Lif
t ce W
Offi
Dis Wc
Lift
cW
c
Dis
Plant
NURSERY MAIN SPACE VISUAL
PUBLIC SPACES
Wc
Wc
W
Utility
c Offi
ce
Creche
Nursery Wc
First Aid
00
Kitchen
Re
N
Wc
PRIVATE SPACES
INTERNAL CHILDREN CENTRE VISUAL NORTH ELEVATION VISUAL
GA GROUND FLOOR PLAN
Co
un
Bre
ak
se
Building Divide Circulation Nursery Childrens Centre External Space Circulation & General
llin
g Offi
ce
ou
t
Com Spa munity ce
Vo id
Ex Ga tern rde al n Sto
Lif
re
t
W
c
W
c
Dis W c
Sn
oe
Dis Wc
Nursery
ze
len
Wc
Wc
Utility
Wc
Wc
Office
Void
01
GA FIRST FLOOR PLAN
15
PUBLIC SPACES
Community Space
Lift
Void
External Play Space
N
Breakout Space
Void
PRIVATE SPACES
MAIN NURSERY SPACE VISUALISATION
Sam Tinsley
Tom Dobby
16
Liam Briggs
Shaun Blackburn
17
Katie Eales
Victor Omosebi
18
Owen Nuttall
Anzar Maqsood
19
Design Studio Tutors Frances Robertson Sarah May Geoff Olner
David Aderibigbe Tom Barnes Robert Beeson Liam Charnock Christopher Davison Joe Dawson George Else Richard Formon Ben Hall Donald Kudangirana Nick Mangham Matthew Marshall Ross Moore Jack Murgatroyd Beth Newstead Elliot Pemberton Will Pettifer Xi Qi George Ridgeway Lucy Smithers Freddie Solman Solman-Ripley Haydn Taylor Katie Wilson
20
The curriculum in AT year two is focussed on creating an interesting CV and portfolio of work in preparation for gaining a placement. The modules include practice-related learning in construction technology, conservation, environmental analysis and inter-disciplinary practice. With this in mind the two projects, one per semester, enabled applied research in the technical design of a concrete gallery, integrating environmental design, and ‘structural adventure learning’ through a workshop with a creative practitioner, Structural Engineer. The latter project used BIM to explore, develop and communicate the design. The support for gaining a placement was enhanced through placement visit feedback, the Employers’ Fair, the Careers Service Placement Portal and various CIAT liaison events. The project in semester 2 was to design a 21st c. AT practice, bringing together knowledge about professional practice gained through research in the new Multidisciplinary Practice module.
21
YEAR 2
22
23
Design Studio Tutors Neil Pritchard Frances Robertson Sarah May
Zak Al-Karwat Eleanor Arnold Kira Atkin Patrick Back Jatinder Bhaker Michael Christy Zak Denny Ethan Dunbobbin Ryan Edghill Jill Evans Kelvin Ezenyili Edward Gray James Goodall Joe Hamby Conor Harrison Jonathan Hurd Dineka Keeton Joseph Lontoc Reginald Magocha Billy-Kane Luis Martinez Sophia Mayer Hamid Mohammed Benjamin Monk Louis Morrish Rupert Pope Sofia Raineri Sukraj Sandhu Lawrence Turner George Williams Ryan Williams 24
Architectural Technology Students embark on their learning by being exposed to theory in lectures and practical excises in workshops and “learning by doing” within the Design Studio. The students integrate the knowledge gained in lectures and workshops with their studio projects. Within the Design Studio students work individually, in small tutorial groups, carry out increasingly complex design projects: A cabin, a Workshop, a Family Dwelling. The students learn about architectural design by experimentation and critically reflecting on their experimentation.
YEAR 1
Each student has their own dedicated Studio Tutor (tutoring each group member individually within a group tutorial). Students learn to work at ‘scale’ with models and drawings both physically and digitally produced. vStudents learn the rudiments of the architectural design process in terms of ‘design domains’ such as ‘configuring spaces and uses’, ‘working with the site contexts’, and ‘researching appropriate constructional solutions’ constantly working towards holistic, engaging and robust design proposals
AT 1 Design Studio -Project 2 ‘Makers’ Michael Christy Design Possibilities
Right: Michael Christy Makers design studio North Facing windows to maximise light
Saw tooth style roof to allow daylight to enter the gallery and first floor
Sky Lights to allow daylight to reach ground floor rooms
Mould Toilets
Elevator
Traditional Shop frontage to fit in with surrounding buildings
Office
Gallery Sun canopy to protect from glare / reflect light upwards
25
:50
le 1
Sca
Mould Room
Storage
DS1A Part 1: Into the Woods Zak Denny
Felling A Tree When felling a tree, for safety you will need to wear protective gloves and ensure are not with the area of the tree when it does come down, this is called the danger zone (A).
A
3200 3000
The danger zone will be located on the side of the tree where the 1st (1) and 2nd (2) cuts are located. Cut (1) will be sawn using a bow saw at 90째 to the trunk of the tree, going at least 1/3rd of the way through the tree trunk. cut (2) will be at a 45째 downwards angle cut into the trunk so the intersect will end up with the 1st (1) cut and produce a triangle-shaped chunk from the tree trunk.
150 8000
8200
2 3
B
1
3000
1500
The 3rd (3) cut will be on the directly opposite side of the tree, from the first two cuts. This cut will be at the same level as the 2nd (2) cut. sawing at a 90째 angle into the tree trunk until the tree starts to fall then step back and push the tree away from your person. If the tree starts to fall directly on you, don't run backwards run at a 90째 angle to the tree as it falls. Always remember to start observant of the tree at all times.
8000
Located two strong trees with branches around 3m tall, to support the structure. The tree needs to be at least 3m apart but no more than 4m. The structure should also be located under a tree canopy to shade from the direct sunlight and rain fall.
Fell two birch tree (white/ silver-barked) that are 8m and taller. Ensure that the thickness is not larger than 150mm, but also being as straight as possible. remove the excess branches and twigs with gardening scissors.
Place the two felled tree trunks on the supporting structure as shown above in the structure designs. These trunks will be resting on the trees 3m in the air and the bases of the trunks coming together to a point creating a triangle-shaped structure.
Collect several large rocks and stones to be a frontal support to the structure to weight down the trunks, to reduce the likely hood of them moving downwards on the supporting trees, increasing the overall durability of this structure.
collect different sizes branches that are relevantly straight and use them to build up the walls and roof. At the roof of the structure, a 1.5m gap in the roof will be left as a skylight.
To finish the structure bracken can be placed over the roof to add extra thermal density to the structure, but also grass moss can be used as a flooring within the structure to add extra comfort when this build is in use.
Into The woods Pictures and CAD images (Denny, 2016)
Roof Construction View Roof Structure Plan 1:50 Roof Plan 1:200 Blockwork Prop Box Corrugated Steel Steel Truss
Wall/Roof Structure 1:20 3D Roof Element View Universal Column
Brickwork
Slab Concrete Foundation Floor/Roof/Wall 1:20
Central Cross Section 1:50
Building Front Cross Section 1:50
This page: clockwise from top left Zak Denny/Michael Christy/Patrick Back/ Louis Morrish Facing page: clockwise from top left Patrick back/Louis Morrish 26
al System Model
Final 1:50 Structural Model
ports it.
nents, this el
t d the ngs
inside hUp
Second Floor
First Floor
Ground Floor
Understanding, to great detail, how this building will be constructed is a crucial stage in the design process, nally allowing for material considerations of the design. Seeing he building this way opens up that which would usually be obscured by other part of the building. This model has a beneet shared with the card model made previously, that being those who view the model are aďŹ&#x20AC;orded a physical, tactile viewing of the design. Where this building to actually be constructed, this model whould prove to be a valuable asset in producing building plans.
Roof Structure
27
Cantilever Junction
Bottom right: Natasha Jayne Vermuelen Rapid response demountable doctors surgery
Course Leader Geoff Olner Staff Liane Duxbury Julian Marsh Cate Hammond Sarah May Angela Maye-Banbury Simone Medio Andrew Wilson 28
MSc Technical Architecture The MSc Technical Architecture course is a one year Masters course that provides academic study and practical design work in three primary fields of architectural technology, environmental design and digital design and practice. These are complemented by elective modules that cover professional and interdisciplinary practice within architecture. The course is universal and globally relevant in its aims. Many students are from international countries including Oman, Nigeria, and Pakistan this year, as well as the UK. We also welcome parttime students from practice. The interdisciplinary projects were run in the London Olympic Park and the port of Rotterdam. The course culminates with a Major Research Project which is a technically focussed research or design-led dissertation. Subjects completed during this year include: the design of two autonomous houses for Baildon reservoir, West Yorkshire; a waste-water irrigation system for urban green roofs in the Arab states; and a grand urban canopy and steel intervention in St. Maryâ&#x20AC;&#x2122;s Gate, Sheffield
29
Natasha Jayne Vermuelen Rapid response demountable doctors surgery
Design Inspiration
30
Paul Booth Study Hub Prototype
Kalu Onuoha Donald Demountable school
31
32
33
34
35
Staff Cath Basilio c.basilio@shu.ac.uk Oli Cunningham o.cunningham@shu.ac.uk Liane Duxbury l.duxbury@shu.ac.uk Paul King p.king@shu.ac.uk
Prize Sponsors
Prof. Julian Marsh Professor of Architecture juilian.marsh@shu.ac.uk Sarah May s.may@shu.ac.uk Simone Medio s.medio@shu.ac.uk Sue North-Bates s.north-bates@shu.ac.uk Geoff Olner g.a.olner@shu.ac.uk Neil Pritchard n.pritchard@shu.ac.uk Frances Robertson f.j.robertson@shu.ac.uk Kevin Spence k.j.spence@shu.ac.uk Neil Stevenson n.stevenson@shu.ac.uk Gabriel Tang g.tang@shu.ac.uk Dr Julia Udall j.udall@shu.ac.uk Sam Vardy s.vardy@shu.ac.uk Prof. Norman Wienand Head of the Department n.wienand@shu.ac.uk Andrew Wilson Head of Architecture Kaeren van Vliet dskh2@exchange.shu.ac.uk
36
...... �:a.-%, - --------, ... i,..., .... �
!?!!::-1!:'Ill:,...,..,_.� ...
0- ... _
------,
Ii. ---- -'-----J
:.:-�-,.. M"::.:-�-------' �------=-...:: � � _...._._ .... =� ... _ .. -· ... .. __________..... �--------... - 11te...i:"-'•'------------���------' ------�
_. ..,._
SHU_Architecture
Sheffield
�nlty
Sheffield Institute of Arts