integral Human & Sustainable Developmental district
Brief Generation Z refers to the group of people born after the Millennial Generation. They are considered to be socially responsible because of greater access to information technology. As a result they are more aware of ecological issues and are more likely to take a “pro-active” stance towards the environment. A survey of nearly 50,000 teenagers from around the world today reveals that “74% of teens believe that global warming is a serious problem and are more concerned about it than any other issue including drugs, violence or war” (Greenpeace, 2007). And now that countries all over the world have signed the UN Convention on the Right of the Child, extraordinary changes have been made in rethinking the extent in which children have the right and responsibility to be involved in shaping their own future and the future of their communities. In this project, the Convention was used as a starting point to define certain obligations, goals and strategies for empowering urban poor children. An agenda that endorses the Convention will also comply with the goals of sustainable development. *The agenda that I found to be most relevant were Article 12, 13, 24 and 29 (for more detail please see thesis in portfolio) The purpose of this project is to focus on the social vulnerability of Klong Toey’s Generation Z and to consider the possibilities of self-empowerment by the cultivation of new skills brought about by a series of architectural interventions that ultimately leads to the invigeration of the community. The architecture addresses issue regarding the lack of play spaces in the community, the sub standard outdoor facilities of the neighbourhood schools, the environmental vulnerability of the slum communities infrastructures, the promotion of good environmental governance, and the cultivation of genuine skills for young people. The research methodology for this project was carried out in three ways; conventional research, outreach and real engagement with the local school children in the schools within the site. The thesis extensively documents my trail of research which was carried out to promote environmental education through participatory and child friendly practices. This year’s investication has provided me with valuable knowledge and led to further reflections upon the connection between environmental education, child participation in design and sustainable development. It is my hope that through a more meaningful participation, “critical aspect of childhood can be renewed, including children’s access and reshaping of the built environment” (Gaster, 1991; Perez and Hart, 1980).
Expanding the scope of the scheme
AIM 1 The primary objective is to reinvigorate the School district and the community surrounding it. The educational strategy is expanded to affect mainly the public spaces. The main proposal will be focused on the public space, between infrastructure, public facilities and landscape.
Upgrading homes by looking at current community’s physical structure and lifestyle, by keeping existing identity but introducing newer and better elements.
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To introduce a new community infrastructure to connect the various nodes that will be the catalysts for change.
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Consider the possibilities that various nodes have to accomodate educational programs.
Hum dati an Deve on C l entr opment e (M ercy Foun)
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Sikkha Asia Foundation - Focuses on literacy in children
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Bangkok Vocational School - Trains young people for jobs
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Duang Prateep Foundation - Social Services and Human Development
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Mercy Centre - Kindergarden and Orphanage for HIV+ children
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Several NGOs have their premises in the area, working both locally, nationally and internationally. Two primary schools and one vocational school are located here, serving the Neighbourhood and its adjacent residential areas. The two major organisations of the area are the Duang Prateep Foundation and the Human Development Foundation.
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Muban Pattana School - K6 School
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Initial concepts #1 Introducing educational facilities into the public realm
the bean sprout window garden in my bedroom is so big now!
you grew it on ur window? wow I have to tell my parents!
Examples of Applications used in mobile education Project Noah Engages students in documenting local wildlife by uploading photos via mobile phones or tablets as part of a classroom or school mission. A global community can help I.D. their spottings which in turn help scientists to uncover and track wildlife populations.
Weather Bugs Gives students access to the world’s largest network of real-time weather sensors for forecasts and alerts. Students can check weather conditions before heading out for field study or collect weather data over time and study how it impacts the local environment.
What’s Invasive! Helps scientists locate invasive species by making geotagged observations and taking photos in their natural areas. The information students collect can help stop the spread of invasive species which destroy native habitats.
Marine Debris Tracker Students can contribute to the National Oceanic and Atmospheric Administration’s (NOAA) efforts to keep the nation’s coastlines and waterways free of trash by tracking debris in local waterways and submitting their data with the mobile app. Site plan This new infrastructure can allow for smaller gangways to branch off into smaller in between streets. My aim is to detail a selection of architectural intervention that will allow children to learn and become proactive within their built environment.
Initial concept #2 Incorperating play opportunities and connecting with other facilities and institutions
Site plan
A series of nodes placed in proximity of a local playground or school yard. The aim here is to create an active public space; changing between public and private (children-only), according to school time breaks. This idea of creating a flexible space for play has been challenged by architect Guzmรกn de Yarza Blache. In his design of a school play yard he raises a sports court, allow the space below to be open at recess and closed at school hours.
Elevated Sports Court by Guzmรกn de Yarza Blache
Initial concept #3 Children have the right to participate in the neighbourhood reinvigoration
there is a geotag on this house, says the water storage isn’t fixed yet
Defining “Participation” Article 12 of the (Convention on the Rights of the Child) UNCRC grants a child who is capable of forming a view the right to express that view freely in all matters affecting him or her; and these views should be given due weight in accordance with the age and maturity of the child. Other rights in the UNCRC – e.g. Article 127 talks about the right to access information, freedom of association and expression and respect for the child’s evolving capacity. The UN Committee on the Rights of the Child’s 2009 General Comment on the child’s right to be heard considers the meaning of participation: A widespread practice has emerged in recent years, which has been broadly conceptualized as “participation”, although this term itself does not appear in the text of article 12. This term has evolved and is now widely used to describe ongoing processes, which include information-sharing and dialogue between children and adults based on mutual respect, and in which children can learn how their views and those of adults are taken into account and shape the outcome of such processes.
Site plan
As part of their educational program, school children are encouraged to become the key actors in the upgrading of houses in substandard conditions. Grounded in the observed linkage between the community’s physical structure and lifestyle, the project aims to preserve the existing structure, focusing on safety and identity.
For me personally, participation is a process where someone influences decisions about their lives and this leads to change.
Initial concept Sustainable knowledge being applied to upgrade slum housing
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Some of the core themes I’ve selected came from the book “Disruptive Innovation Theory”. It is the dynamics altering the context of education, framing a dialogue about new roles and functions for supporting learning in a new environment. Disruptive innovation can be defined as new concepts, phenomena, and discoveries that have the potential to create a transformative effect in education1.
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Action Research and Developing Hypothesis Purpose of this page is to study the context of change that surrounds this after school school typology, and identify the forces of change that creates innovation that will shape the roles of teacher and learner in the propose building.
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Teachers have lost their voice in telling the story of education. It is filtered through screens of ‘achievement’, ‘21st century skills’ and ‘standardizations’. Moreover, people tend to see slum dwellers in a hopeless light. How can we allow new narratives to emerge, or existing quiet narratives can gain new voice, and create multiple stories that may challenge institutions’ meaning and relevance.
A wide range of educational resources, services and products are emerging to challenge the school’s traditional methods. My proposal will provide a platform for schools to expand their options for learning outside of school. During holidays or extended school days, the after school will recreate ‘the neighbourhood’ within, incorporating unstructured time for open, imaginative play, and intergenerational learning- just as it would happen ‘in the neighbourhood‘. This format supports children of working parents and siblings from unsafe neighbourhoods.
Just as today’s learner is changing, so too is the teacher. Teachers of today and the future will use technology as a tool to facilitate learning for themselves and their students. The teachers too must also be learners. To flip this role around as we traditionally see, may upset the authoritative style of education Thai people have come to accept. To do this the proposal needs to work hand in hand with classroom-based and out-of-school learning agents to develop a collaborative learning platform.
Transliteracy is defined as “the capacity to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks”. Just as the books, magazines, billboards, signs, graffiti, and labels around us place us in an immersive text environment, we are also living in an immersive digital world with computing and connectivity embedded into the fabric of daily life. Innovations in media keep the ecology dynamic and perpetually evolving. The program will address this issue by frame new kinds of experience and also familiar ones to help children with various level familiarity to technology.
To acheive academic success there are factors outside of school such as nutrition, literacy opportunities at home, and quality of environment (e.g. pollution) at home and in the community. In this regard, the goal of education includes healthy students, healthy communities, and sustainable systems that support them. Drawing links between education and health, home and school life, a young student boarding house will be proposed.
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1. We draw heavily from the IFTF/KWF 2006 Map of Future Forces Affecting Education, and expert workshop conducted by IFTF in July 2007 on Learning Agents, and an updated IFTF/KWF map on future learningscapes to identify disruptive forces. 2. http://www.forbes.com/sites/timothysiegel/2011/04/02/the-problem-with-no-child-left-behind/
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A bottom up, participatory platform for creating, sharing and using educational recources. Open Education provides opportunities for attracting wider participation in the creation and sharing of educational content, curriculum, and tools to address distinct needs and interests of educators and learners. These innovations contribute to the democratization of teaching and learning tools and resources, making quality education possible for more children. The aim here is to move away from the Monolithic method of teaching, which imploys a single instructional style for all students. Computers whos software tries to teach all students in the same way would also be a monolithic technology. Therefore open sources would be a promising path towards a student centric approach.
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Action research and evaluation #1 Aims - To provide background information about Klong Toey - To investigate particular problems in the community - To identify the themes to be addressed in the building -
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Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems. There are two types of action research: participatory action research and practical action research. Denscombe (2010, p. 6) writes that an action research strategy’s purpose is to solve a particular problem and to produce guidelines for best practice. Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of
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The teacher who assisted me in the workshop class (left), myself (centre) and the project co-ordinator
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Legends to differentiate methodologies - Conventional Literature Review, online sources - Outreach to NGOs - Site Exploration and Surveys - Interviewed Sources
Study of play spaces Analysis of Spaces required for children/ comparitively to Thailand Methodologies tested
Open uninterupted play
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Multiple functioning designated play space
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Designated Mono Function Play Space
FARM
Different classification of Play
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Aldo van Eyke Playground
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Trefusis Playing Field
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Child friendly spaces avaliable for children in klong toey Ranking by scarcity from Low to High
New and Innovative Community Gardens School Gardens City Farms Greenways Skate Parks Town Trails Cyberspace
Wilderness Urban Wilderness Natural Areas
Off limits Places Construction Sites Vacant Lots
Institutional Places Daycare Schools Schoolyards School Playgrounds Sports Parks Theme Parks
Private Places Home Cars
Found Places Vacant Lots Natural Areas Waterfronts Street Corners Under Bridges Under Highways Railway Tracks
Public Places Streets Sidewalks Parks Trails Malls Waterfronts Beaches Playgrounds Markets
Study of playground typologies Child friendly Spaces Methodologies tested Using Found Places for play
Area ratio of Schoo playground per child
Ratio of natural Spaces per Person
No community parks, trees exclusive to school properties
Approx 400 Children sharing 80 Sq m2 of Playground a
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There is a serious lack of designated spaces for children in the community. The only avaliable spaces for play are small unmaintained play3 b c grounds, and sports courts. Moreover fences enclose the majority of these facilities connected to the existing schools and kindergartens, leaving them unreachable to the public, or children during after school hours. According to Khun Pornthip this was done for security reasons, based on serious problems of kidnapping.
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A large sports court owned by the local government authorities. The court is avaliable for children to play inside at anytime. It was closed during my visit, in preparation of the upcoming Thai New Year celebration.
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The area under the highway is a common space in which kids play together. The condition there is very polluted and full of harmful debris.
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A small playground with very run-down play equipments on a concrete floor, adjacent to a designated sports court of Rai 70.
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No bicycle lanes avaliable for kids to ride their bike, exposing them to dangers from traffic.
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Lack of play spaces forces children to play on the street in their neighbourhoods. These children in Lok 4 -6 were playing marbles next to a water pipe.
All the trees avaliable int he communities aren’t accessible for the public to enjoy
HDF kindergarden school garden
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Action research focusing on Schools and Local facilities
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A local sports facility open to all users of all ages. The space also includes a small playground and a community church.
Kids playing games in a gaming centre. A sign on the door reads, “Below 15, 14:00 - 20:00 pm“, “15-18 y.o., 14:00 22:00“.
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Teens playing online games in a Internet cafés. According to Khun Pornthip, some of them go there only to sit in an air-conditioned room.
A market area in Rai 70 community.
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A local goods store (left) and street vendor (right). The facilities in the community consist of places facilitating daily life, such as health centres, schools, kindergardens and small shops. An array of shops, are found on the main street. Internet cafés providing ‘pay and play‘ activities such as pool and video games are popular amongst the teens. Smaller local shops spread through different communities, selling every from soda and snacks, to toys and hadicraft. The larger part of these facilities are run by the local NGOs, and are converged within their premises. There is a shortage of schools and kindergartens in the area, which provide the majority of social spaces for children. Each community have their own community centre, typically used for markets, sport activities and special events.
K1-6 Primary School
Community Sports Centre
Centre for the Elderly
Vocational School
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Human Development Foundation Centre (Mercy)
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700 m2 Legends School’s Outdoor Facilities Open Spaces not accessible to Children Play Area only opened during schools hours Play Area open to all
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Study of local environmental management Sanitation & Drainage and Waste Management
Methodologies tested 2
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School Garbage Bank Sources of Solid Waste
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Waste recycling practices in Klong Toey are dominated by the informal sector. The community authority have established ‘School Garbage Programs‘ and ‘Community Garbage Banks‘, and small scaled composting facilities. Figure (left) shows three fundamental tracks for waste management programs in Klong Toey.
Track 1
Track 3
Community Garbage Bank
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In track 1, separation is done by individuals at the point where the material becomes waste. These materials are collected by the School and Community programs to be sold to recycling buyers. Map x shows the location for one of these collection points. It is estimated (World Bank, 2003) that 500 schools in 30 provinces have implemented this program, recycling as much as 2500 tons of material per year. The alternative route in track 1 is the Community Garbage Bank, where the collectors receive small money in exchange for their contributions.
Sourced Commingled Separate Material Recovery Facility a
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Sewage is pumped 40m down into the ground water (Source: Author) f
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The informal areas are connected to an external water supply network. Water 4 pipes run alongside the pathways connected to each house through PVC pipes. Most of the grey wastewater is poured directly into the groundwater since the drainage infrastructure is far from adequate. The two storm water canals ina the community are unable to cope in times of heavy rain. Moreover floating garbage exacerbates h the problem. Settlements on legal land like 70 Rai on the other hand are equiped with well developed drainage systems.
The entrance into a typical g settlement in Lok 4-6. Grey water is puddled around the foundation of the houses.
Composting Facility
Track 2 requires waste to be separated into compostables, recyclables and non compostables.
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e f In the 3rd track, the recyclables are mixed. These are later separated into recyclables and non recyclables by a Material Recovery Facility. “The function of MRFs is to serve integrated solid waste management and to serve in the preparation of municipal solid waste to be a fuel for combustion plants” (Suttibak, & Nitivattananon, 2008).
Fig. 20 Different routes for wastes in Klong Toey (Image: Author)
“The price for compressed cans and paper is around 60 baht (£1) and 15 baht (25p) per kg respectively” (Khun Pornthip). There are famillies and children who will resort to garbage collecting as their primary source of income.
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A water channel 2 typically seen on the edges of the communities.
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A small storm water channel runs through 6 Rai 70 towards the canal. A little girl is seen urinating into the channel.
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The area under the highway is home to the slum’s recycling buyers. It is connected to Lok 1-6 resulting in a ‘growing garbage disposal’ for boardering neighbourhoods. The proliferation of rats, mosquitoes and cockroaches constitute a serious health risk.
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PVC pipes connect each house to an external water supply source. Water and waste is clogged below 4each house. The proliferation of pests constitutes a serious health risk.
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A larger storm water channel running through Rai 70. Children can be seen here optimizing this space for play. One of the recycling collection points under the School garbage programs. The containers are overflown and waste is spilled on to the streets. 4
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70 Rai is located on legal land where the government picks up the non-recyclable garbage unlike the area under the highway, meaning that in those areas non-recyclable waste, such as plastic are left behind.
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Arrived conclusion of local issues
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1 Street hierarchy
The street hierarchy functions as a tool to render the area more accessible and readable. The street hierarchy further defines the use- and constitutes the foundation for the programming of the area. Kheha Phatthana Road, and small routes makes up the main connections, and play a very important role connecting the community to the neighbouring areas and to open up the area and making it more inviting to outsiders. The project proposes the road as a multimodal boulevard, making the street a better organised space, to enhance the possibility of social interaction. The new street will be designed as a wider street, with a breadth of four meters, to emphasize its function as the community’s thoroughfare and to make the community accessible in case of emergency. From the main connections unfolds a network of pathways, serving the community. The street hierarchy is underlined by breadth, paving, greenery and public street lights.
3 social nodes
The nodes will provide spaces for social interaction within, and along the border of the community. The nodes will be designed as flexible spaces, with double- and multi programming of space, based on the community’s shortage of open space. Moreover, the nodes’ physical appearance, concerning the layout and programming of space, will vary relating to the ranks of its pertaining intersecting streets. The alternation of layout and character of the nodes aims to meet the diverse needs and desires of the children, being spaces arranged for physical activities, play and socialization. The multiprogramming of space permits varied usage of a node throughout the day and the week. Also the purpose of the nodes differs related to location. Some will have the potential to become public realms, whilst the main objective of the remaining nodes is to encourage social interaction between the locals. It will function as an extensive social node, consisting of the same programming as the community paths, but with a wider range in the facilities and larger spaces for social interaction. The community centre provides the community, currently lacking ,basic public services.
4 Upgrading Home
Grounded in the observed linkage between the community’s physical structure and lifestyle, the project aims to preserve the existing structure, focusing on safety and identity. The project proposes an upgrading of the houses of hazardous conditions regarding sanitation and safety. The regulations concerns a maximum footprint of 50m2 followed by a maximum of building height – set to three storey’s. With regards to the risk of flooding the project further propose new houses to be raised. During a flood scenario new temporary housing elements will be constructed within the new community infrastructure. And finally, to update the local vernacular, new materials will be considered to protect houses from fire.
5 waste management nodes
First and foremost the community must undergo an operation to remove the garbage piled up under and in between the houses and in the ponds. With secure land tenure, the community will be connected to the governmental waste collection system. To promote an internal well- functioning garbage system, garbage stations – consisting of garbage bins and bio recycling boxes, will be allocated throughout the community in connection to the social nodes. The current system in Bangkok seperates garbage bins into 3 types; collecting glass, metal and paper. The project encourages an expansion of this practice plus initiating recycling of organic waste. This would help relieve the pressure on the already congested governmental waste collection system, as well as granting the community high-quality soil. Regarding the problematics of waste management, the project argues that Bangkok could benefit from introducing bio-degradable plastic bags. If this was the case, the city’s waste collection system would be considerably relieved and the community like of Klong Toey could yield a good profit selling soil to gardeners and farmers.
6 Drainage system
The new drainage system takes point of departure in the existing well-functioning system of the neighbouring Rai 70 community, making use of the dimensions and design of these canals as basis for a new proposed design. The new main drainage canals will be raised to act as canopies and are designed to transport the grey waste water and function as storm water control in the monsoon season. It will relieve the magnitude of the problems when Chao Phraya River floods and solve the problems related to heavy rain. The system follows the community’s network of pathways. Smaller distributing channels in the bypaths leads grey wastewater into the five main drainage canals, which runs from the north and connects to the canal in Kheha Phatthana Road, from where the water is lead out of the area. The main canals are designed as canals for the grey wastewater and buffer zones for tackling the heavy rainfall during the monsoon. The buffer zone will be planted with herbaceous perennials, appearing as a green band along the pathway.
Water storage
In order to raise the sanitary standards of the community the project installs water supply inside the houses. The pipelines will be connected to the water pipes, which will be repositioned under the pathways. Providing the dwellers water supply inside the houses will most likely induce a raise in the consumption of water. The project therefore suggests private water storage tanks for the houses.
scheme overview & Programs
Community Garden and Sports Ground
g Providing a green belt where it intersects with existing trees
f Adding extra community facilities such as libraries and IT facilities Each node can be used as social and assembling spaces for community
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Schematic site and proposal model Together with Hypothesis and Objectives
Design Objectives and Hypothesis
Focus 1
Improve accesibility of neighbouring schools to ourdoor facilities, by providing new typologies of elevated court areas.
The provision of this new typology of space... will enhance the area’s social wellbeing will providing play areas close to home will fill up gaps in play provision in built-up areas
Focus 2
Introducing educational facilities outside, by introducing new network of pathways, redoing the streets and public spaces around that district to connect different schools
The provision of this new typology of space... will improve the accesibility of schools to the district will bring educational tools closer into the community
Focus 3
Increase the performance for the weather by increasing shadowed area underneath structure and canopy.
Schematic site and proposal model Continued
Design Objectives and Hypothesis
Focus 4
The suspended platforms emphasized as nodes, invite social activities and promote social interaction. The nodes will be double or multi programmed, based in the shortage of open space, and will further appear differently, relating to the street hierarchy.
Focus 5
Improving the surround built environment by educating the stakeholders about environmental management providing upgrades to water infrastructure and drainage. workshop with children
Focus 5
Change that may occur in the buildt environment as a consequence of new found knowledge.
Programmatic Responses
Truss Bamboo
Anchored Cables
Protractable Bamboo Structure
Adjustable Triangular Truss
Removable Foundations
organic Water Filtering
Manual Water Pump
Hanging Shutters
Rolling Canopy
Frame Bamboo structure
Cantilivered Gangways
Tensioned Members
solar Thermal Collector
Energy Generating Ganways
Ventilation Bricks
Movable Sunshade
Cast Bamboo conrete wall
modular Modular Truss
Playground Energy Generator
Hydroponics Plant Beds
Adjustable Slats
Slidding Sliding Canopy
A1 page Continuous
Provides new circulation during school hours
School Time School Multi Sports Pitch
Off- School Provides safe passage for children and youths of the community. Culde Sac to allow easy way-finding circulation.
Community Multi Sports Pitch After School Facilities
Allows the opportunity to further advance the existing schools as part of a long term development project, to allow this district to grow and prosper. Weekends/ Holidays Open as public infrastructure
Renews community necessites such as electricity poles and street lamps
C
Hosts Design Participation Workshop with children up to 8 year olds in - Local Environmental Management - Local Action Research with external researchers and designers
D
Walkway is braced onto existing building’s structure
Existing Building
Electricity Pole
Painted perforated metal flooring
Perforated Metal Flooring
Steel members provide bracing between walkways
Steel frame support
Timber Frame I-Beam Frame
Floor Bracing
Timber skirting for Sports Court
Steel ring column trellis
Timber walkway structure, braced with steel tensioning system Steel ring connection to support 1 walkway member
Steel Ring Truss allows ferns and vines to grow about the structure
Steel brace member
Node Links
Elevated Community Courts
Much of play time is rotted in ‘being on the move‘. Ramped circulation provides safe access and is also designed for exercise. The walkway renews certain local infrastructures such as electricity poles, and gives the opportunity to further advance the existing schools as part of a long term development renovation project and redefines the public realms by linking different educational nodes together. During school hours it provides a new form of circulation to students. During after school hours it provides safe passage for the children of the community. During weekends it is opened as public infrastructure.Each of these members provide up to 20 metres of walking path. Each varies in height according to position, and connects to the existing buildings on site.
A large span open space built atop of existing school grounds. The sports pitch rises 10 metres in height. It is supported by a group of steel ring columns. The columns also provides extra greens to the site. The sports court allows for a mixed use of programs, alternating between a school playground during school hours and a coommunity sports pitch during off hours. During weekends it provides the space to host workshop events with children from the local community in local issues.
A1 page
Programme and structure 4 Diffrerent typologies and possible programmes that can occur within
Continuous
Observatory Spot School Time
Skills excha
nge and cra
Shared soci
ft classes
al spaces be
tween schoo
ls
Off- School
Amphitheatr e for school performance underneath s
Stalls for aft er school act ivities and multi-use spaces
Hosts Desig n Participatio n Workshop children up to with 12 year olds in - Communit y Environme ntal - Communit y Action Rese Management arch with externa l researchers and designe rs
Weekends/ Holidays
Hosts weeke
nd food mark
et
A
B
Tensile superstructure member Tensile superstructure member
Clusters of stalls to be used as vendors during weekends, workshop events and private tutorial rooms
Canopy providing shade to the pad Walkway is supported by the superstructure via tension cables
Observatory deck Timber decking
Perforated metal flooring
Cul de Sac elevated walkway
Main Structural system inherited from the elevated sports court
Observatory deck also provides structural support for the walkways
Elements are braced by tention cables
Access to pad via elevated walkway. Lighter variation of the elevated walkway
The entire structure becomes a node for social activities for the public and students, depending on time.
Steel ring column structure
Observatory and Cul de Sac
Skills and Trade Canopy
Cul-de sac that abuts a green canopy. Providing circulation and access bridging connection between schools, providing a clear and safe passage for children without having to cross the street. Studies have shown that children living in estates with cul-de sacs play outside more often.
A multi use and flexible canopy structure; it rises 3 metres at the lowest point. It can be accessed through the elevated walkway. The canopy improves weather conditions by providing shade and becomes a new social node for the community. The underside can be used as a gathering/ play space/ outdoor classroom. Above the ‘pad’, various events can be hosted such as weekend markets and school performances. A series of nodes will be buildt as part of the overall scheme, each with varying levels of privacy.
Structure Perspective view
1:25 model
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ycling Node Re c
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Closer visions of how each spaces are used, represented with 1:25 models
Skills and Trade Canopy
Elevated Community Courts
hop Class es
Post Thesis Reflections
by Promoting the Sustainable development of the klong toey community through participatory Practices A Case Study in an urban slum of Bangkok
Thesis box
x
Sirisan Nivatvongs
Conc
This workshop has provided valuable insight to be explored further in the design project, such as: (a). Children’s abilities in fabrication - The workshop result clearly shows the different capacities that children have in their creative, graphic abilities and cutting skills. This information will be used to develop the design of the building envelop which will be built by children (hypothetically). The components of which will be arranged in order of detail, structural complexity and design capacity. (b). Children’s knowledge of environmental systems - The opinion solicitation activities provided good insight into the capacities children have in understanding and identifying environmental issues. It was clear that the least identifiable images were the ones most removed from their context. This information will be used to reorganise the building services, making them more understandable and visible, providing more opportunities for active environmental education. (c). Children’s penchant for multi-functioning programmes - Analysis into each drawing revealed varying level of programmatic complexity. This information can be used to define more programmes for the building.
Thesis workshop final models Showing models for each group
Fig. 87d
Fig. 86e
Fig. 86b
Results// Models
Fig. 87b
Fig. 86c
Fig. 86d
Results// Models
Results// Models
Fig. 86b
Fig. 88b
Fig. 88c
Fig. 88d
Fig. 88e
Fig. 88f
Fig. 88g
Fig. 87c
Fig. 87e
Fig. 87g
A green playground area adjacent to a community apple tree park
Fig. 87b A clean ocean with a healthy aquatic ecosystem
Fig. 86c Playground space boardering a public park Fig. 86d
A dog, an insect and a coconut tree
Fig. 86e
A watching face, making sure every one is safe
Fig. 86f
A watching ‘Bin-man‘
Fig. 87c
A water energy and purification house Fig. 88i
Fig. 87d A water tank underground that cleans the rivers Fig. 87e A fire station house capable of extracting water from the ground Fig. 87f Fig. 87g
Fig. 86f
A rainwater collecting structure with a housing unit underneath A floating fish scaled building
Fig. 87f Fig. 88h
Fig. 88b Fig. 88c
A highrise with solar a panelled facade
Fig. 88d
A colourful hotel
Fig. 88e
New schools for the city
Fig. 88f
A public service building monitoring the city
Fig. 88g
A clean city
Fig. 88h
A multi-purpose colourful high rise
Fig. 88i
A solar powered shopping bag
A giant ‘iPad’ technology centre
Summary
Summary
Summary
This collection of work calls for the protection of urban green spaces.
This collection of work was themed around sanitation and preservation of natural water sources.
This collection of work was themed around environmental technology and waste management within a dense urban context
This environment aims to provide: - clean energy from natural resources - human co-habitation without negative impact on the aquatic ecosystems - water management technologies to homes such as ground water sourcing and rainwater purification - a fire station house that sources water from the river
This environment aims to provide: - clean solar energy to its inhabitants - a technological centre to increase connectivity - colourful buildings to promote a livelier atmosphere - more schools - a clean environment with good waste management strategies - better access to public services
This environment aims to provide: - a habitat for animals and organisms - shade from the sun - recreational spaces for playing, exercising and socializing - happiness to the surrounding neighbourhood - recycling centres - beauty to the area
Skills and Trade Exchange Canopy Perspective Drawing
The workshop revealed that the children had an understanding of buildings as regular geomertrical shapes.
1:25 Model
Aesthetic Inspiration
M u
Fo r
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Co n
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P lti
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Re
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Programmatic Inspiration
A few models revealed that children were thinking of spaces of having more than one functionality, such as the community park drawing.
Many of the models portrayed a housing typology that identifies with the houses in their own neighbourhood.
Children were all able to understand the benefits of recycling materials. Recycling pots are placed all around the spaces instead of being segregated to a single node.
Live in for a day House Perspective drawing
Pragrammatic Inspiration
1:25 Model
Aesthetic Inspiration
ng chi a tt
Furnitur
es
An innovative response to street furniture, this model shows a park bench slotted between trees.
er at W
Purification H o
la So
r F a b ri c
e
This model shows that the pressure of being monitored may affect people’s behaviour towards the environment.
A
Eye
us
ul chf t a W
A housing model combined with the functionality of a water purification plant.
A solar panel shopping bag, made from solar fabric.
er at W
Storage Hou se
Some models portrayed houses that also functions as water storage for the community.
1:25 Model
Focus Points Layout
Live-in-for-a-day House
Liveable units of single homes are elevated above ground level between the school and home. Some schools in the area also provide boarding facilities for their orphaned students; these circumstance provides an appropriate opportunity to teach the young people about environmental management. The learning approach adopted in this case is the experiential learning method; learning by doing. The children will be able to learn about space management through laying out their own furniture, control sunlight through adjusting the canopies, water management through planting their own seeds.
Shadow Improves Weather Conditions
Under the Shade
Hands on Fabrication
Shadow Improves Participatory Design Shadow Improves Weather Conditions Learning aboutHands on Fabrication Waiting for the Bus Under the Shade Approch is Implemented Weather Conditions Recycling for the Canopy
Under
How to read
Waiting for the Bus Participatory Design Accessibility Participatory Workshop Builds New Learning about Waiting for the Bus of Existing Approch is Implemented Schools is Improved byRecycling Workshops can be Knowledge to the for the Canopy Outdoor Sports Hubs Implemented Here. Community
Communities
Accessibility of Existing Live for a Day Houses Accessibility of Elevated Existing Sports Participatory Workshop Builds New The School’s after by Schools is Improved Provide Opportunities Court Expands the Schools is Improved by Workshops cantobe toOutdoor the Facilities Sportsare Hubs Learn about KnowledgeSchool Community’s Public Outdoor Sports Hubs ImplementedSelf Here. Environmental Community Improved Facilities Management School Children
Teachers
Residents
Live for a Day Houses Elevated Sports Houses for the Day Provide Opportunities Court Expands the Renewable Provide to Learn about Community’s Public Energy to Sponsored Self Environmental Facilities Families Management
Focus Points
Skills gained
Test Box
Environmental Benefits
Participation
Houses for the Day Provide Renewable Energy to Sponsored Families
Elevated Sports Court Expands the The School’s after Community’s Public School Facilities are Facilities Improved
Houses for the Day Provide Renewable Energy to Sponsored Families
Learn Rec
Parti Worksh Impleme
Live for a Provide O to Le Self En Man
Focus Points Layout
Shadow Improves Weather Conditions
Shadow Improves Weather Conditions
Under the Shade
Waiting for the Bus
Learning about Recycling
Accessibility of Existing Schools is Improved by Outdoor Sports Hubs
Participatory Workshops can be Implemented Here.
Shadow Improves Waiting for on theFabrication Bus Hands Weather Conditions
Houses for the Day Provide Renewable Energy to Sponsored Families
Houses for the Day Provide Renewable Energy to Sponsored Families
Klong Toey slum is marked by an extremely low level in good outdoor facilities. The proposal of this new typology of play space above and adjacent to existing schools not only improves the school’s outdoor facailities but benefits the whole community through the provision of more public spaces. These spaces can provide opportunities for participatory workshops, a suspended running track for joggers, multiple sports court for football and takraw (thai foot-volleyball), seats and lockers for storage and foot massaging pathways for the elderly. A water collecting device sits in the middle of the funnel structures, its outside glittering in gold leaf to symbolise the coming together of a community.
Shadow Improves Design Participatory U Learning about Conditions Under the ShadeWeather Hands on Fabrication Approch is Implemented Recycling for the Canopy
Live for a Day Houses Accessibility of Existing Elevated Sports Workshop Builds New Accessibility of Existing Workshop Builds New The School’s Provide Participatory OpportunitiesSchools is Improved by after Wo Court Expands the Knowledge to theby Schools is Improved Workshops can be Knowledge to Facilities aretheIm to Learn about OutdoorSchool Sports Hubs Community’s PublicHubs Community Outdoor Sports Here. Community Improved SelfImplemented Environmental Facilities Management
Elevated Sports Court Expands the Community’s Public Facilities
Elevated Community Courts
Hands on Fabrication
Participatory Design DesignL forParticipatory the Bus Accessibility Participatory Workshop Builds New Learning about Waiting Waitingof forExisting the Bus Approch is Implemented Approch is Implemente Schools is Improved by Workshops can be Knowledge to the Recycling for the Canopy for the Canopy Outdoor Sports Hubs Implemented Here. Community
Live for a Day Houses Elevated The School’s for the Sports Dayafter Provide Opportunities Houses Court Expands School Facilitiesthe are Provide Renewable to Learn about Community’s Public Improved Energy to Sponsored Self Environmental Facilities Families Management
1:25 Model
Under the Shade
Live Elevated Sports Live for a Day Houses Pro The School’s after Court Expands the Provide Opportunities School Facilities are Public to Learn about Community’s Se Facilities Improved Self Environmental Management Houses for the Day Provide Renewable Energy to Sponsored Families
Focus Points Layout
Model 2 Skill and Trade Canopy
The canopy structure has the intent of showing level of community participation within the scheme. Super structures and large span elements mix and matching with local typologies of stalls and fabric canopies portrays how the design comes from initiation from varying levels of authority; local and national. The canopy was inspired by the conclusions from the workshop, that children of different ages have varying levels of skills in their art work. The sophistication of the joints and shapes within the hanging paper canopy reflects this notion. The canopy itself is multi-functional and has the possibilities to allow many forms events to take place, but day-to-day it serves 2 main programmatic functions; during school hours it allows a skills and crafts classes to take place, after school till the late evening it opens to the public and becomes a space where skills are traded instead of commodity.
Shadow Improves Weather Conditions
Under the Shade
Hands on Fabrication Shadow Improves Weather Conditions
Waiting for the Bus
Learning about Recycling
Participatory Design Approch is Implemented for the Canopy Waiting for the Bus
Under the Shade
Hands on Fabricatio
Participatory Desig Learning about Approch is Implemen Recycling Shadow Improves for the Canopy Unde Weather Conditions
Shadow Improves Under the Shade Workshop Hands onNew Fabrication Accessibility of Existing Participatory Builds Weather Conditions Schools is Improved by Workshops can be Knowledge to the Outdoor Sports Hubs Implemented Here. Community Accessibility of Existing Participatory Workshop Builds Ne Schools is Improved by Workshops can be Knowledge to the Lea Waiting for the Bus Outdoor Sports Hubs Implemented Here. Community R Shadow Improves Participatory Design Under the Shade Hands on Fabrication Live for a Day Houses Learning aboutConditions Weather Waiting for the Bus Elevated Sports Approch is Implemented The School’s after Provide Opportunities Recycling Court Expands the for theare Canopy School Facilities to Learn about Community’s Public Live for a Day Houses Improved Elevated Sports Self Environmental The School’s after Facilities Provide Opportunities Court Expands the Management School Facilities Pa ar of Existing to Learn Accessibility about Community’s Public Schools is Improved byImprovedWork Participatory Design Self Environmental Facilities Learning about Waiting for the Bus Workshop Builds New Outdoor Sports Hubs Imple Approch isManagement Implemented Accessibility of Existing Participatory Recycling Houses for the Day for the Canopy Schools is Improved by Workshops can be Knowledge to the ProvideOutdoor Renewable Sports Hubs Implemented Here. Community Energy to Sponsored Houses for the Day Families Live fo Elevated Sports Provide Renewable Provid Court Expands the Energy to Sponsored to Live for a Day Houses Accessibility of Existing Participatory Workshop Builds New Community’s Public Families Elevated Sports The School’s after Self Provide Opportunities Schools is Improved by Workshops can be Knowledge to the Facilities Court Expands the School Facilities are M to Learn about Outdoor Sports Hubs Implemented Here. Community Community’s Public Improved Self Environmental Facilities Management Houses for the Day Live for a Day Houses Provide Renewable Elevated Sports The School’s after Provide Opportunities Energy to Sponsored Houses for the Day Court Expands the School Facilities are to Learn about Families Provide Renewable Community’s Public Improved Self Environmental Energy to Sponsored Facilities Management Families Houses for the Day Provide Renewable Energy to Sponsored Families