Bartlett UG2 2017/18_Pearl

A DIALOGUE BETWEEN FLEXIBILITY AND RIGIDITY YU LING CHOW PEARL UNIT 2

MATERIAL MODELLING ORIGAMI

PAPER FOLDING ALLOWS FOR THE FLEXIBILITY TO EXPAND AND CONTRACT CREATING AND CHANGING SPACE

MATERIAL MODELLING PAPER MESHING

A THIN SHELL FROM PAPER MESHING USING PLASTER AS BINDING AGENT ON AN INFLATED BALLOON CREATING A TRANSLUCENT SURFACE WHICH ALLOWS LIGHT THROUGH AND CAN ALMOST REVEAL WHAT IS INSIDE

OLYMPIA PARK AND OLYMPIC STADIUM MUNICH, 1972 Architect: Pritzker Laureate Frei Otto, Gunther Behnisch ‘The canopies membrane is suspended from a multitude of verticle masts that allow for the dramatic draping curves of the surface to flow dynamically across the site changing form, scale, and sectional characteristics.’

‘The large canopies are stabilized laterally through a network of smaller cables that attach to a larger steel cable extending over the entire span into concrete footings at either end.’

Looking at the making of tensile structures, the first section is a case study on Olympia Park and Olympic Stadium Munich; and the second section, a series of experiments Frei Otto did for desgining. Most of the canopies have a certain translucency to it allowing sunlight through. Tension is created between the points where the fabric is held at a fixed point. The canopies are often supported by vertical structures connecting them to the ground.

DESIGN REFERENCES FREI OTTO AND TENSILE STRUCTURES RESEARCH ON TENSILE STRUCTURES AND THE WAYS OF MAKING THROUGH EXPERIMENTS AND CASE STUDY ON OLYMPIA PARK AND OLYMPIC STADIUM MUNICH

MATERIAL MODELLING PAPER MESHING

A THIN SHELL FROM PAPER MESHING USING PLASTER AS BINDING AGENT ON AN INFLATED BALLOON CREATING A TRANSLUCENT SURFACE WHICH ALLOWS LIGHT THROUGH AND CAN ALMOST REVEAL WHAT IS INSIDE

ARMADILLO VAULT, VENICE, ITALY,2016 ‘Comprised of 399 individually cut limestone pieces, unreinforced and assembled without mortar, the Armadillo Vault spans 16 m with a minimum thickness of only 5 cm. Its funicular geometry allows it to stand in pure compression, while tension ties equilibrate the form.’

- Block Research Group

DRONEPORT PROTOTYPE VENICE ARCHITECTURE BIENNALE, 2016 The droneport prototype is a tile-vaulted structure.

‘The structure is designed such that it is stressed uniformlt by its own weight and has sufficient double curvature to be stable in compression under all other loading conditions.’

- Block Research Group

STAY-IN-PLACE KNITTED FORMWORKS FOR COMPLEX CONCRETE STRUCTURES ‘This research, part of the NCCR Digital Fabrication, focuses on developing a formwork system for complex, bespoke geometries needing custom formwork with integrated solutions for reinforcement. Creating a fabric stay-in-place framework combines flexibility of moulding with structural properties.’

- Block Research Group

Researching on constructing shell structures with hard and soft materials. The first two projects depends on compression between modular structures, whereas the form of the last project is given by the tensile knitted understructure.

Personally, I prefer the stay-in-place knitted formworks as the products are less brittle than that of the other two and the construction would be easier.

DESIGN REFERENCES THE BLOCK RESEARCH GROUP AND COMPRESSION ARCHITECTURE THREE CASE STUDIES ON SHELL STRUCTURES THAT WORK WITH COMPRESSION

MATERIAL MODELLING PROCESS

PROCESS OF MODELLING FABRIC: PULLING POINT OF FABRIC TO CREATE FORM, CASTING THE STRETCHED FABRIC WITH PLASTER

MATERIAL MODELLING FIXING AND STRETCHING

THE FABRIC IS STRETCHED AND CLAMPED IN PLACE ON BOTH SIDES BY STITCHING, THE FRINGES ARE PULLED TOWARDS DIFFERENT DIRECTIONS UNTIL TAUT TO CREATE FORM

Serpentine Pavilion 2014 designed by Smiljan Radic Image sourced from Serpentine Galleries Website

MATERIAL MODELLING TRANSLUCENCY

TRANSLUCENCY OF THE CASTED FABRIC WHEN SHINE LIGHT UPON

SERPENTINE GALLERY, KENSINGTON GARDENS, LONDON W2 3XA

SITE ANALYSIS SERPENTINE GALLERY HYDE PARK SUN PATH, CIRCULATION, ORIENTATION, ACCESS TO SITE AND ITS USERS

SITE ANALYSIS FACADES AND PUBLIC FACILITIES

Elements of the surrounding that need to be taken into consideration: On the south side of the gallery near the entrance, there are metal rings drilled into the brick wall to allow visitors to tie their dogs to while visiting the gallery. At the corners of either sides of the entrance, there are symmetrical semi-enclosed spaces, they are covered by wood strips that are evenly spaced between, therefore allowing natural sunlight to reach the pocket of space and through the window into the gallery. At the South-west corner, bicycle racks are available for the public to use.

SITE ANALYSIS DETAILS

PHOTOS FROM SITE VISIT THAT INFORM THE USERS AND DETAILS OF THE SITE THE DESIGN NEEDS TO BE CONSCIOUS OF

DOG WALKERS AND THEIR DOGS

FAMILIES

CYCLISTS

BIRDS(PARROTS)

SQUIRRELS

SITE ANALYSIS USERS

PHOTOS FROM SITE VISIT AIMING TO UNDERSTAND THE USERS OF THE SITE

SITE ANALYSIS VIEW SCOPE FROM INSIDE THE GALLERY

The pavilion proposal is attached to two sides of the gallery, to ensure the pavilion does not affect its daily operation, the design must be conscious of the needs of the gallery, for example, to maintain a high level of natural sunlight and a good view from the inside of the gallery. This study demonstrates the spaces relative to the gallery that need to be kept open to allow this.

SITE ANALYSIS VIEWS

SECTION DRAWN FROM SITE MODEL TO UNDERSTAND THE SCOPE OF VIEW FROM THE INSIDE OF THE GALLERY

INFLATABLES

VEIL / WALL

STRUCTURAL COLUMNS

SEATING AREA

EARLY FORM FINDING SECTION, PLAN, ISOMETRIC DRAWINGS

FIRST ITERATIONS OF THE PAVILION UNDERSTANDING THE CONTINUITY BETWEEN THE CANOPY AND THE COLUMNS

Leaning

Walking

Lying down

Sitting

Climbing

SPATIAL EXPLORATION THROUGH SKETCHES ERGONOMICS

INVESTIGATING MOMENTS, MOVEMENT AND STATICITY THROUGH (AND IN) SPACE

EARLY ITERATIONS OF DESIGN ELEMENTS ISOMETRIC DRAWINGS

RELATIONSHIP AND CONNECTION BETWEEN THE CANOPY AND THE GROUND

SITE ANALYSIS VIEWS

SECTION DRAWN FROM SITE MODEL TO UNDERSTAND THE SCOPE OF VIEW FROM THE INSIDE OF THE GALLERY

CONCRETE FORM EXPLORATION MOMENTS

EXPLORATION OF FORMS THAT CATER TO THE FASHION IN WHICH THE USERS INTERACT WITH THE PAVILION: LEANING, STANDING AND SITTING

FORM EXPLORATION SEATING AREA

ITERATIONS OF THE SAME BASIC FORM OF THE SEATING AREA DIFFERENT MATERIALS WOULD ALLOW COMFORT IN DIFFERENT FORMS

FORM EXPLORATION RESPONDING TO SURROUNDING TREES

THE OPENING TAPERS IN, GUIDING SUNLIGHT THROUGH THE LEAVES AND INTO THE PAVILION CREATING DIFFERENT SHADOW PATTERNS DEPENDING ON THE TIME OF THE DAY

PLAN

PLAN OF PAVILION PROPOSAL IN CONTEXT

Canopy

Supporting metal structure

Stretched fabric

Concrete dip

Concrete column

ELEVATION

LABELLED ELEVATION OF PROPOSAL

The preparation for model making and casting. This template can be separated into two parts at the thinnest part of the column so that it could be taken out after the plaster settled. It has a heavier top than the bottom, therefore, an extra support system (including the ring at the top and the four vertical structures) to ensure that the model doesn’t fall over during the making. It was later realised that the vertical pieces were too thin therefore did not work to its full potential during the experiment, however, it was also discovered that the centre structure itself could stand.

MODEL METHODOLOGY PROCESS OF MODEL MAKING

EXPLORING WAYS OF CONSTRUCTING AT A SCALE OF 1:20 A MOLD FOR CASTING

An experimental model to test construction methodology and the finish of such texture. A frame is put together using to set a template to create the curves and from which the fabric follows. The tights are then stretched over the structure.

During the making process the model is upside down, this is mainly due to two reasons: to make the material thicker and less translucent at the top or to maintain form; also due to the size and construction condition of the model, if the bottom of the column was attached to a ‘receiver’ end, the fabric could be stitched on to that. however, this is not the case. Next step, the fabric is casted, this involves painting the plaster mix onto the exterior of the fabric, as evenly as possible. The excess plaster will drip downwards due to gravity creating lines of thicker material. Shine a light from above and one will observe a view such as the one in the photo on the right. The light peeks through the column through parts where the material is thinner, creating an almost molten-lava like effect. The light becomes weaker further down the column as less light reaches there and the material is usually thicker. In a pavilion scenario, this will direct the audience’s attention upwards towards the canopy instead of each other.

SPATIAL EXPLORATION THROUGH MODELS COLUMN AND SEATING AREA

EXPLORING WAYS OF CONSTRUCTING AT A SCALE OF 1:20

PROPOSAL ON SITE SCALE 1:500

AERIAL VIEW DRAWING OF PROPOSAL ON SITE WITH INFORMATION REGARDING GEOGRAPHIC CONTOURING, SURROUNDING BUILDING, TREES AND ROADS

Frei Otto/ Atelier Warmbronn, Cooling Tower, 1974

MATERIAL TESTING FABRIC STRETCHING AND FORM MAKING THE ENDS OF THE TUBE OF FABRIC ARE STITCHED TO CIRCLE TEMPLATES WHICH GIVES CONSTRAINTS TO THE TOP AND BOTTOM OF THE COLUMN. THE TWO CIRCLES ARE THEN ROTATED TOWARD OPPOSITE DIRECTIONS CAUSING DISTORTION TO THE MIDDLE SECTION OF THE FABRIC AND HENCE CHANGING THE SHAPE.

Meandering river near Beulga, Alaska, 2013 Photography by Troy Henkels

The proposal is inspired by the form meanders take and continue to ‘become’ as they reshape the natural landscape. Circulation of visitors in this context is to be compared to the flow of water running down the river. Water flow on either banks of a meander differs according to the depth of the river and momentum. The water is therfore pushed towards the outside of the bend with a larger force, eroding and undercutting that side of the river bend and depositing at the inside bank. The entrance to the pavilion is designed so as the visitor approches the pavilion, they are already looking straight at ‘outside bend’ of the pavilion where the functionality exists. Visitors are directed towards as these are the elements that would extend their stay at the pavilion, hence achieving the goal of unawared exposure to strangers.

DESIGN STRATEGY CIRCULATION

LOOKING AT HOW THE PAVILION’S CIRCULATION IS INFORMED BY ITS MEANDERING SHAPE AND ITS RELATIONSHIP TO THE PROGRAM

Photo by Frans Lanting On using meander’s form as a design element, the quality that intrigued me was the different curves of the inner and outer bends. Applying this to an architectural contect, the widening of the outer bend creates pockets of space where the functionality of the architecture could be introduced. The diagrams on the left demonstrate the quickest way through the pavilion, essentially the path closest to a straight line and the slowest, which would pass through all the functionality zones. The entrances points towards the ‘outer bends’, therefore gives the users enough time to consider whether if they want to go there and encourages people to stay.

Although meanders and the form design are comparable, the huamn aspect is not as predictable as water flow. Water will follow momentum and is pushed towards the outer bends over and over again whereas humans can choose between going and staying. Therefore the design direction here is opposite to that of meanders, the shortest route is the ‘fast lane’, the longest route will house the functions.

MEANDERS IN DESIGN COMPARING THE MOMENTUM OF WATER FLOW AND CIRCULATION MEANDERS USED IN DESIGNING CIRCULATION AS BOTH WATER AND HUMAN’S MOVEMENT ARE TO SOME EXTENT DRIVEN BT MOMENTUM

SITE AND PAVILION PLAN 1:500

PROPOSED PAVILION ON SITE WITH TREES AND SURROUNDINGS

FUNCTION

CIRCULATION

ERGONOMICS

The main activities in the pavilion includes walking, standing, leaning, sitting, lying down; the last four actions are all considered static, therefore zones for such activities are placed where they do not directly obstruct the shortest route through the pavilion.

The pavilion has three entrances (or exits) garanteeing accessibility to visitors coming from different parts of Hyde Park. The meeting point of these three entrances is at the heart of the pavilion right next to the lying down zone. The lying down zone encourages visitors to sit down and take a minute to appreciate the patterns on the columns created from sunlight passing through the shell structure. It is designed to be a circular shape so strangers would have to sit face-to-face and also to create a more enclosed environment, making it a ‘space’, instead of a pathway, which is a ‘non-space’.

FUNCTION, CIRCULATION, ERGONOMICS DESIGN STRATEGIES

DIAGRAMS DEMONSTRATING THE WAYS THE PROPOSAL RESPOND TO THE DESIGN AIMS AND THE USERS

VISUALISATION OF PROPOSAL LEVELS AND COLUMNS

UNDERSTANDING THE LEVELS WHICH RELATES TO FUNCTION AND VISUALISING THE PROPOSAL SPATIALLY

Programme

Three-Stage School Project in Nordhavnen The project proposes a school that expands and grows with the local community as Norhavnen continues to develop in the next forty to fifty years. This transformation of the school will follow the first generation of its students, meaning when the first year completes kindergarden, a primary school section would be added on to the site and so on. The time-frame being set for 2020, 2023 and 2029. Considering the young age of the community, and the lack of social spaces around the area, the aim of the project is to bring life to Nordhavnen by creating a hub that brings not only the children but also the parents together. The school promotes learning through experience; through its architectural design, the conventional segregation between ages is broken down and the students’ curiosity would be stimulated and encouraged.

DENMARK

56.2639° N, 9.5018° E

COPENHAGEN

55.6761° N, 12.5683° E

NORDHAVNEN

55.7165° N, 12.6055° E

History of Nordhavnen Nordhavnen is the most Northern part of the Copenhagen Habour. The Port of Copenhagen is the largest cruise ship harbour in Northern Europe, and last year alone, 300 ships visited Copenhagen and brought the city over 600,000 tourists.

Being built on reclaimed land, the inner parts, Århusgade, Redmolen and Sundmolen, were not developed until late 1800s when the demand for space for the growing habour industries and volumes of shipping spiked. The coast has been extending in the last 150 years as a result of landfills due to this increasing need for more space. The earliest freeport zone was located south of the current Inner Nordhavnen, however, this can no longer be observed due to the area’s expansion during World War I. The landfill projects continued up to 1931, the shape of Nordhavnen has not changed since then.

JAN

80 MM 60 MM

40 MM

RAINFALL

20 MM 0 MM

DEC

MAX. MIN. AVERAGE TEMPERATURE

COPENHAGEN, DENMARK

WIND DIRECTION

DEC C+

- 10

0

10

20

30

JAN

C-

Climatic Data Analysis

Analysis on Wind Direction, Precipitation and Temperature

55.6761° N, 12.5683° E

Local Playground

Frihavns Tårnet / Practice Architects

The Silo / COBE

A playground located in a ‘courtyard’ surrounded on all four sides by residential housing. It is also the only local playground within immediate distance of the site.

A 50-meter tall 12-storey apartment block with a ground floor exhibition space.

Residential building with a skybar (restaurant) on the top floor.

Site Surroundings

Study of buildings and spaces on site Buildings within immediate distance of the site are mostly residential or commercial working spaces/offices. The Ground Floors of these residential blocks are rent out for as offices, cafe or gallery.

Menu A/S / Apartments

Dansk Standard

Park ‘n’ Play / JAJA Architects

A 6-storey apartment block with the ground floor used as office space and a cafe.

Offices. 59 Meters in height.

A 5-storey car park with a roof top playground.

0

10

20

50

M

0

1

2

5

CM

Growth of Population in the Nordhavnen Area The first new office buildings and apartments as a part of phase one of the Nordhavnen redevelopment was finished in 2014, hosting 3,000 inhabitants and offering 7,000 workplaces. By the completion of the redevelopment, the neighbourhood is projected to accommodate 40,000 residents and provide 40,000 workspaces. Paralleling this data to the demographics of Copenhagen, it is equivalent to an estimate of 124 infants/ toddlers (age 0-2) and 401 children of school age (age 3-17) in Nordhavnen in 2014; the projected growth would be 1652 and 5352 respectively by the year 2050.

Transform Copenhagen, Nordhavn Implementation Plan 2014

Transform Copenhagen, Nordhavn Implementation Plan 2014

Types and Ages of Users of Nordhavnen according to demographics of Copenhagen, 2018 Age Age0 -02

Age 65 +

Age1818 Age - 64 + Ag 3 - 17 Age 64 + 17 +

2014

-

W rsorkplaces + 2

10,000 individuals*

= 20 individuals

2050

80,000 individuals*

Daily Diversity Programming

Main Users

0

The pie charts show the ratio between the three main groups of users: adults, young families and children. It was conducted during a site survey in January 2018, the data was collected over a span of thirty minutes.

00 02

01 0

0

00

20

23 0

22 21

00 00

Key users of the site are identiďŹ ed and categorised into 6 groups: Elderly, Cultural Visitors, Children, Students, Workers and Residents. The chart demonstrates the time frames each of the groups are most and least active around immediate distance to the site.

03

00

00

04

00

00 0

05 0

19 0

0

57% Adults

06 00

18 00

07 0

0

0 17 0

33% Young Families

00

0 13 0

00

11 00

12 00

14

00

10

15

09

00 00

16

08

00

Elderly

Students

Cultural Visitors

Business Men/ Workers

Children

Residents

10% Children

Copenhagen International School Olriks Børnehave Villa Nova Sunrise International Preschool Hellerup Montessori Preschool

Udflytterbørnehaven Ryvang 1 International School of Hellerup Kildevældsskolen

1

Strandkvarterets Børnehave Vibenshus Skole Studsgaarden Vuggestue Integreret Institution

10

8

7

65

4

3

2

Egmontgårdens Børnehave Randersgade Skole

13 1 2

Østerfælled Børnehus Børnehaven Stadens Vænge Nørre Fælled Skole Børnehave Hvepsebo

16 15

Heibergskolen

19

18

Rosenborg Frihavns Børnehave

20

17 14

11

9

Eventyrøen

Education in Østerbro: Density Mapping of Schools

Most schools are dotted around the centre of the district. There is an especially high concentration of preschools and nurseries possibly due to the rising birth rate in Copenhagen in the past five years. Nordhavnen, as a redeveloping area, considering its changing identity from an industrial habour to a residential/ commercial zone has, however, only one school, Copenhagen International School. The school has a capacity to take 930 students, but with the projected growth of residents in Nordhavnen, it will very soon no longer to be able to cover the demand.

CANOPY STUDY

Multi-identity: A Small City in a Home Amsterdam Orphanage / Aldo van Eyck / 1960

‘A house must be like a small city if it’s to be a

real house, a city like a large house if it’s to be a real city.’

AD Classics, Archdaily.com 2011

Circulation Nodes Van Eyck’s design aimed to create a small city, within the plan, he created a decentralised urban node with many points of interaction. This means many circulation paths which encourage children to connect and engage.

Alignment of Spaces The units in the Orphanage are laid out on an orthogonal grid and are projected diagonally, creating equal amounts of positive and negative spaces. Each unit has its own outdoor space.

Herman Hertzberger Delft Montessori School

Expansion The school has been extended and renovated several times since it was ďŹ rst built, in 1968 to 1970, 1977-1981 and 2007-2009.

L-shaped Units Classrooms are designed to be L-shaped, articulating different zones of concentration. These L-shaped units are aligned diagonally through the building, creating a wide central corridor.

Because of the shape of the units, the building can be easily expanded, in a relatively organic manner.

Circulation Due to the nature of the modular structure, the school is composed of many corners and different zones. This gives the school a city-like quality.

Modular Architecture: System for Extension Montessori School Delft / Herman Hertzberger / 1960 - 1966

.’ hicarquitectura.com

Dimensions of Spaces in a School Case Studies

Identification of key spaces in a school and understanding the sizes of spaces required in relation to the number of users.

Activity Room

Storage Student Lockers

Student Toilet Closet

Kitchen

Lift Headmaster’s Office Staff Lockers Staff Room

Forfatterhuset Kindergarten Copenhagen / COBE 1,927 m² / 160 Students

Classroom Common Area

Student Toilet Gym

Playground

Nurse’s Office Waiting Room Meeting Room Teacher’s Lounge

Bookable Room

Workshop

South Harbour School / JJW Architects 10,000 m² / 840 Students

Expansion of the school coinciding the development of Nordhavnen

Phase One 2008

Indoor Surface Area required for each School Kindergarden Primary School Secondary School

2018 2020

2023

Phase Two to Five

2029

2050

= 4m²

Activity Room Storage Room Kitchen (Kindergarden) Staff Toilet Staff Lockers Student Toilet Student Lockers Headmaster’s Office Interview Room Closet

+ + + + + + + + + + + +

Art Room Music Room Computer Room Mathematics Room Print Room Staff Lockers Staff Toilet Staff Lounge Student Toilet Meeting Room Common Area Kitchen (Primary and Secondary)

+ + + + + + + + + + + + + +

Staff Room Staff Lockers Staff Toilet Student Toilet History Room Geography Room Language Room Chemistry Laboratory Biology Laboratory Physics Laboratory Workshop Meeting Room Common Area Gym

Janitor’s Cupboard Laundry Reception Nurse’s Office Library School Hall Waiting Room

Plans and Sketches

Initial proposal for Structure, Circulation and Moments

Alignment of Spaces Rooms are aligned in rows with two directions and facing inwards, this gives a clear circulation system and spaces can be more easily shifted around and reorganised when the school expands.

Circulation Three main corridors meet at the heart of the school where the largest common area is located. The main circulation ows between East and West with a smaller corridor going between North and South. The entrance is shared between all the pupils and there are no walls separating the three parts of the school.

Moments The aim is to create an environment that encourages curiosity and harmony between ages. By designing a symbiotic embedded playground within the architecture, it allows for a fun and differemt way for the children to experience the school, creating unexpected interactions between kindergarden, primary school and secondary school students.

6

5

4b

4a

3a

3b

2

1

5 M 0 M

Landscape and Levels Details of canopy design

1 2

Natural Sunlight Varying levels of each line of landscape means each section of the school has multiple facades facing outwards, enabling maximum natural sunlight into the interior. This is crucial given that there are two lunderground levels.

Outdoor Activity Zone Due to the limitations in size of site, the roof top of the school is proposed to be both a playground and a garden. Different levels mark different zones and uses.

Science Laboratory

Art Department

Admin Office

Student Toilets

Classroom

Common Area

Kindergarden Toilets Activity Room Kindergarden Lockers

Library

Laundry

Janitor’s Cupboard

Meeting Room

Foyer

Cafeteria

Toilets and Showers Library Workshop Gym Computer Room Staff Room Accessible Toilet

School Hall / Sports Hall

Kitchen Staff Lounge Drama Department

Layout of Spaces 1 : 1000 Plans

Peek-a-boo Openings in walls that connects corridors and different zones of the school, usually between half levels. Not only does this increase circulation but it also allow students from different sections of the school a glimpse into each other’s lives, achieving the aim of developing curiosity and communication between ages.

Library Lights Openings in the oor from the upper corridor letting sunlight into the basement. The library exists on two levels, on the ground oor and in the basement. Seating pockets between book shelves facing outwards allow space for casual reading and maximum natural sunlight. The long corridor also makes for a good activity area for children.

The School as a Playground Playground facilities embedded within the architecture throughout the school intended to make the exploration experience more fun for the children, allowing them to travel around the school without neccessarily being seen. Such facilities could include slides, tunnels, rock climbing walls and nets etc..

Railing in the Walls Carved out railing in the walls lined around the school highlighting one particular circulation path. Its multi-purposes include safety railing for areas of staircases, a guide for blind students and a game as ‘train tracks’ for kindergarden children.

1 : 500

Column iterations Lined along the centre of the kindergarden, the columns act as a barrier between the activity zone and the sleeping zone. Iterations of these columns tackle different issues and have different uses.

1

2

3

4

5 has a shelf above the seat which could be use to store duvet and sheets for easy access during nap times. Children could take them off the shelves as they queue up to go to the napping zone.

has a seating design at 40 centermetres from the floor which would be useful during breaks when the transitional spaces of the school would be used most.

has noise dampening properties, ensuring the children’s quality of sleep.

Iteration 2.0

TRANSITIONAL SPACES AS A PLAYGROUND Four directions to design: Communication, Fun, Spatial Organisation and Interaction

Programme Kindergarten/ Primary School Project The project proposes a school that has the ability to expand as the local community in Nordhavn continue to grow in the next forty years. Considering the young age of of the community, and the lack of social spaces around the area, the aim of the project is to bring life to Nordhavnen by creating a hub that brings not only the children but also the parents.

The school promotes learning through experience; through it architectural design, the conventional segregation between ages is broken down and the students’ curiousity would be stimulated and encouraged.

4 Pathway A pathway connecting the library and the roof top outdoor activity zone through the school, the inclinations of the ramp follow the shape of the wall.

1 Railing

Railing carved into the primary wa 45 centimetres of the floor, accom dating to the children’s height. wraps around the wall, garante safety, leading the children around school and highlight the hid passages.

Primary Dividing Wall

3 Tunnel A tunnel carved out from the wall, connecting the kindergarden and the primary school. An alternative way for the children, and the children only, due to the dimensions of which the tunnel was desgined in, to access the primary school on the second level, making the journey into a physical challenge and an exploration of spaces.

all at mmoThis eeing d the dden

2 Opening Opening in the wall provides the children with a glimpse into each other’s school lives. The opening being 1.5 metres of the floor means that children from both sides could not directly access other parts of the school through it.

SCALE 1 : 300

FIRST FLOOR PLAN // 5.4 M

SCALE 1 : 300

GROUND FLOOR PLAN // 1.8 M

3 Reading Zone Above the kindergarden lies the library, tucked away from the noises and distractions from the hustle and bustle. The South-facing orientation of the area means that not only the library receives an abundance of natural sunlight, the shadows of the wooden frame moves throughout the day creating various interesting patterns.

1 Activity Zone The kindergarden’s two main activity zones where the children spend the majority of their time at school everyday. Placed on two different levels, segregation is achieved without the need for physical walls between the children. This allows them to peek into each other’s lives and hence create connection.

4 Long Corridors The long corridors accommodate for running and other activities of the kids. Structural elements in these corridors such as the steel bars supporting the ramp also doubles as game facilities for children to climb or run around.

2 Napping Zone In the centre of the kindergarden is where the children takes their afternoon naps. Shielded away from the rest of the school, the semi-enclosed area provides the young with security. The smoothed shape hugs the children as they rest, also liberating them from the restriction of sleeping side by side in a row.

Iteration 2.1

Treating the non-spaces within the building as the nervous system in a body, to connect classroom to classroom, highlighting these area. ‘There is no logic that can be superimposed on the city; people make it, and it is to them not buildings, that we must fit our plans.’

0 mm

2.4 m

0 mm

Composing gathering and interactive spaces, the requirement of communal spaces in the primary school changes throughout the school day, depending on the timetable of the students. Two main opportunities to socialise during the day are the small gaps between classes when students move from one classroom to another. Longer interaction spans happen during recess and lunch break. The small gaps will contribute to brief gathering between smaller number of participants, whereas the later would involve longer periods of communication with larger groups, creating more noise and heat.

Iteration 2.0 ‘LEVELS’ OF COMMUNICATION explores the ways of creating non-verbal communication between students in a school setting using atriums and levels to seperate and bring together people. Laughter of the children could travel to the first floor via the atrium and be heard throughout the school.

0

0

2

10

4

20

10

50

20

100

m

mm

SCALE 1 : 2 0 0 FIRST FLOOR PLAN

HIERARCHY OF COMMUNAL SPACES AND ITS COMPOSITION The orientation of classrooms in relationship to these communal spaces must be carefully considered to speak out to its target audience. Rules to comply to when deciding the location and orientation of these spaces are as follow:

1.5

m

5m

2m

1.

2m

2.4 m

2.4 m

2m

2.4 m

Small Pockets

to be placed along non-spaces, giving a cosy, private atmosphere in a semi-transitional zone.

Open Spaces

three or more entrances to theseWWW spaces, a minimum size of 6m x 7m to ensure its capability to house more than 30 people at a time.

CIRCULATION SYSTEMS INDEPENDENT OF EACH OTHER The bond the project set out to achieve is between peers, in the kindergarten, two circulation paths are put in place, considering the users’ heights and sizes.

This allows independence of the children from their teacher and bond through fun activities such as slides and climbing through tunnels. The following is an example of the staircases in the kindergarten. The staff one has a higher rise and a wider span. Children only areas have a lower ceiling height as a response to their height.

300 mm

900 mm

900 mm

300 mm

300 mm

300 mm

150 mm

150 mm

STAIRCASE DIMENSIONS FOR STAFF

STAIRCASE DIMENSIONS FOR STAFF 800 mm

800 mm

300 mm

600 mm

600 mm

300 mm

250 mm

250 mm

100 mm

100 mm

STAIRCASE DIMENSIONS FOR CHILDREN

STAIRCASE DIMENSIONS FOR CHILDREN

600 mm

600 mm

0

10

20

50

Iteration 2.3 is the final proposal. It focuses on making the human experience more comfortable by adapting the circulation, adding outdoor actibity zone and organising functional facilities from the previous iteration.

PRIMARY SCHOOL

0900

1000

KINDERGARTEN

BETWEEN CLASSES SHORT RECESS

1100

LUNCH TIME CLASS

1200

DAILY ENCOUNTERS

ACTIVITY ROOM

The timetable demonstrates the daily encounters of primary and kindergarten children, this can either be physical touch under staff supervision or ,merely say ing ‘Hi’ or passing by. The most interesting three encounters are labelled in the diagram, at 1030, 1200 and 1300.

1300

1300

INDOOR PLAYTIME OUTDOOR PLAYTIME

1400

1500

1200 1030

0900

0900

0

0

2

10

4

20

10

50

20

100

m

mm

SCALE 1 : 2 0 0 FIRST FLOOR PLAN