Studio 01: Verticalising - Journal

Studio CDE- Studio 01: VERTICALITY Olivia Loh 996079

2

CONTENTS

THE SITE __________________________________ 4-23 WEEK ONE ...................................................... 4-7 WEEK TWO ................................................... 8-13 PANELS ........................................................15-23 THE PROJECT ____________________________ 24-81 WEEK THREE ................................................ 24-25 WEEK FOUR ................................................ 26-29 WEEK FIVE ................................................... 30-33 WEEK SIX - THE INTERIM ............................. 35-45 WEEK SEVEN ............................................... 46-47 WEEK EIGHT ................................................ 48-51 WEEK NINE ................................................. 52-55 WEEK TEN ................................................... 56-59 WEEK ELEVEN ............................................. 60-61 WEEK TWELVE ............................................ 62-63 WEEK THIRTEEN .......................................... 64-65 PANELS ....................................................... 67-85 THE REFLECTION ___________________________ 87

3

WEEK ONE

Group Site Analysis: Group Partner: Tonia Pan

Visiting Site: My first impressions of site was that it was windy and I found the road junction to be kind of intimidating even along the footpath. The space didn’t feel very far from the moving traffic.

However, away from the site and towards the park, it felt much calmer and quite nice to spend extended periods of time in, e.g. at the playground The site has two distinct feels, one to the park, the other to the road.

A number of available amenities were also walkable.

Tonia and I also brainstorm what we might map and were interested to take from the site Topics I wanted to potentially map: Traffic levels @ drop-off/pick-up times Surrounding building heights Street elevations/facades Wind/Sun/Shade PTV - access Property Zoning Nolli/Figure Ground Facilities Around Tonia additionally suggested: Connectivity Materiality: Ground and Facade History Feeling/Emotion

4

My Tasks to complete: PTV mapping Property zoning Nolli Available Facilities Traffic tracking: 3pm With traffic mapping, I wanted to get a gauge to how busy it would be in the area for kids arriving to school. Whether having a school bus or drop-off/pick-up zone would be necessary. As well as, the main access to the school and whether that would face heavy traffic that could pose a safety risk

5

WEEK ONE

A brainstorm for the representation of the traffic data I wanted to capture the movement of the vehicles and the temporality. As well as show a distinct difference between moving and stationary vehicles

For the nolli plan, I wanted to get a gauge as to the grain size of the neighbourhood.

I wanted to know if there was an average that the project might aim to fall near to suit its context

6

78

ham Line

CHAPEL St

Sandring

MALVERN

Rd

603

72

604

Activity Centre Zone Public Use Zone Public Park/Recreation Residential Growth Zone Mixed Use Cafe Restaurant Medical/Health Retail Housing Groceries Education/Learning Gym Theatre Recreation Un sure Void/UnOccupied Services Parking

N

BRAY St

An attempt at mapping distance, public transport, and accessible facilities all on one drawing. It became too confusing to read and not very effective in communicating its information

Lt CHAPEL St

MALVERN Rd

The street elevation is a drawing that was started initially with intents to show facade materiality as well, but eventually got abandoned as it got integrated with the materiality collage

7

WEEK TWO

Rd

Lt CHAPE

L St

MALVERN

CARLTON

St

BRAY St

CHAPEL St

N

Rd

Lt CHAPEL

St

MALVERN

Another iteration of the traffic mapping with a nolli plan (top). Using solid block and opacity to reduce the density and confusion of the linework and show the movement

CARLTON

Final version of the traffic (bottom left), attempting a gradient to show the slowing of cars at the lights and intersections

St

WALKER St

Parked Car Moving Car Pedestrian Site Boundary

SCALE 1:1000 0

5

10

25m

8

ROY & DIANA VAGELOS EDUCATION CENTER - DILLER SCOFIDIO + RENFRO

VERTICAL CIRCULATION

ATRIUM CONNECTIVITY

- Primary School - Located in Copenhagen, Denmark - To function both as a school and cultural gathering point - Additionally used as public space outside of school hours

SECTION SCALE 1:500

12th FLOOR PLAN SCALE 1:500

SECTIONAL SPACE ORGANISATION

PLAN ORGANISATION

GROUND FLOOR PLAN SCALE 1:500

CONNECTIVITY

PUBLIC VERTICAL CIRCULATION

- Medical & Graduate Education Building - Located in New York, United States - Series of social/study spaces along an exposed staircase

SECTION SCALE 1:500

NORTH ELEVATION NORTH ELEVATION

WEST ELEVATION WEST ELEVATION

EDUCATORIUM - OMA EDUCATORIUM - OMA

WEST ELEVATION

Education Centre The vertical circulation in this precedent is interesting because there are two distinct ones. There is the direct core that goes through the centre and the exposed stair/ ramp circulation along the front of the building. This circulation space also acts as a space for socialization, connection and interaction.

EDUCATORIUM - OMA

NORTH ELEVATION

EDUCATORIUM - OMA

South Harbour school I picked this precedent because of its classroom organization and how the school is designed to also act as a space for the community as well, as a landmark.

JIANGSU KINDERGARTEN - CROSSBOUNDARIES

JIANGSU KINDERGARTEN - CROSSBOUNDARIES

GROUND FLOOR PLAN SCALE 1:500

JIANGSU KINDERGARTEN KINDERGARTEN -- CROSSBOUNDARIES CROSSBOUNDARIES JIANGSU

JIANGSU KINDERGARTEN --CROSSBOUNDARIES JIANGSU KINDERGARTEN CROSSBOUNDARIES

SOUTH HARBOUR SCHOOL - JJW ARCHITECTS

ACCESSIBILITY

JIANGSU KINDERGARTEN - CROSSBOUNDARIES

JIANGSU KINDERGARTEN - CROSSBOUNDARIES

CLUSTER CLASSROOM LAYOUT

Additionally Tonia picked two other precedents that have an interesting forms and movement through ramps and formal paths.

Precedents picked by Tonia

9

WEEK TWO

Here I attempted to map the school catchment area. However, being shown as a gradient made it hard to read and truly understand the potential catchment area of the school.

SCHOOL CATCHMENT AREA SCALE 1:15000

MALVERN

CARLTON

The traffic and public transport is also separated out to separate drawings, with less overlaid content to make the drawing overly confusing

Rd

St

Lt CHAPEL St N

TRAFFIC INTENSITY: MORNING Not-to-Scale

MALVERN

Rd

Tram Line Bus Line Train Line

PUBLIC TRANSPORT SCALE 1:20000 CARLTON

St

Lt CHAPEL St

N N

TRAFFIC INTENSITY: AFTERNOON Not-to-Scale

A B F

G E

C

D

A B C

F

G

H

E

D

A. Basketball Courts <100m 1min B. Half Pipe <100m 1min C. Skate Park <100m 1min D. Prahran Aquatic Centre & Social Sport - Netball 280m - 3min E. Tennis Courts <100m 1min

H

F. Chapel off Chapel <50m - <1min G. Prahran Square Library 280m - 4min H. Prahran Town Hall 400m - 5min

FIGURE GROUND - GRAIN SIZE

AVAILABLE FACILITIES A. Basketball Courts <100m 1min B. Half Pipe

<100m 1min C. Skate Park <100m 1min

The different available facilities that might be useful to the school are mapped as well as the key zoning areas Each were separated to make them more legible, however, based on feedback, it could be more effectively shown in an exploded axo/iso D. Prahran Aquatic Centre & Social Sport - Netball 280m - 3min E. Tennis Courts <100m 1min

550m - 7mins

F. Chapel off Chapel <50m - <1min

H. Prahran Town Hall 400m - 5min

500m - 6mins

700m - 9mins

G. Prahran Square Library 280m - 4min

Food Retail Services

RESIDENTIAL HOUSING

COMMERCIAL FACILITIES

900m -

400m

- 5min

550m - 7min

Hawksburn Station

11min

700m - 9min

350m - 4min

280m - 4min

700m - 9min

Prahran Station 750m - 10min

TRAIN DISTANCE

FORMAL PUBLIC PARK/SPACES N

10

PEDAGOGY

Kinesthetic and tactile learning through interative walls. The wall becomes both the ceiling and floor. We want children to be individual learners through negotiating with their physical environment

OCCUPANTS

Prep to Year 6 Students per year level: 70 Students per homeroom: max 18, ideally 15/16 Classes per year level: 4

FACILITIES

Formal Class Rooms:

Standard classroom/homeroom x28 For ~18 students: 55sqm Music room x2 For ~30 students ~120sqm Art room x2 For ~30 students ~120sqm IT Lab x1 20 computer workstations ~80sqm Languages room x2 For ~18 students ~55sqm

Gym Staff For ~60 students Homeroom teachers: 28 ~680sqm (standard for basketball court) Arts/Languages/Sports teachers: 9 Main Hall Administrative staff: 8 For 300 students Nurse: 1

Encouraging movement and exploration of both indoor and outdoor spaces and also interstital spaces created by the over lapping boundaries - an interconnected form.

Encourage collaborative learning and cross pollination between year levels. As year level increases, some classrooms become composite.

~300sqm with 4 exits Kitchen/Food-tech spaces x2 ~55sqm with 5 workstations Common area x10 Shared between 2 homerooms minimum ~80sqm each Outdoors Playspace~ 3500sqm Playgrounds x3 – for different age groups School garden patch Canteen area For 200 students ~350sqm Kitchen area & storage ~30sqm Back of House(Accommodates goods vehicle ~50sqm Toilets For students – 4 per floor For staff – 6 total Nurse ~15sqm Teachers Lounge ~120sqm including kitchenette/storage Staff offices x8 ~4sqm per office space Main Reception ~65sqm Bike storage ~400 spaces ~600sqm horizontal storage

BRIEF

CIRCULATION AND ACCESSIBILITY

Drop-off/Pick-up Accommodating school bus & cars ~6m wide service lane A seperate upper level walkway which bypasses car traffic for children.

Vertical Circulation Lifts x2 minimum Stairs x2 minimum Ground floor access Partially open to the community for use outside school hours

Tonia Pan 1256945 & Olivia Loh 996079 Studio CDE - Studio 01 VERTICALISING

The areas allocated to the different spaces are based on average sizes for the given spaces Children are assumed to be separated by year level, with specialist classes being a mixture of two homerooms from two year levels, thus composite,

11

WEEK TWO

12

For our concept collages, we wanted to depict one on verticality and the other on materiality and a tactile pedagogy The collage I created was for verticality (above). I wanted to capture a sense of grandeur and height through the vertical lines and columns in the image There were multiple in-progress iterations where the linework continuously changed, just due to issues with legibility

13

14

THE SITE

Prahran Market

RICHM

OND

Library

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

Prahran Station

Aquatic Centre

Prahran Townhall

Basketball Court & Skate park

Tennis Court

Hawksburn Station

700m - 9min

- 11min

SOUTH

YARRA

900m

TOORAK

Rd

HAWK

PUNT Rd

SBURN

Rd

TOO

WILLIAMS

PRAHRAN

Rd

CHAPEL

St

MALVERN

RAK 550m

- 7min

280m

HIGH St

- 4min

400m

- 5min

350m - 4min

WIN

DSO R 750m - 10min

SCALE 1:20000 0

50

100

250m

MATERIALITY

BRAY St

CHAPEL St

SCHOOL CATCHMENT

Rd

Lt CHAPEL

St

MALVERN

CARLTON

MALVERN ROAD SOUTH FACADE

St

WALKER St

Prahran Market

Parked Car Moving Car Pedestrian Site Boundary

SCALE 1:1000 0

PEAK TRAFFIC

5

10

25m

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

SITE ISOMETRIC

Library Prahran Station

Aquatic Centre

Prahran Townhall

Basketball Court & Skate park

Tennis Court

Hawksburn Station

MALVERN ROAD NORTH FACADE

700m - 9min

SCALE 1:10000 0

50

100

250m 900m

ROY & DIANA VAGELOS EDUCATION CENTER by DILLER SCOFIDIO RENFRO

- 11min

EDUCATORIUM by OMA

SOUTH HARBOUR SCHOOL by JJW ARKITEKTER AREA

550m

JIANGSU KINDERGARTEN by CROSSBOUNDARIES

- 7min

280m - 4min

400m

- 5min

350m - 4min

750m - 10min

SCALE 1:10000 0

50

100

250m

PEDAGOGY

Kinesthetic and tactile learning through interative walls. The wall becomes both the ceiling and floor. We want children to be individual learners through negotiating with their physical environment

OCCUPANTS

Prep to Year 6 Students per year level: 70 Students per homeroom: max 18, ideally 15/16 Classes per year level: 4

FACILITIES

Formal Class Rooms:

Standard classroom/homeroom x28 For ~18 students: 55sqm Music room x2 For ~30 students ~120sqm Art room x2 For ~30 students ~120sqm IT Lab x1 20 computer workstations ~80sqm Languages room x2 For ~18 students ~55sqm

Gym Staff For ~60 students Homeroom teachers: 28 ~680sqm (standard for basketball court) Arts/Languages/Sports teachers: 9 Main Hall Administrative staff: 8 For 300 students Nurse: 1

SCALE 1:500 0

5

10

25m

Encouraging movement and exploration of both indoor and outdoor spaces and also interstital spaces created by the over lapping boundaries - an interconnected form.

Encourage collaborative learning and cross pollination between year levels. As year level increases, some classrooms become composite.

BRIEF

~300sqm with 4 exits Kitchen/Food-tech spaces x2 ~55sqm with 5 workstations Common area x10 Shared between 2 homerooms minimum ~80sqm each Outdoors Playspace~ 3500sqm Playgrounds x3 – for different age groups School garden patch Canteen area For 200 students ~350sqm Kitchen area & storage ~30sqm Back of House(Accommodates goods vehicle ~50sqm Toilets For students – 4 per floor For staff – 6 total Nurse ~15sqm Teachers Lounge ~120sqm including kitchenette/storage Staff offices x8 ~4sqm per office space Main Reception ~65sqm Bike storage ~400 spaces ~600sqm horizontal storage

CIRCULATION AND ACCESSIBILITY

Drop-off/Pick-up Accommodating school bus & cars ~6m wide service lane A seperate upper level walkway which bypasses car traffic for children.

Vertical Circulation Lifts x2 minimum Stairs x2 minimum Ground floor access Partially open to the community for use outside school hours

Tonia Pan 1256945 & Olivia Loh 996079 Studio CDE - Studio 01 VERTICALISING

15

THE SITE

Prahran Market

RIC

HM

OND

Library

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

Aquatic Centre

Prahran Townhall

Prahran Station

Basketball Court & Skate park

Tennis Court

70

0m

- 9m

in

min

- 11

SOUTH

YARRA

900m

TOORAK

Rd

HA

WKS

PUNT Rd

BU

RN

MALVER

K

RA

O

TO

WILLIAM

PRAHRAN

S Rd

CHAPEL

St

N Rd

in

550m

- 7m

28

HIGH St

0m

- 4m

in

5min

m-

400 35

0m

- 4m

in

W

IN

DS

O

R 75

0m

- 10

m

SCALE 1:20000 0

50

100

in

250m

BRAY St

CHAPEL St

SCHOOL CATCHMENT

Rd

Lt CHAPEL

St

MALVERN

CARLTON

St

WALKER St

Parked Car Moving Car Pedestrian Site Boundary

SCALE 1:1000 0

PEAK TRAFFIC

5

10

25m

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

SITE ISOMETRIC

16

Libra Prahran Townhall

Prahran Station

70

0m

- 9m

in

SCALE 1:10000 0

5

Prahran Market

HM

OND

Library

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

Aquatic Centre

Prahran Townhall

Prahran Station

Basketball Court & Skate park

Tennis Court

Hawksburn Station

70

0m

- 9m

in

min

- 11

SOUTH

YARRA

900m

TOORAK

Rd

HA

WKS

BU

RN

MALVER

K

RA

O

TO

WILLIAM

PRAHRAN

S Rd

CHAPEL

St

N Rd

in

550m

- 7m

28

HIGH St

0m

- 4m

in

5min

m-

400 35

0m

- 4m

in

W

IN

DS

O

R 75

0m

- 10

m

50

100

250m

BRAY St

SCALE 1:20000 0

in

Rd

Lt CHAPEL

St

MALVERN

Prahran Market

Parked Car Moving Car Pedestrian Site Boundary

SCALE 1:1000 0

5

10

25m

Site Boundary Train station Bus/Tram Stop Train line Bus line Tram line Walking Path Close Facilities Formal Public Green Space Housing Retail Services Food

SITE ISOMETRIC

Library

Aquatic Centre

Prahran Townhall

Prahran Station

Tennis Court

Basketball Court & Skate park Hawksburn Station

70

0m

- 9m

in

SCALE 1:10000 0

50

100

250m min

900m

17

- 11

THE SITE

18

MATERIALITY

MALVERN ROAD SOUTH FACADE

MALVERN ROAD NORTH FACADE

19

THE SITE

ROY & DIANA VAGELOSROY EDUCATION & DIANA VAGELOS EDUCATION SOUTH HARBOUR SCHOOL SOUTH

by JJW HARBOUR ARKITEKTER SCHOOL AREA

by JJW ARKITEKTER AREA CENTER by DILLER SCOFIDIO RENFRO CENTER

by DILLER SCOFIDIO RENFRO

20

EDUCATORIUM by OMAEDUCATORIUM by O

OUR H HARBOUR SCHOOLSCHOOL

by JJW ARKITEKTER

by JJW ARKITEKTER AREA AREA

EDUCATORIUM EDUCATORIUM

by OMAby OMA

JIANGSUJIANGSU KINDERGARTEN KINDERGARTEN

by CROSSBOUNDARIES

by CROSSBOUNDARIES

SCALE 1:500SCALE 1:500 0 5 10 0

21

5

25m 10

25m

22

23

WEEK THREE

Prep Homeroom Yr1 Homeroom Yr2 Homeroom Yr 3 Homeroom Yr4 Homeroom Yr5 Homeroom Yr6 Homeroom Gym/Hall Reception/Nurse/Office Canteen Foodtec Language/IT Art Music Outdoor Mixed-use

I wanted to explore a number of different options in terms of how the spaces would be organized in relation to each other The sizes are based on the brief to estimate the amount of required floor area I wanted the floors to be composite, so it was mostly grouping the preps to two, threes to four, and fives to sixes together Then the specialist spaces would mostly go with the older years I also wanted the school to open up to the side of the park, as well as potentially stagger back along the north side to allow more sunlight 24

Additionally also had the thought of maybe having the homerooms be house shaped that intersected with the floor plate of the floors above, creating slanted spaces for play I drew some plans for the four test options, arranging the internal space differently in some to create oblique walls that was brainstormed in assignment 1 FEEDBACK: Consider staggered rooms along the ramp, so there is an associated function with the ramp Consider ground floor access

25

WEEK FOUR

Experimenting with ramps, ultimately giving up because it was giving me too much difficulty and not the visual result I had intended.

So I decided to experiment with stairs instead I wanted a large staircase that acts as main entrance to school, creating that sense of arrival, as well as clearly separating the school from the road. I also wanted this stepped back from the sidewalk to create a buffer zone.

26

Experimenting with the floor plans of the fourth option I also leaned towards having these oblique walls to create interesting in-between spaces that could be ‘kid only’ and act as part of their play FEEDBACK: Bring the outdoor platform inwards, as to remain within site Be more generous with the amount of outdoor space being given The amount of public space at ground floor might not need to be as much The space between classrooms is mostly circulation, consider class placement for more usable internal space and solar access for classrooms 27

WEEK FOUR

These are reworked floor plans, whereby the main stairs come up from the park side towards the building. However they reach the first floor and go directly into a wall which doesn’t work particularly well The outdoor platforms also no longer overhang the site boundary FEEDBACK: Potentially have a ‘mezzanine’ floor under the first floor that breaks up the large stairs to create a first entrance point to the school, where the reception and other services could be positioned

28

In this iteration, the ground floor is more refined After completing these drawings I realized that a more effective way of doing the stairs would be to not have them coming directly from the park side FEEDBACK: The office at ground could be angled to allow a view to both the stairs going up to the school and down to the gym Additionally consider the placement of the columns - having a column in the middle of a walking space can be obstructive

29

WEEK FIVE

Roof

L6 - Yr5/6

L5 - Yr5/6 Languages L4 - Yr3/4 Library & IT L3 - Yr3/4 Art L2 - Yr1/2 Music L1 - Prep Canteen GF Office & Gym

The kitchen size and access is increased to a commercial kitchen size, to allow kids to have food-tech classes in the canteen, as well as potentially have the kitchen be bookable by the community, thus has a separate entrance/access.

FEEDBACK: Consider the placement of the classrooms so that they can have solar access Group classrooms and strategically place them to avoid awkward corridor spaces that don’t have much function Does the gym need to be accessed from the outside of school?

30

Prep Home Outdoor Play Indoor Play Year 1 Home Year 2 Home Outdoor Play Indoor Play Year 3 Home Year 4 Home Outdoor Play Indoor Play Year 5 Home Year 6 Home Outdoor Play Indoor Play Gym Kitchen Canteen Art Room Music Room Library/IT Language Room Toilets Nurse Office Reception/Office Garden

R

L7

L6

L5

B1 Plan

1200mm from Ground

L4

L3

R 29.50m

R 29.50m

L7 26.00m

L7 26.00m

L6 22.50m

L6 22.50m

L5 19.00m

L5 19.00m

L4 15.50m

L4 15.50m

L3 12.00m

L3 12.00m

L2 8.50m

L2 8.50m

L1 5.00m

L1 5.00m

L2

GF 1.50m 0.00m B1 -2.00m

L1 R 29.50m L7 26.00m L6 22.50m L5 19.00m L4 15.50m

GF

L3 12.00m L2 8.50m L1 5.00m GF 1.50m B1 -2.00m

B1 SCALE 1:500

31

0

5

10

25m

WEEK FIVE

Prep Area: 76.9sqm

Prep Area: 70.9sqm

Prep Indoor play Area: 238.1sqm Prep Outdoor play Area: 279.1sqm

Area: 13

5.6sqm

Offices

Reception

Prep Area: 75.0sqm

Outdoor play Area: 188.1sqm

Prep Area: 75.3sqm

Teacher’s Lounge Area: 102.7sqm

Store

qm

WC

s rse 22.4 Nu ea: Ar

WC

Gym Area: 735.9sqm

WC

Canteen Area: 278.0sqm Kitchen Area: 96.9sqm

Ground Floor

1st Floor

SCALE 1:250

32

0

5

10

25m

Through a quick massing model I was exploring the main points of vertical circulation and the general form.

Double height spaces are created in higher floors to interconnect them, where year levels are mixed across floors.

FEEDBACK: Consider angling the front office block more for movement and connection Does the teacher’s lounge/office need to be that size?

Moving the prep classrooms inwards to allow more outdoor play to the north Allow for access to the outdoor play space from main foyer area Don’t mark site boundary on plan or model

33

34

THE INTERIM

Prep Home Prep Play Year 1 Home Year 2 Home

Studio 01 VERTICALISING Studio CDE

Yr1 & 2 Play

R

Year 3 Home Year 4 Home Yr 3 & 4 Play Year 5 Home

L7

Year 6 Home Yr5 & 6 Play Outdoor Play

MALVERN ROAD

Gym C

Kitchen Art Room

L6

Music Room Library/IT

PERSPECTIVE 1

Language Room Toilets

B

C

C

C

C

L5

C

Offices/Nurse/Staff Lounge

B

PREP

Area: 76.9sqm

PREP

Area: 70.9sqm

YEAR 2

Area: 76.9sqm

OUTDOOR PLAY

YEAR 1

Area: 70.9sqm

YEAR 2

LITTLE CHAPEL STREET

Area: 75.3sqm

STAFF LOUNGE PREP

Area: 75.0sqm STORE

RECEPTION

OFFICE

B

B

B

INDOOR PLAY B

OFFICE

B

B

OFFICE

STORE WC

A

WC

STORE

WC

OFFICE

INDOOR PLAY

B

B

OUTDOOR PLAY

B

B

PREP

Area: 75.3sqm

OUTDOOR PLAY

OUTDOOR PLAY

A WC

YEAR 2

Area: 75.0sqm

YEAR 1

Area: 75.0sqm

PERSPECTIVE 2

OFFICES

C

CONCEPTUAL COLLAGE

YEAR 1

Area: 75.3sqm

L4

SOUTH HARBOUR PRIMARY SCHOOL

by JJW Arkitekter

INDOOR PLAY

WC

WC

GYM/MAIN HALL

Area: 76.9sqm

Area: 70.9sqm

WC

Area: 735.9sqm

YEAR 1

YEAR 2

NURSE

L3

WC

WC

WC

WC

WC

WC

CANTEEN A

A

A

A

A

KITCHEN

PRAHRAN PRIMARY SCHOOL

SITE PLAN

PERSPECTIVE 3

SCALE 1:500

0

1

5

A

A LIBRARY & LAB

ART ROOM

Area: 192.6sqm

Area: 132.1sqm

C

Area: 135.8sqm

C

C

C

L2

A MUSIC ROOM

Area: 96.9sqm

C

A

A

10m

L1

CIRCULATION WINTER SUN DIAGRAM

SUMMER SUN DIAGRAM

GF

Prep Home Prep Play Year 1 Home Year 2 Home Yr1 & 2 Play

R

Year 3 Home Year 4 Home Yr 3 & 4 Play Year 5 Home

L7

Year 6 Home

Olivia LOH 996079

Yr5 & 6 Play Outdoor Play Gym

B1

Kitchen Art Room

L6

Music Room Library/IT

SCALE 1:500 0

5

10

25m

SCALE 1:500 0

5

10

25m

Language Room Toilets Offices/Nurse/Staff Lounge L5

PRECEDENT DIAGRAMS

Not-to-Scale

EXTERNAL MOVEMENT

PROGRAM DISTRIBUTION

PROGRAM ISOMETRIC

SCALE 1:250

0 2

10

20m

SECTION A-A

SCALE 1:250

0 1

5

10m

C

C

C

C

C

L4

L3

L2

PREP

Area: 76.9sqm

PREP

Area: 70.9sqm

YEAR 2

L1

Area: 76.9sqm

OUTDOOR PLAY

YEAR 1

Area: 70.9sqm

YEAR 1

YEAR 2

Area: 75.3sqm

Area: 75.3sqm

STAFF LOUNGE GF

PREP

Area: 75.0sqm STORE

B

B

B

B

OFFICE

B

WC

WC

WC

STORE

OFFICE

B

INDOOR PLAY

B

OUTDOOR PLAY

B1

OFFICE

STORE

B

B

C

C

C

INDOOR PLAY

C

OFFICE

C

RECEPTION

B

PREP

Area: 75.3sqm

OUTDOOR PLAY

OUTDOOR PLAY

PREP

Area: 76.9sqm

PREP

Area: 70.9sqm

YEAR 2

Area: 76.9sqm

OUTDOOR PLAY

WC

YEAR 1

Area: 70.9sqm

YEAR 2

YEAR 1

Area: 75.0sqm

RECEPTION

OFFICE

B

B

INDOOR PLAY B

OFFICE

B

B

OFFICE

INDOOR PLAY

STORE WC

YEAR 1

YEAR 2

NURSE

WC

STORE

WC

OFFICE

INDOOR PLAY

B

OUTDOOR PLAY

WC

GYM/MAIN HALL

WC

WC

WC

WC

B

OUTDOOR PLAY

YEAR 2

Area: 75.0sqm

YEAR 1

Area: 75.0sqm

OFFICES

WC

WC

B

Area: 75.3sqm

Area: 76.9sqm

Area: 70.9sqm

WC

B

PREP OUTDOOR PLAY

WC

INDOOR PLAY

Area: 76.9sqm

Area: 70.9sqm

WC

WC

WC

GYM/MAIN HALL Area: 735.9sqm

YEAR 1

YEAR 2

NURSE

Area: 735.9sqm

YEAR 2

PREP STORE

B

OFFICES

Area: 75.3sqm

STAFF LOUNGE

Area: 75.0sqm

WC

YEAR 1

Area: 75.3sqm

Area: 75.0sqm

WC

WC

WC

WC

WC

WC

CANTEEN A

A

A

A

A

A KITCHEN

A

A MUSIC ROOM

Area: 96.9sqm

Area: 135.8sqm

ART ROOM

A

A LIBRARY & LAB Area: 192.6sqm

Area: 132.1sqm

CANTEEN

GF PLAN

L1 PLAN

ART ROOM

A LIBRARY & LAB Area: 192.6sqm

L2 PLAN

L3 PLAN

SCALE 1:250

0 1

5

10m

+31.00

+27.50

+24.00

+20.50

+17.00

+13.50

+10.00

+6.50

+1.50

SECTION B-B

SCALE 1:250

0 1

5

10m

SECTION C-C

SCALE 1:250

35

0 1

5

10m

C

A

Area: 132.1sqm

C

A Area: 135.8sqm

C

C

C

B1 PLAN

A MUSIC ROOM

Area: 96.9sqm

C

A KITCHEN

C

A

C

A

C

A

C

A

A

Studio 01 VERTICALISING Studio CDE

WEEK SIX

PERSPECTIVE

CONCEPTUAL COLLAGE

SOUTH HARBOUR PRIMARY SCHOOL

36

PERSPECTIVE

Language Room

PERSPECTIVE 1

Toilets Offices/Nurse/Staff Lounge L5

Prep Home Prep Play Year 1 Home Year 2 Home Yr1 & 2 Play

R

Year 3 Home

L4

Year 4 Home Yr 3 & 4 Play Year 5 Home

L7

Year 6 Home Yr5 & 6 Play Outdoor Play

MALVERN ROAD

Gym C

Kitchen Art Room

L6

PERSPECTIVE 2

Music Room Library/IT Language Room

L3

Toilets Offices/Nurse/Staff Lounge L5 B

B

L2 B

A

A

C

LITTLE CHAPEL STREET

L4

L3

PERSPECTIVE 3

A

L1 L2

SITE PLAN

SCALE 1:500

0

1

5

L1

CIRCULATION WINTER SUN DIAGRAM

SUMMER SUN DIAGRAM

GF

Prep Home Prep Play Year 1 Home Year 2 Home

CIRCULATION

Yr1 & 2 Play

GF

R

Year 3 Home Year 4 Home

SUMMER SUN DIAGRAM

Yr 3 & 4 Play

Prep Home Prep Play

Year 5 Home

Year 1 Home

Yr1 & 2 Play

Yr5 & 6 Play

R

Year 3 Home

Outdoor Play

Year 4 Home Yr 3 & 4 Play Year 5 Home

Gym

L7

Yr5 & 6 Play Outdoor Play

Art Room

B1 L6

Music Room SCALE 1:500 0

5

10

25m

SCALE 1:500 0

5

10

25m

SCALE 1:500 0

5

10

25m

SCALE 1:500 0

5

10

25m

Library/IT

L5

L5

EXTERNAL MOVEMENT

Language Room

Offices/Nurse/Staff Lounge

Offices/Nurse/Staff Lounge

Not-to-Scale

Library/IT

Toilets

Language Room Toilets

PROGRAM DISTRIBUTION

L6

Music Room

Kitchen Art Room

B1

Kitchen

Year 6 Home

Gym

L7

Year 6 Home

Year 2 Home

PROGRAM ISOMETRIC

L4

SCALE 1:250

PROGRAM DISTRIBUTION 0 2

10

20m

SECTION A-A

SC

PROGRAM ISOMETR

37 L4

L3

WEEK SIX

PERSPECTIVE 3

CIRCULATION WINTER SUN DIAGRAM

SUMMER SUN DIAGRAM

Prep Home

Prep

Year 1 Hom

Year 2 Hom

Yr1 &

Year 3 Hom

Year 4 Hom

Yr 3 &

Year 5 Hom

Year 6 Hom

Yr5 &

Outdoor Pl Gym Kitchen Art Room

Music Room SCALE 1:500 0

5

10

25m

SCALE 1:500 0

5

10

25m

Library/IT

Language Toilets

Offices/Nu

Not-to-Scale

EXTERNAL MOVEMENT

PROGRAM DISTRIBUTION

38

Prep Home

Prep Home

Prep Play

Prep Play

Year 1 Home

Year 1 Home

Year 2 Home

Year 2 Home

Yr1 & 2 Play

Yr1 & 2 Play

Year 3 Home

Year 3 Home

Year 4 Home

Year 4 Home

Yr 3 & 4 Play

R

L7

L7

L6

L6

L5

L5

L4

L4

L3

L3

L2

L2

L1

L1

Yr 3 & 4 Play

Year 5 Home

Year 5 Home

Year 6 Home

Year 6 Home

Yr5 & 6 Play

PERSPECTIVE 1

R

Yr5 & 6 Play

Outdoor Play

Outdoor Play

Gym

Gym

Kitchen

Kitchen

Art Room

Art Room

Music Room

Music Room

Library/IT

Library/IT

Language Room

Language Room

Toilets

Toilets

PERSPECTIVE 1

Offices/Nurse/Staff Lounge Offices/Nurse/Staff Lounge

EPTUAL COLLAGE

PERSPECTIVE 2

PERSPECTIVE 2

BOUR PRIMARY SCHOOL JJW Arkitekter

PERSPECTIVE 3

PERSPECTIVE 3

39

C

C

C

WEEK SIX

PREP

Area: 76.9sqm

PREP

Area: 70.9

STAFF LOUNGE PREP

Area: 75.0 STORE

RECEPTION

OFFICE

B

B

B

INDOOR PLAY B

OFFICE

B

OFFICE

STORE WC

WC

WC

STORE

OFFICE

PREP

Area: 75.

OUTDOOR PLAY

WC

OFFICES

NURSE

WC

WC

GYM/MAIN HALL Area: 735.9sqm

WC

CAN A

A

A

A

A KITCHEN

B1 PLAN

GF PLAN

40

C

C

C

Area: 96.9sqm

L1 PLAN

C

C

9sqm

YEAR 2

Area: 76.9sqm

OUTDOOR PLAY

YEAR 1

Area: 70.9sqm

YEAR 1

YEAR 2

Area: 75.3sqm

Area: 75.3sqm

B

INDOOR PLAY

B

OUTDOOR PLAY

B

C

C

0sqm

B

B

.3sqm

OUTDOOR PLAY

YEAR 2

Area: 75.0sqm

YEAR 1

STAFF LOUNGE

Area: 75.0sqm

STORE

RECEPTION

OFFICE

B

B

OFFICE OFFICE

INDOOR PLAY

STORE WC

YEAR 1

YEAR 2

B

WC

WC

STORE

OFFICE

OUTDOOR PLAY

WC

Area: 76.9sqm

Area: 70.9sqm

WC

WC

WC

WC

WC

WC

GYM/MAIN HALL Area: 735.9sqm

A

A

A

NTEEN A

A LIBRARY & LAB

ART ROOM

Area: 192.6sqm

Area: 132.1sqm

C

Area: 135.8sqm

C

A MUSIC ROOM

C

A

C

A

L2 PLAN

L3 PLAN

SCALE 1:250

0 1

5

10m

+31.00

+27.50

+24.00

41 +20.50

+17.00

PREP STORE WC

WC

WC

STORE

OFFICE

Area:

OUTDOOR PLAY

WC

WEEK SIX

OFFICES

NURSE

WC

WC

GYM/MAIN HALL Area: 735.9sqm

WC

C A

A

A

A

A KITCHEN

C

C

Area: 96.9sqm

B1 PLAN

SECTION B-B

GF PLAN

SCALE 1:250

42

0 1

L1 PLAN

5

10m

SECTION C-C

P

: 75.3sqm

OUTDOOR PLAY

YEAR 2

Area: 75.0sqm

YEAR 1

STAFF LOUNGE

Area: 75.0sqm

STORE

RECEPTION

OFFICE

B

B

OFFICE

STORE WC

YEAR 1

WC

STORE

WC

OFFICE

WC

WC

WC

WC

A

A

A

A

A LIBRARY & LAB

C

A ART ROOM

C

A

Area: 192.6sqm

C

Area: 132.1sqm

C

C

A

GYM/MAIN HALL Area: 735.9sqm

CANTEEN

Area: 135.8sqm

A

WC

WC

WC

MUSIC ROOM

B

OUTDOOR PLAY

Area: 76.9sqm

Area: 70.9sqm

A

B

OFFICE

INDOOR PLAY

YEAR 2

B

L2 PLAN

L3 PLAN

SCALE 1:250

0 1

5

10m

+31.00

+27.50

+24.00

+20.50

+17.00

+13.50

+10.00

+6.50

+1.50

SCALE 1:250

43

0 1

5

10m

WEEK SIX

44

I wanted to create a school that is like a series of communities within each other inspired by the educational theory of instructional scaffolding. This works on the basis that the child’s area of potential development is wider when supported by a more knowledgeable individual. Each child has a home base from which their community then grows.

This could have been better expressed as a diagram.

My brief should have also been included, as least as text to show clearly what was being included in the school FEEDBACK: Consider interconnected play across levels - e.g. ladders, climbers Refinement/resolvement of angles & corners Resolve internal space: indoor play, mixed use communal learning space Potentially have arrangement of years vertically, as opposed to cross-diagonal Check stair dimensions Show context in plans: building cut Show people in plan

45

WEEK SEVEN

Explored aspects of play and possible features to have within the space as designed play elements.

I wanted the internal space to be flexible enough that when needed it could additionally be used as a learning space.

FEEDBACK: Consider having open space that is not filled, allow children the space to run.

46

Explored possible vertical play elements, aiming to create ‘mid’-levels that was for the kids specifically, integrating many elements of climbing. E.g. the space being high enough for a child to stand, but an adult would have to duck slightly.

47

WEEK EIGHT

Focused largely on figuring out the vertical play aspect in 3D space through a 1:100 model. Built a number of elements that were moved around to create different potential arrangements, but wasn’t finding any of them effective.

FEEDBACK: Consider instead of having the netting across, having it as a ramp/slope up to create that flow of movement between the floors.

48

49

WEEK EIGHT

I pulled back the scale of the model, to be able to model the entire floor, though modeling the play elements at this scale was particularly challenging. I also experimented with the materials, to see what could work best for the final model.

50

51

WEEK NINE

+0.00

+6.50

+10.00

+1.50

+1.50 +13.50

-3.50

-3.50

+6.50

+13.50

+10.00

+17.00

-3.50

-3.50

+10.00

+6.50

+13.50

+32.00

+25.00 +17.00 +13.50

+25.00 +21.50

+28.50

+21.50

+13.50 +28.50 +17.00

+13.50

+17.00 +21.50

+25.00

+28.50

To think about the structural system, I chose to overlay all my plans in different colours to see if there were large points of intersection that could be a point of support.

FEEDBACK: Consider a grander access points for the higher levels as opposed to only the lifts and the stairwell - especially at peak times Trial a grid system to determine the locations of columns.

52

+17.00

53

WEEK NINE

I wanted to think about colour, because I feel that colour is fun and it would bring that sense of joy and fun that a primary school should embody. I wanted the floors to be colour-coded, for easy distinction of the different years and groups.

I was also thinking the ramp could be a mixture of netting, steps, and colours glass, which would shine coloured patterns onto the floor below the ramp. This ramp feature defining the area that is ‘kid-only’.

54

For the facade, I wanted to bring a rainbow aspect to it, however I didn’t want it to be overbearing which was challenging.

I’m undecided with the direction I want to go, but am leaning towards having coloured floor plates being evident on the exterior, expressing the internal floor finish to the outside.

55

WEEK TEN

1750.00

6999.69

6999.30

8000.00

8213.34

8000.00

+0.00

+10.00

+6.50

11273.55

+1.50

+1.50

7696.20

7000.00

+13.50

+13.50

+6.50

-3.50

6281.79

9770.43

+10.00

-3.50 6000.00

+10.00

+13.50

9738.52

+6.50

5000.98

5590.28

6042.79

6000.39

Development of the structural grid, with three separate grid systems, that all share the left-most column of columns in line with the lift cores.

56

+25.00

+17.00

+28.50

+25.00 +21.50

+21.50

+28.50

+17.00

+17.00 +25.00

+21.50

+28.50

FEEDBACK: Make sure the different floor plates are easy to read in plan Hide columns in the walls where possible, or move them/walls as to not have awkward gaps between the two that becomes dead space.

57

WEEK TEN

Again testing materials and model-making. I wanted the classrooms to have a clearview through them, from the internal window/door to the external window. Creating a visual connection east-west through the learning levels.

58

59

WEEK ELEVEN

Predominately exploring layout and finish quality. A perspective, section and plan were tested with graphics and colours to determine the style I wanted to aim for. The plans in full colour feel over bearing, and the layout leaves awkward empty space to the right, if I keep the sections aligned along the base of the panel.

60

61

WEEK TWELVE

A revised layout, with the plans in two rows and diagrams to the right. The hero shot test felt overbearing with the style I wanted the plans and sections, with the colours feeling jarring.

62

I explored a few different options in terms of the coloured ‘stripes’. Having the railing as coloured glass, having the railing as a solid feature with no visibility through, and having the columns coloured as well.

FEEDBACK: Look into Sauerbruch Hutton for some precedents with colour

63

WEEK THIRTEEN

Claude Bernard Office Building by Sauerbruch Hutton https://www.sauerbruchhutton.de/en/ project/cbp

The Claude Bernard office building by Sauerbruch Hutton influenced the direction I wanted to go with the facade. I found the weaving pattern to be very interesting and creates a sense of connection through the weave.

64

I tested a number of different colour palettes and weaving patterns using elevations of my design. Deciding that the pattern would only be prevalent on the west facade, with the columns coloured in rows. The floor plates of the floors are still coloured according the year levels, however they are grouped in four. E.g. Year 1 & 2 are mixed across Level 3 & 4 and those floors are coded yellow.

65

66

THE FINAL

67

THE FINAL

68

69

THE FINAL

70

71

THE FINAL

72

73

THE FINAL

74

75

THE FINAL

76

77

THE FINAL

78

79

THE FINAL

80

81

THE FINAL

East Face

East Face

82

Top-Down

West Face

83

THE FINAL

East Face

Street View

84

Top-Down

Street View

85

86

THE REFLECTION

There are things I had wanted to do that I didn’t get around to, which is disappointing, however given the circumstances, some of it could not be helped.

With the final project, while I think a lot of the base is largely resolved, I think the refinement is still lacking in many areas and I didn’t truly resolve my material finishes to the level I would have liked. These moments have all be learning points as to where I put the most energy.

The final model is something I would have liked to have done more for, but due to a lack of care when laser cutting, followed by the lockdown and time, it didn’t quite go as far as I would have liked. I had wanted some surrounding buildings and to add the facade finish to the model.

This studio has taught me to design more from the user standpoint, where the user is one with completely different needs than my own. I’ve learnt about structure and how to consider and accommodate those elements.

I’ve also learnt a lot about physical modeling, especially to problem solve and to generate ideas, as well as more practically to work more efficiently with hand-modelling. I’ve also learnt more about my preferred graphic style and that it’s still changing. Getting to do something slightly different with style and building type from previous work has been a fun challenge.

87