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CURATING
2012-2014
THOMAS YAP WEI LEONG
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contents
ethos
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interest
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selected works
27-109
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ethos
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the grand palace. bangkok, thailand.
interests photography • thailand • cambodia • bali • hongkong • macau •
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chinatown, yaowarat. bangkok, thailand.
bangkok national museum. bangkok, thailand.
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karen village. chiang mai, thailand.
old city. chiang mai, thailand.
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hotel de la paix. cha-am hua hin, thailand.
hotel de la paix. cha-am hua hin, thailand.
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angkor wat. siem reap, cambodia.
‘psah chas’ (old market). siem reap, cambodia.
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ubud. bali, indonesia.
gua gajah. bali, indonesia.
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high rise. hongkong.
central riverfront. hongkong.
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ruins of st.paul. macau.
ornament. macau.
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curating: works 2012-2014
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27
CRAFTING INSTALLATION
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Conceptual Installation 01 The model was to re-create a scene between a person trapped and the trapper within courtyard.
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Modelled after the Tontine Courtyard nearby the Tolbooth, the main ground plane can be flipped to create the two contrasting scenes within the box.
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1 main ground plane composed of two leaves of board 2 first leaf ground pavements 3 second leaf courtyard walls 4 installation camourflaged as a box 5 the trapped the trapped can only move around the courtyard, with deep darkness in the sky and windows 6 the trapper every window becomes the trapper’s eyes, watching the helpless trapped 31
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Conceptual Installation 02 Continuing from the installtion 01, the idea was developed to illustrate the project’s proposals in a few courtyards & back lanes in Glasgow. Each black box contains the similar external walls. One side is open to enable an aerial view into the proposal, and a small viewing hole was cut into the box. The tiny viewport is meant to portray an outsider’s visual into the courtyard or lane, while the aerial view reveals the hidden proposal in the site. The boxes are fixed to the main body (made from OSB boards) on a spindle to enable the viewer to rotate the box to switch between the aerial view & tiny viewport.
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1 main body composed of OSB boards 2 black boxes fixed spindles consist only of screws & nut 3 installation assembled 4 installation with total of 6 sites, each site comes with an instruction manual to construct the hidden proposal 4
5 tiny viewport outsiders often visually perceive back lanes 33 & courtyards as derelict, dangerous & dirty
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v FENN Young Designer’s Award (FYDA) 2013 was a competition to design a library of the future. The brief was focusing on conceptual proposals than practical ones, of how we perceived the evolution of a library in the future. LIBRARY Generally defined as a collection; archive of informative material made accessible to a community for references. This re-imagined library is designed with consideration of the senses in-built in us; young or old. The ability to feel and experience the journey of a book’s content, made to seem as reality; boost through interactive environment for knowledge while complimenting the constant advancement of technology. HEXAGONAL Comprises of two angled vertical walls; two horizontal slabs as ceiling & floor. Structurally of hexagonal geometry. Architecturally inspired by the honeycomb. The planes require minimal surface area, prompting the efficiency of material usage to create a volume of latticed cells. Hence, this facilitates the continuous expansion of the library. RETOLD Focused on one book each, live narration and participation enhances one’s memories and senses. Succinctly, it is building an environment to reinforce the productivity of learning and passing of knowledge.
1 library in its built form 2
2 concept
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BANTALA ECO-RETREAT
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Phase I This phase includes the main buildings, most of the infrastructures and services amenities. However, as mentioned earlier, the main issue arising from the land titles complication, Phase I had to be modified to suit the original masterplan that was submitted and accepted by the client. The client’s intention is to maximize land to sell through the villas and creating the lake as the major feature of the landscape. Zoning The community mall is placed at the front of the project facing the busy highway between Kolkata city and Basanti. The mall as a commercial area is most advantageous to be at the front for advertizing and marketing. The community mall includes retail, food & beverage as well as a motel. 3
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The spa, resort & villas are located away from the bustling highway and mall in rich green landscape for peace and tranquility. The spa itself is located on an island, separated from the villas for privacy and zen.There are playgrounds and parks located around the villas.
1 phase I overlay on original masterplan 2 phase I 3 original masterplan 4 sketch of zoning strategy of revised phase I 5 entrance to the spa, resort & villas
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Architectural design The idea was to use materials inspired from the wetlands and locally sourced materials for sustainability. Simplistic and monolithic architectural form of the main buildings (the mall, spa & resort) becomes part of the holistic concept of the entire project; the wellbeing of the guest. The main materials proposed is a combination of stone, bamboo, wood, and glass to create a blend of luxury and locality. Natural stone is largely found locally all across India with different varieties of granites and stones. Additionally, grand palaces of India are built mainly in stones.
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Although bamboo is another abundant material to be found in Kolkata and very sustainable due to its fast growth, it is often overlooked as a potential material because it is mainly used as scaffoldings, structure for poorer houses and temporary structures. As found locally, the bamboos used are often untreated and deteriorates almost immediately. Therefore, a bamboo specialist based in Thailand was approached to educate and train the workers in India to properly cultivate and treat the bamboos to be used in the project.
1 East Kolkata wetlands 2 local bamboo - fresh 3 local bamboo - aged & untreated 4 natural stone. kolkata, india
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Community mall The mall is designed to be a public space; open to a central courtyard shaded by tensile roofing, naturally ventilated and clad with stone tiles that mimic terracotta tiles for it is mainly used as a primary material in local architecture. The courtyard will be used for weekend organic market and partial for retail/ fashion bazaar.
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1 front elevation view of the community mall from Basanti highway 2 the open courtyard 3 initial elevation design. an pedestrian entrance from the highway was taken away to decrease possible congestion 43
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Resort & Spa Both are conceived as a spine that connects along the lake across the site. Guests are received at the reception and crosses over to the island where the spa is located and opposite the resort. Bamboo pavilions greets guests at main reception points and along the lakefront. The bamboo are designed as panels of overlapping vertical and horizontal bamboo. At night, the pavilions become warm beacons when light sieves through the golden bamboo panels. 2
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1 lakefront view of the spa & resort in the foreground 2 resort & spa reception 3 resort with a lakefront pre-function area 4 pools & cabanas
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1-b
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Villa These are to be marketed as second homes, a retreat for exhausted diligent working community in the city. The villas are sold to the buyers but will be under the resort’s management. Each villa has its own private pool with an internal courtyard. 2-a
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Two optional architectural styles were provided as part of the contract. Thus, the client has chosen style 1 to be brought to construction stage. Altogether there are three sizes of villa: 840sqm, 640sqm, & 400sqm. The varying sizes of villas create a flexibility for buyers according to their desired open space ratio with the land plots.
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1 architectural style 1 a-840sqm, front b-840sqm, back c-640sqm, front d-640sqm, back e-400sqm, front f-400sqm, back 2 architectural style 2 a-840sqm, front b-840sqm, back c-640sqm, front d-640sqm, back e-400sqm, front f-400sqm, back
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Construction & Detail Design Drawings After the presentation in India and upon agreement from the client, the project proceed to the construction stage without tender drawings required because the clients will be using their own contractor. All buildings and landscape in Phase I were included in the construction drawing package and coordinated with the engineers based in India (structural, M.E., P.H.E., fire emergency specialist, I.G.B.C.). The drawings were also produced referring to the local building regulations in Kolkata, India and International Building Codes. The I.G.B.C. engineers are always involved in discussion for the design and drawings to keep track on the project’s pursuit for Platinum ratings of Indian Green Building Council (IGBC).
1 bamboo pavilion plan & elevation 2
2 bamboo pavilion section
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Overall Masterplan, post-Phase I With the Phase I construction and detail design stage completed, the project proceed to update and revise a new masterplan to suit. The masterplan was also revised with ratio of 30% open green space and 70% private & public built spaces.
1 overall masterplan 52acres 2
2 original masterplan overlay with Phase I site survey
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Coordination with digital artist & modelmaker Following the completion of the finalized overall masterplan, the client requested an aerial perspective of the project for marketing (billboard advertizing) and a scale model of the entire project (1:200). Involved in marking up & feedback of the accuracy & quality of the perspective and scale model. The outsourced artist & modelmaker is based in China and shipped out the model to India via air freight.
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1 aerial perspective masterplan 2 scale model 1:200 3 scale model villas & reception 3
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4 scale model primary access
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ST. STEPHEN’S INTERNATIONAL BANGKOK
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Brief: Research & Analysis The school currently offers the UK curriculum as its teaching core. However, the proposal requires to cater for International Baccalaureate (IB) programme due to the increasing demand by parents in Bangkok. Therefore, a thorough study and analysis into IB’s teaching philosophy and facilities requirement was necessary to improve and finalize the brief. IB In conclusion, the IB programme becomes more intense at Diploma Programme (equivalent to UK’s Sith Form) where the students can pick any subjects they intend to without adhering to any specific field (e.g. science or arts) as long as they fulfill their credits requirement. Similar to a university, students learn to be more independent and more discussion & working areas are required than traditional classrooms. Regulations & Codes There are two separate regulations that required attention. Firstly, the Bangkok Metropolitan Administration (BMA) which determines the building & land regulations. Secondly, the Ministry of Education of Thailand has its own set of regulations specific for schools. Therefore, these two different rules need to be studied and compiled to ensure both are followed carefully as required. Sports Competitions & leagues are crucial and forms one of the main parts in international schools in Bangkok. Thus, the expansion aims to cater to host most of the sports and become one of main participants in the games. 5 1 analysis teaching areas requirement in reference to IB programme 2 analysis local regulations and building codes 3 analysis sports competition according to league 4 brief area calculation 5 analysis sports facilities in reference to site
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Conceptual & Schematic Design Two options were provided for the schematic design: Spine & Elevated. Both were intended to provide different principles of spaces but still retaining the location of the sports facilities. The football field can only fit at that position in the North-South orientation as a general rule for outdoor playing field. Same goes for the swimming pool located beside the field along with changing areas. Spine The main circulation of the school along a spine revolving a central courtyard. The courtyard serves as a garden of knowledge with the library located at the end of the courtyard; with lush trees & pond full of fishes. The circulation of students were divided into two: secondary on the first floor with primary & kindergarten on the ground floor.
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Elevated By lifting most of the main buildings up, a covered space is created beneath each building that becomes a social & gathering point for students. Students move along a main circulation route into their schools respectively. Elevating the buildings also opens the view towards the sports field located behind the school. A garden still becomes the centre of the campus.
1 spine axono & section 2 elevated axono & section 3 spine ground floor plan, schematic 4 elevated ground floor plan, schematic
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Knowledge Learning should not be limited to only books or delivered by the teacher at the front of the classroom. Feeding students with knowledge that might not be useful to their future career is inefficient. Perhaps that is the reason IB is being implemented increasingly over the years. In IB, students are given coursework to research and present their findings on their own. Central courtyard provides interactive learning with nature. Planted with lush green trees and pond, the courtyard becomes a place of learning and social space as well for the students.
1 central courtyard the garden of knowledge
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2 classroom interactive whiteboards with flexible teaching room layout fitted for laptops
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Optional Sites Consideration After the previous schematic design was presented to the client, it was decided that a larger site is necessary for the new school. The client found two other sites that was larger to accommodate additional facilities. They requested to produce a quick proposal for both sites for feasibility before purchasing the land. Kaset Nawamin The site is located deeper into a sub-urban area with its own access road. Approaching the school campus, the auditorium is designed to be the first visual point arriving to the site. Then, it leads to the other educational blocks panning out with a park in the middle and the library at the end.
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Chaeng Wattana This site was considered more challenging to the first. The land is divided into two by a canal; one proposed to be the grounds of the kindergarten and the other for the remaining part of the school campus. At the other end, it opens up to a highway which requires 12m setback away from the land boundary due to land regulations. The land also shares access with other nearby housing and factories. However, an advantage of the site is the visibility of the school from the highway, to be seen as a potential landmark. Thus, the location of the auditorium was justified, followed by the educational blocks with the sports facilities at the end.
1 Kaset Nawamin aerial 2 Chaeng Wattana aerial 3 Kaset Nawamin masterplan 4 Chaeng Wattana masterplan
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BRIGHTON COLLEGE INTERNATIONAL BANGKOK
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Brief: The Continuation The area schedule and requirement was developed from St. Stephen’s and combined with Brighton College’s given brief. The brief was a thorough analysis in reference to design and requirement to each specific space of the school campus.
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1 appendix excerpt of area calculation of senior school 2 appendix excerpt of area calculation for sports facilities 67
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Site With total of 17 acres or 44 rai (a Thai measurement of area), the site is currently vacant but has a road that runs through in the middle. As it had been used by the neighbours for more than a decade, the client is obliged legally to provide another access road to them. Bordered by canals at the north and west of the site, specific land regulations require a 6m setback that cannot be used as a main vehicular access or car parking except for landscaping purposes. The proposed access road replacement also requires another 12m setback but can be used for roads, car parking or landscaping. Currently the only acces into the site is via an existing concrete bridge built by the government. A roundabout is proposed to control the flow of traffic into the site and the replacement access road.
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1 site panorama 2 site setback & access
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Spatial & Function Study The team was tasked to research and study the relationship between each main functions in the school campus. The analysis is presented through adjacency diagrams. Involved in studying the students daily schedule and relationship of the pastoral concept in Brighton College. The pastoral life is the key to Brighton’s success in educating and bringing their students together. A House system is the centre of the pastoral concept, where the house room becomes the students’ identity and helps build character. Brighton insisted the student lockers must be located in the house rooms although there will be an issue with travelling distances to the lockers. Usually lockers are located along corridors to cut down walking distances. However, due to the importance of the house room system, the students congregate at the houses during breaks to access their lockers.
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1 circulation route prep school comparison between locating the lockers in the corridors with houserooms 2 circulation route senior school comparison between locating the lockers in the corridors with houserooms 3 adjacency diagram part study of the Hub 4 adjacency diagram indoor sports & sports field sizes to 71 be provided
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Architectural Form & Language There should be a hierarchy through architecture between each schools; from pre-prep school to the senior school. This is crucial for the students to feel the progress of their education. It is the journey to their future. Beginning from the pre-prep to the senior school, the forms develop from monolithic to a more complex arrangement. Nature forms an important basic of learning and also goes through an evolution of space: from playgrounds & gardens to courtyards. Pre-prep The building is protective of its inhabitants. Open covered spaces on ground level protects the young children from the sun and rain. Prep Larger covered play areas beneath the building enable students to interact more with their peers. Essential to their growth at this stage. Senior Students are more matured and independent. A certain order begins to form through organizations and clubs.
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Fun There should be a sense of play in every school regardless of their age. The only difference is the evolution of fun according to age.
1 massing 2 architectural language 3 evolution of fun
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1 site setback from canals, private roads & boundary
2 car parking taking advantage of the required 12m setback
3 drop-off & pick up potential locations for the transport hub
4 sports field location study inefficient land usage because it divides the campus into half
5 sports field location study most efficient usage of land and planning
6 other sports facilities located in proximity to the field
7 sports hall & canteen changing facilities for both sports hall & field
8 main circulation the axis connects the campus with the sports hall & canteen as the centre
Zoning Proposal 1 Planning of the school campus with focus on the best efficiency of land usage & functions.
9 auditorium location study 1-becomes a visual point approaching to site 2-blocks connectivity to the field
10 senior school due to the IB curriculum, the seniors mostly use the auditorium/ workshops, library & sports facilities
11 prep school prep students easy access to the library & sports facilities
12 pre-prep school for security & different approach of younger education, it is independent with its own facilities
13 zoning sketch overall functions in the campus
14 zoning area footprint of functions
15 zoning incorporating courtyards, gardens & visual vista
16 ventilation segregated blocks allow wind flow in between
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A
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1 functions most main functions remain the same from the previous proposal
2 two drop-off & pick-up points A- for auditorium, the Hub & senior school B- for pre-prep & sports facilites
3 service route the maintainence & supply route is provided to access from behind each building
4 emergency vehicular access the emergency route is provided all around the campus with width of 6m. only to be used for emergencies
Zoning Proposal 2 Developing from the first masterplan planning & zoning, the layouts had changed slightly to incorporate the House system and new concept of the Learning Resource Centre (LRC)
5 green campus & visual vistas auditorium serves as a first visual point with two main open green spaces surrounding the main blocks
6 main circulation a linear flow to connect all the functions together
7 concept the main circulation is proposed as the LRC, with different zones of learning according to topic
9 House System the house rooms are incorporated as part of the LRC; when the house rooms are not used, it serves as part of the LRC as a reading & discussion space for all students 77
a learning spine The LRC is dvided into 5 different areas, all located appropriate to the learning of the schools 1 science advanced learning for senior students 2 health science close to dining hall & sports hall 3 humanities transition of knowledge 4 biodiversity flora & fauna 5 nature base of knowledge & early learning
Concept Students will always be travelling through the LRC to connect to each functions. Therefore, the learning resource centre & library no longer becomes a specific building or area for students to go, instead it becomes part of a student’s life. The LRC is not only a place to read but becomes working spaces, discussion areas, open lecture spaces, & social venue.
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The different zones of learning is categorized according to main topics and located appropriate to the school. Nevertheless, every student can access each zone regardless of their age. The zones will be able to provide learning devices and references appropriate to their age. Some zones are connected to gardens to enrich the learning process.
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1 concept the LRC spine 2 LRC with the House Rooms the house rooms are incorporated as part of the LRC; when the house rooms are not used, it serves as part of the LRC as a reading & discussion 79 space for all students
section LRC & House room at Prep School
section LRC & House room at Senior School
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“In all things of nature there is something of the marvelous.� Aristotle
planter box
book shelves interactive digital touch screen
interactive learning Learning by fast digital references, Advanced knowledge from books, And planting the seed with your own hands.
nature Base of knowledge & early learning
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Fishes splashing in the water, ducks dipping in the pond. Here children learn naturally about the flora & fauna.
LRC - biodiversity garden Flora & fauna
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“The calling of the humanities is to make us truly human in the best sense of the word.� J. Irwin Miller
LRC - humanities Lecture hall & public speaking transition of knowledge
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“The arts, sciences, humanities, physical education, languages and maths all have equal and central contributions to make to a student’s education.” Ken Robinson
LRC - science open hall Advanced learning for senior students
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“Discussion is an exchange of knowledge; argument an exchange of ignorance.” Robert Quillen
LRC - discussion areas Spread along the learning spine for students
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6. a typical house room the discussion areas create an indirect separation between the LRC & house room 1 mezzanine additional space for house rooms 2 social area informal furniture, e.g. bean bags 3 discussion space glass panel 4 mezzanine portal shared access 5 nature base of knowledge & early learning 6 LRC reading area & book shelves
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senior house rooms
prep house rooms
House Room For a better space efficiency on the usage of the house rooms, they are located within their own school, and within close reach of the LRC and the dining hall. The house masters will take the register every morning and all of the students’ lockers are located in the house rooms. Apart from that, the house rooms become part of the LRC, serving as a reading, dicussion & social area.
house rooms location Situated at seniors & prep schools, the house rooms is part of the LRC
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discussion area The glass panels creates an informal discussion space while dividing the space between the house room & the LRC
mezzanine portal The portal unites all the top mezzanine floors of the houses, every student are to share equal facilities
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Senior: Open gathering area / study area / exhibition space ‌.
Prep: The naturally ventilated plaza serving multiple functions
open plaza By elevating the entire block one storey up, the plaza allows the breeze to flow through and providing areas for students & school events
Passive environmental strategy The building forms are articulated to allow air flow through by creating an open plaza at first floor of the schools. Due to law & codes regulations, the kindergarten is already restricted to two-storeys maximum height. The space also provides a cool shaded area for the students & activities. Maximizing green areas by increasing building height and decreasing footprint. This decreases the amount of heat gain by hard surface especially in the tropical climate.
strategy South winds flowing through building blocks
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section across sports hall & prep school
section across senior school
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open plaza, senior school The open plaza allows the air to flow through the building blocks and creating a cooling sheltered seating area within each school (senior & prep). It also serves as a multipurpose area for events in the school throughout the entire year. (charity carnivals, performance, gathering, etc.)
open plaza, prep school With the orientation of the building blocks and natural ventilation, the playground at the Prep school is sheltered by the shadow providing a cooling appropriate environment for the playground.
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ground floor
first floor
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second floor
third floor
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fourth floor
fourth floor optional proposal for an additional block of classes for prep school
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aerial Architectural massing 1
aerial Architectural massing 2 with optional additional block for prep school
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aerial client chose option 1 (without additional block)
aerial kindergarten, transport hub & sports facilities
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perspective Front lawn upon arrival
perspective, enlarged Front lawn upon arrival
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perspective corridor, second floor
perspective corridor, upper floors
Architectural design Spatial, lighting & material study into the conceptual proposal.
perspective open plaza, first floor
elevation architectural language study
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