STUDIO FIRE JOURNAL
TRINH PHAM 784173
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TABLE OF CONTENTS WEEK 1&2: PRECEDENT STUDY WEEK 3: SITE ANALYSIS WEEK 4: INITIAL CONCEPT DEVELOPMENT WEEK 5: FUTURE PLAND & DESIGN DEVELOPMENT WEEK 6: MID-SEMESTER PRESENTATION WEEK7: BUILDING FORM AND FACADE WEEK 8&9: CONCEPT DEVELOPMENT WEEK 10: INTERIM PRESENTATION WEEK 11 &12: STRUCTURAL & DETAIL DESIGN WEEK 14: FINAL PRESENTATION & REFLECTION
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WEEK 1&2 - PRECEDENT STUDY
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ØRESTAD COLLEGE COPENHAGEN, DENMARK Size: 12 000 m2 Completed 2007
Brink Kontorhotel Signalhuset Kollegiet Residence
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Hypermarket/ Shopping mall
Ørestad College
Ørestad Bibliotek Public Library
Residential Area
INTERCONNECTED - VERTICALLY AND HORIZONTALLY 5
I’m quite interested in 3XN firm especially in the way they used very informative diagrams to explain complex concepts. The design concept for Orestad College was evolved around the idea of rotating and overlaying bomerang shapes to create different atrium void within the building. The interior space appear to be very open and transparent as opposed to the industrial, dense environment of the surrounding context. This creates an interactive learning environment on a limited piece of land. Also the idea of stair not only as transportation but also as a social space inspired my decision to have wider central stairs that encourage socialization and knowledge.
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WEEK 3 - SITE ANALYSIS
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FEATURE
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FLOW
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FORM
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FUNCTION
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REFLECTION Week’s 3 site analysis exercise gave me a more insightful understanding of the site, at both macro and micro scale. In previous design studios, I underestimated the important of site analysis and only used it for sun/shadow study or wind study. However, it came to my realization that the social aspects of the site are much more complicated and are the crucial elements in design consideration. Issues such as fenestration of adjacent hospital as well as future development of the city has immediate impact on the design itself. Metro station which is being built would expected to bring more people into the area and the series of new apartment in Docklands area would mean the UHS school zone would be expanded to accomodate the influx of new residents. Also interviewing with current UHS students brought many issues that directly affect their study life into discussion. Therefore, at the very beginning of my design, I decided to specified the problems on site that I want my design to respond to and used them as the base to refer to in further design development.
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WEEK 4 - CONCEPT DEVELOPMENT
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This week’s exercise was to create series of colages to display my very initial design concept. I was interested in game based learning theory and how it could help improve the learning quality of school environmen. In the current educational system, students are still passively receiving the inormation without actively challenge it. Therefore, my initial idea was to create an interactive environment that encourage students to learn by doing. After series of research, I came up with the concept of school without hierarchy. Basically, by creating a game-like environment, students start school at the same levels and through completing quests they gain experience points to move onto next levels. Classrooms formats are dissolved and turns into “knowledge station” where students acquire their knowledge to complete the quest. Students are no longer forced to take the same curriculum, but given a freedom to choose the paths they want to take. In order to gain experience points, they have to actively seek information from teachers at the knowledge stations. Since they are actively seek the knowledge, they will understand and remember it more thoroughly than the learn-by-heart method.
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REFLECTION After the pin-up in studio, there were certain things I should take into consideration. Most of the comments were about how these spaces are connected and transform from one space to another. Also, the idea of school without hierarchy should be carefully re-examined because I basically proposed a new pedagogy and thorough research is required in order for the pedagogy to work. Also, the program brief is based on current educational system, in which my concept doesn not fit. If I want this concept to work, I need to aruge a totally different brief. Within the scope of three months, it is highly impossible to fully tackle the problem and develop a well-resolved design. Therefore, I tried to re-directed it into the concept of playfulness or active learning through obersvation and interaction. The playful elements are now lied in the given brief and how the spaces are connected to one another to stimulate sense of curiosity and excitement.
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WEEK 5-FUTURE PLAN AND FURTHER DESIGN DEVELOPMENT
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ROYAL MELBOURNE HOSPITAL EXTENSION
VICTORIAN HOUSE POSSIBLE EXTENSIONS
SITE
5 YEARS
OPEN GREEN SPACE
10 YEARS
OPEN GREEN SPACE
15 YEARS
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POPULATION
5 YEARS
10 YEARS
15 YEARS
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TRANSPORTATION
STUDENT HOUSING
TIMBER
STEEL CLADDING
ALUCOBOND CLADDING
ELM TREES
5 YEARS
10 YEARS
15 YEARS
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3XN “Architecture can get people talking together. Architecture can calm children in the classroom. Architecture can make passive people more active. Architecture can shape corporate culture. Architecture can encourage people to find new paths, discover new aspects of their city - and of themselves� - Kim Herforth Nielsen-
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3XN is an architectural firm in Stockholm, Denmark found by Kim Herforth Nielsen in 1986. The firm’s design philosophy has been centralized around human behaviour and how architectural design and beahaviour can mutually affect each other. Their work is based on the Scandinavian tradition of functionality and aesthetics, seeking synergy between architecture and people. 3XN’s aim is ot create space that encourages social engagement and interaction in communal activities together with reflection upon our behaviour patterns as individuals on a global scale.
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TANGEN POLYTECHNIC Kristiansand, Norway 19.500m2
LEARNING BEHAVIOUR Tangen Polytechnic houses different vocational traning under a common roof, thus the it is important to accomodate a multidisciplinary atmosphere with mutual inspiration and respect for one another.
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“The teacher doesn’t have to constantly prepare for and anticipate every meeting with students in the building. The building itself does some of the work. It changes the approach to learning; it changes the role of the teacher and his/her behaviour and personality�
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BLUE PLANET Copenhagen, Denmark 9.700m2
“We thirst after new experience, yet time after time we still seem to choose the same old paths. What makes people choose new paths?” “Architecture can invite and inspire new behavioural patterns and create a basis for each of us to make our own choices. Architecture can arouse our curiosity and invite us to look for the alternative route”
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GROGNON Namur, Belgium 8000m2
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“Instead of thinking about how a space should be, focus should be on creating a spatial experience that makes people conscious of themselves, conscious of their presence in the space, and to understand the conditions and relations that inform this experience.�
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LECTURE ON NEW UNIMELB STUDENT PRECINCT AND THE 2018 VICTORIAN ARCHITECTURE AWARDS PRESENTATION AT MSD Attending these two events offered me a better understanding of designing a pedagogical environment as well as how to deliver ideas within five minutes of presentation. Each project looked at different educational issues and had distinctive design response. However, what I learnt from this was their project always started from trying to tackle or respond to a particular issue on site and they constantly refer to the site condition in refinding their design. As the result, these projects well responded to the site, the clients and the local users.
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Architecture of Playfulness
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How can architecture encourage playfulness and “game” environment”?
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ENGLISH FOR FUN CENTER. MADRID BY RICA STUDIO “The goal was to create a space in the spirit of the adventure playgrounds where the play-objects, not toys, only develop their full potential in the interaction with the kids,” said the architects. “The answer was to propose a tinker tray, where all the objects involved in the play and learning process could be stored, the work produced exhibited, and where the kids could also feel that they are part of it,” Miguel de Guzmán
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THE SPACE IN-BETWEEN, IDENTITY AND IMMIGRATION - DO HO SUH “I see life as a passageway, with no fixed beginning or destination,” said Suh. “We tend to focus on the destination all the time and forget about the in-between spaces.” “To move through these delicately precise, weightless impressions is to experience a distinct emotional register, a sense of being in flux, crossing boundaries and moving between psychological states,”
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SOYOO JOYFUL GROWTH CENTER CROSSBOUNDARIES The existing building was originally financial office building. The challenge was to repurpose the building at the same time design an international standard children environment. The team added a “subway system” of brightly coloured tubes through the structure, opening up new routes where children can safely negotiate the space. “The five coloured tubes are cut through the building at different angles, breaking up the regimented floor plates. The tubes jut from the facade to form bay windows” “Similar to a subway system, these tubes intersect and lead children to different parts of the building,” said the studio. “A child begins in a colour tube, allowing its interest to guide it through various fields of knowledge and explore their interconnections.”
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UPSIDE DOWN HOUSE - AL-MAC Alma-nac’s Upside Down House is a creative rethinking of the tradition slide. The design is intended as a playful abstraction of the houses in the area – encouraging children to look at their surroundings in a new way. “It draws on the formal language of Green Park Village and borrows architectural motifs from that context. The distortion and reorientation of these elements brings a sense of surreal playfulness to the suburban village landscape,”
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(W)EGO - MRDV (W)ego is a concept for accommodation that can adapt to the different needs of any future inhabitants – whether they be families, students or refugees. It forms part of an exploration into how cities will develop in the future, in the face of issues such as climate change, declining resources and rapid population growth. The designers describe (W)ego as a hotel, where guests have to confront and negotiate the dream spaces of other occupants.
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Camille Walala “Walala has set out to create a temple to wonder in which visitors can unleash their inner child and lose themselves in colour and pattern,” said the gallery. With walls of different heights, passageways of different widths, enclosed spaces and curved and zigzag paths, the installation foregrounds the idea of human scale, giving visitors both a lasting visual impression and an extraordinary physical experience as they pass through it.” “The layout of the installation playfully mirrors the shape of the building and its components are positioned in response to the mapping of the building and the peninsula around it,” said the gallery. Visitors will be challenged to find these new inconsistencies, as a game of “spot the difference”.
REFLECTION
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I like the idea of unleashing one’s inner child experience by creating a maze using wide range of colourful patterns in different geometric shapes and mirrors. Such method challenges visitors to constantly be aware of their consciousness and question their environment. We often take our surround environment for granted and often miss out the trivial yet importance changes. In this particular art installation, we have to continously use different innate senses in order to navigate the exits.
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EXPERIENTIAL STUDY - STORY BOARD
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Realizing that I have been focusing more on the interior experience well as having many different little ideas, I tried to tie them together by drawing narrative of a student’s life at the school. Eventually, these fragmented ideas started to come together smoothly, thus dictating the form finding of my design.
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The block exercise in which we built up the site at 1:200 scale helped us to understand the site in terms of spatial planning and the relation between the buildings on site. It also helped us to learn the sun and shadow of the building on site.
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MASSING-FORM FINDING FIRST ATTEMPT
Tracing of existing building footprints
Lifting mass to allow circulation through site
Reducing mass to allow more open space
Cutting into mass to maximize sunlight penetration and open courtyard
Connecting with exisitIng building
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The first attempt was based on tracing the footprints of adjecent building and collide them at different angles. Problem with this massing: - Big building footprint spreading across the site. not much open space is left - The sport stadium is located right at the corner of Royal Parade and Story Street without setback, possibly create unpleasure experience walking in this area - Massive cantilivered bridge (label pink) might have structural problem and generate dead zones that students do not really use. - Travel distance from the existing building to the new facilities is 80m which is fairly far. It is not very ideal for students having to constantly from one side to another during the day.
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MASSING-FORM FINDING CONT.
Three departments placed in linear order to satisfy the intent in which General learning area is connected to existing VCE building while the sport stadium is near Royal Parade for easy public access
Rotating geometry to maximize sunlight penetration into GLA anh Renaissance center
Introducing play cyclinder (red) as connector between the department
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I decided to break each department into smaller geometry to allow more flexible arrangement and more alternatives.
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Referred back to the experiential storyboard and tried create the form that accomodate that experience
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WEEK 6-MID SEMESTER PRESENTATION AND FEEDBACK
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SENSE
LOGIC
IDENTITY
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STUDIO FIRE INTERIM PR TRINH P GYM AND AEROBIC SPACE
ART GALLERY LIBRARY
SENSE
GENERAL AREA SMALL COURTYARD
NEYBALL COURT
LOGIC
CLASSROOMS
TAKE A BRAKE
CLASSROOMS
CLASSROOMS
Have you ever wondered why a chair is a chair and a table is a table? One of the reason that we are restricted in imagining the space is that we have been taught to related a space to its function and we rarely question the knowledge. It’s time to take a “brake” and re-examine the world surrounding us.
IDENTITY LIBRARY LOBBY
“PAYL IS THE BGENNING OF KONWLDEGE” - GEOGRGE DORSEY
PROJECT ROOMS
PLAY CENTER PATH OF PLAY (IDENTITY, LOGIC) (SENSE) General learning area Renaissance
GARDEN OF PLAY (IDENTITY)
Renaissance Center (private)
GENERAL SPORT SPORT
(PRIVATE)
THE PLAYS SPORT DEPARTMENT (public) SPORT DEPARTMENT (private) RENAISSANCE CENTER (public) RENAISSANCE CENTER (private)
BRIEF PROGRAMS LAYOUT CONSIDERING FUNCTION FLOWS, CIRCULATION IN TERMS OF FLEXIBLE AND INTERCONNECTED SPACE
“THE PLAYS” (SENSE, LOGIC, IDENTITY) ADDED AND WRAPS AROUND CONNECTING FUNCTIONS
FORMS ROTATED RESPONSED TO SUN PATH & OPEN COURTYARDS FORMED FROM SUBTRACTING
OPEN THRESHOLD TO ALLOW INTERCONNECTING CIRCULATION AND ALLOW INDOOR PLAY
GENERAL LEARNING AREA
Prevailing winter breeze Winter sun path and shadow
Summer sun path and shadow
Prevailing summer breeze
● The shadow always covers the East, West and South. Normally, there is no shadow from North so if we build a multistory building on our site, it won’t affect the residential houses on north. Instead, it will have big effects on the sunlight for lower stories of hospital, if the building is too close to the hospital. ● To keep some big openings on North and South for site planning and building design may create better ventilation and get more daylight to reduce energy consuming.
SCALE 1:1000@A0
CLASSROOMS
GENERAL AREA
The sun path and wind analysis can impact our design decisions through several aspects
SITE 68 PLAN
OUTDOOR COURTARD
COMMON ROOM
COMPUTER ROOM
STAFF AREA
BICYCLE AREA
RESENTATION PHAM 784173
MID-SEMESTER PRESENTATION REFLECTION There are number of issues I need to address from the mid-semester presentation: 1. The three play concept ( Sense, logic, identity) proposed needs to be more refined, especially on how they interact with each other and specifically affect the learning environment. 2. At the moment, there seem to be a segregation between the programs and the “play” zones. The play zone and corridor simply wrap around the departments and connecting them without really affect the acitivities happening inside. The challenge is to corporate “play” elements into the existing brief rather than introducing a separate brief. 3. The amphitheater outside takes too much much space and look imposing on site. It was suggested that I should scale the theater down and pay more attention to landscaping. 4. Consideration should be taken for the space underneath GLA because it might not receive enough sunlight and become unused zone rather than an active social zone as suggested. 5. Currently there is a lack in playfulness in elevation. It would be interesting if I could applied it to the elevation as well. 69
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WEEK 7- FACADE STUDY
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PARKING STRUCTURE ART FACADE ROB LEY STUDIO (United States)
With the interest in transforming the Eskenazi Hospital parking structure into binary synthetic terrain, Rob Ley Studio designed a dynamic facade system that offer visual experience for by-passers from different vantage points using 7000 angled metal panels painted yellow on one side and black on another side. This provides a transition in experience as we walk across the parking. From the initial concept of active camouflage, through vigorous process of computation study and generation of image manipulation, the team finally turned a boring ordinary car parking facade into interactive piece of art of the city, enhancing the social engagement between people and their surrounding context. This particular project is interesting in the notion of transforming an “unappreaciated infrastructural typology� into an interactive art piece that enhances the beauty of its city but also the social engagement between people.
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PIXEL
STUDIO 505 (Melbourne, Australia) The aim for Pixel as an Development Office is to provide 6 Star Greenstar Carbon Neutral home, enhancing Grocon’s Greenstar Credentials and cost effective building with complex self-sustainable water treatment and utilization system. What I’m espectially interested in is the combined facade system of perimeter planters for immediate personal greenery, fixed shading louvers, double glazed window walls and solar panel shading to maximise daylight, shade, views and glare control. These panels are supported by the spandrels which offer shaidng and grey water treatment and creating a vibrant and unique identity.
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BUND FINANCE CENTER
FOSTER + PARTNERS (Shanghai, China)
The Bund Finance Center is a new mixed-use department considered as a connecting point between the old town and the new financial district. It consists of boutique hotel, cultural center and wide range of luxury retail spaces, office. The facade is comprised of 675 individual magnesium alloy ‘tassels’(Chinese bridal headrdress) ranging from 2-16 meters arranged on a moving veil along three tracks. As the track starts moving at different direction, the layers of tassels gradually reveal viewing flatforms in the building, establishing visual connection with the public. The facade also responds to the weather condition throughout the day. The moving facade creates a perfect backdrop for the theather of city life.
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DIOR MIAMI
BARBARITOBANCEL ARCHITECTS (Miami, United States) Through large curved movements of white concrete, clear figures of the ‘plissée’ take shape, between which the spaces of the boutique slide in. The nobility of the smooth and delicate surfaces is given by a contemporary material made of ultra high-density concrete and by marble powder.
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TRANSPARENT BASKET FACADE Hyunje Joo(Seoul, South Korea)
Hyunje Jo intended to reinterpret the possibility for the boundary of the wall using new materials. A flexible architectural element rather than a fixed element, this wall consists of 1,500 structural semi-transparent baskets. The project, a surface made up of 1,500 semi-transparent plastic baskets, diffuses the light and the silhouettes, while offering the ability to be reused with different configurations in different places.
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BUILDING ENTRANCE
Abedian School of Architecture - CRAB Studio
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STRUCTURAL SECTION DETAIL
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WEEK 8&9 - CONCEPT DEVELOPMENT
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What challenged me at this point was how appropriate to have a “play” environment within a highschool context because most of my research was about play in kindergarten and pre-school level, not many was on high school to adult period. Also, from personal experience, at different ages we play differently. Therefore, merely creating a “playground” and innocently assuming that it would work for high school students is not sufficient enough I found this period of my design process most frustrating as I tried to solidify the concept, but even through many iterations, the outcomes were not as good as what I wanted. Some of the methods I used was merging different zones together or wrapping one around another. But none of which work because it did not address characteristic of a learning environment.
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However, as Sarah always tell me to look back at my concept diagrams to remember what I am aiming for, I eventually came up with the idea of breaking up the given department in the briefs and regroup them into my introduced zones. At the same time, rather than trying to to find a play that is appropriate, I re-examine each function in the brief and find the playful elements within them, whether through method of metaphoring or abstraction of forms. I then started producing series of concept diagrams to solidify each zone’s concept.
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FORM FINDING Based on the concept diagrams earlier, I re-considered the building form. The idea of arranging book stacks around an atrium to create a habitable environment became the central of my building. From there other programs spread out according to each department’s characteristic. Adhering to “the sphere in the box” principle, in which different basic geometric forms colliding together would generate a conflicts in forms that challenge users’ sense of perception, I used mainly circle, square, sphere and hemisphere in the formation of the building. Having a cylinder on a rectangular plate would generate an interesting conversation between who constrasting geometry.
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WEEK 10 - INTERIM PRESENTATION
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pick-up/drop off point
“One of the reason that we are restricted in imagining the space is that we have been taught to related a space to its function and we rarely question the knowledge.”
Drive through
TAKE A BRAKE
bike area
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SITE PLAN
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SCALE 1:1000@A0 1
SENSE
“PALY IS THE BGENNING OF KONWLDEGE”
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- GEOGRGE DORSEY
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SPHERE IN THE BOX 3 10
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GROUND FLOOR PLAN SCALE 1:250@A0
1. NETBALL COURT 2. BIKE AREA 3. CHANGING ROOM AND LOCKER ROOM FOR HOME TEAM AND AWAY TEAM 4. STORAGE 5. CAFE 6. LUNCH AREA 7. WAITING AREA 8. MANAGER OFFICE 9. PARENT MEETING ROOM 10. TOILETS 11. LIBRARY ATRIUM 12. INTERNAL GARDEN 13. THEATER
“UPSIDE DOWN”
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“THE WORLD BEYOND”
THROUGH TO EXISTING BUILDING
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LOGIC
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FIRST FLOOR PLAN
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SCALE 1:250@A0
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14. GYM/AEROBIC 15. STAFF ROOMS AND MEETING ROOMS 16. PROJECT ROOMS 17. COMPUTER ROOMS 18. SERVER ROOMS 19. CHECK IN/OUT AREA ( LIBRARY) 20. SELF CHECK-IN/OUT/ BOOK REQUEST 21. STUDY SPACE 22. STUDY POD (QUIET STUDY) 23. BOOK STACK
“ILLUSIVE SWIMMING POOL”
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“FORMAL VS INFORMAL”
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SUN SHADING SYSTEM ON WEST FACING WALLS
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IDENTITY
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INTERNAL ACOUSTIC PLASTERBOARD WALL
STUDY PODS PLUGGED INTO THE MAIN STRUCTURE
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SECOND FLOOR PLAN SCALE 1:250@A0 “IMAGINATIVE POD” 25
24. SENIOR COMMON ROOM 25. VCE CLASSROOMS 26. INDIVIDUAL STUDY AREA 27. LIBRARY STAFF ROOMS 28. GLA STAFF ROOMS 29. OUTDOOR COURTYARD CONNECTED WITH EXISTING DECK 30. LUNCH AREA
“THE TRANSFORMER”
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LOGIC ( RENAISSANCE)
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IDENTITY (GENERAL LEARNING AREA)
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THIRD FLOOR PLAN SCALE 1:250@A0
88 SECTION AA SCALE 1:250@A0
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REFLECTION Moving forward from Interim presentation, the interior detailing and experience need to be taken into great consideration in order to reflect the concepts that I have been developing. Also, at the moment the landscaping work is fairly weak as the building simply sits on the ground plane and there is a disconnection between inside and outside environment. Therefore, it was suggested by other tutor during cross-polination that I should translate the geometric language of my building into the landscape design, helping it sit more harmoniously within the site. Another issue was contrasting geometric I was aiming for is not clear enough as it seems like the forms are merging into each other rather than speaking their own language. Therefore, I decided to change the stair in the atrium from rectilinear into spiral stairs at some floor, which enhance my concept of surprise and unpredictation. I also tried moving the classrooms into the central atrium ( as seen in the photo) but there were too many technical and circulation issues with such placement, so the idea got abolished.
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WEEK 11,12&13 - DETAILING AND REFINEMENT
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MAIN ENTRANCE AND GLASS FINS STRUCTURE
Van Gogh Museum entrance has the largest glass structure in Netherlands which uses glass fins ( mullions and beams) cladded with double glass, forming a transparent glazing structure that could goes up to more than 12 meters. I applied the glass fins system from Van Gogh Museum into the entrance glass box structure of my design. However, instead of having purely transparent glass, I chose slightly reflective glass materials in order to provoke curiosity from the outside, inviting people to explore the environment beyond the glass box. The glass fins are then connected to a series of steel columns which were tied back to the main structure.
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THE POD FACADE With an initially reintepretation of brick walls of surrounding heritage buildings, the school’s facade with series of pod is a playful abtraction of those brickwalls, imagining the scenario where those blocks are magnified to the scale that could accomodate activities inside. The idea was further pushed by the parasitic structure in New York by Farmlab. In response to the increasing population problem, the team came up with the idea of installing 3D printed pod supported by aluminium shells on the building walls around NYC. Each hexagon units can accomodate one person with all the essential equipments for living. The variety in extrusion offer interesting visual effect at street level. Applying that to my project, I want to create a “3D facade” that not only acts as an envelop but also allow socialization as well as visual connection between inside and outside to take place.
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TIMBER FACADE One of the feedback from Interim was that I need to pay more attention to landscaping, trying to translating geometric lanuage from my building into the ground. Thus, I wanted to design a facade that grows from the roof and slowly flows into the ground, becoming a playground for students. As suggested by Sarah, I looked into Martha Schwartz’s landscaping work and found this interesting project in which the ground plane constantly transforms between garden beds and seatings with mixture of materials. Therefore, having strips of timber running along the facade acting as shading as well as aesthetic features gave the bold characteristic to the facade of the school. Also, where the strips meet the ground become social space and playground.
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WEEK 14 - FINAL PRESENTATION
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I defintely wished if only I had a bit more time, I could get more things resolved. However, it came to my realization after this project that I would not stop design even in the documentation phrase. While drawing a column and beam connection I could come up new ideas for my ceiling design or seeing an installation on the way home also made me want to add new elements to my design.
FINAL REFLECTION From the final presentation, there are feedback that I took on for furture improvement such as consideration for future scenario of school development as well as how sustainable the concept of “play” in an educational environment and how can my design facilitate the growth of population or changing social/political situations. I am aware of number of issues in my design that have not been fully resolved yet such as provding privacy for strudents in some areas, structural consideration for floating stairs or ventilation challenge with big atrium space. MSD atrium is one of the example for this ventilation issue in which the space remains quite cold throughout the year even during summer. Also, there are spaces on ground flooor that I did not really take into consideration that could eventually turned out to be dead zones. 106
Previously I only start preparing layout and documenting after finalizing the design and that caused me big trouble in the mid-semester and interim presentation because I did not have enough time to create graphically aesthetic panels that could fully deliver my concept. Therefore, in the last phrase, I decided to document while I design. Even though I might have to go back and change some of the graphic contents but in the end I have control over what I want to show and what would best deliver my narrative. Reflecting upon the past three month of studio Fire, I am surprised myself at how much I could push myself and be able to present a proper design at the end. There were days of extreme frustration because I could not come up with solutions to the problems and felt like I was stuck at that point for a long time. However, thanks to the enormous support from my tutor, Sarah Song and my friends that I was able to move forward.
I did not understand the importance of exchanging ideas to one another in order to come up with better concept until this studio. Through countless time trying to explain my concept to my friends, from those are also doing architecture to those are doing psychology or music, I have learnt to solidify my concept and simplify it into terms that a five year old kids should be able to understand. Never have I felt being supported even by a random person sitting in Fablab that I started talking with about my design. Overall, like Robert Polglase said in his studio’s final presentation, “what we have done here is just the beginning of a project”, what I have done in this studio is not the end and that the knowledge I acquired over the past three months should be taken further into future projects. I thoroughly enjoyed the time in Studio stream III and excited for what comes next!
THANK YOU :)
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