DABE BArch-MEng Architecture (ARB-RIBA Part 1) YEARBOOK 2021 - Year 2 by UoN - Department of Architecture and Built Environment

UNIVERSITY OF NOTTINGHAM DABE BArch/MEng Architecture (ARB / RIBA Part 1) YEAR 2 YEARBOOK 2021

YEARBOOK ORGANISERS

COVER ARTWORK

Chris Bennett Caty Goulbourn Jenni Wilson

Matt Urry

2ND YEAR UNIT REPRESENTATIVES

Emma Stone Sarah Nolan Sam Casermore Paul Knight Leah George Evie Hall Lucy Bryant Lillia Jamelynec Rose Beresford Eleanor Crunden Joanna Holland Georgia Adlam Joel Gallery Jasmine MacLeod Jack Winstanley Adriana Dvorakova Alex Adams

3RD YEAR UNIT REPRESENTATIVES

Amelia Maddox Ellie Lodder Sophie Shaw Raissa Machado Josephine Hamill Tom Birch Christopher Baker Joanna Holland Georgia Adlam Joel Gallery Grace Thomas Aura-Gabriela Tache Jo Rees

CONTENTS YEAR 2/3 VERTICAL UNITS

INDIVIDUAL PROJECTS UNIT 1A - FORGOTTEN PLACES UNIT 1B - THE JANUS CONDITION UNIT 1C - COLLABORATIVE CONVERSATIONS UNIT 2 - DESIGN AND BUILD UNIT 3A - IN BETWEEN SPACES UNIT 3B - HATCH TERRITORIES UNIT 4A - TOPOGRAPHIC ARCHITECTURE UNIT 4B - GHOST STORIES UNIT 4C - TOPOGRAPHIC ARCHITECTURE UNIT 5A - HOPEWORLD ‘21 UNIT 5B - NURTURING THE CITY UNIT 5C - ADAPT/ADEPT

06 20 32 46 56 68 82 96 106 116 130 138

YEAR 2 / 3 VERTICAL UNITS

UNIT 1A - FORGOTTEN PLACES

UNIT 1B - THE JANUS CONDITION

UNIT 1C - COLLABORATIVE CONVERSATIONS

UNIT 2 - DESIGN AND BUILD

UNIT 3A - IN BETWEEN SPACES

UNIT 3B - HATCH TERRITORIES

UNIT 4A - TOPOGRAPHIC ARCHITECTURE

UNIT 4B - GHOST STORIES

UNIT 4C - TOPOGRAPHIC ARCHITECTURE

UNIT 5A - HOPEWORLD ‘21

UNIT 5B - NURTURING THE CITY

UNIT 5C - ADAPT/ADEPT

UNIT LEADS

ASSISTANT TUTORS

Alisdair Russell Jim Hutcheson Florian Wiedmann Peter Russell Mike Hawkins Ros Diamond Farida Makki Amanda Harmer Matt Strong Mani Lall Margaret Mulcahy David Short Alison Davies Adam Swain-Fossey Nils Jaegar Mark Alston

Andrew Cross Stuart Buckenham Alex Lipinski Ben Okrafo-Smart Steve Riley Neli Vassileva Rosica Pachilova Aleksandar Stojakovic Rebecca Van Beeck Alex Afrehse Elena Balzarini Bob Braun Negin Ghorbani Katherine Hegab Michael Reade Sam Critchlow Charlie Simpson Smara Ghinita Clement Laurencio Matt Poon Richard Woods Dan Greenway Alistair Guthrie Joeseph Augustin Liz Bromley Sam Diston

U1A

FORGOTTEN PLACES Unit Lead: Alisdair Russell Assistant Tutors: Andrew Cross, Stuart Buckenham

YEAR 3

Claudia Adams Simran Dehal Charly Earnshaw Jess Ellis Natasha Fenton George Gunn Jess Hayes Bethany Jones Alice Kimpton

Mark Kovacs-Biro Amelia Maddox Tony Pireva Ayris Saner Jess Sheppard Freya Wiltshire

YEAR 2

Neslihan Akkaya Caitlin Boeshart-Thomas Daphne Cheung Elina Christodoulou Hope Cooney Isabel Gelder Jullia Joson Adrian Hoi Lai Sarah Nolan Catrin Roberts

Emma Stone Nicole Tam Vincent Chung Wong

FORGOTTEN PLACES Traditional retail has been in steady decline as studied in the unit over the last two years with Derby and Margate; our High Streets and key retail destinations have been becoming gradually more dysfunctional. This year, we worked in Nottingham, studying Nottingham`s Southern Gateway and the area around the failed Broadmarsh Centre. We looked at mechanisms to keep the younger population in the city, to allow them to flourish and prosper in terms of sustainable development and the creation of environments to work, rest and play and indeed the creation of a vibrant and holistic community. When considering our Urban repair strategies, we considered place, function and mixture of uses; this was not a site than could be repaired through a single building intervention, it concerned the conversations between buildings and spaces and it was equally concerned with the buildings we removed and the landscapes, axes and urban interventions and catalysts we created.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

NESLIHAN AKKAYA neslihanakkaya99@gmail.com

THE ADVANCED TECHNOLOGY COLLEGE The intended design integrates advanced technology with the construction college utilising industrial robots and drones. The concept of using technology in the college evolved from automated stands of robots in cafe space. The college includes a small public market for visitors to experience robots while ordering their drinks. Visitors can observe the robots and drones from the courtyard area, exhibition room and performance hall. The structure is made from a timber frame with curtain walls. A winter garden and glass structured bridge connects the two buildings together.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

CAITLIN BOESHART-THOMAS laycb7@nottingham.ac.uk

THE NOTTINGHAM CRAFT GUILD This project was designed to bring traditional crafting back into a more prominent position in the modern day world and to provide an opportunity for both modern and traditional crafts to collaborate on innovative design. This design provides for those experienced in craft and those learning; with classes, materials, space and machinery available. The site consists of a re-use centre for donated/recycled goods, a collaborative hub for experienced craftsmen, a teaching hub for those learning (project focus) and a media and photography centre. 9

YEAR 2 UNIT 1A - FORGOTTEN PLACES

ELINA CHRISTODOULOU @perfectionofdetails

FASHION & UP-CYCLING COLLEGE The project is a sustainable fashion college, focusing on high-end fashion and haute couture pieces using up-cycled, old fabrics. The design uses the site’s existing structures for 2/3 buildings, while upcycled stone is used for cladding and the floor for the main building, following the college’s design ethics. The site consists of three buildings; the donation and fabric processing building located on the south of the site, the main teaching building with shops/atelier spaces in the middle of the site, and the studios building on the north of the site, which includes the design spaces and dark rooms for photography of the finished products.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

DAPHNE CHEUNG @thejauntfordaph

NOTTINGHAM FRUIT & FASHION SCHOOL The concept for this project involves the up-cycling of fabrics and incorporating fruit dyes to educate students about sustainable design and encourage changes to the current fashion industry. The key conceptual idea for the Garden Building is that the whole building becomes a spectacle, with the interactive roof lights, the constant shifting of clothings within the conveyor displayed along the street, and the garden steps to grow fruits for experimentation of colours, the building breaks traditional teaching system and creates a new genre for fashion education. 11

YEAR 2 UNIT 1A - FORGOTTEN PLACES

ISABEL GELDER layig2@nottingham.ac.uk

TOUR DE UPCYCLE A project focused on upcycling through the recycling and reuse of broken, unusable & unwanted bikes. It is a community and educational project that relies on public donations of bikes and bike parts to educate students into the process of production and designing of new bikes to be sold to the public. Elevated bridges connect all the circular drum buildings of the ‘Upcycle’ through a legible, flowing and transparent route, facilitating transportation of bike parts to the workshops, studios and galleries. Macro and micro views: from circular gardens to bridge connections mean that elements of the process are always visible. 12

YEAR 2 UNIT 1A - FORGOTTEN PLACES

HOI LONG LAI layhll@nottingham.ac.uk, @lhl.archi

MYCELIUM RESEARCH CENTRE The intention behind the design is to draw together a production line, tourist attraction with a construction college. The building not only vitalise the tourist industry of Nottingham but also educate public the importance of sustainable construction. A public centre area captures the view of the mycelium manufacturing process which acts as an exhibition that engage and educate the public visitors. The underground space connects with the Nottingham cave which celebrate the cave history of Nottingham. Underground mushroom farming space also utilise the use of the caves and allows visitors to cultivate mushroom.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

SARAH NOLAN @sarah.arch.design

UP-CYCLE FASHION SCHOOL This project involves the adaptive re-use of the existing Nottingham College site. The school acts as the platform to which the donated clothing can be transformed in a manner that educates the students on sustainable fashion design practises. The conceptual ideas of celebration, performance and connectivity have underpinned the key design features of the clothing conveyor display, and the catwalk sky bridge that creates a spinal connection through the site. The assembly line of the clothing becomes part of the spectacle, and the street activity invades the scenic stage space, in order to suggest a more hybrid programmatic structure of performances. 14

YEAR 2 UNIT 1A - FORGOTTEN PLACES

CATRIN HAF ROBERTS laycr3@nottingham.ac.uk, @ca.t.arch

THE NOTTINGHAM CONSTRUCTION COLLEGE The redevelopment of the People’s College Nottingham introduces construction back into the heart of the city, whilst it actively tries to reduce the stigma surrounding construction by opening up the site and exhibiting the activity. It bridges new and old craft through introduction of 3D modular home printing, which relies on modern and traditional trades. A self propelled railway track along Castle Road transports the nine carts carrying the modular units backwards and forwards from North to South where different construction stages are achieved.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

EMMA STONE layes8@nottingham.ac.uk, @arch.emmastone

NOTTINGHAM CRAFT GUILD - REUSE CENTRE Located in Nottingham’s Southern gateway, my project looks at the redevelopment of the Old People’s College site transforming it into the Nottingham Craft guild, bringing back making to the city centre. The focus is the Reuse centre, sat at the South of the site. This is a centre dedicated to ideas of upcycling, constituting a donation centre, workshops and display space. Programme and architecture are tied with the use of a playful coloured door facade. The layered roof reinterpretes the preexisting historic pitched terrace houses, whilst allowing desired lighting. Visual connections between spaces are allowed for through the creation of a central void.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

JING KIU NICOLETTA TAM jingkiutam31@gmail.com

FORGOTTEN PLACES - BROADMARSH Based on the construction college introduced on the People’s College site with Project 3, I’ve proposed a new research centre on the south side of the site. Aiming for investigation and innovation on new sustainable construction materials, the centre offers rooms and laboratories with specialised equipments for different research processes. Further intention is to raise public awareness on the importance of sustainability in construction industry.

YEAR 2 UNIT 1A - FORGOTTEN PLACES

VINCENT WONG WAI CHUNG laywcw@nottingham.ac.uk

NOTTINGHAM CRAFTING CENTRE This project is a reproposal of ‘The people’s College’ in Nottingham. Inspired by the industrial history of Nottingham, I turned it into a crafting centre, aiming to bring studio craft (glass-blowing, forging, wood working, pottery, weaving and paper) to people. It provides a place for some to pursue their careers, or simply to foster interests. The curved roof sitting over the site is the main focus. It creates internal open spaces and a fully connected circulation. Especially, Maid Marian Way and Castle Road is directly connected, which links to the Nottingham Castle. 18

U1B

THE JANUS CONDITION Unit Lead: Jim Hutcheson Assistant Tutors: Alex Lipinski, Ben Okrafo-Smart, Steve Riley

YEAR 3

Simon Adams Eve Bailey Nadia Barakat Kiran Benning Tom Bird Kira Botham Helen Charter Monique Eaton Omar El Hadidi

Sarah Hunter Eloise Lodder Ava Martin Ellis Owen Hardeepak Panesar Tanya Todorova

YEAR 2

Emily Blanche Harry Burrows Samuel Casemore Hannah Dembina William Grose Benjamin Harris Oliver Hutchins Abdul Khan Paul Knight Christopher Langford

Nathalie Wickremeratne Max Worrall Isaac Ugbeikwu

THE JANUS CONDITION Janus is the Roman god of beginnings and transitions. Most commonly represented looking in two directions simultaneously, both to the past and future. He embodies the notion of change – representing a present which enables the transition from what lies behind us, to what lies ahead. Our Unit considers the role of Architecture in these terms. This year has provided the opportunity to study Nottingham in detail, and how we can reconnect the city with its incredible past, whilst creating a future which is vital, vibrant, and relevant to the 21st century. Our study has demonstrated Nottingham’s potential to sustain positive contemporary development, which is beneficial to local communities, its people generally, and its many visitors. This has been a significant endeavour on behalf of the students in relation to our Unit theme of ‘continuity and connectivity’. I believe that the work produced communicates the enthusiasm, inspiration and knowledge students have drawn from their investigations, as well as the incredible sophistication and professionalism of their responses.

YEAR 2 UNIT 1B - THE JANUS CONDITION

EMILY BLANCHE emily.blanche01@gmail.com

BOTANICAL OUTREACH CENTRE The proposed scheme is located in Nottingham city centre, addressing both Market Street and Upper Parliament Street, with the aim of increasing permeability through the city, via new routes through a public green courtyard space. Due to the city having one of highest food poverty levels nationally, the building provides a space to teach the public about domestic gardening and healthy nutritional choices, as well as somewhere for researchers and enthusiasts to study innovative growing methods.

YEAR 2 UNIT 1B - THE JANUS CONDITION

HARRY BURROWS layhb9@nottingham.ac.uk

SUSTAINABLE TRANSPORT INNOVATION CENTRE The proposed scheme for the site adjacent to Angel Row and Mount Street in Nottingham city, provides an environment for students and professionals to learn and research into new sustainable transport options – which runs along Nottingham’s ‘green’ initiative scheme. The circulation of the building brings the user through a central atrium void which acts as an exhibition route that works to link the user through public exhibition/ auditorium spaces upwards to more private research hubs and furthermore to bioengineering labs that relate to workshop spaces. This ‘central’ armature plugs into a large engineering hall for more extensive works – having entry from Maid Marian Way - where a heavy lift grants access too workshop / auditorium spaces, further connecting the working industry and educational areas.

YEAR 2 UNIT 1B - THE JANUS CONDITION

SAM CASEMORE sam.casemore.photos@gmail.com / IG: s.c.arch

ALTERNATIVE FUEL RESEARCH INSTITUTION The aim of this project is to highlight the issue of climate change in particular respect to the fuels we use for our transport. In a city targeting a carbon neutral climate by 2028, this building is to be a statement in support of the issue, providing opportunities for local students to research and learn about alternative energy sources. This is through the use of spaces such as teaching rooms, a library, aswell as both chemical and workshop laboratories. The institution is to have links with large scale transport companies that can recruit young aspiring engineers. The building holds an exhibition space for these companies to showcase their vehicles and future projects. 24

YEAR 2 UNIT 1B - THE JANUS CONDITION

BENJAMIN HARRIS benjyharris@btinternet.com

SUSTAINABLE FASHION INNOVATION CENTRE This building was designed in the City Centre of Nottingham facing on to a major node which connects Long Row and Clumber street. The scheme was designed as part of a masterplan that aimed to reconnect the large site that both a museum and innovation centre sit on back to the city through re-establishing old walking paths in the city and provide more green space and public facilities. The building aimed to encourage the local community to interact with many of the buildings public spaces, whilst providing effective working spaces for researchers to carry out their work.

PRODUCED BY AN AUTODESK STUDENT VERSION

YEAR 2 UNIT 1B - THE JANUS CONDITION

OLIVER HUTCHINS layoh3@nottingham.ac.uk

SUSTAINABLE INFRASTRUCTURE Materials development and construction have been hit hard by the pandemic and people in all sectors have lost jobs. The centre would lead research, which is already underway at the University of Nottingham, as well as retraining those made unemployed to create a development with an almost self-sustaining workforce. The scheme also acknowledges Nottingham’s history by regenerating a historic ‘Gateway’ into the city at Chapel Bar, tying the whole site together and recreating historic layout patterns, including an inner courtyard. 26

YEAR 2 UNIT 1B - THE JANUS CONDITION

ABDUL AHAD KHAN Ig: @ahadkhan35

NCRC (NOTTINGHAM COLLABORATIVE RESEARCH CENTRE) The NCRC is a research hub specializing in engineering sub disciplines with a focus on automotive engineering. The centre allows for university students and their research to come into contact with industry leaders in the engineering field. The concept of “Innovation through Collaboration” was the central driver for the design strategy. A public cross axis leading to a centralised courtyard for public engagement, Strategic glazing to counteract the solar shading from the enclosed site and interconnectivity through varying levels to use the sites natural slope as a design strategy were all major conceptual derivatives that led to this design. 27

YEAR 2 UNIT 1B - THE JANUS CONDITION

PAUL KNIGHT laypk4@nottingham.ac.uk

BIOMEDICAL INNOVATION CENTRE Located on Parliament Street in the urban centre of Nottingham the scheme aimed to be a catalyst for biomedical innovation by providing research, teaching and public outreach facilities. The research block houses collaborative research spaces alongside laboratories, seminar rooms and IT suites whilst the teaching functions are spread over the two blocks including an auditorium and teaching laboratory. The second, mainly public block, includes exhibition spaces and a cafe; it forms an central courtyard animated by the cafe, visible activity of the research spaces, and greenery.

YEAR 2 UNIT 1B - THE JANUS CONDITION

CHRISTOPHER LANGFORD christopher.george.langford@gmail.com

Ground Floor Plan

TECHNOLOGY AND CLIMATE CHANGE CENTRE This innovation centre focuses of the use and development of technology to combat climate change and the global climate crisis. The centre specifically focuses of the use of technologies, such as machine learning, to tackle energy efficiency and the distribution of energy globally. Located in the heart of Nottingham, on an axial route between the two key universities, the building aims to educate the student and public population on climate change. The building houses a number of outreach, resource and learning spaces to engage and educate the public as well as and incite change. 29

YEAR 2 UNIT 1B - THE JANUS CONDITION

NATHALIE WICKREMERATNE @nathaliewicks

FOOD SUSTAINABILITY My project was based on providing spaces to learn about the future of food whilst providing somewhere to farm in an urban environment. The initial inspiration for the design was based on Sneinton food market in Nottingham. The spaces included, an auditorium, exhibition gallery, restaurant, communal kitchens, vertical farming, roof-top gardens and a bar, a library, cafes and a fresh produce shop.

YEAR 2 UNIT 1B - THE JANUS CONDITION

MAX WORRALL laymw9@nottingham.ac.uk

MENTAL HEALTH INNOVATION CENTRE The proposed building, situated by Goose Gate, aims to be a ‘hub’ for mental health in Nottingham, serving the communities with spaces for outreach, education, treatment and to find solutions for the future. The idea of all activities and spaces revolving around a central unifying courtyard allowed for the different uses of the building, both private and public, to sit alongside each other. Voids, and changes in levels separate the intimate treatment and research side from the public side, with purposely designed connections allowing for the cross-fertilisation of ideas throughout. Constant views of green space all-round highlight the link to mental health.

U1C

COLLABORATIVE CONVERSIONS Unit Lead: Florian Wiedmann Assistant Tutors: Neli Vassileva, Rosica Pachilova

YEAR 3

Finley Blake Charlie Brackpool Stephen Bromage Lucy Edmonds Ana Franchini Christopher Gurarslan Keira Hicks Peter Hughes David Lynn

Rebecca O’Brien Sophie Shaw Maria Tulea Ella Thomas Amber Walker Hannah Wolowacz

YEAR 2

Yasaman Amini Najafian Alexander Ballard Georgia Burgin Alina Ebdon Leah George George Gunn Negar Pakgohar Natalia Petrova Ahmad Kakar Richard Mellor

Phoebe Millard Sebastian Robinson Lucy White Yaroslava Tymofiychuk Clarizza Zuniga

COLLABORATIVE CONVERSIONS As many cities worldwide, Nottingham is facing challenges caused by new economic dynamics, lifestyle patterns and environmental concerns. Architects play a visionary and mediating role in reinventing places and thus igniting a new discourse on how future urban communities can be accommodated by taking all dimensions: public health & environment, economic resilience, and socio-cultural concerns, into account. Architects need to be involved in rethinking critical urban sites, such as the Victoria Centre and adjacent surroundings. In this studio stream, collaborative conversions, we explore routes of creating a new mixed-use district via urban design and individual pilot projects to attract and accommodate communities. Thus, this will be linked to the Creative Quarter in the east of Nottingham, and will be specifically focused on emerging industry, having its own identity due to a new collaborative nucleus (market, learning & co-working) and associated co-housing as main pilot projects.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

YASAMAN AMINI NAJAFIAN layya4@exmail.nottingham.ac.uk

THE CATALYST This project is a library and exhibition space placed at the heart of Nottingham Castle Area. The idea behind the glazed facades and wooden double skin structure is for the edifice to look like frames penetrating the external and internal spaces are perceived and seen. Wood is used as a main material to reconnect the building with the immediate surrounding green context of the Nottingham Castle.The form is deliberately kept unsophisticated and the façade is deemed to be the main attraction of the glazed box elevated from the ground and covered by wooden frames.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

ALEX BALLARD layab11@nottingham.ac.uk

THE CATALYST The brief was to design a gallery and library space on a site next to Nottingham Castle. I used the slope of the hill to elevate the building on one side. This creates an interesting entrance where visitors move up into the building from the plaza using a ramp. The building is clad in rusted steel inspired by the weathered castle walls and is lit by a central open space. The interior uses a modular wall system that can be rearranged for different events and purposes.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

GEORGIA BURGIN laygb7@nottingham.ac.uk

THE CATALYST - NOTTINGHAM CASTLE LIBRARY This proposal of a library / learning centre focuses on creating collaborative spaces. It aims to be a catalyst, helping the overall revival of the site below the castle- currently devoided of meaningful social architecture. The re-use of the existing structure of the desolate Nottingham College and creation of a public plaza relinks the castle with the city. Using copper mesh glass panels surrounded by an aluminium clad curtain wall system, the landmark building is striking whilst still respecting the historically sensitive environment. Interior concepts of bridges and split levels are used to emphasise the connection between exhibition, exploration and exchange. 36

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

ALINA EBDON layae8@nottingham.ac.uk

THE CASTLE HILL CATALYST, NOTTINGHAM One of the aims was to regenerate the area, creating a more welcoming space, as well as linking the historic area to the site, giving it the exposure it deserves. On the ground floor is a temporary exhibition space, which in the day could showcase a local art exhibition, but at night this space transforms into a painting evening class or a book club meeting. On the basement level, the ETFE roofed central atrium garden enhances the space’s natural light and creates a warm, bright atmosphere for collaborative learning. There is also a lecture room for conferences and integrated seating for both private and social study.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

LEAH GEORGE laylg7@nottingham.ac.uk

THE CATALYST My building is mostly open plan for the exhibition, library and study spaces; the more technical amenities are to the west side for easy navigation. The simplicity of the floorplan, providing flexibility for the exhibition, is enhanced by the complex roof structure. The curvature of the double layer timber gridshell roof is inspired by Castle Hill due to its organic form complimented by the natural wood material. Since the building is partially underground towards the north, daylight mostly comes from the south facade glazing, which is separated by concrete columns supporting the roof.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

RICHARD MELLOR layrm5@nottingham.ac.uk

THE CATALYST - NOTTINGHAM CASTLE LIBRARY The design of a community library hub in a key historic location provides the necessary connection between new city developments and existing city heritage. A landmark building that creates a sense of place with its recognisable undulating copper roof and welcoming green landscaping. The building is developed as an adaptive reuse of an exiting structure, integrating formal and social spaces for learning, exhibiting and library activities. Embedded within its sensitive context, the use of local red brick is complimented with translucent polycarbonate panelling that softens light in the day and glows by night - enlivening the adjacent plaza. 39

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

PHOEBE MILLARD millarpm02@gmail.com

THE CATALYST Reconnecting the city through the forest experience. This project consists of exploring a new public building which functions as a library, located in the basement and an exhibition space, located on the ground floor. The building uses a curtain wall , steel frame system with the roof containing suspended aluminium unfurls. These distort the intensity and direction of the natural light which enters the building creating the illusion of being in a forest. The system also showcases a large tree-like column in the middle of the structure in the attempt to capture the public’s attention.

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

NATALIA PETROVA @petrova.architecture

CASTLE LIBRARY I tried to incorporate a modern view on the function and internal layout of a library. My aim was to create an internal layout that is flexible and encourages a communal spirit; an experience that blurs the definition of a boundary line and lets the users define the purpose of the space. My vision was to integrate the 3 main purposes of the building - exploration, exchange and exhibition - in a creative way by defining mixed-activity regions. I envisioned an open space that sets the user free and is not presupposed by the general functional definition of a library. With this phenomenological approach my intention was to rediscover “the library” in its essence. 41

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

SEBASTIAN ROBINSON laysr10@nottingham.ac.uk

LIBRARY AND EXHIBITION BUILDING My architectural design sits bellow Nottingham Castle Hill on the current college building site. It has three floors: a ground floor, a mezzanine first floor, and a basement. The stand out design feature is the triangulated copper roof which reflects light at varying amounts throughout the day. This is held up by large structural steel columns which have angled support bracings. This creates the effect of an abstract tree canopy which covers the entirety of the building. The main entrance facade which faces onto the plaza is completely glass allowing large amounts of natural light in while blending the boundary between the interior and exterior. 42

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

YAROSLAVA TYMOFIYCHUK @tymofiychuk.architecture

THE CATALYST The ideas surrounding the exhibition/library proposal stem from the significance & historical importance of the existing site. It is designed to be a landmark in its own right, a bold architectural statement, enriched with an architectural language inspired by Nottingham Castle. The project explores and encourages opposing dialects: a contemplative space with an extroverted ‘market’ feel. An archetype with an emphasis on the fusion between old and new. The timber arches were fundamental in creating a spatial experience driven by ‘visual continuity’: the idea of creating a meaningful connection between viewer, the building & the landscape beyond. 43

YEAR 2 UNIT 1C - COLLABORATIVE CONVERSIONS

LUCY WHITE laylw@nottingham.ac.uk

THE CATALYST My project was focused mainly on the experience of the user and creating a ‘forest’ experience which pedestrians could explore at their leisure. I created a circular building to encourage pedestrians to move through and around the site as well as go inside the building as there was an extreme lack of access through the site initially. My building is for collaborative learning, exhibitions and public speaking, with the overal focus on learning and sharing knowledege. This guided me through the design process to create a calming, welcoming space for everyone to enjoy.

DESIGN AND BUILD STUDIO Unit Lead: Peter Russell, Mike Hawkins Assistant Tutors: Aleksandar Stojakovic, Rebecca Van Beeck, Alex Afrehse

YEAR 2

Shireen Bakry Sara Barbosa Lima Dani Bodegas Martinez Nicola Cameron Shanie Chauhan Holly Downing Jacob Fenwick Amy Fleet Holly Fieldhouse Josh Ghattaora Amit Gosal Jack Guthrie Evie Hall Roberta Hancock Ben Herbert Lauren Hodson Andrew Holloway Matilda Holmes

Ellie Jewson Inshirah Jhumka Elizabeth Keeley Ajay Lancaster Khosla Jasmine Liu Danny Ly Alex Moroni Kate Pace Thomas Parker Charlotte Sawyer Evlin Servis Oliver Sheppard Angelica Sudharson Nikita Verma Cerys Wainwright Amber Woods Oli Wright

Project 3- Construction of outdoor classroom at RISE Learning Centre, Nottingham

DESIGN AND BUILD STUDIO The design+build studio is a social impact studio built on the original practice of learning by building pioneered at Yale University. Our work is curated to develop a critical understanding of the construction process, and to undertake projects that build social responsibility. The studio is organised to foster design thinking, critical thought, and to be grounded in the pragmatic application of knowledge to problem solving. The studio believes in the contribution that design-thinking, and architecture can make to global problems as well as the incremental improvement in everyday life that is possible through good design. We pursue an agenda of service learning, where our own educational journey can produce mutually beneficial outcomes beyond our immediate studio community.

YEAR 2 UNIT 2 - DESIGN AND BUILD

HOLLY FIELDHOUSE layhf5@nottingham.ac.uk

THUSANANG SKILLS EXCHANGE, SOUTH AFRICA This project sees the design of a skills exchange, in which the UoN design+build studio can spend a term of the academic year. Here they will collaborate with locals, designing projects to be built in South Africa. The design consists of a studio space, equipped with a workshop and large meeting spaces, and a residential space for tutors to stay in whilst there. The site will be used by the local community for the rest of the year. This design focusses on creating a sense of community, with all buildings connected by outdoor space, and views focussed out to the surrounding woodland. 48

YEAR 2 UNIT 2 - DESIGN AND BUILD

AMIT GOSAL layag10@nottingham.ac.uk

THE THUSANANG TRUST From an early stage in the design process I made the decision to fill as much of the site of possible by spreading the buildings out, creating a campus-like design. The reason for this was to make the most out of the natural beauty of the site so that the occupants will have the opportunity to explore during their break times and capture amazing views while doing so. To tie these buildings together I used a sheltered pathway, which includes meeting areas along the way, encouraging occupants to socialise. This pathway signifies movement and fluidity through the site as it starts at the road and goes down the decline of the terrain.

YEAR 2 UNIT 2 - DESIGN AND BUILD

EVIE HALL layeh9@nottingham.ac.uk

THE WOMEN’S HOUS, SENEGAL The Women’s house located in Baghere village, Senegal, is a centre to promote gender equality and fight against discrimination. The House consists of a large exhibition space opening out to the central courtyard, with a meeting room and office either side. To the left are classrooms and study pods for the women to learn new skills and opposite is a social hub for gathering in a relaxed environment. This building is angled to create privacy for the residential section, with dorms available for any women seeking a place to stay for themselves and if needed, their families. The buildings are made of CEB covered by a thatch canopy constructed using local techniques. 50

YEAR 2 UNIT 2 - DESIGN AND BUILD

ROBERTA HANCOCK Robertanhancock1@gmail.com

WOMENS HOUSE, SENEGAL The Women’s House in Senegal is a public space for women of the community of Baghere to come together to learn, discuss and transform gender inequality in Senegal. The Women’s House is accompanied by a compound like accomodation area, for permenant residents and any short term female visitors in need. The wall around the accomdation pushes the notion of the Women’s House being a safety hub for women. The design was greatly influenced by the many Mosques in Senegal, vaugely mimicking their design allows the community to inherently recognise the Women’s House as a safe of comfort during hard times. 51

YEAR 2 UNIT 2 - DESIGN AND BUILD

ANDREW HOLLOWAY IG: Hollozavvi

STUDIO RESIDENCE & WORKSHOP-TUSANANG Creating a permanent local residence, workshop and skills exchange in Tusanang SA that promotes a sense of community and togetherness. The project is to be of benefit to the local community in the absence of studio and in a style that is ‘Of the place’.

YEAR 2 UNIT 2 - DESIGN AND BUILD

ELEANOR JEWSON layej2@nottingham.ac.uk

WOMEN’S HOUSE SENEGAL Inspired by the work of Anna Heringer, this build creates a safe space for women and girls to congregate, socialise, and feel safe. Focused around a central amphitheatre space, the collection of round buildings use local materials and construction processes to ensure the women feel at home within the site. The carefully organised openings of the buildings add a sense of privacy, along with the natural barrier of planted trees, and the addition of housing on site provides a safe space for women and girls to stay over night.

YEAR 2 UNIT 2 - DESIGN AND BUILD

AMBER WOODS layaw11@nottingham.ac.uk

THUSANANG SKILLS EXCHANGE With this project, I aimed to create a space that allows skills and knowledge to be exchanged between colleagues, members of the studio, and the public. This space will create opportunities for meeting and discussion to take place, allowing interaction and collaboration. The different layers of privacy is created naturally through the spaces with an increasing level of permeability. Overall, this project aimed to make a difference in the experience of those associated with the studio and also to make the experience of the build projects in South Africa more effective, through creating a personable and comfortable space for both living and learning. 54

U3A

IN BETWEEN SPACE Unit Lead: Ros Diamond Assistant Tutors: Elena Balzarini, Bob Braun

YEAR 3

Jessica Adebisi Tonia Constantinou Vanshika Halan Oluwaseyi Joseph Daniel Kanabahita Felix King Crystal Hei Kwan Nana Kwarteng Raissa Machado

Oliver Skelton Zoe Socratous Elizabeth Stephens Finlay Swain Alastair Walker Amy Wilkinson Phoebe Turner

YEAR 2

Sela Agbemabiese Lucy Bryant Hattie Bunn William Carew Chloe Cross Harry Dodds Dona De Vas Gunasekera Rhys Jamieson Price May Le Mallika Prakash

Le Pu Kanimagal Vinayagamoorthy

IN BETWEEN SPACE This year, Unit 3A’s theme is the in between, in terms of inhabitation and its spaces. We are focusing on interstitial spaces found in cities, looking at how they are generated by the restructuring, redevelopment, and overlaying of layered interventions. These left-over spaces, which are present in many forms, are often hardly noticed, unoccupied or used for ‘back-of-house’ purposes. This appears to be a waste of an important resource, when urban space is at a premium, and cities are being reshaped to support a more sustainable model in which work, housing, and communal facilities are close together. In Year 2 Project 4 and Year 3 Thesis, students continued their research of interstitial spaces, imagining how they might be occupied as an alternative, inventive way of developing cities. In both years, the main individual design project was a community centre, accommodating spaces for large and small group activities. The projects were individually developed around the overall themes of activating leftover spaces and disused buildings, and making cities sustainable through inclusive occupation.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

SELA ADZO AGEBMABIESE adzosela@gmail.com

STATION HOUSE, CROCUS STREET A previous storage industrial warehouse, the existing building will now act as a shell for a new arts community centre. This intervention would act as a community hub, acting as a catalyst for further development in the area. It will feature; rentable workshop spaces, a large exhibition space, as well as an in-house printing studio. This will provide creative and adaptive workspaces and garner young local talent. Another intervention is opening up the existing structure, allowing for more light to penetrate throughout the building. A new central foyer space will be created to serve as a central area for the building’s activities. Likewise, a new art exhibition space extension will be added to the roof level.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

LUCY BRYANT lucykbryant@btinternet.com

QUEEN’S MUSIC CENTRE This project sees the extraction of the old crumbling roof of an existing 1909 brick building on Queen’s Road in Nottingham with the extension of the existing walls, meeting an angular metal roof acting as a large ‘gutter’ feeding rain water into the Tinker’s Leen below. The intervention turns this currently abandoned building into a community music centre offering a space for all to learn and perform. The centre contains a large double height foyer space, one main performance space and a first floor balcony forming a bar over looking the whole ground floor and large windows showing the river and open space behind the building.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

CHLOE CROSS Chloe.cross35a@outlook.com

QUEENS DANCE STUDIO My project focuses on a dance studio/cafe public building that allow people who professionally dance as well as amateurs to integrate within this community centre. The key concept for this project is creating a bridge between spaces, by inetgrating a colonnade feature around the building not only provides a flow that mimics the dancers body movements but also creates this hinge between all the main spaces. The use of brick helps the building to fit into the urban city atmosphere whilst standing out with the polycarbonate cladding allowing for people to catch a glimpse of the dancers performing in their studio on the first floor. 60

YEAR 2 UNIT 3A - IN BETWEEN SPACES

DONA DE VAS GUNASEKERA donasamadhi@gmail.com

STATION HOUSE GREEN HUB To provide a space for the community to better understand the advantages of gardening and planting. It will also serve as a place for people to engage with nature while making a contribution to the local community. While intervening with the existing Crocus Street Station House, the architectural concept and objective was to create private and seperated spaces encouraging different atmospheres. The main spaces include the educational kitchen, indoor market, flower arrangement workshops, professional talk space, double height greenhouse, indoor garden and outdoor allotment and seating.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

HARRY DODDS layhd11@nottingham.ac.uk

BEER Within this project I aimed to create a place to learn about the process that goes into crafting beer. I aimed to utilise the existing condition of the ex-hosiery factory, I would use the existing façade and colonnade structure, and then inserting a parasitic, metal structure that worms in and out of the columns. I wanted the structure to stand out from the existing in a playful way, to do this I would paint the steel structure red, and have many level changes within this structure.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

RHYS JAMIESON-PRINCE layrj4@nottingham.ac.uk

BROADMARSH LIBRARY AND IDEAS STORE The focus of my project has three main elements; the arcades, a library and cafe and courtyards with study spaces. With the use of arcades, I aim to create a large scale threshold through Broadmarsh, connecting it to the city. By maintaining and making use of the existing column grid, I am able to take a sustainable approach towards intervening with Broadmarsh by inserting light weight timber structures and cork walls. In time, the arcades will provide an opportunity for businesses to make use of the existing spaces branching from the arcades.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

MAY LE maythule@hotmail.co.uk

THE NOTTINGHAM POETRY SOCIETY Located in the south east corner of the Broadmarsh Shopping Centre, the Nottingham Poetry Society provides a space where visitors can nurture and share their love for poetry. The building centers around a three story atrium library, created by cutting holes into the concrete slab. Other interventions on the existing concrete frame include rooftop additions of varying height and size, containing workshop rooms, individual writing spaces and a rooftop terrace. These have been designed to compliment the interesting backdrop provided by neighbouring buildings.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

MALLIKA PRAKASH laymp8@nottingham.ac.uk

A LANGUAGE-BASED COMMUNITY CENTRE Having highlighted the issue of how the lack of communication within our society between the able and disabled is relatively weak, I proposed to intervene within Station House at Crocus Street and transform it into a language-based community centre. By bridging the gaps, we begin to lift the load off of the visually impaired, deaf, deafblind, and those with language disabilities who struggle to communicate on a daily basis. I hope to attract a wide range of individuals looking to understand and learn about all of the languages our world has to offer, both verbal and non-verbal. 65

YEAR 2 UNIT 3A - IN BETWEEN SPACES

LE PU laylp5@nottingham.ac.uk

QUEEN’S CHILDREN’S COMMUNITY CENTRE Intervening in and transforming a derelict building on the edge of the city centre and domestic dwellings into a children’s orientated community centre that includes other functions adhered for all ages. Hosting a creche, multi-use hall, cafe, study spaces, and external outdoor playground, sports, and gardens, the scheme aims to unify the community regardless of age.

YEAR 2 UNIT 3A - IN BETWEEN SPACES

KANIMAGAL VINAYAGAMOORTHY laykv1@nottingham.ac.uk | @kanivin03

IN BETWEEN SPACE, INTERSTITIAL PLACES P4 For this project I have chosen the High Pavement Car park as my site, this particular space has many great characteristics such as the changes in levels throughout the site and the staircase that allows people to access the upper carpark, With the right approach the car park could be developed into unique spaces for the main activity I have chosen which is dance. The aim of this project is to create spaces where youth is able to express their emotions and feelings through dance and therapy to make positive changes in their life’s and simply create a safe environment where they are able to share their stories and overcome the challenges they face mentally.

U3B

HATCH TERRITORIES Unit Lead: Farida Makki Assistant Tutors: Negin Ghorbani, Katherine Hegab, Michael Reade

YEAR 3

Amandeep Birdi Lucy Brice Holly Clarke Rahsaan Corbin Josephine Hamill Tabbi Harvey-Crowe Yida Hou Joseph Horgan Lucy Kemp

Karen Klimaytys Benjamin Lyons Mohan Matharoo Murran Porter Logan Russell

YEAR 2

Nina Bandales Peng Chen Chi Ieng Janice Cheong Hannah Fisher Ioana-Gabriela Florescu Lillia Jamelynec Nikoletta Kyprianou Ella Leeming Sarah MacAllen Nathalie Ngombo

Erika Patrova Isabella Tachliampouri Tung Tse

HATCH TERRITORIES To find places and people on the edge, forgotten and ignored, usually by water. We then observe through a particular lens (viewpoint). This year, the place is the Creative Quarter in Nottingham and the lens is the hatch condition inspired by our key text - The City and The City by China Mievile re-imagining its condition as our contemporary condition. Our Influencers are climate change thinkers, the rethink pod cast, Nottingham City Councils Covid Recovery Plans, the Creative Quarter vision and key researchers at the department of Architecture and the Built Environment, University of Nottingham. We encourage creative, quirky, and independent thinking, research and presentation (models and drawing) and students are expected to establish a collaborative digital/studio space. Innovation and creative tectonic and environmental exploration through model making, sketching and drawing is highly valued.

YEAR 2 UNIT 3B - HATCH TERRITORIES

NINA BANDALES ninabandales@gmail.com

THE GROWTH INITIATIVE SCHOOL The Growth Initiative school aims to teach children between the ages of 11-13 the importance of caring for oneself as well as the environment and those around you. Students learn to tend to gardens and grow food that they then learn how to harvest and prepare into delicious meals. The meals that the students cook during the day are then served to those who are sleeping rough around Nottingham City Centre at the evening soup kitchen. Through this grassroots public service, children learn the value of compassion for others and the different needs of people in our community and larger society.

YEAR 2 UNIT 3B - HATCH TERRITORIES

PENG CHEN chenuuupeng@gmail.com

ORIENTAL CULTURAL SCHOOL The ORIENTAL CULTURAL SCHOOL celebrates traditional Chinese culture and holds events during festivals such as Chinese New Year. The school aims at local children aged from 6-10 and encourage of cultural blending between children from different races to create a diverse cultural atomsphere in the area of Station Street. The school provides a craft based education which engage children in learning experience through making and sharing. The workshops mainly fouces on three traditional Chinese folk art ‘Dragon Dancing’, ‘Shadow Puppetry’ and ‘Paper Cutting’. 71

YEAR 2 UNIT 3B - HATCH TERRITORIES

CHI IENG JANICE CHEONG ezycic@nottingham.ac.uk

GROWING UP GREEN The kintergarden focus on children in ages 2 to 6 , is a platform for children growing up with green environment, which located in the middle of a crown and noisy atmosphere. Convenient things such as smart devices is increasing, and we feel that the “distance from everyone” such as people, things, and nature is getting farther. For children, space is exploration, an ongoing and limitless opportunity. Considering that childhood play and exploration in nature is important to compare children’s feelings, values and behaviors as they learn about nature in different contexts: through free play, environmental education fieldwork, etc.

Exploded Axonometric Diagram 1.

Hydroponic planting time 3-6 years old children will try the smart planting under teacher moniter in the winter garden where will be open for public for the community in the afternoon

2. Cooking time Children will look at how their food was cooked and then learn from it and try that out with their parents in workshop time

Imitating parents daily activity Children could learn through imitating their

parents from daily and learn those skills

Outdoor planting time Children and their parents enjoy theirplanting at weekend workshop

Sections

Elevations

South elevation | Scale 1:100

South elevation (street view) | Scale 1:100

YEAR 2 UNIT 3B - HATCH TERRITORIES

HANNAH FISHER Hannah_fisher.student@yahoo.com

THE VAGA SCHOOL OF CHILD AND PARENTAL DEVELOPMENT. A Nottingham nursery school inspired by the Reggio Emillia Approach that supports the child’s early academic, emotional and social development, helping the child to become their own protagonists. The building initiates placing the primary years of education at the heart of a city that is dedicated to University students whilst also providing support to parents and careers. Allowing them to play a key part and gain from the surrounding environment. Providing stations for parents to develop their learning and observe their children to progress the child’s development further. 73

YEAR 2 UNIT 3B - HATCH TERRITORIES

IOANA GABRIELA FLORESCU ioana.g.florescu@gmail.com

SCHOOL FOR SUSTAINABLE FASHION DESIGN Based in the Creative Quarter of Nottingham, the School for Sustainablle Fashion Design aims to teach young people about protecting our environment through the use of organic fabric dyes, growing mushroom leather, and how to turn these into environmentally-friendly clothing. The heart of the school is its greenhouse, surrounded by lush gardens, which add a new green space to the city centre. Along with the interactive exhibition space, the building helps create a relaxing hub for creativity in the bustling city centre. 74

YEAR 2 UNIT 3B - HATCH TERRITORIES

LILLIA JAMELYNEC lilliaanya@icloud.com

THE CRAFTER’S KILN The crafter’s kiln is a creative workshop based school for all ages at different times of the week/day. It specialises in pottery and glass sculpting and adopts a more hands on approach to learning. The facade was inspired by terracotta temples and old bottle kilns. The building houses three bottle kilns sitting at 10-15mm high, one for each aspect of the creative school all adopting different materials to mirror the process being performed within, whilst adopting a more sustainable approach.

YEAR 2 UNIT 3B - HATCH TERRITORIES

NIKOLETTA KYPRIANOU laynk7@nottingham.ac.uk

ECOMATHISI EcoMathisi is a school that offers a combination of low - tech and high - tech teaching methods with a main focus on climate change. The implementation of various environmental strategies such as water reuse, enhancement of fish and wildlife habitat protection, revival of natural ventilation, usage of carbon smart materials and the allowance of natural light into the interior set a solid environment that optimizes the learning experience. Designing a green marshland including the rainwater garden and the floating islands at the back of the site, was substantial with the aim to achieve spiritual connection between nature and the students. 76

YEAR 2 UNIT 3B - HATCH TERRITORIES

ELLA LEEMING ella.leeming@gmail.com

STATION STREET INFANT SCHOOL Station Street infant school is open for children aged 4-7 and has a focus on the student led approach. This involves the students choosing which activities they would like to do that day. There’s also a strong focus on playing outside with lots of green space and balconies/garden areas for each of the classrooms. In the centre of the school is a large courtyard which allows rainwater to collect forming a central ‘paddling pool’ for the children to play in encouraging play in all weather.

YEAR 2 UNIT 3B - HATCH TERRITORIES

SARAH MACALLAN laysm23@nottingham.ac.uk

“REWILDING THE CITY” - URBAN PARK SCHOOL The Urban Park School takes a green-based approach to learning, committed to fostering a biophillic and environmentally conscious drive in the younger generation through exploring problems associated with nature in the local community. Situated adjacent to the canal, the school aims to reintroduce wildlife and increase biodiversity, allowing nature to reclaim its place in such a built up concrete environment; this activity is extended into the centre of the school plan through the pond. Eco-receptive concrete bricks feature on the main facade help to reintroduce nature into manmade structures and represent the school’s ethos. 78

YEAR 2 UNIT 3B - HATCH TERRITORIES

NATHALIE NGOMBO laynn2@nottingham.ac.uk, @artisa.nat

THE GREENWOOD COMMUNITY SCHOOL Many inner city school children living in Nottingham don’t have the chance to experience the wilderness or countryside due to lack of resources and demand for spaces accessible to all. These children are at greater disparity compared to the proportion of kids in adequately funded areas. The Greenwood School vision aims to replicate the woodland to combat the problem. It brings the country to them: the countryside to the city. Tossing out industrial-era blueprints that emphasized enclosed, single-use spaces connected by long hallways designed to move students rapidly between bell periods.

YEAR 2 UNIT 3B - HATCH TERRITORIES

ERIKA PETROVA eerikapetrova@gmail.com

WORKSHOP SCHOOL Community school in Nottingham which provides practical, handson taught subjects for students through workshops. Encouraging environmentally conscious approach to the product design, students would use reclaimed furniture or home accessories to give them a new function. School is divided into three zones quiet learning zone with library and learning spaces, noisy workshop zone which could be expanded outdoors within the arches based on the activities and social zone with outdoor courtyard, cafe and gathering spaces.

YEAR 2 UNIT 3B - HATCH TERRITORIES

ISABELLA ATHINA TACHLIAMPOURI layit2@nottingham.ac.uk

CITY-HIVES The project aims to be the start of creating bee friendly cities where people and bees can co-exist. The concept of the design corresponds to the necessary elements of water, earth, and air, being vital to both people and bees, leading to placing each dwelling according to the connection it aims to make. The design of the apartments is based on the idea of creating private spaces that resemble beehives allowing people to relate and thus understand bees better, while developing a facade that attracts bees, offering them a friendly space to evolve within cities. 81

U4A

TOPOGRAPHICAL ARCHITECTURE Unit Lead: Amanda Harmer, Matt Strong Assistant Tutors: Sam Critchlow

YEAR 3

Ravneek Baht Tom Birch Caleb Brown Katerina Charalambides Francesca Dove Thomas Frost Ziad Haddad Jessica Hollis Bronwen Lewis

Samuel Lodder-Knowles Emily McAlister Dylan Traves Milena Wloch

YEAR 2

Maryam Al Balushi Rose Beresford Andree Booree Chunni Feng Luke Ferguson Sammy Followell Emily Gibson Rebecca Grattage Oz Moller Alexandru Mosoarca

Miruna Porosnicu Ryan Shadlock Ciaran St Clair Sophie Ting Holly Rose Unwin

TOPOGRAPHICAL ARCHITECTURE We work with a process driven by observation and imagination. Through this process our aim is to create architecture deeply rooted in an understanding of place; to create rich, interesting and exciting work that ‘belongs’ in its context whilst possibly challenging it. Students are encouraged to find their own lines of interest and enquiry to develop architectural ideas to carry throughout the year. The work starts with a speculative approach which develops a richness that can then be carried into complete architectural projects which have an understanding of function, materiality, environmental approach and physical context. We focussed on the route of the River Leen in Nottingham. The Leen runs from Newstead Abbey, down to the Trent. It is a narrow river that has varied physical characteristics and a rich urban history. As part of the narrative stream of units, we start each year with a consideration of texts. This year we worked with Georges Perec’ “Attempt at Exhausting a Place in Paris” and with Alice Oswald’s poem ‘Dart’. These provide a way of considering places narratively.

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

ROSE BERESFORD layrb7@nottingham.ac.uk

NOTTINGHAM SUSTAINABLE DESIGN CENTRE The Sustainable Design Centre is a facility where people learn about sustainable design techniques. The 3 main functions are training, research and advocacy. The building design allows interaction with sustainable materials used in the construction of the building which aids education. The plan form of the design was inspired by the site geometry from the 1960s which helps embed the building in its context. The sectional concept was to create a journey from underground to sky through material choice. Visitors experience a progression from rammed earth, up to timber cladding and finally to glass. 84

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

ANDRÉE BOORÉE andreebooree@icloud.com

THE SUSTAINABLE DESIGN EDUCATION CENTRE

Within this centre, sustainable methods of construction will not only be taught, but experienced. Drawing on the historical industrial use of the site whilst embodying sustainable construction methods that practitioners will go on to teach about. Leading by example is often the best way to teach, therefore creating zero carbon design will encourage students and employees to experiment and use these methods for future constructions.

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

CHUNNI FENG laycf3@nottingham.ac.uk

THE EDUCATION CENTRE The design aimed to combine two opposed natures of the site surroundings: woody, natural, and Industrialized style. The material used was carefully chosen, mainly use green and reused material. The decision of the material relies on the function and the scene to produce in that space. The whole school design was ended up with a chaotic looking. ‘Boxes‘ of spaces that each with its specific cladding material.

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

LUKE FERGUSON lukef315@gmail.com

SUSTAINABLE DESIGN STUDIO The Sustainable Design Studio, based in Nottingham, is a centre for construction workers to perfect their skills with materials such as hempcrete, rammed earth and CLT. The classrooms and lecture space will be accessible to the public, educating groups about the future of sustainability. The folded triangular form of the walls is a direct response to the neighbouring industrial estate, creating exciting forms through the use of elegant materials and brutalist monolithic forms. Recycled timber cladding and soil from the site and local area results in an extremely low level of embodied carbon. 87

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

SAMMY FOLLOWELL layslf@nottingham.ac.uk

RADFORD CENTRE FOR SUSTAINABLE RESEARCH AND EDUCATION

This project aims to make sustainable construction techniques more accessible to the wider construction community by providing a space for both practical and theoretical learning. The design was inspired by the diagonal axis of the site, along with the capabilities of hemp-crete. The education, public side of the building is constructed with poured hemp-crete with an integrated timber frame, allowing for a curved, organic plan with hints of poché. Meanwhile, the research, private side of the building is constructed with hemp-crete blocks, and an exposed timber frame , creating an orthogonal plan with large, collaborative workshop spaces. 88

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

REBECCA GRATTAGE layrg4@nottingham.ac.uk

SUSTAINABLE EDUCATION CENTRE The project is an Education Centre next to the River Leen. It aims to connect the natural environment to the built aspects of the building through the use of materials, particularly the raw wooden columns that surrounds the courtyard. The structural elements are made from CLT and Compressed Earth Bricks that allow a low carbon impact and distinguish the public and private functions of the building using two different materials. The buildings aim to connect these two functions through the courtyard in the centre, which connects to the circulation spaces that run inside the buildings and allows for there to be a centre and a focus to the whole design. 89

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

ALEXANDRU MOSOARCA layam28@nottingham.ac.uk

Ventilation strategy

Orientation of the building and glazed surfaces

Section through the building showing the location of the detailed section

Ground floor plan

First floor plan

The diagram above represents the main glazed areas of my building and their distribution which was higly influeneced by the construction’s orientation. Given that most classrooms and workshops are located along the south facade I decided to incorporate a revolving louver system which could adjust the quality of the light and furthermore play an important role in the reduction of the heat gains during the warm season. As it can be seen, the west facade is mostly glazed considering that the design studios , practical skills lab resource area and internal dinning area are oriented towards this specific cardinal direction. Glazed units facing north means a smaller amount of natural light which I thought it woud be benefcial for the offices and some of the study rooms. For the rooms placed closer to the central atrium I decided to use skylights to bring the daylight in.

Ventilation was a key aspect that I carefully considered when I designed my building. Given that the construction itself is quite tall and has a big central atrium, I decided to integrate a retractable skylight system through which the stale air can be easily and quickly removed and replaced with fresh air. The seminar rooms do not have any glazed unit placed vertically and therefore I decided to utilise remote controlled sklights which are made of light-weight water proof materials that ensures water runs off withouth any frame obstruction. To enhance the air quality, I also chose to place large openable glazed units closer the south west corner having in mind that the wind blows from a southwesterly direction.

Public places / Social Areas

Other than that, the main rooms are single-sided ventilated, with few exception such as the corridors, seminar rooms and large testing area.

Second floor plan Connection ways to the upper floors

Final model in context

North Elevation

Rendered perspective of the studio space

Section A-A

Section B-B

SUSTAINABLE DESIGN LEARNING CENTRE For the Spring semester’s last studio project we had to design a sustainable design learning centre where people from any age category may get involved in multitudinous activities provided by the institution. These include practical skills workshops and seminars that aim at helping people get a handle on the new sustainable building techniques, testing sessions and a wide range of events and lectures made accessible to school groups as well as mature individuals eager to learn about topical sustainable strategies. 90

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

MIRUNA POROSNICU laymp7@nottingham.ac.uk

LAYERS OF NATURE - SEMESTER 1 In this project, I strived to reconnect the space with the River Leen: cutting and remodelling the landscape, bringing depth and shape to the character of these waters. For me, the river appeared to be an entity made, abandoned, and reclaimed by man through time. I was particularly interested in a layered and levelled nature influenced by man. To create a form of hierarchy in this wilderness, I ordered the space through internal and external elevations: higherup spaces harbouring more controlled greenery and the Leen dictating the landscape at ground levels. 91

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

RYAN SHADLOCK ryshadlock@gmail.com

DEAKINS PLACE CONSTRUCTION COLLEGE The Deakins Place Construction College aimed to create a space that reflected the progressive environmental changes that are required in the field of construction and architecture. The dynamic form of the college creates a statement of intention for the future of construction techniques and development of materiality.

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

CIARAN ST CLAIR laycs12@nottingham.ac.uk

EDUCATION CENTRE The Education Centre is a space where any demographic of people are allowed to learn and experience the practical elements of sustainable design through the architecture of the building. To provide a unique and unpredictable experience to the occupant, ‘deception’ is a theme that will be driving my architectural decisions. The idea of deception is something that I would link back to the river, with the river at first glance appearing rather boring and forgotten about. However, once take a closer look, the river is still providing to a beautiful collection of wildlife. “There are movements, but there is no inert or invariable object which moves…”

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

SOPHIE TING laysht@nottingham.ac.uk

LEARNING TO BUILD: SUSTAINABLE DESIGN CENTRE

The Sustainable Design Centre is a hub for innovation and skill development in materials, which is illustrated by the ranging facades. The layout retracts from the original industrial grain and defines new paths which attach to the River Leen in tribute to the historical grain before the industrialisation period. The openings orientate towards each other to help guide researchers and trainees through a social courtyard to encourage conversations and inspiration from each group. The staggered workshop roofs create a dynamic atmosphere. Meanwhile, the training tower stacks helicaly down to follow the sunpath.

YEAR 2 UNIT 4A - TOPOGRAPHIC ARCHITECTURE

HOLLY ROSE UNWIN @HRU.Architecture

SUSTAINABLE CRAFTMANSHIP The project philosophy draws upon a history of industrial practices, and the Nottingham craft heritage. This involved the utilisation of the River Leen for resources to produce cotton for lace-making, dye and bleach works as well as many other industries. The centre for sustainable construction manipulates low carbon materials such as hemp produce, timber, recycled and repurposed material. The centre is an educational and working facility, open to the public as a means to revive craftmanship and promote a sustainable approach. The building aims to recreate the relationship of working alongside the river Leen, while coexisting with the riverside environment. 95

U4B

GHOST STORIES Unit Lead: Mani Lall, Assistant Tutors: Charlie Simpson, Smara Ghinita, Clement Laurencio Matt Poon

YEAR 3

Amrik Aujla Chris Baker Rares Comanescu Sophie Forrester Erica Hawking Daisy Holder Menekse Kucukbalaban Rohin Kumar Olivia O’Driscoll

Amelia Terry Miljed Torrente

YEAR 2

Eden Andrews Monica Burman Eleanor Crunden Ioana Enache Arya Flisher Andong Guo Karen Mak Renjitha Michael Adaugo Nkwocha Antigoni Pavlou

Elliot Reid Zak Samak Timothy Wheeler Yin Yin

GHOST STORIES Question, consider, explore & conjure…The Intangible…what and where are the Ghosts? What is implied yet so ethereal that it is beyond immediate deﬁnition yet suggests, contains and proposes so much? To develop an understanding of the Unit and projects through exploratory Investigations of intangible elements, which reveal and suggest proposals for further investigations and tectonic responses. Exploratory methods that will unravel the topographical tapestry, expose events and reveal intimacies that are the essence of place, object and dialogue. What are the mythological, ritualistic and temporal signiﬁcances of this place and time, which could be explored to develop a nuanced investigation and proposal? Where could the delicate threads of the glimpse or the moment lead to? Questions such as these and similar shall instigate initial explorations, to unravel the weave and initiate a dialogue that will reveal moments within projects. Finally, to propose and develop a body of work which becomes the overarching narrative through which these investigations, explorations and proposals have been considered, revealed and presented.

YEAR 2 UNIT 4B - GHOST STORIES

ELEANOR CRUNDEN layec14@nottingham.ac.uk

THE PUPPET MASTER’S IMAGINARIUM The Puppet Master’s Imaginarium exists as a place of learning, reconnecting us with storytelling and the crafting of puppets. The design responds to Nottingham’s once abundant lace industry, seeking to resurrect these traces in the present day. This is achieved through establishing similarities between the mechanics of the loom and the construction of antique theatre sets, and how this can be manifested in the architecture. The proposal draws parallels from Plato’s ‘Allegory of the cave’, taking visitors on a journey through shadows to realisation. 98

YEAR 2 UNIT 4B - GHOST STORIES

ELLIOT REID Elliotreid20@gmail.com

FACILITY OF PROSTHETIC TECHNOLOGIES 45,000 people in the UK are either an amputee or have a prosthetic limb or cybernetic enhancement. This portion of the population deserve a more catered approach to their lifestyle and a chance for the greater public to celebrate them. The Facility would provide a Space for Learning for both visitors and Amputee patients. Visitors would have to ability to experience gallery exhibitions of breakthroughs in cybernetic technologies, while the patients would learn a new way of life with the outfitting of their new enhancement.

Phase IIII

Cybernetic Exhibition (Space for Learning) Second Floor Gallery Space Axonometric

The Synapse Walkway

Elevator

The Synaptic Walkway acts as a metaphorical structure which implies the ‘bridging the gap’ between man and machine (across the fracture below).

This single overlook allows visitors to get a glimpse into the upper gallery from the lobby space. Breakthrough The uppermost gallery space displays a wide range of breakthroughs in cybernetic enhancement science, both in the laboratories and external facilities. This provides a ‘Space for Learning’ for visitors to be able to become more familiar with prosthetics and celebrate them.

YEAR 2 UNIT 4B - GHOST STORIES

IOANA ALEXANDRA ENACHE ioana.alexandra2612@gmail.com

CROSSING OF LEYLINES This project is inspired by the historic presence of fairies within England and their qualities as “nature spirits”. The site was chosen by determining the crossing points of leylines and the building takes its form using entrances and curves along the site. The use of Nature in Art Nouveau inspired the form of the building and layout of the external landscaping. By adding elements of colour to the facade, this intervention provides a vibrant space where dance and music students attend to rehearse, perform and feel inspired by nature.

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YEAR 2 UNIT 4B - GHOST STORIES

MONICA BURMAN MONICABURMAN1@GMAIL.COM

THE TRAJECTORIES TOWARDS REBELLION This project explores the rebellion of Nottingham - regarded as the Rebel City - through trajectories as a means of connection. They connect every aspect of rebellion whether physically ,metaphorically or historically the trajectories help one to read the rebellion of Nottingham, they become a translation device. Using the metaphorical trajectories which burst out of and pierce into the site, the building was formed. It represents a rebellion against normality as well as a means to house rebellion, allowing the building to be not only a place of learning but also experience.

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YEAR 2 UNIT 4B - GHOST STORIES

ZAK ŞAMAK zak.e.samak@gmail.com, @zak.samak

A MUSICAL INTERVENTION AT THE HEART OF THE LACE MARKET

This project seeks to celebrate and revive the lost art of Luthiery through apprenticeship in the context of the Lace Market Nottingham. Exploring the vibrant history and mystique associated with the process from three angles/axis; the viewer, the musician and the Luthier himself. This manifests through the convoluted and crossing circulation paths which intersect and interact, determined by a series of trajectories who’s origin either lie within the existing fabric or through the traces of threads which reside in the tears within the site itself.

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YEAR 2 UNIT 4B - GHOST STORIES

TIM WHEELER laytw8@nottingham.ac.uk

ARCHIVING CENTRE OF LINGUISTICS The past events surrounding Nottingham Castle have become increasingly blurred across time. This provokes a scheme that seeks to catalogue information. Visitors become actively engaged in a continual learning process where any knowledge they deposit to the scholars is retained in the archive and then revealed back to the public through ‘The Exhibition’. This residue left is permanently inscribed on copper panels, beginning a transformative architecture. “The best books are those that tell you what you know already” George Orwell, 1984

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YEAR 2 UNIT 4B - GHOST STORIES

YIN YIN yinyin3338@gmail.com

TO LEARN The project site is located at the site of an abandoned soap factory in Nottingham. The whole design aims to reconnect the relationship between man and nature with smell, so that people can experience different spaces during the tour. At the same time, the building will also serve as a perfume laboratory, a place where people learn and celebrate smell.

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U4C

TOPOGRAPHICAL ARCHITECTURE Unit Lead: Margaret Mulcahy, David Short Assistant Tutors: Sam Critchlow

YEAR 3

Poppy Casson Elizabeth Clarke Ella Cohen Alice Dean Georgina Grantham Talaayah Gunaydin Elliot Jackson Sila Olcay Emily Petty

Megan Rees Olivia Stobs-Stobart Vhinossh Veloo

YEAR 2

Georgia Adlam Amelia Campbell Adara-Cristiana Cheles Benjamin Crawshaw Saffron Fellows Joel Gallery Eleanor Gardiner Francisco Guerrero Harshi-Tara Halai Joanna Holland

Matthew James Ana Kraljevic Chloe Pitts Edward Record Hannah Ribera-Edwards

We’ll have the image by 21st

TOPOGRAPHICAL ARCHITECTURE The units ethos focuses around themes of observation and imagination, aiming to create designs that are rooted within the context of their surroundings, producing work that considers both the macro and micro components needed to situate itself within the community. Working through creative workshops students design through an iterative process of making and drawing. Working via the hand provides a slower pace, allowing space to think, question and adapt. Exploring both the conceptual theming and the practical analysis leads to more considered and thoughtful architecture that works both functionally and aesthetically.

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YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

GEORGIA ADLAM gina.adlam@outlook.com

RECYCLED PUPPETRY My project is based around creating a cultural centre for children where recycled materials can be donated, transformed into puppets and be performed with. A large transparent fly tower structure stands tall above the surrounding buildings so that as the puppets are hoisted up and moved through the building the surrounding city can see what wonderful creations the children have made. The front facade comprises of completely recycled plastic tiles to emphasis the schemes ethos from the onset.

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YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

ADARA CRISTIANA CHELES @ca.s.t.u.d.i.o

INDIVIDUAL COLLECTIVE The Individual Collective is a project that revolves around the need to be part of a community while still having privacy. The 9 dwellings are surrounded by artificial terraced hills, that bring the nature closer to the busy inhabitant of the city, while secluding the community from the ‘’concrete jungle’’. The courtyard is at the heart of the community, a space that brings neighbours together. The shape of the houses bring homage to the history of the space, while maintaining a contemporary aesthetic and the use of brick creates a familiar setting for the inhabitants. 109

YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

JOEL GALLERY galleryjoel@gmail.com

CHILDREN’S ARTS AND CULTURAL CENTRE Children are inherently curious by nature and the arts are an incredibly important part of developing this creative and social curiosity. The Centre provides a space to develop and encourage this thinking. Activities and materials are displayed openly and visitors are encouraged to explore and decide what they want to do and how they want to achieve it. The design focuses around the discovery space, where resident artists create experiences to spark children’s creative minds and inspire their work. Art, Rehearsal and Music areas provide more finely tuned spaces, with Exhibitions and performances showcasing these works to the public. 110

YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

HARSHI-TARA HALAI layhh6@nottingham.ac.uk

CULTURAL ART CENTRE FOR ASD CHILDREN The key concept for this project was designing solely for the needs of children with Autistic Spectrum Disorder (ASD). As children struggle to communicate, this centre will provide a way for them to express themselves through the arts, via a journey of cognitive development. Considering the affinity of individuals with ASD to routine, spatial sequences have been organised in a logical order through one-way circulation system, based on a daily schedule. Playing with scale, light and shadow through double-heighted atrium spaces develop sensory awareness of surroundings. The trapezoidal structure and spaces mimic the urban grain of the site. 111

YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

JOANNA HOLLAND joannaholland2000@gmail.com

YOUTH THEATRE Imagination and creativity are at the core of a child’s selfexpression. My project aims to harness the freedom of childhood through interactive play to allow the children to escape into their imaginative worlds. The split site levels are addressed through a magical winding staircase that follows the curving forms. The architectural language aims to create flexible workshop pods forming a ribbon across the site, connected the courtyard for visual relationships between the building’s zones. The theatre allows for performances of the children’s storytelling and provides a setting for self-expression through drama and community engagement. 112

YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

MATTHEW JAMES @mjames_design

THE CENTRE FOR MUSICAL EDUCATION Based in central Nottingham, this cultural centre for children provides access to music for children across the city, no matter their background. With a large step in the site, and access points at both ends, a ‘river’ of circulation cuts through the scheme, bringing together the access points while navigating the step up through the site. There are several ‘points of arrival’ along the route, from which the various activities and performance spaces stem, defined by the drum-like forms protruding from the roofscape. Colourful practice studios create different atmospheres while garden spaces provide connection to the outdoors from every important room. 113

YEAR 2 UNIT 4C - TOPOGRAPHIC ARCHITECTURE

EDWARD RECORD layer7@nottingham.ac.uk

THE STAGEHAND CULTURAL CENTRE The building acts as a cultural/arts centre providing educational access to the production side of theatre for children. It provides spaces for them to ‘create worlds’ from their imagination by producing sets and props, without disrupting the historical Lace Market North-South commuter route. The geometric form zones each function in plan and section, creating processionals routes from design conception to display, educating users on the process behind theatre production.

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U5A

HOPEWORLD ‘21 Unit Lead: Alison Davies Assistant Tutors: Richard Woods, Dan Greenway

YEAR 3

Joseph Baldacchino Lauren Chapman Edward Cooper Eve Isherwood Alicia Lodge Harry Monaghan Ella Doris Stoneham-Bull Grace Thomas Holly Watkins

India Wilkinson Isabel Wretham Julie Yuanxin Li

YEAR 2

Isabelle Barnes Jacob Bently Bonnie Coburn Cecilia Lopez-Cotarelo Garcia -Romero Jasmine MacLeod Isaac Mowbray Aisan Sinclair Holly Slater Georgia Tempest

Holly Tout Rosa Wilde Wai Lun Wong (Eros)

HOPEWORLD ‘21 Unit 5A is concerned with the optimistic post-war moment, building a better tomorrow. This year our studies are based in Milton Keynes, the last and most ambitious of the post-war, New Towns programme. Celebrating the 40th anniversary of the first of the housing exhibition sites pioneered in Milton Keynes, this year Unit 5A imagines a next-generation exhibition site: HOPEWORLD ’21. Under the HOPEWORLD banner, we focus on environmental responsibility as we confront the current climate emergency, but also social responsibility, and response to this unique place. HOPEWORLD explores both new build and creative re-use projects, acknowledging that the most sustainable building is the one that already exists, urban responsibility to this unique cityscape and routes to zero-carbon design as well as many other concepts. Working alongside a range of local contributors we offer real world context, approached with creative interpretation. Welcome to HOPEWORLD!

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

ISABELLE BARNES layib6@nottingham.ac.uk

MILTON KEYNES PRIMARY SCHOOL The design of this school stems from an environmental view point. Implementing circular routines such as recycling, composting and renewable energy generation ensures the school contributes to the Milton Keynes community and keeps its impact on its surroundings at a minimum. Taking influence from its context, the school facilitates education through level change by using ramps to raise the learning spaces. This in turn ensures the school is inclusive and accessible for all students.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

JACOB BENTLEY Jacob.m.bentley@sky.com

HOPEWOLD PRIMARY SCHOOL The Hopeworld Primary School is situated across from Sentry House, the ‘gateway’ of Central Milton Keynes. A key aspect of the scheme was to use sustainable materials like thermacork and rockpanel, furthermore incorporating ‘eco’ strategies, such as solar PV’s and water collection, connecting it with student life using a planting patch. The design allows for adaptive learning where the classrooms (excluding reception) are connected by removable thermacork wall panels, which create unique learning spaces and ‘pin up’ zones. The school is also equipped with a specialised art classroom, a football pitch, as well as many art installations and an interactive art wall.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

BONNIE COBURN laybc3@nottingham.ac.uk

THE NEIGHBOURHOOD INITIATIVE The Neighbourhood Initiative is a part of the Central Milton Keynes Hopeworld 21 Exhibition to introduce new accessible community housing to an otherwise dominantly commercial area. The home design shown is one of three types each catering to different needs. For example, Type C is a small family home for parents of dependant children (top left). Type A (top right) is a multiple occupancy home with four rooms, each designed to varying requirements of mobility aid. The community spaces are wheelchair accessible and the home features a lift and low fall rate stairs to accommodate for physical and sensory disabilities. 120

YEAR 2 UNIT 5A - HOPEWORLD ‘21

CECILIA LOPEZ-COTARELO @clcotarelo.arch

HOPEWORLD PRIMARY SCHOOL Hopeworld Primary School is located in Central Milton Keynes. The teaching pedagogy combines traditional English teaching with Waldorf, Montessori, and psychomotor education. The isometric grid design is a play on the grid system used throughout Milton Keynes. The roof volumes have varying heights to denote areas of high, medium, and low energy for the children. The school also boasts low-carbon construction using rammed earth, cork and timber, and solar panels on the roof to power the school. There is also a school allotment to reduce food miles.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

JASMINE MACLEOD layjm12@nottingham.ac.uk

HOPEWORLD PRIMARY The design of Hopeworld Primary is heavily influenced by both the climate emergency and the mental health crisis. By using materials such as sustainably sourced timber, rammed earth and thermacork insulation embodied carbon from the new-build is kept to minimum. This minimal carbon theme runs throughout the school with the inclusion of solar PV, water recycling systems, composting areas and fruit and veg patches. Each of these embedded systems are all visible to pupils in order to educate them on the importance of minimising our carbon footprint and teach them what is at stake if this doesn’t happen. 122

YEAR 2 UNIT 5A - HOPEWORLD ‘21

ISAAC MOWBRAY layim1@nottingham.ac.uk

HOPEWORLD PRIMARY Hopeworld Primary school embraces its central Milton Keynes location. Clean brickwork is punctuated with brightly coloured, deep-cut windows, and the site boundary wall is a continuation of the neighbouring Sentry House’s. The school has strong links to the outside - both through the large glazed, south facing, “fat” storage wall, and its outside learning spaces and woodland. Progression is a key theme that is expressed ergonomically and architecturally. The classrooms “step up” with age and joined together by a first floor staff room. The project settles into the location gently, allowing a blank canvas for life and vibrancy to be brought in by children, 123

YEAR 2 UNIT 5A - HOPEWORLD ‘21

AIDAN SINCLAIR layas23@nottingham.ac.uk

HOPEWORLD PRIMARY, MILTON KEYNES Sited behind the existing Sentry House the school buildings imply a safe courtyard. This courtyard is actively used throughout the day by the children encouraging the school pedagogy of physical activity. At the heart of the design is the linear classrooms which are raised to the Milton Keynes tree canopy level creating a dynamic space full of life and light. Environmentally the slope of the site has been acknowledged and the existing earth has been redistributed to produce the flat playgrounds. Subtle threshold considerations reduce the feeling of containment for the children whilst at school.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

HOLLY SLATER hollyslater50@gmail.com

HOPEWORLD PRIMARY - A SCHOOL IN A FOREST Hopeworld Primary’s main principle of teaching is flexibility focusing on the children’s engagement, as for every multi-purpose and adaptable indoor classroom, there is a corresponding outdoor classroom - making every teaching space unique and encouraging creativity for both teachers and students. The buildings design is influenced by Milton Keynes original design principles of being ‘a city in a forest’ and having ‘no building taller than a tree’. This transpired into having a tree-like columns that support the over-arching glass and solar panelled roof, which in turn creates filtered light into the school, similarly to filtered light through tree-tops.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

GEORGIA TEMPEST laygt2@nottingham.ac.uk

HOPEWORLD PRIMARY Embracing the ‘Milton Keynes (MK) pride’ mentality is a key aspect of Hopeworld primary, which is located on the gateway to the school architecturally and with furniture. The school encourages a relationship between the pupils and the surrounding context including highlighting the importance of biodiversity through the blurred boundaries of indoor and outdoor learning and wildflower woven through the school. The pedagogy centres around learner lead teaching aided using furniture demonstrates a campfire learning style. 126

YEAR 2 UNIT 5A - HOPEWORLD ‘21

HOLLY TOUT layht4@nottingham.ac.uk

HOPEWORLD PRIMARY, MILTON KEYNES Situated at the gateway to Central Milton Keynes, Hopeworld Primary is a vision for a new way of learning through play, collaboration, discovery and interpretation. The pedagogy aims to move away from the traditional teacher at the front and towards child centred learning, where children are encouraged to chose their own activities and locations, designed to promote the development of skills and qualities. With it’s bold, contrasting forms, incorporation of the existing CMK language and strong environmental consideration, the school allows for a dynamic and active learning environment as well as a striking visual landmark.

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YEAR 2 UNIT 5A - HOPEWORLD ‘21

ROSA WILDE @rsw_architecture

HOPEWORLD PRIMARY, MILTON KEYNES This primary school in central Milton Keynes aims to provide children with more agency in their own learning, and to encourage a blending of ages so that students can teach and be taught by their peers. The building itself encourages play through sloping roofs with access to views across the city. The key environmental aspect of the project is the main construction material of structural cork blocks. Due to the way it is harvested, cork is carbon negative and with this being the only material used in the exterior wall construction the blocks can be disassembled and reused/recycled after the building’s lifetime. 128

WAI LUN WONG (EROS) Eroswwl@gmail.com

WAI LUN WONG (EROS) WAI (EROS) Eroswwl@gmail.com HOPEWORLD PRIMARY, MILTON KEYNES WAILUN LUNWONG WONG (EROS)

YEAR 2 UNIT 5A - HOPEWORLD ‘21

Eroswwl@gmail.com Eroswwl@gmail.com

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U5B

NUTURING THE CITY Unit Lead: Adam Swain-Fossey Alistair Guthrie, Joeseph Augustin

YEAR 3

Henry Chart Edward Cox Emma Demicheli Mixon Foo Abhishek Goswami Aadam Hussain Nicholas Jefferson Jaroslaw Krzystek Matilda Lahiff

Erin McCaffray Thomas Perring Aura Gabriela Tache Lauryn Thomson Christopher Tsoi Freya Woolley

YEAR 2

Faiza Abdelhamid Ryan Andrews Hannah Asante-Appah Sarah Avery Ellie Booker Natasha Claus Lucy Greenhow Thomas Hall Natalie Magnuszewski Imogen Prescott

Gianluca Ribi Hio Vong Emma Wilkinson Jack Winstanley

NUTURING THE CITY This year the unit explored the idea of uncertainty, through the adaption/ reuse of the existing built environment and through the use of ‘time defined’ interventions. Placing a definition of time on our architecture helps define our response and consideration to the process and occupation of buildings. Working within the recently vacant Inland Revenue Centre (Castle Meadows Business Park), provides an opportunity to reuse / repurpose a city ‘quarter’. The campus was built for a single occupier, a model which is diminishing in validity now and is now mostly empty. How do we integrate the campus within the wider city, and also provide an area with vitality that creates a sustainable community?

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YEAR 2 UNIT 5B - NURTURING THE CITY

LUCY GREENHOW laylg8@nottingham.ac.uk

NOTTINGHAM FILM ARCHIVE The aim of this project was to create a publicly accessible film archive building to replace two carparks in the lace market area - making the site greener, more publically friendly and a secure archive. The building utilises local stone and uses andonised aluminium mesh over the top two floors to help with light and heat control within the structure.

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YEAR 2 UNIT 5B - NURTURING THE CITY

IMOGEN PRESCOTT layiap@nottingham.ac.uk

THE NEVERLAND ARCHIVES Displaying fantastical British literary works; the Neverland Archives exhibit books, plays, films, artefacts and art in a collection inspired by the time J. M. Barrie spent in Nottingham, during which he found the spark to write all time great children’s play, Peter Pan. The Neverland Archives have a unique building form which goes both underground and over two levels within the site, and the project is an expression of colour, fun, education and most importantly the joy of reading, play and imagination. It is a place for people of all ages to experience the magic of childhood together.

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YEAR 2 UNIT 5B - NURTURING THE CITY

HIO CHENG VONG (DAKOTA) layhv@nottingham.ac.uk

CAFE

MAKERS’ WORK DISPLAY

RECEPTION

CENTRAL COUTYARD

LIBRARY

MAKER SPACE

DRESS UP SPACE

STORAGE

ROOF GARDEN

TOILET

FILMING STUDIO

THE MANGA ARCHIVE This project is intend to celebrate and promote the ACG (anime, comics and game) subculture in the UK. The archive allows visitors to engage with the ACG world both dynamically through cosplay or short filming, and statically through reading or making manga. The studio space is located at the centre of the building with other spaces spiral around it, as to give the cosplayers a feeling of having a “mini catwalk show” when they are going to other spaces. In addition, the archive provide a place where the talents/ amateur can showcase their manga/ graphic novel to the public, in which expressing the community identity in a different way. 134

YEAR 2 UNIT 5B - NURTURING THE CITY

EMMA WILKINSON layew2@nottingham.ac.uk

NOTTINGHAM FILM ARCHIVE This project was focused on community engagement and social interaction. During the day the building functions as an education and exhibition space, showcasing film storage and film projections through open spaces and an enclosed, isolated projection pod with temperature controlled storage space beneath. The amphitheatre at the front leading up the building functions as social steps for the public to interact. During the night this transforms into an enclosed projection space for community film viewings with a translucent cover coming down over the exterior frame.

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YEAR 2 UNIT 5B - NURTURING THE CITY

JACK WINSTANLEY @jlawinstanley

THE PHOTOGRAPHY ARCHIVE The Photography Archive focuses on encouraging people to take a step back from the shallowness of social media & quick snaps and see life from a new perspective through the use of film photography. People of all ages can be inspired by the exhibitions and take part in workshops to learn the craft of taking & developing film photographs. The duality of light & dark, the basis of photography, is explored through the project. One half of the building is covered in ETFE to resemble the light and the other half is composed of thick CLT & green walls to reflect the dark. People transition from light to dark along suspended walkways.

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U5C

ADAPT/ADEPT Unit Lead: Nils Jaegar, Mark Alston Assistant Tutors: Liz Bromley, Sam Diston

YEAR 3

Bethany Blewitt Catriona Deacon Riley Dixon Jennifer Kendall Pearl Lin Jade Lindo Kieran Massey Alara Oxturk Joanne Rees

YEAR 2

Alexander Adams Lauren Andrew Evangeline Barrow Adriana Dvorakova Martina Enriquez Kenneth Huelgas

ADAPT/ADEPT The world is changing around us at an accelerating rate and in virtually all areas of life. These are a result of climate change, population growth, technological developments, as well as societal and political shifts. Such developments also affect how we live, work, and play. We modify our behaviour in response to these changes. Shouldn’t our buildings also be able to respond to these many changes? Shouldn’t they actively help us save energy? Shouldn’t they actively support and enhance our wellbeing? The recent lockdown period showed us that our homes may need turn into offices, classrooms, workshops, gyms and other facilities within minutes. However, only very few homes are able to facilitate these activities and spatial demands. Through research and design activities, Unit 5C seeks diverse adaptive solutions to personal the problems of today and tomorrow, with the promotion of environmental sustainability and the health and wellbeing of building occupants at the centre of this endeavour.

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YEAR 2 UNIT 5C - ADAPT/ADEPT

ALEX ADAMS @_a1xarch

THE BOOTS ISLAND MEDIA INCUBATOR Project 4 called for an incubator and exhibition space on Boots Island, a part of Nottingham that is currently under extensive rejuvenation. With an industrial past, the Incubator explores this, including the use of gantry cranes to access the canal as a way of transporting goods to and from the Incubator, in an attempt to inspire the reintroduction of transportation along the water. The Incubator is a beacon of innovation, in a metaphorical sense that its placement within the city will inspire (and incubate) innovation, but also literal through the adaptable, eye-catching media facade. 140

YEAR 2 UNIT 5C - ADAPT/ADEPT

LAUREN ANDREW laurenandrew3@googlemail.com

NOTTINGHAM PANDEMIC RESPONSE CENTRE The Nottingham Pandemic Response Centre houses dedicated coworking innovation space, where collaboration is encouraged. The building’s ground floor is public-facing, incorporating vaccination rooms to encourage the public to engage with the Centre. Adaptive incubator pods for small start-up companies are central to the design, suspended with mechanisms that allow the pods to move between floors. The Centre looks out onto the canal and has been oriented both so that there are views out to the canal from the interior and views into the building from across the canal.

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YEAR 2 UNIT 5C - ADAPT/ADEPT

EVANGELINE BARROW @evangeline.arch

NOTTINGHAM HUB FOR WELL-BEING Stemming from the mental health crisis in the UK, The Nottingham Hub for Well-Being is a facilitator for small businesses creating products that aid mental well-being. The centre provides adaptable incubator pods for each company, which can be visited by the public to trial new products and their effectiveness in helping mental wellness. The hub has been designed to nurture well-being through an architecture that encourages human contact, provides a place for people to unwind, and adapts with its occupants over time. 142

YEAR 2 UNIT 5C - ADAPT/ADEPT

MARTINA AVILA ENRIQUEZ @arch.mae

ADAPTIVE HOUSING COMMUNITY During the most crucial moments of the COVID-19 pandemic, the NHS key workers are the ones that have worked the hardest to keep the general population safe and healthy. Because of this, nurses and doctors had to stay in hotels that were relatively close to hospitals. While this was a temporary solution, this demonstrates the lack of infrastructure built to support these workers. The Adaptive Housing Community will support the NHS key workers by providing housing that will develop with the community and adjust to the needs of the individual families.

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YEAR 2 UNIT 5C - ADAPT/ADEPT

KENNETH D HUELGAS 12huelgask@gmail.com, @kenneth_huelgas

BOOTS ISLAND TERRACE RESEARCH CENTRE This project looks at providing a creative space in product design and research for small start-up companies to thrive and collaborate. The aims of this project also was to integrate a transition for the cycle path that runs along the Nottingham canal but also bring in modern forms of transport such as electric-scooters into the space. This final project of my second year has been a cultivation of learning new skills this year, which does in fact show that you improve exponentially in your way of work over the span of being an architecture student. 144

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