Urban Vertical School
ARCH 593 /Master’s Project /Spring 2013 Student: Jian Qian Instructor: Susan Conger-Austin
Contents
-Project Description/ Statement -Project Goals/ Guiding Principles -Precedents -Site Selection and Analysis -Qualitative Parameters -Quantitative Parameters -Organizational Parameters -Final Design -Bibliography
Project Statement Urban Vertical School(UVS) for Hong Kong High Dense Project Description Residenttial Area. This project will be a vertical campus for local students in one of the most dense urban areas in the world- Kowloon, Hong Kong. This project will be about providing a generous prek-12 educational space for the students of Kowloon by creating a vertical institutional facility in the high dense residential area of Kowloon. In the histroy of Hong Kong, there used to a lot of organization supported school called rooftop school which literally means having the school on the rooftop of the residential buildings due to the lack of land for building new institutional facilities. Even though nowadays this kind of phenomenon has disappeared by the hard working of HK government of providing public land for education use, the increasing number of cross-border students from Mainland China is potentially bring the old problem back. Because of the this cross-border students issue, the capacity of Hong Kong’s primary schools and secondary schools is becoming saturated; and as the most dense area of Hong Kong, Kowloon is experiencing one of the worse situations. This concept of vertical school will resolve the problem of lack of land for educational use and potentially contain much high number of students in certain area of the land.
Project Statement
Education System
UNITED STATES G Senior Junior Sophomore Freshman
HONG KONG (CURRENT)
Graduate Study Four Year College or University Two Year Junior or Community College High School
10
Four Year College or University
7
Year 2
S6 High School
S5 S4
Tertiary Education
Middle School
S2
Year 3 Year 2
Hong Kong Advanced Level Examination (HKALE) Advanced-Level Course Hong Kong Certificate of Education Examination (HKCEE) Senior Secondary School
S3 Junior High School
G Year 4
Year 1 S7
9 8
Graduate Study
Year 3
12 11
G
HONG KONG (NEW)
Year 1 S6 S5 S4
Junior Secondary School
S2 S1
6
P6
P6
5
P5
P5
4
P4
3
P3
Primary School
P4 P3
2
P2
P2
1
P1
P1
K
Kindergarten
K
Four Year College or University Two Year Community College Hong Kong Diploma of Secondary Education (HKDSE) Senior Secondary School
S3
S1
Elementary School
Graduate Study
Kindergarten
K
Junior Secondary School
Primary School
Kindergarten
Cross-border Students Growth The number of cross-border student between Hong Kong and mainland China is increasing due to two main reasons: First, an increase of crossborder marriage between Hong Kong and mainland China. Second, an increase of Mainland Chinese couples give birth in Hong Kong hospital and based on a trail about ‘birthright citizenship’ started on 26 June 1999, the Court of Final appeal reformed the ‘right of Abode’ in Hong Kong on 20 July 2001, saying all Chinese nations who are born in Hong Kong are entitled to have the ‘Right of abode’ in Hong Kong and use the free education of Hong Kong as well. Because of the increase of the number of cross- border students, it causes the issue of shortage in kindergarten and primary school places in short run and secondary school places in long run.
5000
Primary School
4000
Kindergarten
3000
2000
Secondary School
1000
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
Living Enviornment of Low-incomes
Hong Kong’s average housing prices is 12.6x the median annual household income, ranking first/highest in the world. As of 2011, 47.7% of Hong Kong city residents live in public apartments (government subsidized housing) or residences (government rent-controlled housing) because they are unable to purchase private housing. It’s per capita residential space is 12.8 square meters. Students from low-income family may have to share the space with the whole family or at least with their siblings. Providing a on campus living space to some of the lowincome students will partially solve the problem and leave students a efficient study environment.
Project Goals/ Guiding Principles Project Goals: One of the goals of this project is to create more educational space in high dense area of the city of Hong Kong to resolve the problem of lacking of school capacity. Also trying to provide a better living space for students from less wealthy families. Another goal of this project is to ease the serious problem of long waitlist of international schools by is providing this government-support public school with high education quality and international vision.
Guiding Principles: Capacity The high capacity is one of the primary principles of this project. Providing enough student places for both local and cross-border students who attending school in this neighborhood is essential. Breathing Space As the campus for students of primary and secondary school students, enough outdoor activity space is required for their health growth. For the high school students, quiet and more private space is needed for study. Education Quality/Globalization Providing high quality education is another key principle of the whole project. It gives a opportunity to normal local students to receive a high quality education from not only high cost private school but low cost public school as well. It could became a path way for local students to the world by providing both Hong Kong traditional but also international aspects education way of teaching. Accessibility Walkable distance from multiple public transportation methods especially MTR is important for the location of the school. Easy access to institutional facilities like museums, galleries, and other educational facilities is another plus for this project.
Day of Low-income Students
7:00 am
8:00 am
8:30 am -4:30 pm
7:00 pm
5:00 pm
Precedents Lycee Francais de New York Gross square footage: 163,000 sq. ft. Total construction cost: $55 Million Owner: Lycée Français de New York Architect: Polshek Partnership Architects, LLP
Program : 1200-student pre-k-12 school: classrooms, specialty classrooms for science, art and music, lower and upper school libraries, computer lalbs, music practice rooms, seminar rooms, cultural center, 300-seat auditorium, student lounges, upper school and lower school gymnasiums, locker rooms, outdoor rooftop spaces, cafeteria, kitchen, administrative offices, college counseling offices, admissions office, faculty workrooms/lounges, boardroom. The new building unifies the school, previously dispersed in five separate buildings throughout the upper eastside of Manhattan. Located on a thrublock site, the new building is comprised of two five-story structures connected by three full-lot floors and a north-south bridge at the second level with a central landscape drooftop courtyard. At each level, the central space acts as the heart of the Lycee, defining a F ranch Cultural Center for the school. Shared school-wide program spaces such as libraries, cafeteria, auditorium and gymnasia unify the school at the three lower levels. A series of grand stairways vertically link these major spaces within. The overall spatial organization of the building and its exterior articulation convey the rigorous ordering of the program and the classroom module and express the three-dimensional structural system of the building. The building’s identity is a dialogue between north/south solar orientation and contrasting materials of glass and masonry that combine to express its cultural duality.
1. 2. 3. 4. 5. 6. 7.
Commons Library Playroom Courtyard Offices Classrooms Drive-through
Precedents International School of Beijing Square Footage: 581,300 Completion Date: 2001 Location: Beijing, China Owner: International School of Beijing Architect: Perkins + Will.
Responding to tremendous growth in its student body, the International School of Beijing (ISB) constructed a new campus to accommodate 2,400 students. The school responds to the ISB’s mission of offering a superior educational curriculum to its international student population consisting of children of foreign personnel working in Beijing from over 70 countries. The 581,300 square foot campus comprises a 1,200-student elementary school, a 600-student middle school and an 800-student high school. With distinct zones and swing spaces for enrollment enlargements, current students do not feel overwhelmed by the larger facilities. Facilities for the cafeteria, media center, art, music, performing arts center, practical arts, home economics, physical education and other similar programs are housed in a shared facility that is used by various grade levels. The careful location of shared spaces also enables the school to function as a community center during off hours. The school embraces diversity while paying homage to the local Chinese culture. Through its modern interpretation of Chinese urban and residential planning, the school is a learning tool for the local culture by using the Chinese tradition of courtyards and processions to unify the upper, lower and middle schools.
Precedents The Sidwell Friends School Location: Washington, DC Gross square footage: 39,000 sf addition, plus 33,500 sf renovation Total construction cost: $28.5 Million Architect: KieranTimberlake Associates LLP
The Middle School renovation and addition transforms an awkwardly-sited, undersized, fifty-year-old facility into an exterior and interior teaching landscape. The Middle School project is LEED Platinum certified as a demonstration of Sidwell Friends’ commitment to environmental stewardship through high-performance building design and operations. The landscape and building co-exist within, and demonstrate, a broader network of systems. Human systems - our inter-relationships with resources - are embodied by the landscape and building as natural systems. The system itself, rather than a representation, is the ethic rendered aesthetic
Precedents Baruch College Location: New York, NY, USA Client: City University of New York Team: Castro-Blanco Piscioneri, Associate Architect; Anthony Blackett, Educational Programmer Size: 785,000 sf
The William and Anita Newman Vertical Campus at Baruch College is a 14-story, 785,000-GSF building occupying almost a full city block in Manhattan’s historic Gramercy Park neighborhood. This mixed-use building is home to the business and liberal arts schools, and also contains an Executive Education Center, 102 classrooms, 50 research and computer labs, 375 faculty offices, 39 offices for deans/department chairs, 180 staff offices, 425 workstations for staff and adjunct faculty, 500-seat auditorium, 300-seat theatre/lecture hall, 48 conference rooms, athletic facility with swimming pool, gymnasia and locker rooms, student services center and dining services. At the heart of the complex, a tiered glass-enclosed atrium allows natural daylight into public spaces and subterranean levels. The project’s iconic design was recognized for its design excellence by the AIA National Chapter Honor Award for Architecture—the Institute’s highest honor.
Precedents Roosevelt University Architects: VOA Location: Chicago, IL, USA Compeletion: 2012 Size: 414,585 sf
VOA worked with Roosevelt University to develop this distinctive 35-story tower to house academic, student life and administrative spaces on several lower floors surmounted by over 600 student residences with expansive views of the Chicago Loop and Lake Michigan. The building is linked with existing facilities in the historic Auditorium Theater Building. This shimmering column of blue glass redefines the character of this institution for future generations of Roosevelt students and faculty. Roosevelt is certified LEED Gold.
10th Floor
Site Selection and Analysis
For the selection of location of a new vertical school, these principles below are essential: 1. Walking distance from multiple public transportations. 2. Select a suitable location in the center of urban area for students’ living and studying needs. 3. Easy access to cultural institution and other amenities. 4. Safe surroundings for the students.
Site Selection Critiria
Kowloon District
Kowloon City
Sham Shui Po
Yau Tsim Mong
Transportation Public transportation is the primary daily commuting method for Hong Kongers. In order to make it convenient for students and parents to go to school everyday, a reasonable walking distance from the MTR is necessary, and multiple bus lines have to be running through the area. One Way Commute Times Hong Kong Seoul Paris NYC Sydney Vancouver LA Dallas-FW Chicago 5
15
25
35
Min
Motorized Travel 90% Cars/Motocycles
70%
Public Transit
50%
30%
10% Hong Kong
Chicago
45
View of the MTR Mong Kok Station
Inside view of the MTR train
MTR Mong Kok Station during the rush hour
Density As one of the most dense area in Hong Kong or even in the world, Yau Tsim Mong is the most suitable area for the project --High density means more local students can benefit from walking or short commute distance.
Density Comparison
Kowloon
111,450/sq. mi.
Hong Kong 16,576/sq. mi.
Chicago
11,884/sq. mi.
Neighborhood
The variation of income in different neighborhoods is another fact for locating the siteIn order to provide quality education to low-income students, choosing the site within the low or medium income neighborhoods could be a effective advantage for the students with limited commuting budget, and really make sure the education is facing them. Within the great Kowloon district, there are some neighborhoods which occupied by high-income families as well as by lowincome high families live in very high dense old residential buildings.
Median Income >HK$30,000 HK$20,000-$30,000 HK$10,000-$20,000 <HK$10,000
A student from low-income familty studying on her parentsâ&#x20AC;&#x2122; bed
Final Selection After the careful consideration of transportation, area density, and residents income, it turns out that Yau Tsim Mong will be the perfect area for this project. The final site location of this project is decided first based on the short walking distance from multiple MTR stations-Prince Edward, Mong Kok(Tusen Wan Line, Kwun Tong Line); Olympics(Airport Ex, Tung Chung Line, West Rall Line); East Mong Kok(East Rail Line). Second, North side of Yau Tsim Mong has one of the highest density of residents with low or medium income. However, we still have to be aware of the lack of open or vacant space in the heart of Hong Kong for new construction. In this case, existing parks or low dense civic sites are most considerable. With all the studies and researches above, Mong Kok Road Playground is selected as the final site for the project of Urban Vertical School.
Yau Tsim Mong
Prince Edward
Tai Kok Tsui
Mong Kok
Option One
10 Min Walk
5 Min Walk
1165 ft
Site Information
MTR
BUS
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Reclam
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Fife Rd
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MAIN CIRCULATION
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Fu kT su
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Bute S La rc
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Nathan
Rd
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Be d
Ch iK ok
Main Driving
Monthly Temperature
Wind Rose Temperature(F) < 32 32 - 70 70 - 75 75 - 100 > 100 Relative Humidity(%) < 30 30 - 70 > 70
Comfort Zone
90 80 70 60
W
E Wind Speed (mph)
0%
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
10% 20%
Monthly Precipitation 18
Nocturnal heat island effect in of Hong Kong
17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Qualitative Parameters
Providing a fully functional educational facility on a limited land is the primary goal of this project. To create enough outdoor activity space along a vertical direction; bring enough natural light for the lower levels; use passive strategy for the humid and hot climate; and make the vertical circulation as convenient and safe as horizontal circulation for young students; As a newly designed public school, it should have the characteristics of inspirational, multi-cultural, safe, exciting, etc;
Typical old high dense residential buidlging in Kowloon
Basic Concept of Vertical Campus
A traditional campus is situated on the flat land with lots of big open spaces. The Urban Vertical Campus is situated in the heart of Hong Kong. This requires a dense campus with higher buildings and more space efficient solutions. The vertical campus requires less land by stacking the program vertically, and it has access to everything the city has to offer and can incorporate the cityâ&#x20AC;&#x2122;s functions in its own system.
Quantitative Parameters
Major Program Elements: Education Section: general purpose classrooms, and special education classrooms; music room, science room, art room, computer lab, gymnasium, cafeteria, auditorium, library, media room, and exhibition space; Administrative Section: conference rooms, faculty planning and workrooms, faculty dining room, and adult toilet; Student Housing: general offices, principalâ&#x20AC;&#x2122;s office, guidance office, nurseâ&#x20AC;&#x2122;s office, custodial, and specialized resource areas for remediation.
Student-Teacher Ratio
The current student-teacher ratio of Hong Kong is 15, since smaller classes benefit all pupils because of individual attention from teachers. Pupils in large classes drift off task because of too much instruction from the teacher to the whole class instead of individual attention. The benefits of small class sizes reduce the student achievement gap in reading and science in later grades.
4th Grade
Correlation Between Class Size and reading Performance
8th Grade
50 45
% Proficient or higher
40 35 30 25 20 15 10 5 0 10
12
14
16 Student / Teacher Ratio
18
20
22
In order to provide high quality public education, ideal student-teacher ratio should be increased to 12, that means a school with 3000 students will have teaching faculty up to 250.
Programming EducationAdult Section Double Room 120sf Roomx 200
Monitor’s Room 150sf x 16
Quantity Size(sf) Number of Students Each Room Total Areae(sf) Classroom 40 900 25 36000 Music Room 10 900 25 9000 Single Room Laundry Food Common Science Room/Lab 12 1200 25 14400 120sf x Art 300RoomRoom Area Livingroom 10 1200 25 12000 120sf x 20 4300sf 86110sf Computer Lab 12 1200 35 14400 Media Center 6 900 25 5400 Gymnasium 4 3500 250 14000 Cafeteria 2 7500 750 15000 Kitchen 1 3000 3000 Auditorium 1 5250 750 5250 Library for Primary School Level Student 1 1200 120 1200 1 1500 150 1500 Library for Middle School Level Students Library for High School Level Students 1 1500 150 1500 Toilet Room 30 150 4500 Total
137150
Examination Station 80sf x 8 Nurse’s Office 150sf x 2 Waiting Area 300sf
Classroom 900sf x 40
Musicroom 900sf x 10
Gymnasium 3500sf x 4
Number of Students otal Number of Students occupying at the same time 1000 1000 250 250 300 300 250 250 420 420 150 150 1000 1000 3500 sf/250 students each statio 1500 School capacity x 50% x 10 sf 0 750 School capacity x 50% x 7 sf Assistant 120 120 Secretary’s Principal’s Guidance Office Office 150 150 120sf 100sf 200sf 150 150 Waiting Area 400sf
Principal’s Office 250sf
3790
Work Area 400sf
Custodial 150sf Nurse’s Assistant Office 150sf x 2
science/ Laboratory 1200sf x 12
Art Room 1200sf x 10
Cafeteria 7500sf
Rest Area 150sf
Toilet Room 100sf x 2
Computer Lab 1200sf x 12
Kitchen 3000sf
Teacher’s Office 800sf x 3
Conference Room 500sf x 3
Faculty Planning and Workingroom 500sf x 3
Media Center 900sf x 6
Auditorium 5250sf
Auditorium 5250sf
Faculty Dining 1250sf
Toilet Room 100sf x 6
Programming
Administrative Section Room Teacher's Office Conference Room Faculty Planning and workroom Faculty Dining Room Adult Toilet Room
Quantity 3 3 3 1 6
Size(sf) 800 500 500 1250 100
Number of Faculty Each Room 80 80 80 125
Sub Total
7250
Waiting Area Secretary's Office Principal's Office Assistant Principal's Office Work Area Guidance
1 1 1 1 1 1
400 100 250 200 400 120
400 100 250 200 400 120
Sub Total
1470
Waiting Area Nurse's Office Nurse's Assistant Office Exam Station Rest Area Custodial Toilet Room
Sub Total Total
Double Room 120sf x 200
Single Room 120sf x 300
Total Area(sf) 2400 Total Number of Faculty: 3000/12=250 1500 1500 1250 600
1 2 2 8 2 1 2
300 150 100 80 150 150 100
300 300 200 640 300 150 200
Adult Monitor’s Room 150sf x 16
Laundry Room 120sf x 20
2090 10810 Food Area 4300sf
Common Livingroom 86110sf
Secretary’s Office 100sf Waiting Area 400sf
Examination Station 80sf x 8 Nurse’s Office 150sf x 2 Waiting Area 300sf
Assistant Principal’s Office 200sf
Guidance 120sf Work Area 400sf
Principal’s Office 250sf
Custodial 150sf Nurse’s Assistant Office 150sf x 2
Rest Area 150sf
Toilet Room 100sf x 2
Teacher’s Office 800sf x 3
Conference Room 500sf x 3
Faculty Planning and Workingroom 500sf x 3
Faculty Dining 1250sf
Toilet Room 100sf x 6
Organizational Parameters
Form Development
Massing Models Study
Breathing Space
Final Design
Kindergarten-P3 Section By creating protected playground and rooftop green space, the project provided adequate safe outdoor space for young studentsâ&#x20AC;&#x2122; physical activities. breathing space circulation/ indoor opening office classroom cafeteria gymnasium library support
View of the green roof
Protected Playground
For the students age from 9 to 14, group activites and socialization space is the primary need to be prorided.
P4-S3 Section
Amphitheater
Student social stairs
High school students has high stress of taking examinations for college. Small and quiet space for individuals between the classes is the most efficient way for them to rest and clear their minds.
High School Section
Elevations and Sections
South Elevation
Section I
100ft 150ft
East Elevation
Section II
Bibliography Nancy, Ling Sze Leung. A Study of Cross Border Student in Hong Kong: The New Phenomenon of Cross Border Students which arise from Cross Border Birth. World Academy of Science, Engineering and Technology 64 2012 Government Secratriat, Hong Kong Government. The Hong Kong Education System, June 1981 Hong Kong Housing Authority. Housing in Figures. 2012 < http://www.housingauthority.gov.hk/en/common/pdf/about-us/publications-and-statistics/HIF.pdf> Education Bureau of HKSAR, Key Statistics on Kindergarten, Primary, Secondary and Special Education. < http://www.edb.gov.hk/index.aspx?nodeID=92&langno=1> Justin Harper. Expats leave Hong Kong over lack of schools. The Telegraph. 06 Jan 2012. < http://www.telegraph.co.uk/finance/personalfinance/offshorefinance/8997657/Expats-leave-Hong-Kong-over-lack-of-schools.html > Linda Christine Murad. Hong Kong’s Education System: Challenge for the Future. <Http:// http://www.lehigh.edu/> Information Services Department . “Hong Kong Facts on Education.” Hong Kong Special Administrative Region Government, 2012. <http://http://www.gov.hk/en/about/abouthk/factsheets/docs/education.pdf>. Wendell Cox. Housing Affordability Protests Occurring in “Livable” Hong Kong, Not “Sprawling” Atlanta, July 18 2012. < http://www.newgeography.com/content/002966-housing-affordability-protests-occurring-livable-hong-kong-not-sprawling-atlanta> R. Giridharan, S.S.Y. Lau, S. Ganesan. Nocturnal heat island effect in urban residential developments of Hong Kong. Energy and Buildings.Volume 37, Issue 9, September 2005, Pages 964–971 American Institute of Architects. Educational Facilities. Mulgrave, Vic. Australia: Images Publishing Dist Ac, 2006. Gross, Ronald, and Murphy, Judith. Educational change and architectural consequences: a report on facilities for individualized instruction. New York: Educational Facilities Laboratories, 1968.