2020SM1_STUDIO25_PORTFOLIO (Design Progress)_Zhuoqing LI by Zhuoqing Li

(Feb. 2020-Jun.2020)

“ An Active learning journey at OEP.”

“ O E P, A C T I O N ! ” STUDIO C 2020 SM1

STUDIO 25 E N V I RO N M E N TA L B U I L D I N G S T U D I O

Zhuoqing LI 886823 PORTFOLIO

TABLE OF CONTENT PART 1: PERSONAL DEFINITION OF SUSTAINABILITY ------------------------------ PAGE 1 PART 2: CLIENT RESPONSE ------------------------------ PAGE 3 PART 3: SITE ANALYSIS ------------------------------ PAGE 9 PART 4: CONCEPT DESIGN ------------------------------ PAGE 18 PART 5: RESEARCHES ------------------------------ PAGE 28 APPENDIX : 01 PAVILION DESIGN - THE RAINWATER COLUMN ------------------------------ PAGE 42 02 DESIGN REFLECTION ------------------------------ PAGE 47

STUDIO 25 PORTFOLIO PART 1 PERSONAL DEFINITION OF SUSTAINABILITY

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PERSONAL DEFINITION OF SUSTAINBILITY: “If what goes in must equal what goes out, we will not try to increase positive outputs to create surplus benefits.” -------Janis Birkeland

Instead of ‘doing less bad’ to avoid less negative impact, we need to ‘do more good things’ to promote positive development of pre-development conditions as ‘a loss’ in one place cannot be compensated by ‘a gain’ in somewhere else (Dominique H. & Chrisna P., 2014).

HOW TO ACHIEVE IT? Education plays an important role in the development of ESD industry. Education can inspire more people to act for sustainability as it can help people to understand the benefit of ‘doing more good things’. The action-based education inspired by the constructivists’ researches is proposed to allow people construct their own understanding of ESD and be more innovative.

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STUDIO 25 PORTFOLIO PART 2 CLIENT RESPONSE

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THE BRIEF (CLIENT, PROGRAM) CLIENT PROFILE Name: Unimelb OEP Faculty Feature:- A passionate engaged learning community of environmentally sustainable program. Project: New OEP Faculty Building Teaching Space

BRIEF SUMMARY

1x Lecture Theatre (max cap. 200) 2x Seminar Rooms (ea max cap. 60) 4x Tutorial Rooms (ea max cap. 25) 1x Display Gallery 1x Gardening Workshop

Study Space

1x Quiet Study Hall 1x Collaborate Study Hall 3x Small Meeting Rooms (ea max cap. 4) 2x Large Meeting Rooms (ea max cap. 6) 4x Research lab(Soil Test)(Dry/wet) 1x Community Library Student Storage Space

Admin Space

1x Private Office for Director 1x Offices for OEP Admin Staff (ea max cap. 4) 1x Offices for OEP Academic Staff (ea max cap. 6) 1x Common Room 3x Small Meeting Rooms for 1to1 Consultation (ea max cap. 4) 2x Large Meeting Room (ea max cap. 6) 1x Multi-functional Meeting Room (ea max cap. 16) Staff Storage Space

Support Program

1x Reception 2x Catering Space (Staff/Student) 1x Zero Carbon Cafe 1x Book Store 1x Plant Room 1x Tool Shed Print Room More Toilets (cannot be all squat) Bike Storage Space+bike repair station Breakout Space

Green Space

1x Green House Lab 1x Educational Community Garden 1x Stepped Learning Terrace 1x Roof Terrace 1x Rainwater Showcase Outdoor Breakout Space

1x Lecture Theatre (max cap. 200) 300sqm

Seminar Room (max cap. 60) 150sqm

Quiet Study Col. Study Space Space 150sqm 150sqm

Office (6P) 96 sqm

Reception 15 sqm

Office (4P) 40 sqm

Meeting (6P) 24 sqm

Commo Office n Room (1P) 24 sqm 12 sqm

1x Event Space (max cap. 200) 300sqm

Tutorial Room (max cap. 25) 54 sqm

Gardening Workshop (max cap. 60) 150sqm

Community Library 150sqm Lab 48 sqm

Meeting (4P) 12 sqm

Meeting (6P) 24 sqm

Meeting (20P) 54 sqm

Catering 120 sqm Cafe Bookshop Toilet Tool 24 sqm 24 sqm 18 sqm Shed

18 sqm

Print Room 12 sqm

Bike Storage 32 sqm

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USER GROUP ANALYSIS

USERS People with Unknown Purpose

People with Known Purpose Persona A “I like exploring and sharing.”

Name: Emily Age: 23 An OEP student, studying “ESD Education and Social Change”.

Persona B

Persona C “Sharing ideas with students is my passion.”

“I like hanging around and observing people.”

Name: Lauren Age: 35 An OEP academic staff, specializing in Environmental Education.

Name: Oscar Age: 30 A photographer, enjoying observing daily activity of people.

THE BRIEF

“Montage of Spaces”

SCRIPT MAIN

+ “Daily Activities with Potential Interactions.”

“HIDDEN EPISODE” “HIDDEN EPISODE”

THE NEW OEP BUILDING

“An Action-based Learning Journey.” Page

USER TIMELINE ANALYSIS

STUDENT

LECTURE/SEMINAR

10:30-11:00

ZERO CARBON CAFE

11:00-12:00

TUTORIAL ROOM

ATRIUM

12:00-12:15

12:15-12:45

COMMUNITY LIBRARY

12:45-14:45

ROOF TERRACE

14:45-15:15

BREAKOUT SPACE Afternoon Tea

15:15-16:15

GARDENING WORKSHOP

16:15-17:15

INFORMAL MEETING SPACE (OPEN-PLAN)

17:15-18:15

STUDENT CATERING

18:15- 20:15

GROUP MEETING ROOM

ARRIVE

STAFF

ARRIVE

8:30-10:30

APPROACH

PUBLIC USER

ARRIVE

SHARED OFFICE

INFORMAL CHATTING

TALKING/THINKING/SHARING

ZERO CARBON CAFE

ATRIUM

INFORMAL CHATTING

CHATTING/THINKING/SHARING

BREAKOUT SPACE Afternoon Tea

INFORMAL CHATTING

TALKING/THINKING/GARDENING

GARDENING WORKSHOP

CONFERENCE

ATRIUM

INFORMAL MEETING SPACE (OPEN-PLAN)

COMMUNITY LIBRARY

STAFF CATERING

INFORMAL CHATTING

ZERO CARBON CAFE

SHOWCASES

TUTORIAL ROOM

INFORMAL CHATTING

TALKING/THINKING/SHARING

INFORMAL CHATTING

ROOF TERRACE

BREAKOUT SPACE Afternoon Tea

COMMUNITY GARDEN

INFORMAL MEETING SPACE (OPEN-PLAN)

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CLIENT PROFILE

RESPONSE TO CLIENT & BRIEF (SPATIAL RELATIONSHIP)

Name: Unimelb OEP Faculty Feature:- A passionate engaged

TOILET

Teaching Space

3 SMALL MEETING ROOM

BRIEF SUMMARY

TOILET

1x Lecture Theatre (max cap. 200) 2x Seminar Rooms (ea max cap. 60) 4x Tutorial Rooms (ea max cap. 25) 1x Display Gallery 1x Gardening Workshop

2 LARGE MEETING ROOM 1 MULTIFUNCTIONAL MEETING ROOM

2 SHARED OFFICE COMMUNITY LIBRARY

PUBLIC DISPLAY

1 PRIVATE OFFICE

TOILET

1 COL. STUDY HALL

STUDENT STORAGE PUBLIC DISPLAY

4 REASERACH LAB

BREAKOUT SPACE

3 TUTORIAL ROOM

TOILET BOOKSHOP ENTRANCE CONNECT TO OLD OEP

RAINWATER SHOWCASE

Support Program

BREAKOUT SPACE

SHOWCASE GALLERY

STUDENT CATERING

PUBLIC DISPLAY ZERO CARBON CAFE

BIKE REPAIR AND STORAGE

OUTDOOR BREAKOUT SPACE

COMMERCIAL

STAFF STORAGE

3 SMALL MEETING ROOM 2 LARGE MEETING ROOM

Admin Space

PRINT ROOM

ATRIUM

RECEPTION IN FOYER

GARDENING WORKSHOP TOOL SHED

MAIN ENTRANCE

EDUCATIONAL COMMUNITY GARDEN

STEPPED LEARNING TERRACE

ENTRY GARDEN

TOILET

QUIET STUDY SPACE

HISTORICAL GALLERY

2 SEMINAR

1 LECTURE PLANT ROOM

UNDERGROUND

ENTRANCE TO UNDERGROUND

Green Space

1x Green House Lab 1x Educational Community Garden 1x Stepped Learning Terrace 1x Roof Terrace 1x Rainwater Showcase Outdoor Breakout Space

COMMON ROOM

BREAKOUT SPACE

ATRIUM

Study Space

STAFF CATERING

ATRIUM

learning community of environmentally sustainable program. Project: New OEP Educational Building

ROOF TERRACE

GREEN HOUSE LAB

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Response to Brief (Area and Level Analysis) Teaching Space

Study Space

BREAKOUT + STAFF CATERING BREAK-OUT SPACE/ ROOF GARDEN/ STAFF CATERING

Admin Space Support Space (Toilet,Storage, Kitchenette,Multi-purpose Room)

ADMIN+ STUDENT/STAFF INTERACTION OFFICE/MEETING SPACE/STUDY SPACE/SUPPORT SPACE

Outdoor Space

Potentials

TEACHING + STUDY

PUBLIC CONNECTION

TUTORIAL ROOM/LAB/MEETING SPACE/STUDY SPACE/SUPPORT SPACE

Atrium Space

RETAILS/MEETING SPACE/STUDY SPACE/SUPPORT SPACE/EVENT SPACE

THEATRE/SEMINAR ROOM/LEC&SEMINAR LECTURE STUDY SPACE/SUPPORT SPACE

Active Retail and Gathering Space

Lecture and Seminar Space allocated in basement to minimise the influence of external environment.

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STUDIO 25 PORTFOLIO PART 3 SITE ANALYSIS

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FINAL SITE PLAN

71200

49000

Monash R oad

Winter Sun

12:00

163

4700

9:00 4800

all Site F

Walter Boas (OLD OEP)

57000

4800

66600

Stundent Pavilion

Site Fal l

18:00

4700

Wilson Ave

15:00

Peter Hall Building

7:10

156 Old Geology South

6300

17:23

160

49000

153 The School of Chemistry

154 Chemistry East Wing

5600 5600

9:00

15:00

17500

12:00

Site Measurements

The Arts and Cultural Building

Vehicles & Bicycles Allowed

20:42

5:54 166 Old Metallurgy

Summer Sun

Site

168

167 Chemical Engineering Building 2

Doug McDonell

Pedestrian Walkways

NEW STUDENT PRECINCT

Permanent Fences & Boundaries Temporary Fences & Boundaries

Swanston Street

Pedestrian Crossing Engineeri

ng Lane

The site falls in climate zone 6. N 0

15000

25000

Scale 1:1000

50000(mm)

Evergreen Trees

Summer Winds : At morning- Varies At afternoon- tends to be southerly during afternoon, providing a cool change.

Deciduous Trees

<= 3-Storeys 4-6 Storeys >=7 Storeys Site

Winter Winds : Northerly and Westerly Prevailing Wind Sheltered by Water Boas and Chemistry building.

10%

20%

30%

9am Summer

3pm Summer

9am Winter

3pm Winter

Installation of operable high level windows in southern facades provide the best opportunity for passive cooling. Page 10

SITE ANALYSIS 1- CLIMATE 12:00 9:00

15:00

7:10

17:23

Winter Sun JAN 9am

15:00

12:00

9:00

18:00

JAN 12pm

20:42

5:54

Summer Sun JAN 3pm

JUL 9am

Site

New Student Precinct

15m

25m

50m

Scale 1:1000

The site falls in Climate Zone 6. Winter Winds : Northerly and Westerly Prevailing Wind Sheltered by Water Boas and Chemistry building.

10%

20%

30%

9am Summer

3pm Summer

9am Winter

3pm Winter

JUL 12pm

SummerWinds : At morning- Varies At afternoon- tends to be southerly during the afternoon, providing a cool change. Installation of openable high level windows in southern facades provide the best opportunity for passive cooling.

JUL 3pm

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17500 71200

49000

6300

5600 5600

SITE ANALYSIS 2 - SITE FEATURE AND CIRCULATION

4800

57000

4700

Wilson Ave

Monash R oad

4800

66600

Site Measurements

Swanston Street

South Law n Car Park (Und erground)

Engineeri

ng Lane

Legends: Bicycle Parking

BUSY

New Student Precinct Vehicles&Bicycles Allowed

Car Parking

Pedestrain Walkways

Quiet

BUSY

Permanent Fences & Boundaries Temporary Fences & Boundaries Pedestrain Crossing

BUSY

Site

Noise Source

Noise Diagram

The site is bordered by 3 laneway and it can be mainly accessed from Monash Road that haves continues to Wilson Ave. The Monash road is a mixed-use laneway (vehicle and bicycle allowed in the middle, pedestrian laneway on two sides). The east side of the site is the construction site of new student precinct with temporary construction fence. Another construction site is to the south of the site.

Scale 1:1000

Noise Analysis The main source of noise is vehicles, people and construction process. The building has a northern frontage towards Monash Road, which is a busy mixed-use laneway. The site is located 162m from Swanston street. Swanston Street is one of main roads in Melbourne with trams running along it. Therefore, the northern side and the eastern side of the site will be noisier.

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SITE ANALYSIS 3 - SURROUNDING FEATURES (VEGETATION&SITE SLOPE)

5 5

3 5

all Site F

8 8

Site Fal l

1. Botanical Name: Phoenix canariensis Common Name :Canary Island Date Palm Evergreen Approx. Height: 10 to 15 m 2. Botanical Name: Platanus x acerifolia London Plane Common Name: London Plane Deciduous Approx. Height: 15 to 20 m 3. Botanical Name: Araucaria bidwillii Common Name: Bunya Evergreen Approx. Height: 15 to 20 m 4. Botanical Name: Arbutus unedo Common Name: - Irish Strawberry Tree Evergreen Approx. Height: 5 to 10 m 5. Botanical Name: Lagerstroemia indica Common Name: Crepe Myrtle Deciduous Approx. Height: less than 5m

Site New Student Precinct Evergreen Trees

6. Botanical Name: Ulmus minor â&#x20AC;&#x2DC;Variegata Common Name: Variegated N Field Elm Scale 1:1000 Deciduous Approx. Height: 20 to 30 m 10. Botanical Name: Fraxinus 9. Botanical Name: Quercus 8. Botanical Name: Camellia 11. Botanical Name: Acacia 7. Botanical Name: Ulmus palustris sasanqua excelsior 'Aurea' acinacea procera Common Name: Camellia Common Name: Gold Dust Wattle Common Name: Golden Ash Common Name: Pin Oak Common Name: English Elm Deciduous Evergreen Deciduous Evergreen Approx. Height: 10 to 15 m Approx. Height: less than 5 m Approx. Height: 20 to 30 m Approx. Height: 10 to 15 m Approx. Height: Less than 5m

Deciduous Trees <= 3-Storeys 4-6 Storeys >=7 Storeys Page 13

SITE ANALYSIS 4 - SURROUNDING BUILDINGS INFO. Surrounding Building Information 155 160

Old Geology Building

Peter Hall Building

153

154

The School of Chemistry

156

Chemistry East Wing

Old Geology South

151 Wilson Hall

161

163

Walter Boas (OEP)

Australian Mathematical Sciences Institute (AMSI) and Post Office

162

Alice Hoy

165

193

Chemical Engineering Building 1

158

Sidney Myer Asia Centre

Electrical & Electronic Engineering Department

New Student Precinct -Construction Site

168 Doug McDonell

167

166 Old Metallurgy

Chemical Engineering Building 2

189 Frank Tate

169 Engineering Workshops (Block F)

173

Old Engineering School ( Block A)

171 Eastern Resource Centre

175 Engineering Block B

174 Engineering Block C

198

176

Engineering Block D

170

Engineering Block E

1888 Building

199

757 Swanston-Stop1

Existing building: 1. Building 161: Australian Mathematical Sciences Institute (AMSI) and Post Office/ 2-storey 2. Building 165: Department of Chemical and Biomolecular Engineering/ 6-Storey (INCL. 1-storey Basement) Surrounding Building: 1. Building 151: Wilson Hall (Exam venue) Hold exams and events/ 3-Storey (INCL. 1-storey Basement) 2. Building 153: The School of Chemistry / 6-Storey (INCL. 1-storey Basement) 3. Building 154: Chemistry East Wing/ 6-Storey (INCL. 1-storey Basement) 4. Building 155: (Old Geology Building) Faculty of Science and Science Students' Society/ 3-Storey (INCL. 1-storey Basement) 5. Building 156: Old Geology South/ 3-Storey (INCL. 1-storey Basement) 6. Building 158: Sidney Myer Asia Centre /Theatres and Offices / 8-Storey (INCL. 2-storey Basement) 7. Building 160: Peter Hall Building (Mathematics and Statistics) Theatres and Labs/ 3-Storey (INCL. 1-storey Basement) 8. Building 162: Alice Hoy/ Faculty of Optometry and Vision Sciences/ 4-Storey 9. Building 163: (Walter Boas) Melbourne School of Government/Office for Environmental Programs/5-Storey (INCL. 1-storey Basement) 10. Building 166: (Old Metallurgy) Old Metallurgy Master Seminar Rooms and NTEU (National Tertiary Education Union)/ 5-Storey (INCL. 1-storey Basement) 11. Building 167: Chemical Engineering Building 2/ 5-Storey (INCL. 1-storey Basement) 12. Building 168: Doug McDonell/ 10-Storey 13. Building 169: Engineering Workshops (Block F)/ 3-Stroey 14. Building 170: Engineering Block E/Department of Mechanical and Manufacturing Engineering/ 8-stroey 15. Building 171: Eastern Resource Centre/ ERC Library (Engineering, Sciences, Maps, Research Collections)/ 6-Stroey 16. Building 173: Old Engineering School (Engineering Block A)/ 4-Storey (INCL. 1-storey Basement) 17. Building 174: Engineering Block C/Centre for Spatial Data Infrastructures and Land Administration/ Department of Infrastructure Engineering/ 7-Storey (INCL. 1-storey Basement) 18. Building 175: Engineering Block B/ 6-Storey 19. Building 176: Engineering Block D/ 9-Storey (INCL. 2-storey Basement) 20. Building 189: Frank Tate/ 2-Stroey 21. Building 193: Electrical & Electronic Engineering Department and Bionic Vision Australia/6-Storey 22. 1888 Building/ Graduate Centre/ Graduate Student Association (GSA)/ 6-Storey (INCL. 2-storey Basement) 23. Building 199: 757 Swanston/ Stop1/ 11-Storey (INCL. 1-storey Basement) 24. New Student Precinct-Construction Site

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SITE ANALYSIS 5 - NEW STUDENT PRECINCT ANALYSIS

Timeline

The 2,500-square-meter Student Pavilion will be the Precinct’s ‘Neighbourhood’ building, with visible and inviting social, retail and informal study spaces creating a key social space for student life on campus.

COMMENCING LATE-2021 – SOUTHERN LANDSCAPING

COMMENCING LATE-2021 - NORTHERN LANDSCAPING

The Arts and Cultural Building will host an array of retail, informal student and event spaces, focused on creating a vibrant cultural hub for students in the Precinct. The Building will also house the new George Paton Gallery, Arts Lab and two large rehearsal and event rooms, while hosting a multitude of informal spaces and retail offerings for students.

COMMENCING MID-2021 – REFURBISHMENT OF FRANK TATE BUILDING:

COMMENCING EARLY-2021 – REFURBISHMENT OF DOUG MCDONELL BUILDING

All levels of the Eastern Resource Centre (ERC) Library will be extensively redeveloped as part of the New Student Precinct works, delivering a library, formal and informal study spaces, bookable and collaborative spaces, food and retail, a digital hub and a scholarly commons.

COMMENCING LATE-2020 – CONSTRUCTION OF NEW STUDENT PAVILION

COMMENCING MID-2020 – CONSTRUCTION OF NEW ARTS AND CULTURAL BUILDING

COMMENCING MID-2020 – ERC LIBRARY REDEVELOPMENT

COMMENCE MID-2020 – DEMOLITION OF ALICE HOY BUILDING

COMMENCED – REFURBISHMENT OF 1888 BUILDING: Continuing to be the home for GSA, the Building will host graduate study spaces, ERC Library staff, retail offerings and one of two Family Rooms in the Precinct.

The lower four levels of the Doug McDonell Building will be completely renovated to provide a vibrant new home for UMSU and deliver exciting new informal learning spaces at the heart of the Precinct. The transparent Atrium will link to the Eastern Resource Centre (ERC) Library, transforming the use of the building and connecting it with several buildings in the Precinct.

The New Student Precinct is a landscape-driven project, creating a new terrain linking the Precinct with the broader campus from Grattan and Swanston Streets to beyond. The biodiversity of the Precinct will be fostered and celebrated, with the landscape designed to foster opportunities for research and observation. The variety of landscape spaces, passive and active, allow for multiple types of events and activities to occur together simultaneously.

The Frank Tate Building will be restored to its original form, opened-up on all sides and re-introduced to the landscape by raising the ground floor to seamlessly connect with the outdoor ground level. The northern end of the building will spill out into the Precinct landscape, accommodating a fully-accessible ‘Market Hall’ for students that is connected to external event spaces with flexibility for different weather conditions.

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SITE ANALYSIS 6 - SURROUNDING BUILDINGS MATERIALITY Surrounding Building Material

The surrounding buildings are generally built with bricks.

LEGEND RED BRICK YELLOW BRICK METAL CLADDING CONCRETE

BEIGE CONCRETE Page 16

SITE ANALYSIS 7 - SURROUNDING BUILDINGS FUNCTIONS Surrounding Building Height

Monash st is activate d by retail ings and g s, caterathering sp aces.

New Student Precinct

Potential Retail Spots Main street Site New Student Precinct Retail Event Space Cafe Teaching Space Study Space Post Office Art&Gallery Space

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STUDIO 25 PORTFOLIO PART 4 CONCEPT DESIGN

Page 18

THE INITIAL CONCEPT

"I think of school as an environment of spaces where it is good to learn. School began with a man under a tree who did not know he was a teacher discussing his realization with a few who did not know they were students." - Louis Kahn "what school wants to be."

NATURE OF SCHOOL: A Good Place to Learn

It is a social interaction process of sharing realizations with a blurred boundary between teacher and students.

GATHERING & SHARING

“ We do not have a clear division between students and staffs. We are more like colleagues working in the same community. ” ----- From OEP Client Interview 1

One-way communication Information Loop

Information Loop of Interaction

A Medium for Community Social Interaction

1+1>2

VISION OF SUSTAINABILITY - Develop: Achieve the development of OEP community by experiencing an active learning journey (Up-to-date

Learning, Thinking, Questioning Information Loop of Community Social Interaction

Knowledge, Skill, Capacity of sustainability)

Plus

Exploring

Multiple

‘Ripple’

Get inspired

Duplicated

An active learning journey powered by community social interaction

- Get Connected and Collaborate: Establish network (OEP-UNIMELB-VIC-AUS-GLOBAL) and work collectively towards a sustainable future. Page 19

RESPONSE TO BRIEF (CLIENT, PROGRAM) OVERALL PROGRAM DISTRIBUTION Lecture Theatre, Seminar Rooms , Plant Room, Storage Space, Toilets

Space Need Northern Natural Light Tutorial Rooms, Collaborate Study Hall, Meeting Space, Offices, Catering Space, Event Space.

Space Need Southern Natural Light

Quiet Study Hall and Indicidual Reasearch Booth , Reasearch Labs.

Catering Space Tutorial Rooms

Event Space

PHYSICAL SOCIAL INTERACTION

Collaborate Study Hall & Meeting Space

MEETING COLLABORATING

Offices & Meeting Space

BRIEF SUMMARY

Atrium Courtyard

Foyer

Quiet Study Hall INDIVIDUAL REASERACH BOOTH Reasearch Labs

Study Space

Reception

PUBLIC DISPLAY

1x Lecture Theatre (max cap. 200) 2x Seminar Rooms (ea max cap. 60) 4x Tutorial Rooms (ea max cap. 25) 1x Display Gallery 1x Gardening Workshop

Toilets Plant Room Storage Space Print Room

PUBLIC DISPLAY

Teaching Space

ENTRY FOYER MEETING

Space Do not Need Natural Light

Atrium Courtyard

NON-CONTACT SOCIAL INTERACTION

QUIET STUDY COMMUNITY LIBRARY

INDIVIDUAL REASEARCH

U N D E R G R O U N D Lecture Theatre Seminar Rooms

Learning, Thinking, Questioning

Exploring

Get inspired

Admin Space

Toilets Plant Room Storage Space

Tutorial Rooms

Offices

Catering Space

Foyer Toilets Plant Room Storage Space

Atrium Courtyard

Reasearch Labs

INDIVIDUAL RESEARCH BOOTH

COMMUNITY LIBRARY

Green Space

Toilets Plant Room Storage Space

Atrium Courtyard

Meeting Space

INDIVIDUAL RESEARCH BOOTH

Toilets Plant Room Storage Space

PUBLIC DISPLAY

Toilets Plant Room Storage Space

Collaborate Study Hall & Meeting Space

Quiet Study Hall

Reception Atrium Courtyard

Lecture Theatre Seminar Rooms

Tutorial Rooms

PUBLIC DISPLAY

Event Space Catering Space

INDIVIDUAL RESEARCH BOOTH

1x Green House Lab 1x Educational Community Garden 1x Stepped Learning Terrace 1x Roof Terrace 1x Rainwater Showcase Outdoor Breakout Space

Toilets Plant Room Storage Space

PUBLIC DISPLAY

Lecture Theatre Seminar Rooms

PUBLIC DISPLAY

Support Program

LEVELS PROGRAM DISTRIBUTION

PUBLIC DISPLAY

Roof Garden

Public Display 3F

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SITE RESPONSE 01 - PROGRAM + INTERACTION

Page 21

SITE RESPONSE 02 - SUN+CIRCULATION

Page 22

SITE RESPONSE 03 - WIND + SITE FALL

Rainwater Garden Building 167

The Site

Monash Rd

Building 154

Height and slope: “In the historical core - No more than five to six storey to allow winter sunlight into the building and open space. ” - University of Melbourne Parkville Master plan (Clause 9.6 Built Form)

Page 23

Site Response 04 - Noise

Page 24

CONCEPT DESIGN PROCESS - MASS STUDY Design With Blue Foam

Design in Sections

North Greyspace

South Greyspace

Foyer

Atrium

Upperfloor Space around Atrium

Rooms

North Greyspace

South Greyspace

Foyer

Atrium

Upperfloor Space around Atrium

Rooms

Solid Light-weight

PHYSICAL SOCIAL INTERACTION

Sustainable Material with ‘Soild’ Feature ?

Page 25

FINAL MASS STUDY AND PROGRAM DISTRIBUTION BLOCK WEST SUNLIGHT

CONCEPT DIAGRAM SOUTH

RESPONSE TO BRIEF

WEST Rota te

INVITE NORTH SUNLIGHT

Rota te

Connect

3F STAFF CATERING & BREAKOUT

Pull Out

ORIENTATE AND CONNECT

ATRIUM

CORE

NORTH

EAST

2F ADMIN & STUDENT+STAFF CONNECTION

RAINWATER SHOWCASE

ATRIUM

CORE

BIKE REPAIR STATION

GREEN WALKWAY

ZERO CARBON CAFE

GARDEN WORKSHOP& COMMUNITY GARDEN

1F TEACHING & STUDY Push Down

ATRIUM

CORE

EN TO TRA OL NCE D OE CO P NN

MASS SUBTRACTION Lift Up

Lift Up ERC

CO TRA

GF PUBLIC CONNECTION

P IAL

H NAS

B1 HISTORY & DISPLAY & LEC&SEMINAR

CONNECT LEVELS Connect TEACHING SPACE

STUDY SPACE

ADMIN SPACE

SUPPORT SPACE

GREEN SPACE

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DRAFT STORY BOARD

“ FIRST LOOK”

“ ARRIVING”

“ WAY TO LECTURE HALL”

identity

Slow Down, Walk Through Landscape

Prepare for Lec, Calm, Lead by Light

“ ARRIVING LECTURE HALL”

“ GREEN WALL IN BETWEEN”

“ RAINWATER SHOWCASE”

Quiet, Concetrate, Grandeur

Relax, Visual Connection

Relax, Inspiring

“ ARRIVING TUTORIAL ROOM”

“ THE ATRIUM”

Eligble, Vibrant, Engaged

Movement, Exploring

“ GREEN ROOF” Destination, Relax, Multi-level

Page 27

STUDIO 25 PORTFOLIO PART 5 RESEARCHES

Page 28

Research Map INITIAL CONCEPT: ACTIVE LEARNING JOURNEY BASED ON SOCIAL INTERACTION CLIENT& BRIEF Name: Unimelb OEP Faculty Feature:- A passionate engaged learning community of environmentally sustainable program. Project: New OEP Faculty Building

CLIENT INTERVIEW “ We do not have a clear division between students and staffs. We are more like colleagues working in the same community. ”

NATURE OF SCHOOL: A Good Place to Learn

Inspiration - Precedent Study - The Rule of Program & The Journey First Unitarian Church of Rochester by Louis Kahn -The Positive Development & Community Interaction The Venny

GATHERING & SHARING

WHY social interaction is beneficial to the learning journey?

TASK 4 FEEDBACK “Be more specific about what is an active learning journey. Is it only about social interaction?”

DANPALON MATERIAL

Inspiration - Precedent Study - Participatory Architecture Standford d school

EMPIRIC VS CONSTRUCTIVIST

It is a social interaction process of sharing realizations with a blurred boundary between teacher and students.

HOW to promote community social interaction in a learning journey by ‘architecture’?

LVL/CLT CONSTRUCTION

REFLECTIONS: Actions are introduced to active the learners. It is not only about social interactions between users but also includes users interact with ‘the architecture’ and the self- exploration process.

REDEFINE CONCEPT:

-Showcase Architecture Nest We Grow / Kengo Kuma & Associates + College of Environmental Design UC Berkeley

Use space to provoke an ‘action-based’ learning journey that allows users to construct their own understanding of ESD through learning actions.

-Local Sustainable Program The Commons/ Breathe Architecture RAIN HARVESTING

GEOTHERMAL SYSTEM

HRS SYSTEM

LABYRINTH COOLING

VR TECHNOLOGY Page 29

RESEARCH FINDING SYNOPSIS 01

WHY community social interaction is beneficial to the learning journey? Current Issue: Lack of social interaction in classrooms

One-way Communication

Active learning journey based on social interaction

Social Interaction

Learning, Thinking, Questioning

Think in different perspectives - provoke discussions and bring up more questions to be the direction of exploring.

Exploring

Teacher : Shoulder all the Work Student : ‘Passive’ Learner Hurst (1998) declared that “who is doing the work is the person doing the learning.”

Teacher : Share with Students Student : Be readers, writers, speakers, listeners, and thinkers Routman (2005) contends “students learn more when they are able to talk to one another and be actively involved”.

Provide more opportunity for exploring process.

Get inspired

Reference List: Dewey, J. (1963). Experience and education. New York: Collier. Frey, N., Fisher, D., & Allen, A. (2009). Productive group work in middle and high school classrooms. In S. Parris, D. Fisher, & K. Headley (Eds.), Adolescent literacy: Effective solutions for every classroom (pp. 70-81). Newark, DE: International Reading Association. Hurst, B. (1998). Person working equals person learning. Journal of Reading Education, 23(3), 23-24. Routman, R. (2003). Reading essentials: The specifics you need

- Achieve Development - Get Connected: Establish Sense of Community

Restructure initial knowledge of participants - people can get inspiration from others.

to teach reading well. Portsmouth, NH: Heinemann.

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RESEARCH FINDING SYNOPSIS 02

WHY community social interaction is beneficial to the learning journey? Learning, Thinking, Questioning

Nowadays, lack of social interaction is taking place in classrooms from kindergarten to higher education as the model of discourse mostly is a one-way communication from the teacher to the students. Frey, Fisher, and Allen (2009) observed that “teacher talks 90% of time and students are expected to sit hour after hour, taking notes, and answering the occasional question with little interaction with peers”, which is running counter to the philosophy that “learning is primarily a social activity” (Dewey, 1963; Lindeman, 1926). Hurst (1998) declared that “who is doing the work is the person doing the learning.” In the one-way communication model, teachers prepare the lecture, write notes and talk to the students who sit passively and only receive what the teacher said at most. Teachers shoulder more works than students, therefore, they learn more as well. Students should be the person doing most of the work. Routman (2005) contends “students learn more when they are able to talk to one another and be actively involved”. Student need to shoulder the responsibility to be readers, writers, speakers, listeners, and thinkers in the classroom, and actively engaged in social interaction with teachers and peers to learn more during the process. The interaction process brings people have different background knowledges together and build different connections, which can restructure initial knowledge of learners. In addition, social interaction is also beneficial to problem-solving as people think in different perspectives are easier to find a creative solution. Community social interaction can also establish a sense of community, which bring people together to work collectively towards a common goal of the community. In addition, the process of community social interaction can make people feel supported by peers during hard times. Reference List:

Dewey, J. (1963). Experience and education. New York: Collier. Frey, N., Fisher, D., & Allen, A. (2009). Productive group work in middle and high school classrooms. In S. Parris, D. Fisher, & K. Headley (Eds.), Adolescent literacy: Effective solutions for every classroom (pp. 70-81). Newark, DE: International Reading Association. Hurst, B. (1998). Person working equals person learning. Journal of Reading Education, 23(3), 23-24. Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.

Social interaction with community peers allows people to think in different perspectives, provoke discussions and bring up more question to be the direction of exploring.

Exploring

The community-contributed database can provide more opportunity for exploring process.

Get inspired

Community social interaction build connection with people having different knowledge backgrounds and restructure initial knowledge of participants; therefore, people can get inspiration from others. Page 31

Physical Social Interaction INHIBITING

RESEARCH FINDING SYNOPSIS 03 HOW to promote community social interaction in a learning journey by ‘architecture’?

PROMOTING Layout of the room: Based on the research done by Dovey, K., & Fisher, K.in 2014, type D learning environment can be applied to encourage community social interaction in classrooms as the operable walls break the social barriers between different classrooms. The operable walls give users options to do standard teaching along with a ‘barn space’. In addition, the street space with open plan also enable a co-working environment.

Wall

Chmiel architects, 2016. Designing with Social Architecture in Mind. Retrieved from http://www.chmielarchitects.com.

Caulfield Grammar School

No Wall

Long Distance

Short Distance

High Speed

Low Speed

Scale of the Room: The main sense used in social interaction is visual and auditory: the social field of vision is 0 to 100 meters and 0-35 meters for auditory. Small spaces allow people to have a closer social distance and allow people to see and hear from others. (Gehl,2011). Program Distribution: The distance between participants is reduced if mutual interest and intensity are increased. Architect could control program distribution to bring people have same interests together. Natural Light and Views: Using big windows to invite natural light and views into the space can encourage people to slow down and stay, which can also encourage social interaction. Natural light and views can also increase the social interaction desirability as people’s mood and emotion can be easily improved by natural light and views (Chmiel architects,2016). ‘Pocket’ for people to stay: Creating ‘pocket’ as stay points along the circulation path to encourage people to slow down and interact.

Reference List: Dovey, K., & Fisher, K. 2014. Designing for adaption: The school as socio-spatial assemblage. The Journal of Architecture 19(1), 43-63.

The Ghan train trip

Second Home Office in Hollywood

Gehl, J. (2011). Life between Buildings: Using Public Space. Washington DC: Island Press.

Unimelb Community Garden

Allen Institute-Pocket Around Atrium

Furniture configuration: Furniture arrangement that removes barriers between people can also help encourage social interaction. (for example, a circle of comfortable chairs works better than rows of desks). Configurations that allow open, face-to-face orientations with other team members encourage social interaction more than those that don’t (Chmiel architects,2016). Back to Back

RMIT Building10 Communal Space

Unimelb Arts West buIilding

Hôtel Métropole-Rainwater Showcase

Face to Face

Non-contact Social Interaction Connected without ‘Contact’ Content Provider Information

Queen’s University Belfast

Content Viewer

INTERACTING CHANNEL

Information

Public Display and Shared Database: Public display can be a framework to promote community social interaction. Designing an interacting channel such as a small museum, a community library or a showcase that can be contributed by all the community members can be an interface of ‘non-contact’ interacting. The content provider put the content into the interacting channel and the content viewer (known group, unknown group or individual) can receive it and get awareness or be connected to the community. Page 32

LITERATURE REVIEW

RESEARCH FINDING SYNOPSIS 04

“Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation”

Nowadays, most of the research papers are written based on a distinction of the ‘student centered’ and ‘teacher centered’ education. The “teacher-centered” pedagogy is referred as the traditional passive pedagogy and the “student-centered” is defined as an advanced active pedagogy (Cicchelli, 1983). The ‘student centered’ and ‘teacher centered’ education is defined based on a false premise by ignoring both of the student and the teacher need to play an important role in the education process and they are a part. The teacher needs to set up the structure of knowledge and course to allow student to explore and get involved into the learning process. Based upon the sociocultural- constructivist idea, a learning process proposed based on actions (guided participation). From this point, the knowledge should be conveyed within certain context (social or cultural), which allow participants to construct their own understanding of knowledge rather than receive the outcome passively. This pedagogy cannot only be used in primary or secondary education, but also could be applied into university or college settings. (Barrett, Bower & Donovan, 2007; Laverie, 2006; Lord, 1999; Barber, 2007; Umbach & Wawrzynski, 2005). The empiric model defines the learning process in a metaphor as one of accumulating knowledge, which separate the learner from exploring process but only send them the outcome. The empiric model does not offer opportunity to the learners to construct their own understanding of knowledge and only allow the learners to think in a single perspective, making them hard to be innovative. In contrast, the constructivist model illustrated that “learning involves the transformation of existing knowledge into increasingly higher-order forms.” The constructivist model is based a transformation from existing knowledge to a higher-form new knowledge. Piaget (1985) invoked the concept of equilibration, showing the process to allow individuals construct knowledge and skills. During this process, the learners can see things in a novel perspective and be innovative.

Reference List: Barrett, K. R., Bower, B. L., & Donovan, N. C. (2007). Teaching styles of community college instructors. The American Journal of Distance Education, 24, 37-49. Cicchelli, T. (1983). Forms and functions of instruction patterns: Direct and nondirect. Instructional Science, 12, 43-53. Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman. Piaget, J. (1985). Equilibration of cognitive structures. Chicago, IL: University of Chicago Press. Quarstein, V. A., & Peterson, P. A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 16, 59-77. Figure 1 Piaget’s (1952) Constructivist Conception of Perceiving and Knowing Page 33

RESEARCH FINDING SYNOPSIS 06- WATER USE AND RECYCLING INTRODUCTION Water is a precious resource that plays an important role on supporting the existence of living organism and functioning the ecosystems (Caitlin, 2013). Australia is driest inhabited continent in the world (five percent of the world’s land) with limited freshwater resource (accesses just over one percent of global available freshwater resource). However, Australia has the largest water use per capita globally, using 100,000L of freshwater per person per year in average (Sinéad, 2014). As the population grows, additional pressure is added to the lack of freshwater resource. Therefore, it is important to apply water-wise plumbing fixtures, as well as recycling stormwater and wastewater to reduce the water consumption, which help to guarantee the water supply of future generations (Caitlin, 2013). As shown in figure 1, in Australia, the largest water consumption is for agriculture, which accounts for 70% of freshwater use. The water consumption of energy and industry is slightly larger than domestic activities, 16% and 14% respectively (“Water Crisis”, 2015). The domestic scale is chosen to demonstrate the strategies of water use and recycling, which can be transformed to a larger scale system based on similar strategies for industry, energy and agriculture.

Figure 1. Australian Water Consumption From Water Crisis: Is Australia Running Out of Water? . Retrieved from https://www.greenplanetplumbing.com.au/water-crisis-is-australia-running-out-of-water/. Copyright 2015 by GreenPlanet Plumbing.

Recycling Stormwater and Wastewater consumption, only slightly lower than outdoor water consumption, which makes up 25% of Australian home water consumption, only slightly lower than outdoor water consumption, which makes up 27% (“Water Efficiency”, 2017) .

Figure 6-1. Dry System. Drawing by Zhuoqing Li. Information from Watertank Installation. Retrieved from https://www.gardenerswatertanks.com.au/ water-tank-installation. Copyright 2017 by GardenersWatertanks.

Reducing shower time and choosing a water efficient shower head can significantly reduce water consumption of shower. Moreover, installing water efficient toilets of at least WELS (Water Efficiency Labeling Scheme) 4 star (Figure 3.) and choose half flush when you use it could reduce the water consumption of toilet. As shown in figure 4, waterless toilets or ‘dry sanitation systems’ can be beneficial to reduce water use demand as well. In laundry, water efficient appliances (WELS 4 star or above) and taps could be chosen to reduce the water consumption. (“Water Saving Tips”,2016)

Figure 3. WELS Label. From Water efficiency. Retrieved from https://www.energy.gov.au/ households/water-efficiency

Installing Water-wise Plumbing Fixtures The water consumed in household is portable (drinkable) water, which needs to be saved. The first strategy of reducing portable water consumption is installing water-wise plumbing fixtures at home to reduce water use demand. As shown in figure 2, shower has the largest water indoor consumption, which makes up 25% of Australian home water

The second strategy of reducing portable water consumption is recycling storm water and wastewater, which provides fixtures which do not need portable-quality water (Figure 5.) an alternative supply. The stormwater is rainfall drains off the rooftop areas (refer to rainwater) and other impervious surfaces.(“What is the”,2018) The two types of wastewater are greywater (wastewater from non-toilet plumbing) and blackwater (wastewater from toilets, kitchens and dishwashers).

Figure 5. Sample Water Categorization Matrix. From Water and Waste. Adapted from The green studio handbook : Environmental strategies for schematic design, by Kwok, A. G., Kwok, A., Grondzik, W., & Grondzik, W. T. ,2018. Retrieved from https://ebookcentral.proquest.com. Copyright 2018 by Kwok, Alison G., et al.

Stormwater Recycling Compared to wastewater, stormwater is lightly polluted, and it can be recycled efficiently to be an alternative supply of high-quality water. The rainwater collected by operated system can be used for a range of domestic activities such as toilet flushing, clothes washing, showering or even drinking after certain level of treatment. Different levels of treatments need to be applied to different uses, For example, rainwater treated for drinking needs the highest level of treatment. Two systems can be used for recycling rainwater, which is dry system and wet system as shown in Figure 6-1and 6-2. The installation process of dry system is simpler than that of wet system, but it can only collect the rainwater from one side of roof while the wet system can collect rainwater from the entire roof. The rainwater tank is an important component of rainwater harvesting system, the size of which depends on three factors: the roof catchment area, climate rainfall pattern and the average water usage of the household. (Scott,2013) The fixtures connected to rainwater supply also need to be connected to portable water supply to prevent the rainwater restriction. In terms of outdoor garden, a rainwater garden could be applied to reduce the portable water consumption on outdoor irrigation.

Figure 6-2. Wet System. Drawing by Zhuoqing Li. Information from Watertank Installation. Retrieved from https://www.gardenerswatertanks.com.au/ water-tank-installation. Copyright 2017 by GardenersWatertanks.

Greywater Recycling Greywater collected at household are composed of washing water and bathing water. It contains less nitrogen, fewer pathogens and decomposes faster than blackwater, which means it cost more efficiently to be recycled at domestic scale (WHO,2006). Greywater be collected and treated with an operated system could be used for toilet flushing, clothes washing and irrigation of greywater garden. As shown in Figure 7, 7-2 and 7-3, there are three broad types of greywater system, which can be applied based on greywater capacity and reuse application demand (Kwok,2018) . The first one is “diversion-only system” (Figure 7-1.), which is the simplest and cheapest system designed for limited and irregular use of greywater. It can be set up by adding a three-way valve to waste pipes of non-toilet plumbing (shower and laundry) or connect a hose to the waste hose of the washing machine. Page 34

RESEARCH FINDING SYNOPSIS 06- WATER USE AND RECYCLING A surge tank could be added to this system to ensure a permanent use of greywater. The second one is “diversion and filtration” system (Figure 7-2.), the filtration component of which filtrates the small particles such as hair and hint before the final use of greywater. A surge tank can also be applied into this system to ensure a regulated and slower rate of water delivering, which is good for soil absorption. The third one is “diversion and treatment system” (Figure 7-3.), which is available in different treating methods such as chemical, biological or a combination of both. The treatment system requires ongoing energy and they are generally expensive.

The level of treatment depends on the use of greywater. The greywater cannot be stored in tank for more than 24 hours unless it is treated in a proper way. (Robyn,2015) Recycling greywater cannot only reduce the portable water consumption, but also reduced the pollutant caused by discharging wastewater to the environment. Moreover, the greywater garden could still be irrigated during summer water restrictions. The vegetations planted in greywater need to be tolerant of greywater, such as bird of paradise, gardenia, conifers and so on. The irritation water need to be changed to rainwater or tap water every six weeks to give the plants in the grey water garden a break.

The second one is ATS (Figure 8-2.) (“anaerobic treatment system”), which involves bacteria into the treating process without oxygens. This system is composed by a septic tank and two pipes. The solid waste contained in the blackwater is decomposed by the anaerobic bacteria and liquid waste is floating on the top. Finally, the treated and filtered blackwater “percolates” into the soil through the pipe. (Tim, 2016) The third one is ATUs (Figure 8-3.) (“aerobic system units”), which is a self-contained treatment system of blackwater. The ATUs is composed by a series of treatment chambers and a system for irrigation or drain disposal. (“Aerobic treatment units”,2016) The first chamber is the same as an anaerobic system.

Reference List Aerobic treatment units (2016). Retrieved from https://ww2.health.wa.gov.au/Articles/A_E/Aerobic-treatment-units.

Ground Level

Caitlin M. (2013). Water. Retrieved from https:// www.yourhome.gov.au/water. Liquid Level

Scum

Inlet Pipe From Home

Outlet Pipe to Leaching Area

Clear Water

Sludge

Blackwater Recycling Blackwater is highly polluted, which contains contamination by grease and pathogens. It can only be reused in outdoor area after full treatment. The recycled blackwater is generally only can be used for subsurface irrigation. As shown in Figure 8-1,8-2 and 8-3, there are three types of blackwater system can be used to recycle blackwater. The first one is septic tank (Figure 8-1.), which is water-tight container buried in underground to hold the blackwater for a long period. During this process, the solids settle down to the bottom forming sludge, while the oil and grease floats move to the top become scum . (“How Your Septic”, 2019)

Figure 7-2. “Diversion and Filtration” System. From Aquarius Wastewater Management. Retrieved from https://renew.org.au/renew-magazine/buyers-guides/greywater-system-buyers-guide/ Copyright 2013 by Renew.

In the second chamber, the oxygen bubbles are moved through the waste and the aerobic bacteria decompose the waste.

Inlet

Inlet-T

Baffle

Outlet

scum

Sedimentation Zone

Filter Support

Anaerobic Filter Units

Settler

Air Pump Access Lid

Chlorinator

Access Lid

Outlet

Inlet

to irrigation sytem

Scum

How Your Septic System Works? (2019). Retrieved from https://www.epa.gov/septic/how-your-septicsystem-works. Kwok, A. G., Kwok, A., Grondzik, W., & Grondzik, W. T. (2018). The green studio handbook: Environmental strategies for schematic design. Retrieved from https://ebookcentral.proquest.com Scott W., Steve S, Monique R. (2013). Stormwater. Retrieved from https://www.yourhome.gov.au/ stormwater. Sinéad L. (2014). Australia’s Water Security Part 1: Water Resources. Retrieved from http://futuredirections.org.au/. Tim T. (2016). The Differences between aerobic VS. anaerobic septic systems. Retrieved from https:// www.turnerandsonhomes.com. Water Crisis: Is Australia Running Out of Water? (2015). Retrieved from https://www.greenplanetplumbing.com.au/water-crisis-is-australia-runningout-of-water/ Water Efficiency. (2017). Retrieved from https:// www.everydayplumbing.com.au/plumber/water-efficiency Water Saving Tips (2016). Retrieved from https:// www.watercorporation.com.au/save-water/water-saving-tips

Sludge Primary chamber (anaerobic)

Aeration Chamber

Clarification Chamber

Pump Chamber

Aerobic Treatment System

Figure 8-3. Aerobic Treatment System. Information from Are Aerobic Treatment Systems A Good Option?. Retrieved from https://buildingadvisor.com/ are-aerobic-treatment-systems-a-good-option/. Copyright 2019 by Building Advisor.

The treatment systems of blackwater are generally expensive so it is not efficient to recycle blackwater in domestic scale and it is hard to get the approval from council, so generally blackwater is not recycled in households. (Tim, 2016)

What is the Difference Between Stormwater and Rainwater? (2018). Retrieved from https://www. nationalpolyindustries.com.au. WHO (2006). Guidelines for the safe use of wastewater, excreta and greywater, volume 1: Policy and regulatory aspects. Retrieved from https://ebookcentral.proquest.com Robyn, D. (2015, January). The Greywater Buyers Guide. Renew Issue130. Retrieved from https:// renew.org.au.

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PRECEDENT STUDY 01 - FIRST UNITARIAN CHURCH OF ROCHESTER Inspiration - Precedent Study The rule of program & The journey First Unitarian Church of Rochester by Louis Kahn

“A church is similar to a school, where people must embark on to find truth.”

Figure 1. First Unitarian Church of Rochester / Louis Kahn. Retrieved from https://www.archdaily.com/84267.

Learning, Thinking, Questioning

Exploring

Figure 3. Plan and elevation by Louis Kahn. Retrieved from https://www.archdaily.com/84267. Figure 2. Concept drawing by Louis Kahn. Retrieved from https://www.researchgate.net/.

In this concept drawing, Louis conceptually organized the church’s supporting spaces around a central question mark. “In his eyes, the question mark symbolized the sanctuary where all the questioning would occur. It is a critical look at religion and the journey that one must embark on to find truth, questioning as the natural process.” (Source from Archdaily)

Classrooms&Support Rooms

Ambulatory

Sanctuary

It creates a journey of learning, thought, questioning, and discovery. “The classrooms and sanctuary are bridged by an ambulatory that wraps around the sanctuary where conceptually all methods of thought and belief of the Unitarian church converge to thus be confronted and unearthed. It’s a theological architectural promenade of learning, thought, questioning, and discovery.” (Source from Archdaily)

Get Inspired

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PRECEDENT STUDY 02 - THE VENNY Inspiration - Precedent Study The Positive Development & Community Interaction The Venny Positive Development

Part 1 Environmentally Sustainable Place

“If what goes in must equal what goes out, we will not try to increase positive out-

In terms of achieving environmentally sustainable, The Venny is a perfor-

puts to create surplus benefits.”

mance-wise building. The club house is composed by five refurbished shipping -------Janis Birkeland

containers forming a U shape with roof gardens on top (Figure 3.). A large

Over the past decades, traditional processes of sustainable development can

column-free activity space is surrounded by containers being able to be

only slow down ecological collapse as they only try to have less negative impact

closed off offering programming flexibility.

and only focus on environmentally sustainable technologies (tick-box). As ‘a loss’

The key environmental features and design principles included

in one place cannot be compensated by ‘a gain’ in somewhere else, it means a

in The Venny are:

mind shift from ‘doing less bad’ to ‘doing more good’ is required (Dominique H.

5.1kW solar panels, Rainwater harvesting, a 200 m² green roof, solar orien-

& Chrisna P., 2014). Positive development refers to “physical development that

tation and shading, natural day lighting, double glazing, passive cooling and

achieves net positive impact over pre-development conditions during its lifecycle”

night purging, thermal mass and phase change materials, and solar hot water

(Birkeland,2008), which is an intellectual, physical and institutional framework. It

system.

covers not only environmentally sustainable technologies, but also emphasize a broader picture includes socially sustainable.

Part 2 Protecting The Vulnerable By Designing With The Client

Precedent Study - The Venny

“The children that the Venny caters for come from often stressful home environ-

It really gives you more of a sense of community, the whole community; you get to

ments, the Venny is a safe place to be, to explore, learn and play.”

know the people who live around you (feedback given by a local community member).

Figure 1. The Venny from Green infrastructure. Retrieved from https://www.melbourne.vic.gov.au/ community/greening-the-city/green-infrastructure/Pages/green-infrastructure.aspx.

Figure 2. The Venny Floor from The Venny Communal Backyard & Play Space. Retrieved from https:// www.weekendnotes.com/venny-communal-backyard/.

----------- Dominique Hes To maintain the ‘safe space’ function of The Venny and enhance the sense of

-------Janis Birkeland

community, a 12-month process of consultation with children and staff working

The Venny is a good example of applying positive development environmentally

in The Venny is undertaken. Based on the understanding of what the clients

and socially. Located in Kensington of Melbourne, The Venny is a staffed commu-

really need, The Venny achieves its socially sustainability. For instance, the

nal backyard and adventure playground facility built to support the “local high

concrete floor of The Venny is not only used as thermal mass, but also accom-

density, low socioeconomic neighborhood” (Dominique H. & Chrisna P., 2014).

modated the ‘shared history’ of the community in the artworks (Figure 2./3.).

Column-Free Activity Space

Opreatable Door

Reference List: Birkeland, J. (2008). Positive development: From vicious circles to virtuous cycles through built environment design. Retrieved from https://ebookcentral.proquest.com Dominique H. and Chrisna P. (2014). Designing for Hope. London, United Kingdom: Taylor & Francis Ltd.

Column-Free Activity Space Containers

Figure 3. The Venny Floor Plan Analysis. Drawing by Zhuoqing Li, information from The Venny Communal Backyard & Play Space. Retrieved from https://www.weekendnotes.com/venny-communal-backyard/.

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Inspiration - Precedent Study Participatory architecture Stanford d school

PRECEDENT STUDY 03 & 04

Inspiration - Precedent Study Participatory architecture Nest We Grow by Kengokuma Associate

Stanford d school is “a hub for innovation, collaboration and creativity at Stanford”.

Nest we grow is a competition project completed by Kengo Kuma & Associates and College of Environmen-

The designers think in the perspective of users and apply design strategies into this

tal Design UC Berkeley, which is an open, public structure. Its main intent is to bring people in the community

architecture enable a design process of “emphasize, define, ideate, prototype, test

together to store, prepare and enjoy local foods in the setting of Hokkaido, Japan.

and access”. It is used renewable material to achieve the sustainability of the building. The external layer is Danpalon and the internal timer structure are CLT. The semi-transparency external layer allows the building to work as a showcase to reveal the structure behind in at night. The open plan layout achieves the flexibility of space arrangement and bring people in the community together to work as a social condenser. In addition, some tea spaces are set to allow people to sit down and chat. The building is designed to achieve a self-sustainable life-cycle in the building to harvest, cook, store difFigure 1. Standford d school design process. Retrieved from https://dschool.stanford.edu/.

The first design strategy is achieving higher mobility and flexibility by empowering the

ferent foods in different seasons. The timber structure in the building behind the semi-transparent external façade is designed to celebrate the honest use of material and storing food (hanging fishes and vegetables).

users to reset the spaces based on their activities. In the design studio, the layout of furniture is set as a default setting- four red couches in the middle (Figure 2.), which is no way a comfortable setting for a normal class. It is the ‘uncomfortable experience’ encourage the users to change and make best use of the space. Secondly, the white boards are used everywhere to allow participants to share their ideas (Figure 3.). Ideas and inspirations play an important role in the design process. The white boards are placed everywhere, which is not only works as a ‘notepad’ or

Figure 4. Nest We Grow Life Cycle. Retrieved from https:// www.archdaily.com/592660/nest-we-grow-college-of-environmental-design-uc-berkeley-kengo-kuma-and-associates

Figure 5. Nest We Grow Internal. Retrieved from https:// www.archdaily.com/592660/nest-we-grow-college-of-environmental-design-uc-berkeley-kengo-kuma-and-associates

Figure 6. Nest We Grow Day View. Retrieved from https:// www.archdaily.com/592660/nest-we-grow-college-of-environmental-design-uc-berkeley-kengo-kuma-and-associates

Figure 7. Nest We Grow Night View. Retrieved from https:// www.archdaily.com/592660/nest-we-grow-college-of-environmental-design-uc-berkeley-kengo-kuma-and-associates

display, but also work as flexible bi-fold partitions to separate the spaces.

Figure 2. Standford d school studio room. Retrieved from https://dschool.stanford.edu/.

Figure 2. Standford d school white boards. Retrieved from https://dschool.stanford.edu/.

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PRECEDENT STUDY 05- THE COMMONS Inspiration - Precedent Study Local Sustainable Program The Commons by Breathe Architecture

The roof garden also reduces the solar heat gain from the roof and cut down the run-off of stormwater. In addition, the roof garden also enriches the local ecological system and reduce the impact of urban heat island by converting CO2 emissions (Paul, 2013).

In addition, different considerations are addressed in different façades to prevent unwanted heat gain. As shown in Figure 4, deep balconies are used on the north while limited glazing is used on the west and east. (“Sustainability at The Commons”,2014) Moreover, planter boxes are installed on northern balconies work as a ‘natural curtain’, which is used to reduce heat absorption.

The Commons is a multi-story residential project (3460.0 m²) located in 9 Florence Street of Brunswick, which is completed in 2013 and it is the first Architect-funded apartment. It is designed by the team of Breathe Architecture lead by Jeremy McLeod and it achieves 7.5 stars in NatHERS Rating System. (Paula,2019) The project is composed of 24 residential units and 2 artist studios with a café. Moreover, retail programs are located on the ground level to integrate with the street. (“The Commons”, 2020) As the inspiration of Nightingale Model, the sustainability was achieved by addressing four principles: “Zero Carbon”, “Zero Waste”, “Sustainable Water”, and “Sustainable Transport”. (“Sustainability at The Commons”,2014)

Zero Carbon The Commons applies “Zero Carbon” strategy into building design by considering energy efficiency from concept design phase to operation phase and using on-site generation of energy. Firstly, the thermal performance of this project is maximized by using ESD design strategies. High-level insulations used on walls and ceilings and double-glazing windows are applied to break the thermal bridge. Central voids are used to access natural light and natural ventilation (Figure 2.). Moreover, as shown in Figure 3, exposed concrete ceilings and columns work as thermal mass, which can store and release energy like a ‘thermal battery’ (Chris, 2013).

Secondly, energy-wise appliances are installed in and control system of using appliance is applied in operation phase to improve energy efficiency of this building. A shared laundry equipped with energy-efficient appliances are used by the residents, but it is not equipped with dryer. The washing line (Figure 5.) is installed on the roof garden for residents to dry their clothes by natural ventilation. There is no air-conditioner in this building. Hydronic radiant heating panels (low energy) and passive cooling integrated significantly cut down the energy cost of heating and cooling.

Figure 4. Facade of The Commons / Breathe Architecture. Drawing by Zhuoqing LI. Original Source retrieved from https://www.archdaily.com/921283/ the-commons-housing-breathe-architecture. Copyright 2019 by archdaily.

The BMS (Building Management System) of this building cut down energy cost up to 70% by reducing the appliances operating hour and load, which provides all residents a ‘kill switch’ that could shut down all the non-critical appliances when they press it. Moreover, motion and daylight sensors are installed in the public area to control the electricity use wisely. (“Sustainability at The Commons”,2014)

Thirdly, as shown in Figure 6 and Figure 7, the Commons is equipped with a roof garden, which cannot only provide a relax space for residents, but also provide a space for producing on-site food.

The on-site generation of energy is achieved by using solar hot water system and 4.9kW grid connected photo voltaic (PV) panels for electricity. These systems reduce the building carbon footprint in a long term and reduce the energy cost of residents. Due to the restriction of small-scale, The Commons cannot be fully operated by energy generated on site, so purchasing from Green Power becomes an alternative supply (“Sustainability at The Commons”,2014).

Zero Waste The Commons achieves “Zero waste” by using recycled materials. Recycled brick from the demolition process of the existing brick building are used to build the brick wall of The Commons. In the interior place, recycled timber flooring and kitchen designed in prefabricated models is applied to reduce the waste. The timber studs of walls are certificated by Forest Stewardship Council (FSC) Page 39

PRECEDENT STUDY 05- THE COMMONS or reused from other building. In the operation phase, all residents are provided in-built separate bins to make the recycling process easily. Sharing appliances and tools are also encouraged within the community to reduce purchasing need. Moreover, composting facilities are provided in roof garden for residents to reuse food and garden waste.

Sustainable Water The Commons achieves the sustainability in water use by using water-wise appliances or recycling stormwater and wastewater. The shared laundry is equipped with water-efficient washing machines of highest level for residents to use, which significantly cut down the water usage of laundry. Moreover, planting drought tolerant plantings are specified in the owner cooperation rules and the irrigation of roof garden is supplied by the rainwater collected in a rainwater tank (15,000 liters of rainwater storage).

Sustainable Transport The Commons practices the sustainable transport by reducing the need of travel, reducing the use of private vehicles and promoting public or active transport (Bicycling or Walking). Firstly, The Commons is placed in a convenient spot with job opportunities, shops and services available within walking or cycling distance. Moreover, The Project is designed as a mixed-use building with retails, art studios and roof garden for residents to enjoy without ‘walking out’. Instead of accommodating car parks, The Commons is designed with 70 bike-parking space and dedicated space for car sharing scheme through GoGet to reduce the use of private vehicles and promoting active transport (“The Commons”, 2020). The Florence street is a ‘dead-end street’ that is not used for vehicles and connected to upfield bike path, which can provide a safe environment for walking and cycling to city. The building is located next to Anstey Station, which makes taking trains a convenient option for residents. However, the mixed-use path is used for both cycling and walking, and passengers always need to avoid being hit by a bike. A separate footpath should be considered to create a safe environment for walking.

Background Research - Nightingale Housing As Australia’s population grows, approximately 6.5 million new home will be needed in next 35 years. Based on the Dermographia International Housing Affordability Survey in 2016, houses are “severely unaffordable” for the 12th year in a row in Australia’s major cities (City with population more than 1million) (“What is the Nightingale”, 2019). Moreover, the size and quality of housing projects are mainly based on finical values and they are the problematic, which is caused by the lack of minimum design standard. The Nightingale model emerges as a solution to the existing problems. It proposes that buildings need to be designed for owner-occupiers, not for investors. The Nightingale model founded by breathe architecture and is composed by affordability, transparency, sustainability, deliberative design and community contribution. It places a cap on profits and attracting equity investors to raise fund to make sure the building quality is not compromised. As shown in Figure 8, inspired by The Commons in Brunswick and German Baugruppen (Building Group) movement, Breathe Architecture conceived and completed the first Nightingale building Nightingale1(Nightingale 1, 2019). The Nightingale 1 project is across from The Commons, which is also in Florence Street, Brunswick. With impressive NatHERS rating at 8.2 stars, the Nightingale 1, which is a replicable housing model giving priority to triple bottom line (social, economic and environmental sustainability). The design team of Breathe Architecture learn from the successful precedent – The Commons and delivers Nightingale 1at a higher standard.

The Nightingale model is now used on 4 completed projects and 6 living projects, which is a beneficial development delivery tool of the triple-bottom-line housing provision (“What is the Nightingale”, 2019).

Background Research - Breathe Architecture Founded in 2001 by Jeremy McLeod and Tamara Veltre, Breathe Architecture is a Melbourne based studio working on design sustainability. With the purpose of “designing architecture that is meaningful and accessible to all” (Breathe Architecture, 2005), Breathe architecture always keep a holistic and sustainable perspective to practice in the building industry. Breathe Architecture delivered The Commons project in 2013 and founded Nightingale model at 2014. The sustainable quality is essential in projects of Breathe Architecture. Firstly, recycled materials are widely used on their projects. For example, the Brick & Gable House (Figure 9.) completed in 2018, the façade of which is formed by stack bond recycled bricks. Without using plasterboard and stick to brick construction, the building is delivered with low construction waste and cost. Moreover, the building is designed for a family of four and the client accepted to live in a smaller footprint, which also contribute to the design sustainability (Brick & Gable House,2018).

Secondly, ESD design strategies are applied broadly in their projects. For instance, as shown in Figure 10, the Inside Out House is designed with passive house strategies. It is used to be a brick veneer house and it is transformed to a “reverse brick veneer house” with high level insulation, which significantly improves the thermal performance of this house. Moreover, original single glazed windows are replaced with double glazing windows to break the thermal bridge. A pergola is installed on the northern side of the building, which is used to block the summer sun while allow winter sun to light the living area (Inside Out House, 2017).

Reference List: About Breathe Architecture (2005). Retrieved from https://www. breathe.com.au/about. Brick & Gable House / Breathe Architecture. (2018) Retrieved from https://www.archdaily.com/908615/brick-and-gable-housebreathe-architecture. Chris R. (2013). Thermal Mass. Retrieved from https://www. yourhome.gov.au/passive-design/thermal-mass. Inside Out House. (2017). Retrieved from https://www.breathe.com. au/inside-out-house. Nightingale 1. (2019). Retrieved from https://nightingalehousing. org/nightingale-1. Paul D. (2013) Green roofs and walls. Retrieved from https://www. yourhome.gov.au/materials/green-roofs-and-walls. Paula P. (2019). The Commons / Breathe Architecture. Retrieved from https://www.archdaily.com/921283/the-commons-housing-breathe-architecture. Sustainability at The Commons. (2014). Retrieved from www.mefl. com.au. The Commons. (2020). Retrieved from http://architectuul.com/architecture/the-commons.

What is the Nightingale Model? (2019). Retrieved from https:// nightingalehousing.org/model

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PRECEDENT STUDY 06 - MATERIAL INSPIRATION Existing Building Materials:

New Materials:

1. Yellow Brick Veneer

1. Dapalon Controlite Facade (Roof, North)

It is recycled as:

How it works?

- Ground floor brick veneer

“An external sensor detects the direction of the sun and internal sensors register the level of light

- Garden and garden workshop benches

inside the building. The intelligent system then balances light levels, heat gain and shading to trans-

- Permeable brick paving

mit appropriately filtered light, ensuring a comfortable indoor environment.”

2. Concrete It is recycled as: - Aggregates for the concrete in the new building - Aggregates or landscape rocks in the rock garden DANPALON CONTROLITE SYSTEM. Retrieved from https://danpal.com.au/products/controlite/

3. Pipes

2. Dapalon Everbright Facade (South, East, West external skin)

It is recycled as:

How it works?

- Pipes for the new building plumbing

“Everbright can span up to 4.38 meters in facade applications with no intermediate framing. The

system

74mm deep panels provide soft naturally diffused light, while still offering a degree of transparency, with this translucent facade material. The system offers superior fire performance (Group 2 rating) and excellent thermal insulation, as well as full UV protection. Everbright can be easily

4. Windows

assembled as a dry-glazed system, greatly reducing on-site construction times.”

It is recycled as: - Windows around the atrium

3. CLT PANELS WITH GLULAM COLUMNS “CLT offers high strength and the structural simplicity needed for cost-effective buildings, as well as a lighter environmental footprint than concrete or steel. It also provides numerous other benefits, including quicker installation, reduced waste, improved thermal performance and design versatility.”

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STUDIO 25 PORTFOLIO APPENDIX 01 PAVILION DESIGN - THE RAINWATER COLUMN

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THE RAINWATER COLUMN

An installation...

A frame on grid...

A place to gather, stay and exchange ideas...

A place built up with recycled materials...

A showcase of rainwater harvesting system...

A piece of urban furniture...

Place for people to seat Recycled Spotted Gum

Reveal Rainwater Collection System

Rainwater Tank ETFE Membrane

Rain Water Tank made by recycled plastic

Rain Grid

Location: South Lawn - University of Melbourne, Parkville Page 43

THE RAINWATER COLUMN

Perspective Narrative

Site Analysis

12:00

3:00PM

9:00AM

Melba Hall

South Lawn

Arts West Old Arts

Old Quad

b Melbourne Integrative Genomics

Wilson Hall

Sun Analysis

c Baillieu Library

South Lawn

Harold Woodruff Theatre

Winter Wind

Melbourne Medical School

1:2000 Site Plan

School of Social and Political Sciences

30%

John Medley

20%

Howard Florey Laboratories

10%

Medical History Museum

40%

Electrical & Electronic Engineering Department

Summer Wind

South Lawn

N 0

30000

50000

100000(mm)

Wind Analysis Page 44

THE RAINWATER COLUMN

Iteration of Plans

Precedents Study

7000mm

Confluence Park- Lake|Flato Architects Location: San Antonio 7000mm

Base Grid

4400m

3300m

2200m

7000mm

Different Heights

1:100 Plan 0

1000

3000

5000 (mm)

1:50 Section

2200mm

3300mm

4400mm

Rainwater Collecting Canopy-Rua Arquitetos Location: Barra da Tijuca

500

1000

2000 (mm)

Unimelb Underground Carpark-WOWOWA Location: Parkville, Melbourne Page 45

THE RAINWATER COLUMN ELEVATION

“ I am telling a story about underground.”

Rainwater Harvesting Columns in Melbourne Uni Car Park

1:50 Elevation

500

1000

2000 (mm)

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STUDIO 25 PORTFOLIO APPENDIX 02 DESIGN REFLECTION

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DESIGN REFLECTION Project Name: “OEP, ACTION!” Dual Meaning: A. The Story: Set camera and tell a story about OEP. B. The Concept: Action-based Learning Journey in the new OEP building. This project is inspired by the client interview and the passion of the client in their research field. The clients are unimelb OEP faculty, which is a passionate community doing ESD education and research program. The client says in the interview that they want the new building to be designed as the identity of OEP faculty. Therefore, the new building is proposed to be an active learning lab of ESD, allowing participants to construct their own understanding of ESD in learning actions. The design process starts from the analysis of potential user group, which can be divided into two categories: people with known purpose such as OEP staff and students and other public users with unknown purpose. The connection of different programs is designed based users’ daily activities (main script) with potential interactive actions (hidden episodes- people interact with people OR people interact with building) in a potential circulation mode. – After this process, the montage of spaces in the brief becomes the journey. If the building needs to allow people ‘learn something’, it need to ‘show’ people those things in an intelligible way and let them experience it by themselves. It is important to bring the learning journey into context. Different ‘actions’ based on multi-sensory are introduced to this building, such as the green-walkway on the west with jasmine smell and green shading device, the ‘action wheels’ to allow people generate extra power for ventilation and see the air movement in the VR glasses, the controlled louver in classrooms to allow people to ‘act’ and learn shading strategies, and the underground display of geothermal pipe and cooling labyrinth… All of them are designed to encourage people learn ESD technologies actively. The ‘actions’ also happen in the form of interaction between user (students, staffs, public users). The idea-sharing ‘actions’ between users make the school ‘ a good place to learn’. The perspectives in series of movie shot in the final presentation is inspired by “Theory of Programmatic Sequence” (Tschumi, 2012). The building is designed based on users’ journey, so in the end, the users’ journey should be brought back in the movie shots to tell the story of the building. ‘Yet architecture is inhabited: sequences of events, use, activities, incidents are always superimposed on those fixed spatial sequences. These are the programmatic sequences that suggest secret maps and impossible fictions, rambling collections of events all strung along a collection of spaces, frame after frame room after room, episode after episode.’ Tschumi (2012), P.61 Theory of Programmatic Sequence

This is such a special semester and finally we reach this point. Thanks for all the advice and help from my tutors (Adrian and Nayan) and my peers. Last but not least, I hope the design could inspire more people to act for sustainability as “actions” should never stop.

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THE END