Undergraduate Portfolio_Architecture

nayanka zindzibel architecture | design portfolio

CURRICULUM VITAE name nationality linkedin profile email

Nayanka Zindzibel Kenyan nayanka zindzibel

education Strathmore University | Diploma in Business and Information Technology | (2020 -current) University of Nairobi | Bachelor of Architecture | (2018-2020) University of Nairobi | Bachelor of Architectural Studies | (2014-2018) Abbotts College Pretoria| Matric Certificate | (2013) Kianda High School| KCSE | (2009-2012) work experience

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NextCity Property Care| Planning and Strategy| (2020) Avanti Architecture Ltd | Architecture Intern | (2018) Habitech Consultants | Architecture Intern| (2017) Questworks| Architecture Intern | (2016) Aga Khan University Hospital| Architecture Intern | (2015)

computer skills autodesk revit

adobe illustrator

archicad

adobe photoshop

lumion

microsoft suite

adobe indesign

sketchup

other skills photography

hand sketching

model making

PROJECTS

01

Treeside Inclusive School

Ndia Kuu MUD

02

03

A progressive learning instituion for Kasarani area, Nairobi

An urban renewal project in Old Town, Mombasa

Upgrade of facilities & design of an ultramodern form to complement existing market

04

City Market Rehabilitation

Mc Millan Library Restoration

Aga Khan Walk

05

06

Renovation & refurbishment of the Mc Millan Library, the oldest library in Nairobi

A landscaping proposal for the Aga Khan Walk, a pedestrian street in Nairobi

Development of modern, environmentally conscious housing for University of Nairobi staff

07

Workshops • •

Fictive Commons Wellness Center

Riverside Drive Staff Housing

01

TREESIDE INCLUSIVE SCHOOL - A progressive learning instituion for Kasarani area, Nairobi 6th year studio Type: Institution Location: Kasarani, Nairobi, Kenya June 2020

PROJECT PROPOSAL The re-design of Treeside School is geared towards an inclusive design approach. The design aims to create an environment that caters for PLWDs (Persons Living With Disabilities) by equipping them with life skills, vocational skills as well as a conducive learning environment. The design is based on the Japanese style of inclusive design done by Akita School whereby various special needs schools are located in the same context and some amenities are shared.

AIMS AND OBJECTIVES 1. To enable students with special needs to gain self esteem through interaction with able-bodied students 2. To destigmatize the community through early and progressive interactions of special needs students with able-bodied students 3. To provide all students with pre-vocational training above and beyond the normal curriculum LAND OWNERSHIP AND SITE SIZE The land was donated by the national government to Treeside SACCO in 1991. In 2007 the school was officially registered. The land is currently owned by county government. The site is approximately 12.856 acres and hosts a secondary school for the deaf as well as a primary school for mentally handicapped children. However only about

SITE JUSTIFICATION AND SELECTION CRITERIA Treeside school in Kasarani, Nairobi already contains a secondary school for the deaf and a primary school for the mentally handicapped, amongst vastly underutilized land. According to the CIDP of Nairobi county (2014), the institution has been earmarked as a school that needs additional infrastructure. In the deaf section of the school, there is an appeal to construct various services that include 1 office and staffroom, 4 permanent classrooms, 3 staff houses and an abolition block/sanitary facility. Moreover, the school sites some issues including lack of sufficient classes, lack of boarding facilities and inadequate infrastructure to accommodate a large number of learners.

PROBLEM STATEMENT Studies carried out in the thesis titled “Inclusive Public Spaces for the Visually Impaired” showed that public spaces within Kenya still have few provisions and considerations for VI (visually impaired) people. The study also revealed that VI people can be integrated into the greater society using technology, adaptable design, sensorial design, customization of equipment and with the support of society.

The main issues were observed to be in the categories of sensorial environment, physical environment and social environment which formed the 3 main issues to be tackled by design concepts.

EXPLODED AXONOMETRIC

Enveloping roof / Canopy

Functional spaces below

Plan Exploded Axonometric 1 Copy 1

DESIGN CONCEPT 1: TREE CANOPY The forms of the school are inspired by the undulating canopies that are formed when large trees span a large area.

The main concept is too have a large undulating roof that covers the entire school while the functional spaces reside below.

The roof rises and falls as building heigts increase and decrease respectively.

SITE PLAN NODE 01: School entrance, Administration and health center NODE 02: Ramp to first floor dining of cafeteria

NODE 03: Existing greenhouses

NODE 04: Workshops NODE 05: Junction of main circulation spines NODE 07: Student hostels NODE 06: Activities of daily living classrooms Students navigate the school using the 2 main spines as points of orientation.

Nodes are also designed to have additional landmarks that may be auditory, olfactory or tactile. The 2 spines are also used for “orientation and mobility training” for visually impaired students.

DESIGN CONCEPT 2: CIRCULATION Creation of nodes (using zoning) that will be used as reference points for orientation. Future expansion of school can be guided with these routes.

The main ordering principle used is Axis with 2 main circulation spines. One runs North-South and the other East-West.

MASTERPLAN

Garbage collection point

Drop off point for public transport

Existing classrooms (To be converted into changing rooms and storage for sports amenities) Existing school for the mentally

Bus park

Administration, Kitchen & cafeteria

Bicycle parking Gate house

Existing greenhouses

Classrooms (Grades 4-12)

Car park

Proposed student accommodation

Health center (open to public)

Support services for school Classroom for Activities of Daily Living (ADL)

Workshops and labs (workshops open to public)

Existing staff accommodation

St. Mary’s Sportsview Academy

SITE

L3 - Ceiling 3000

3D VIEWS

SECTION

L3 - Ceiling 3000

ADMIN + HEALTH CENTER DESIGN

L3 - Ceiling

L3 - Ceiling

3000

1

3000

SECTION

Entrance hall 1 : 200

L3 - Ceiling

L3 - Ceiling

3000

3000

ELEVATION 01

02 1

Health Center Elevation 01 1 : 100

L3 - Ceiling

L3 - Ceiling 3000

01

3000

ELEVATION 02 Health Center Elvation 02

1 LEGEND 1 : 100

1 Waiting area 2 Therapy rooms 3 Sensory integration room 4 Guidance counsellor’s office 5 Nurse’s office 6 Sick room 7 Entrance lobby 8 Bookshop

9 Reception 10 Washrooms 11 Vertical circulation 12 Research room 13 Boardroom 14 Vice Principal’s office 15 Principal’s office 16 Service yard

17 Staff changing rooms 18 Supervisor’s office 19 Staff lounge 20 Dry store 21 Cold room 22 Cutlery store 23 Cooking area 24 Canteen

25 Servery 26 Interior dining 27 Braille learning classroom 28 Deafblind unit (Junior) 29 Staff washrooms 30 Staff lounge 31 Braille conversion room 32 Library 33 I.T Center

Slope: 1/12

Slope: 1/12

Slope: 1/12

CLASSROOM SECTOR DESIGN

Slope: 1/12

LEGEND Grades 10-12

Planters

Student washrooms

Grades 4-6

Grades 7-9

Shaded Grade 4a walkway

Braille learning classroom

CLASSROOM DESIGN: TYPOLOGY 01 CLASS Material 01: Smooth cement screed floor painted light blue Teaching + Demonstration space

Material 02: Smooth cement screed floor Cluster 01 workstation Cluster 02 workstation Bench seating with storage below

VARIABLE TACKLED IN CLASSROOM DESIGN: SURFACE ARTICULATION SUB-VARIABLES: • Floor texture: Floors are finished with different materials to demarcate function such as circulation, teaching, seating etc.

Glass Fibre Reinforced Concrete (GFRC) panels

1170

• Tactile signage: Students navigate the school using a cork strip that runs along the wall with height depending on the part of the school it is located. The profile of the signage also varies accordingly.

L3 - Ceiling

VARIABLE TACKLED IN CLASSROOM DESIGN: SOUND

Corridor

• Noise control: Background noise is masked using sound insulation wall cladding hence enabling increased focus within classrooms.

VARIABLE TACKLED IN CLASSROOM DESIGN: LIGHT AND COLOUR • Contrast ratio: A high contrast ratio of 7:1 is used to enable low vision students to identify furniture easily.

• Glare: Glare inside the classroom is minimized by having high level windows

• • •

7900

L3 - Ceiling 3000

2700

3000

Pedestrian walkway

TYPOLOGY 01 CLASSROOM Applied to grades 4-6 Encourages learning in large groups, debates and sharing of ideas and opinions Features: 2clustered workstations, demonstration space, teacher’s workstation and storage.

CLASSROOM DESIGN: TYPOLOGY 02 CLASS Material 02: Smooth cement screed floor painted light blue Material 01: Smooth cement screed floor painted light blue

Teaching + Demonstration space

Learning cluster

MIKODAM VERO CLADDING FOR SOUND INSULATION

L3 - Ceiling

L3 - Ceiling

3000

3000

7390

• Mikodam Vero claddings are designed to be repeated vertically or horizontally as much as required.

• Color and material alternatives can be combined indefinitely.

• Panels come in a standard solid module backed with 50 mm thick 50 kg/m3 mineral wool. The mineral wool backing behind solid panels has the benefit of increasing the sound insulation characteristics.

• • •

TYPOLOGY 02 CLASSROOM Applied to grades 7-9 Encourages smaller group type of learning where each cluster can discuss ideas within a group Features: 4clustered workstations, demonstration space, teacher’s workstation.

CLASSROOM DESIGN: TYPOLOGY 03 CLASS Material 02: Smooth cement screed floor

Teaching + Demonstration space

Material 01: Smooth cement screed floor painted light blue

Writing pad chairs are stored at corners of

L3 - Ceiling

L3 - Ceiling 3000

3000

Corridor

FURNITURE WITH CONTRAST RATIO OF 7:1

• • •

Pedestrian walkway

TYPOLOGY 03 CLASSROOM Applied to grades 10-12 Encourages a more independent “lecture-hall” type of learning Features: writing pad chairs, demonstration space, teacher’s workstation.

g

STRUCTURAL DESIGN:

Steel bearing plate anchored into concrete corbel beam

Glass fibre reinforced concrete (GFRC) panel

Aluminium frame window

Steel connector base Interior wall TACTILE WALL SURFACE INDICATOR (TWSI) DESIGN: CMU backing

Anchor

Brick veneer Weephole

Flashing

LANDSCAPE DESIGN:

All vegetation is buffered

1

Planter box Detail 02

VARIABLE TACKLED: SOUND AND SMELL SUB-VARIABLES:

1 : 50

• Buffers: Classrooms are buffered by courtyards to reduce background noise and aid learning. This is especially beneficial to visually impaired students who rely heavily on sound.

• Auditory cues: Water (in the form of fountains) is used as a cue to serve as a landmark and mark entrance into some spaces. Visually impaired students can use this as a point of orientation.

• Olfactory cues: As earlier stated, the school is divided into zones whose courtyards are identified by specific olfactory cues such as mint, rose and lavender.

02

NDIA KUU MUD- An urban renewal project in Old Town, Mombasa 4th year studio Type: Mixed Use Development Location: Ndia Kuu Street, Old Town Mombasa February 2018

INTRODUCTION The project entailed designing in a setting that had several factors to be considered that constitute the cultural setting, the proximity to the ocean and the fact that Old Town Mombasa is a World Heritage Site.

There is also a rich history of Persian, Swahili, Islamic and Portuguese influence as different groups of people settles here thus bringing their cultural influences with them.

DESIGN APPROACH My design is a response to climate and neighbourhood activities. The aim is to retain the existing foot paths through and around the site by creating a communal meeting point through a courtyard that also plays a role in sustainable design.

DESIGN APPROACH The MUD has 3 floors and a basement with activities being divided into: a public space on the ground level that has shops and a restsurant, a semi-private first level that has offices and a private second and third level that has residential apartments.

The courtyard acts as a focal point for my design. Firstly, it plays the crucial role of cooling spaces in the MUD: This open to sky space allows for cross ventilation, and the water fountain aids in this role.

Secondly, it contributes to the aesthetic of the MUD. The 2 palm trees are a spectacular sight to be viewed along the corridors of the upper floors as well as serving as a grand entrance greeting from

RESPONSES TO THERMAL CONTROL: 1. Long narrow plans to facilitate cross ventilation Narrow plans allow openings on opposite walls thus ensuring cross ventilation. Also, permanent air flow openings are located above all doors and windows except for toilets. The narrow plans also facilitate sufficient light penetration across the room.

2. Use of smooth, light coloured external finishes Smooth, light finishes are used to reflect heat and light thus aiding in the cooling process. The walls are made up of coral bonded in lime and plastered and painted white. The roofs are made of galvanized corrugated iron sheets and concealed by a parapet wall.

3. External courtyard with water feature Courtyards introduced in the form facilitate cooling through stack effect, natural ventilation as well as optimizing on natural lighting.

NDIA KUU

Building openings on the North-South axis chanel prevailing winds.

THIKA STREET

4. Use of high thermal mass on walls All external walls are 300mm thick while internal walls are 200mm thick. Since concrete has a high thermal mass, it creates a time lag of approximately 6 hours to delay sun heat transmission into the building.

At night, cold air is used to cool the structure so that it can create a 5. Services located on East and West facing facdes

Balustrade detail

Lifts, staircases, lobbies, ducts and wet areas are located along east and west facades to act as buffers to main spaces.

6. Mashrabiya screens provide natural ventilation

THIKA ST.

Mashrabiya detail

03

City Market Rehabilitation - Upgrade of facilities and design of an ultra-modern form to complement the existing market

This project required understanding of conservation, urban design, interior design and landscaping principles. The aim was to renovate the existing market while also expanding it to accommodate more vendors as well as being concious of its prime location within Nairobi CBD. The result was an ultra-modern form containing comfortable indoor and outdoor spaces that caterd for a good trading experience for both sellers and buyers.

4th year studio Type: Commercial + Conservation Location: Koinange Street, Nairobi CBD December 2017

04

Mc Millan Library Restoration - Renovation and refurbishment of the Mc Millan Library, the oldest library in Nairobi

This was a conservation/interior architecture project that required the refurbishment of one of the oldest buildings in Nairobi city. Firstly, the aim was to upgrade the reading spaces of users and workstations of employees.

Secondly, it was deemed necessary to attract the neighbouring community by opening up the lowest level to be a museum and opening up a cafe at the north wing of the library.

4th year studio Type: Interior Architecture + Conservation Location: Banda Street, Nairobi CBD June 2017

05

Aga Khan Walk - A landscaping proposal for the Aga Khan Walk, a pedestrian street in Nairobi

This was a landscaping project that explored the ways in which pedestrian streets in Nairobi CBD can be turned into viable, comfortable and commercial entities.

My approach included providing nodes for vendors, an arena for performance, using different textured walkways to speed up or slow down movement, using landscaping elements (such as trees and water features) to cool the walkways and providing public washrooms with a smoking zone. The materials chosen for the walkways also allow for percolation of storm water.

4th year studio Type: Landscaping Location: CIty Hall Way, Nairobi CBD December 2017

06

Riverside Drive Staff Housing - Development of modern, environmentally conscious housing for University of Nairobi

This was a housing project that required a proposal to develop staff houses for senior staff members of the college of Biological and Physical Sciences of University of Nairobi.

My approach proposed 1 typology that was replicated 8 times. The design approach proposed that the pool and playground be the focal point of the masterplan so as to draw internal views, while the houses were arranged around this focal point.

4th year studio Type: Residential Location: Riverside Drive, Nairobi February 2018

07

Fictive Commons - A workshop on living in future Africa

‘MUAMBA VILLAGE’ ‘Muamba’ is a term that means ‘baobab’ in the indigenous language of the chosen location of this village. The baobab tree was chosen as the unifying element because it is sacred and symbolic to this village due to its conspicuous presence.

Based on this, the tree was abstracted as the 3D printed element.

The main concept was to invite the outside community into the village by providing facilities of interaction that included: • A market – to enable the villagers to earn income by selling their produce and ornaments • A school – to enable the villagers to teach their practices hence allowing continuity of their cultures and traditions • A performance space for cultural dances – for entertainment • Extra rooms and shared outdoor spaces for visitors

07

Wellness center - A proposed wellness center in Sasumua Dam, Njabini, Nyandarua county.

PORTFOLIO OF WORK (2014-2020) NAYANKA ZINDZIBEL ABOUT ME I was born and raised in Nairobi, Kenya.

I believe in the power of micro and macro design in bringing out the personality of a space.