Download - M.arch Design Thesis 2013
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whole schoolwholeschool
hi im little stacy jane
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URBAN WHOLE LEARNING
DAISY XU
DESIGN THESIS 2013
Master of Architecture
The University of Melbourne
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thanks goes to my supervisor Dominique Hes,Ben Cleveland,
& Rob Nerlich and Kate McMahon
Foreword
An interest in schools have always intrigued me, and I'm glad I can finish my
own educational journey on a relfective and evaluative end of the beginning.
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conenWHOLE SCHOOL
CASE STUDIES
SUSTAINABILITY
DESIGN PROCESS
SITE
URBAN STRATEGY
QVM URBAN WHOLE SCHOOL
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02
03
04
EVALUATION
21st CENTURY
SCHOOLS
its starting! its starting!!
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QVM URBAN WHOLE SCHOOLLet colour into your life, let it educate you,
Let colour into your life, let it organise you,
Let colour into your life, let it humour you,
Let colour into your life, let it give you variety,
Let colour into your life, your let it consume you,
Let colour into your life, let it colour YOU
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PROJECT
Project: Primary School with Community and Recreational Facilities
Site: Queen Victoria Market (Carpark + Franklin Street Stores)
Goal: Revitalise and Regenerate current site within Urban framework
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PROCESS
The project is informed by four major areas of exploration:
01 21st Century What makes 21st century society unique?
02 Whole School What are the concepts of Whole School that are adopted?
03 Urban Strategy How can the project be contextualised within the existing urban fabric
04 Sustainability How can the design become a renegerative process for future-proofi ng education and the natural envrionment?
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03 URBAN STRATEGY
04 SUSTAINABILITY
21ST CENTURY 01
WHOLE SCHOOL 02
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01
school placementschool is placed centrally on the site
02
elevation of school plane /
creating greenscape planeelevation of program creating natural secure
child-friendly environment
03
insertion of art
interconnected with schoolart-integration plugged into school
environment
04
plug in recreationinsert of leisure recreational program
tucked under elevated plane
05
a) create central school
playground atriumcreation of central circulation play space
b) contoured landscapecontoured landscape connecting ground
datum to new elevated urban leisure park
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rde s
OA
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BRIEF
The entire project is encompassed within 4 parts:
01 School What boundaries should a school encompass, where can it be opened up?
02 Community How accessible are facilities to the public?
03 Urban Park How to bring in a density of activity within open areas?
04 Recreation How can sports and leisure activate the site?
The opportunity here is to explore the limits in which each of these functions can be stretched and meshed into a new urban typology.
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ARTS INFILL
PROJECT BRIEF
natural
environment
DRAMA
ART
utilities
YR1
EXPERIMENTAL
LEARNING
ENVIRONMENT
YR2
YR3
YR4
YR5
YR6
LITERACY
DANCE
MUSIC
art studio 70sqm
wet area 20sqm
workshop artist 25sqm
utilities 15sqm
~40sqm rooms (2x)
WC + storage
utilitiesWC + storage
~40sqm rooms (2x)~20sqm rooms (4x)
stage + seats 60sqm
storage 20sqm
practice room 40sqm
utitlies 15 sqm
MM NITY H
ACTIVE HUB
artist studio/workshop 20sqm
exhibition hall 50sqm
conference room 20sqm
multi-purpose room 35sqm
utilities 20sqm
swimming pool 100sqm
changing rooms 20sqm
multi-purpose (sports hall) 70sqm
reading area~30sqm
library 40sqm
study 15sqm
performance 20sqm
utitlies 15sqm
central playground
vegetable gardenoutdoor learning
dance hall 100sqm
changing rooms 20sqm
music area ~45sqm (2x)
storage 10sqm
tech area 15sqm
utilities 15sqm
URBAN PARK
MARKETEXISTING
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1
02
0304
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MARKE
FRANKLIN STREET
PEELSTRE
ET
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0011
5M10M
01 reception
02 ultipurposecommunitycemingling spa
0 l i iumlearning atri library
06 aceexhibition spe spaceormal theatr
08 shopth atre work09 art orksho10 hopmusici works11 hopdance work2 recreation centrer
13 pooll commercial craft shopsii ll
15 eco learning rooml
16 shipping container vege patchesii17 possible market/cooking learning18 covered parking (2 levels))i19 school drop off zone20 external playground1 greenscape pedestrian street
lvl 1 floor plan 1:500
C
C
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((ppeddesstttrrian
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0500
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08091112
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2010
01 mingling area
learning/play atrium03 library underrrrr theatrette
05 school hallway/retreat areas06 school commune spaces
external covered commune space08 school drama workshop
school art workshop10 maini stairs1 schoolll music workshoplll2 scho loll dance workshoplllll
13 workshop spill green space greenscape play arear
15 pool roofl
16 recreatiional areaiii17 void18 vegetable patch
transitional grreen arearrr20 olal r panels on exhiiibiiition roofiii iiilll
lvl 2 oor plan 1:5005M
0
C
C
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SE
CTIONA-A
SECTIONB-B
SECTIONC-C
smell
see
taste
touch
sound
EXPERIENCE THROUGH THE 5 SENSES
We are most interactive and engaged with anenvironment when it tickles each of our 5 sensesare appropriate times. Behaviours becomes affluent,promoting natural changes to take place.
(refer to pg 93)
Central Play Forecourt
elements such as fl owers,feel of grasss and sand,fruit trees are positiveregenerative aspectstowards healthy growthand education
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5M10M
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RL 1.0
RL1.0
RRLL11.00
RRLLL000...000
RLL00..00
L0..0
2..
RL 1.0RL3.
.0RL
.
RL 6.0
8.0
RL8.0RL 3.0 RL2.0
RL 8.0
RL 77..00
RL6.0
RL5.0VOIDRL 2.0 under
RRLL 44..0GGRREEEENN SSLLOOPPEERLL00..0 --44..00
RRLL8..0
RL 2.0
5M 10M
SCHOOL PLAN 1:200
011
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01 main entry02 lobby03 ecepton04 staff area05 WC06 to-hir ultip rpose ooms07 ultip rpose halll08 itchenettte09 assembly/pay area10 sunken lay arreae11 outdoo sandpitplay area
12 amphitth atrre rea13 ndesid /outt ide oriddoorr14 ll ing/g e115 coverer a ph tte tre116 iibrary117 ift
18 conference/learning area19 comunal learning area20 year lev l retreat spaces21 formal teachin a rea22 move ent wave233 leis re space244 outdoor learning arrea(p ivate)255 recrreation terrace( asketballcouurt)266 eco gree waw ll tube
727 urban greeen ark28 partr sgree park29 sc ool heattrrehub
30 ssc ool rts o kkshopps31 sc ool susi rrks oops32 oo lol33 s ill utt ar t s a ess34 courtyard
A A
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TRANSITIONSERVICES AND
KITCHENETTE/CATERING
STORAGEMAINTENENCE STORAGE AREA
LEARNING ATRIUMEXPLORATIVE AND
MULTIPURPOSE LEARNING AREA
LIRBARYPUBLIC AND SCHOOL LIBRARY
MAIN MARKETWALKWAYNORTH-SOUTH WALKWAY
SPORTS FACILITY
SPORTS FACILITY WITH SPORTSCOURTS AND MULTIPURPOSE
ROOMS
CARPARKING100 CARPARKING SPACES
ADMINISTRATIONRECEPTION, SCHOOL STAFF ROOM,
COMMUNITY OFFICE, TO-HIRE
COMMUNITY ROOMS
SUNKEN PLAYCOURTGRADED RECYCLED
RUBBER FLOORING
FORMAL ARTS EXHIBITIONPERMANENT MEMORIAL GALLERY
AND THEATRES
LEARNING STEPSCOLOUR BLOCKING STEPS
ENCOURAGING PLAY,
EXPLORE, TEACH AND LEARN
THEATRESDEDICATED TEACHING
AREAS FOR INTER
ART WORKSHOPSDEDICATED ART WORKSHOPS
FOR ART, DRAMA, MUSIC AND
DANCE
URBAN PARKRAISED URBAN LEISURE
AND RECREATION PARK
SECTION AA 1:200
smell
see
taste
touch
sound
smell
see
taste
touch
sound
smell
see
taste
touch
sound
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smell
see
tast
e
touch
sound
Urban Parkgreenery, fl owers plants,playgrounds, seating,fruit trees, wind chimesare all learning tools andelements which makeshealthy learning andliving
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MONDAY
MORNING
EARLY AFTERNOON
LATE AFTERNOON
EVENING
TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
WEEKDAY
WEEK
END
S01
S03
04
02
ADMI ISTRATION+MULTIPURPOSE
LERN
ING
TRIUM
SCHOOL
POOL PEELS REET
QUEENSTREET
FRAN
KLIN
STREET
MARKET
WOR
SHOPS
MARKE
LIBR
ARY
SPORTSCENTER
URBANPARK
URBANPARK
GREENTERRACES
XTERNALLAND-SCAPEDSTEPS
ART
GAR
LLERY
ANDEXHIBIT
ION
WORKS
OP+ARTIS
T
INRESIDEN
TCESCHOOL (Mon-Fri 8.30am - 3.30pm)
Artist in Residence (private access) + Workshops (scheduled hours)
Public Recreation Facilities
Free Public Access
Administration + Multi-purpose Rooms
Market Trading hours + Wednesday Night Market (activity spill onto site)
Saturday Craft Trading Market + children activities
Sunday Family Craft Market
Inactive
030330
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SCHOOL LEARNING ATRIUM
SCHOOL ART WORKSHOPS SCHOOL URBAN PLAYGROUND CRAFT MARKET WEEKENDS
drama/dance workshops
individual music lessons
parents drop off
children in pairs
recreation
recreation
play
market
outdoorperformances
top level restricted access during schoolhrs, public access otherwise.
dedicated school art workshops
mingling transition space for schooldropoff, and events
public recreaton urban park andlandscaped seating for events
weekend family days on the site,public spaces are open for use
Market users spills over to play and learning urban areas.
WEEKEND USE:
Library is OPEN
Sports Facilities OPEN
Pool is OPEN
Art Gallaries are OPEN
Theatres on PLAY
Artist in ResidenceSHOWCASE
play
outdoorlearning
public urban parkvegetable patches and foodproductive classes
eco-learning room
market learning spacescooking classrooms, movable classrooms,space cleared for undercover recreationalcourts during inactive market days.
SITE ACTIVATION
04 MARKET DAY SCENARIO
ARTIST IN RESIDENCE PUBLIC POOLground level 24/7 artist in residence.first level school workshop, artistworkshop afterhours.
public pool with teach facilities
public swimming
pool classes
method drama classes
professionalartist studios
administration information centreschool and community staff reception + communityto hire out multipurpose meeting rooms
Sports Facilityrecreation center with 2basketball sized courts,changing room amenitiesand meeting rooms
02 WEEK NIGHT SCENARIO1 WEEKDAY SCENARIO
dance workshops
PUBLIC GALLERY AND THEATREpermanent exhibition of the exhumedcemetery memorial
theatre companyplays
Student Exhibitions /Event SpacesThe learning atrium is opened tothe public for public use, such asexhibitions, events and or publicplay areas.
PUBLIC LIBRARYFulltime public library, shared withschool resources
03 FRIDAY SCENARIO
~~~~~~
~~~~~~
~~~~~~
~~~~~~
~~~~~~
~~~~~~
~~~~~~
collaborative artworkshops
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21st CENTURY33
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4 TECHNOLOGICAL
ADVANCEMENT
1 GLOBALISATION
3 GLOBAL WARMING
2 SOCIAL/CULTURAL
CHANGE
5 URBANISATION
5 URBANISA ION IMAGE > ACCESSED 18.09.2013 L > 1 . . 1
3 GLOBAL WARMING > ACCESSED 18.09.20132 SOCIAL/CUL URAL > ACCESSED 18.09.20131 GLOBALISA ION IMAGE > ACCESSED 18/09/2013
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mould creative free-thinking directional guidance diversify & specialise
mento
r
push creativity nuture
independence
independent
study
interdisciplinary
engageandmentor
be leaders
growth growth
group activities
teach
mentoring
mentoring
collaborate
collaborative + independent
rimary Institution Secondary Institution Tertiary Institution
evaluative process
year 10-12
free-learningfree-learning guided learning
e u a ona espan
rep - yr6 yr7-yr12 achelors & masters
r
THESIS FOCUS IMAGE BY AU HOR
2 ury37
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21st CEN URY PEDAGOGY > ACCESSED 18.09.2013LEARNING PYRAMID > ACCESSED 18.09/2013
"this is their education, theirlearning and their future - theymust be involved in it"
~ educational origami
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means laugh out loud
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HOLISTIC GOALS OF EDUCATIONAL FACILITY DESIGN
GOAL OF EDUCATION:reaching the whole learner
BODY (physical learning)
MIND (cognitive learning)
SPIRIT (emotional learning)
GOAL OF ARCHITECTURE (Vitruvius):designing the whole building
FIRMNESS (structure)
MIND (function)
SPIRIT (beauty)
environment
a part from a part of
Parallel learning environment images ineducation and architecture.
IMAGE
The image of thestudent
the image of theprofessional
the image of thecotent
the image of theprocess
the image of
society's role& physicalenvironment
EDUCAT ION
learner
teacher
curriculum
teaching strategies
role of education
ARCHITECTURE
client/user
designer/architect
program for design
architectural designprocess
role of architecture
Taylor, Anne "Linking Architecture and Education: Sustainable Design of Learning Environment" University of New Mexico Press, China, 2009
2 tury40
e a billion years ago
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w ol"Todays kindergarteners will be retiring in the year 2070. We have no idea what theworld will look in five years"
- 21st century learning
20th century learning such as Mary Featherston and concepts of Reggia Emelia schools in Italy
begins to focus on a rethinking of the 19th century, factory education model. With the failure of oldschool systems to accomodate the social, technological, environmental and cultural aspects of the21st century, where classrooms becomes to face inwards, away from the turmoil of war and disaster,the grey of industrialisation, the challenge of 21st century institutions is to rethink and explore thenew typological framework of education to encompass the exponential growth and speed of learningfrom children of today.
Sustainability is a key word in which one should associate with 21st century education. We neednot to design only for students of the present, but for the future. This doesn't mean to design so theproject lasts for the next 30 decades, but rather to design to allow for change to accomodate thesocial, cultural, technological advances of the future.
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history miss, can i go out and playmiss, im tired
miss, i dont understandmiss, this is too hard
miss, i give up.
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i wish i can travel back in timeand give them a hug this big (
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historyinput
system
child care workforceprimary secondary tertiary output
education factoryproduction line
DIAGRAM BY AUTHOR
and give them a hug this big (
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step
step 2
step 3
product ready for
material world
sequential moulding
through system structure
raw material
UNIT 1
UNIT 2
UNIT 3
graduationproduction lineladder
DIAGRAM BY AUTHOR
history46
youre funny
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son: Mom, what do you want to be when yougrow up?
mom: I'm already grown up.
son: Oh I mean what do you want to be whenyou've already grown up?
CLIPART IMAGE >, ACCESSED 18.09.2013
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are you keepingup
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i vow not to create, but instead, nuturei vow not to feed, but instead, providei vow not to demand, but instead, promote free thinking
i vow not dscipline, but instead, to gently pushi vow not teach, but instead, mould
Whole Child Vowsour oath
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WHOLE SCHOOL 51
woohoo!
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whole schoolswhatsthat?
Whole school is an arts-intergrated school, with focus on a healthytransparent envirionment to enrich the body, spirit and mind. The aim isto create a culture of collation, a sense of community through increasedengagement in learning. This will prepare them for the 21st centuryworkforce.
communityhealth
opportunity
curiosity
playart-learning
BACKGROUNDIMAGE < < http://www.roshida.com/img/fck/image/Child%20drawing.JPG>>, ACCESSED 18.09.2013
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a plan comes together
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whole schplan of attack03 CONSIDERATIONS TO DESIGN AND PLANNING01 FACILITY AND SITEthe built environment should act as a learning tool, it should create a healthy environment, a beautiful
environment and a supportive environment for the children
02 EDUCATIONAL PROGRAMthe information and knowledge should encompass an overall and evaluative approach, we should
encourage free-thinkers and create frameworks to allow children to reach their full creative potential
03 ORGANIZATIONAL STRUCTUREcreating a social environment formed by creating a culture of collation and a sense of community.1. children 2. teacher 3. parents 4. society
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oh! look this tree trunk (structural
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whole schoolsfuture proofingSCHOOL AS CATALYST TO SUSTAINABLE CITIES01SITE CONNECT IVITY, ACCESSIBILITY, STORM WATER
02WATER INDOOR, PROCESS, IRRIGATION
03ENERGY MEASURE, VERIFY, RENEWABLES
04MATERIALS RECYCLED, REGIONAL, REDUCE, DIVERT WASTE
05INDOOR VENT ILAT ION, NON-TOXIC, DAYLIGHT, VIEWS living building challengeusing the living building challenge
as a guideline framework forsustainable building and design
= built environment as a teaching tool - THE THIRD TEACHERLIVING BUILDING CHALLENGE IMAGE >, ACCESSED 18.09
oh! look, this tree-trunk (structuralcolumn) is supporting the capony
(the roof) ~ transparency
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y, crayons, pinkness
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whole schoolARTS arts arts approach:learning with ART
MERCEDES BENZ, TWO SIDES OF THE BRAIN AD > ACCESSED 18.09.2013
how to create "a newlearning environment
consistent withthe cognitive and
expressive demands ofthe 21st century"??
~ (cookson, 2009)
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understading
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whole schoolsARTS INTEGRATIONwhat the Kennedy Center says: arts integration is an approach to teaching in which students construct and demostrateunderstanding through an art-form.
students engage in a creative process which connects an art form and another subject areaand meets evolving objects in both
gthe how & the what
what what?
Kennedy Center AR S EDGE > ACCESSED 18.09.2013
art ascurriculumart based
curriculum
artintergration
work together to form cohesivelearning environment
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sooo pweerrrtyy
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whole schoolsTHE ARTY STUFF so, it s ou d be co aborative.. transparent.. okay, and it needsto ave critica or ina researc ... a rig t... ND it needs to besc p nery... now you re a ng
art
da
nce
music
dram
a
dram
a
lit~ 5 main art groups which shouldbe integrated into the design
IMAGE BY AU HOR
- the art flower
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friend and oure mn you re my r en ...
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whole schoTHE PEOPLEbringing in a sense of community and management01 on-going professional development02 teacher support and network
03 leadership support and training
04 continused internal and external evulation
05 establishment of mentors with key groups
professionals from the different arts are invited as 'teaching artists'to strengthen the place of art asa core part of the curriculum. integration of arts in all subjects with aid from consultants and volunteers
collaboration with existing communitieswill be important with the new built schoolcommunity. the involvement should be transparent in the classroom with volunteers and teaching artists
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CASE STUDIES 61
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ase studies2major case studies are undertaken
01 Ashburton Primary School
02 Steiner School Melbourne Sophia Mundi Steiner School Rudolf Steiner School
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In 2009, as part of the
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00 , pAustralian Government'sBuilding the EducationRevolution, AshburtonPrimary planned afacilities upgrade andmodernization of theschool.
learning spacesinflucence both teachers,students thoughts, feelingsand behaviours, and
that person-environmentrelations can facilitiateor inhibit learning
Beliefs aboutlearning
Learning is a social processLearning needs to be
relevant, purposeful andauthentic
We all learn differentlyand at different rates
IMAGE BY AUTHOR
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like drawing flowers, i like flowers
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when a child is ready foreducation,
we treat their mindsas a blank canvas-ready to be coloured with
knowledge,we treat their spirit asfree- giving them achoice for growth, and
we treat their body assacred- giving no harmfor their well-being
MODALIT IES I I . . 1
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es
PODS MAIN BUILDING
similar setup and schedule
Exploring Pod Connecting Pod Disovery Pod
Under the Sea Huckleberry Finn Science Atoms leading podmetaphors
aim
Explore Share Belong Retreat
PREP YR1 YR2 YR3 YR4 YR5 YR6
balance
more focus
less focus
yr3 yr6preptime
the process of planningcomes from finding the
right balance to allowgrowth in the movementforward66
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TEACHERS CONSULTATION
PARENTS CONSULTATION BRIEF + FRAMEWORK
presentations
feedback & changes
ARCHITECT
CHILD CONSULTATION
STAGE ONE:
SYSTEM ANALYSIS
STAGE TWO:
FRAMEWORK DOCUMENT
STAGE THREE:
DESIGN DEVELOPMENT
esTREE
STREET
senior school (under construction)
POD 1
PREP
LIBRARY
POD 2
YR1
POD 3
YR
STAGE FOUR:
CONSTRUCTION
IMAGE BY AUTHORAshburton planning process
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School Plan - Schematic Design Pod
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@ November 2010
Each pod will ho use approx 80 - 90 students
with four teachers. Classrooms connect via
sliding door and the neighbourhood zoneshared learning s pace).
Each Neighbourood Zone will h ave a
l ibrary, furniture for small groups (think
restaurant booth) and nooks for pairedand independent activites.
At th e en d o f eac h Pod , t he re wi ll be
a tiered seating presentation area, two
acoustically sound withdrawal spaces,toilets, a wet area and a teacher office.
80-100 students in each pod, with 4-5 teachers and support staff.
Teacher is responsible for assessment and reporting. 30% of week separate, 70% together.
Ownshership of space - within each pod. Routine of day is split into two parts, refer to laterIMAGE BY ASHBURTON PRIMARY
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i o ,
, o i , m
i i
es
IMAGE BY AUTHOR
trees!!
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es
ig s,
p a s e o ate
or cs
IMAGE BY AUTHOR
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es
tra ne our o d n /IMAGE BY AUTHOR
want to la hidean see
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es
IMAGE BY AUTHOR
ffllexxiibblleewwaallll
uunits with slidingg
wwhiitteebbooaarrddddoooorrssaanndsstorraaggee
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es
IMAGE BY AUTHOR
vvaarryyiinnggssppaacceess,,allowing foor
ddiifffferennt acctivvvities
owers n p n
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A DAY IN THE PODMorning call
50mins class
Numeracy: class activity with hands
on activity, e.g. using wet area,
neighbourhood zone, class area
Specialist subjects, e.g. french, P.E.
Subjects outside of classroom.[integrated learning, only ever 2
groups left in pod at a time]
mornin
g
break
lunch
aftern
oon
es
IMAGE BY AUTHOR
75
Rudolf Steiner schoolin Warrenwood was thefirst steiner school inMelbourne. Located in
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02 steiner schoolMel ou ne. Lo ted n
a natural landscapenext to the CollingwoodChildren's farm, theschool sits comfortablyin the green landscape
IMAGE BY AUTHOR
76
feel beautif when i dress in mn tutu. am a a ry
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lnourishing the childs belief in goodness and beauty the child is a being of will of the senses. of imitation of imagination
Primary school is a time of adventure, discovery and delight.
The social and moral learning that takes place in childhood is asimportant as the academic
Awakening young people to their destiny
Education can be a process of growing in the light of truth and the warmth of acommunity dedicated to improving our world
RUDOLF STEINER SCHOOL, MELBOURNE > ACCSSED 18.09.2013
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ies
IMAGE BY AUTHOR
o earthy!
use o ea artthyymmateriaallss,,aand
vernaccullaarr eessiiggn
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let s take somemoment now
an reat e insome air... in...out... in... out...
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SITE 83
SITEcity is where cars go vroom vroom
m ungry
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SITE SELECT ION REQUIREMENTS: >> URBANISED AREA - EXIST ING BUILT OVER LAND
>> RELAT IVELY LARGE AREA MASSING
84
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QUEEN VICTORIA MARKET:
The site was chosen for it's potential. Specially the carpark on thesite measuring roughly 140 x 150m with 3 existing brick buildingson site. The site was once well known for it's vitality and bustlingenvironment, providing fresh produce as a source of substance forthe neighbourhood and wider context. Presently, the site is inactive,depreciating in value, and erroding away in inactivity.
The market is only operational for 4 out of 7 days a week, thereare food stalls with local produce, and merchandise sales. Thereis also a weekly night market, which sees the market at the mostliveliest moments each week.
The aim of choosing this site for building of a new urbanprimary school hopes to inject the site with vitality, glue together acloser sense of community, and provide satefy and attractiveness ofthe site to Melbourne city.
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8 0 1 - 2 0 1 - 0 0 7 1
PARKVILLE
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CARLTON
3053
MELBOURNE3000
PARKVILLE3052, 3010, 3050
WEST MELBOURNE
3003
NORTH MELBOURNE
3051
DOCKLANDS
3008
SOUTHBANK
3006
EAST MELBOURNE3002
90
8 0 1 - 2 0
1 - 0 0 7 1
Royal ParkROYAL GARDENSParkville, VIC 3052
Largest Melbourne parks covering
170 dectares. Place of relaxation and
sport in available facilities
Eucalypt forest, home to possums and
huge variety of birdlife including
rosellas wrens robins and birds of
CARLTON GARDENSParkville, VIC 3053
Designed for the Melbourne International
Exhibition 1880 world heritage listed
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Carlton Gardens
Queen Victoria
Gardens
Treasury
Gardens
FlagstaffGardens
FLAGSTAFF GARDENSWest Melbourne, VIC 3003
Erected on hill location as signially
system between burgeoning town of
Melbourne and ships sailing i nto port.
Reserved as parklands since 1892
Eucalypts and Moreton Bay Figs,
avenues of Elm trees, bowling lawn,
rose beds, tennis courts, scuptures and
electric barbecues.
Close by: Flagstaff Train Station,
Melbourne CBD, Next to Queen
Victoria Market
rosellas, wrens, robins and birds of
prey.
Exhibition 1880, world heritage listed.
Features owerbeds, ornamental lakes,
elaborate fountains and mature European
trees that reect the changing seasons.
Gardens take Royal Exhibition Building,
Melbourne Museum, Carlton Garden
Tennis Courts, Childrens playground and
collection of Moreton Bay g trees.
Close by: Melbourne Central Train
Station, Cultural Lygon Street, MelbourneUniversity.
TREASURY GARDENSEast Melbourne, VIC 3002
Green edige with community events and
rallies held on site. Site features brushtail
possums.
Includes Robert Burns memorial,
ornamental pond with monument to
President John F Kennedy; memorial
statue of Sir William Clarke, and a large
embankment dotted with statues of
Victorian poli ticians.
Close by: Parliament Train Station,
Parliament House, Old Treasury buildings
and State ofces.
e
ss
il
91
8 0 1 - 2 0 1 - 0 0 7 1
1
2
3
RECREATION SPACES
1 North Melbourne Recreation Center
> Aquatic & Gynasium Facility + Sports Ground
2 Melbourne University Sports Ground
> Sports facility + Sports Ground
3 Carlton Baths Community Centre
> Health and Fitness, School Holiday Programs
4 Hardrock Rock Climbing
> Club, Course and School programs
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52
3
9
4
56
7
8
1
6
4
7
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5
4
2
3
1
8
5 Melbourne City Bath
> Massage, Health & Fitness, Pool
6 Flagstaff Gardens Tennis Courts
> Outdoor tennis courts
7 Ethihad Stadium
> Professional SPorts Ground
1 Queen Victoria Market
> Historial & Cultural Center
2 Multicultural Hub
> Local and Social Events
3 Community Clubs Association of Victoria
> Social Center
4 Life Activities Club Victoria
5 Association of Neighbourhood Houses & Learning
Centres
6 Ross House
7 Federation Square
> Cultural and Social Meeting Point
8 Southgate Arts & Leisure Precinct > Shopping Complex
9 Hub Melbourne
> Community Activities, School Activities
1 Queen Victoria Market
> Historial & Cultural Center
2 Melbourne University
> Tertiary Institution
3 Flagstaff Gardens > Historial location, Royal Exhibition Building,
Melbourne Museum, IMAX
4 Victoria State Library
> Historical Archives
5 Bourke Street
> Pedestrian Only Shopping Strip
6 Crown Casino
> Mixed Use Vincinity
7 Melbourne Aquarium
> Social Centre
COMMUNITY SPACES
CITY ATTRACTIONS
Melbo eur
entral
tation
outhern
ross
Station
orth
elbourne
tation
linders
tation
Parliament
tation
lagsta
tation
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SITEsensorial study
l d h h l f h fi
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VICTCTOORASTREEE
VICTCTORIASTREEE VICTCTORIASTREE
VICTORIAICTO STREETREES T
P
T
P
T
L S
E
E
R
SOUND TOUCH SMELL & TASTE SIGHT
MEDIOCRE
CHATTER
CALM
N I Y
emtional study through evaluation of the five senses
smell
see
taste
touch
sound
smell
see
taste
touch
sound
5 senses
taste, smell, sound, sight andtouch are all design elements, inwhich in most cases we ignoreand rather just focus on sight,sometimes touch. The naturalenvironment encompasses allthese into the most intense formof sensorial stimulation andengagement. 21st Century mustcome to realise that these tools
are opportunities for design wemust not ignore.
(left) current site intensity
regenerative site intensity (right)
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8 0 1 - 2 0
1 - 0 0 7 1
CARLTON NORTH PRIMARY SCHOOLEnrolled: 273
State Score: 94
Top 2012 Public Primary School in Melbourne
CARLTON PRIMARY SCHOOLCommunity learning: homework club, Womens
sewing groups, playgrounds, parenting groups &mens groups
NORTH MELBOURNE PRIMARY
SCHOOL
Enrolled: 515
State overall score: 94
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men s groups
CARLTON GARDENS
PRIMARY SCHOOLEnrolled: 260
12 grades
before and after school program1km
B FR
900m
2km
2.1k
mTop 2012 Public Primary School in Melbourne
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URBAN STRATEGY 97
e uvena on ctora ar et may not exst wt n a eca e uness a
a or re eve opment occurs, says re-eecte or ayor o ert
oye... usness orce to r ng ts own pumps an water tan s
ue to ac o pum ng era un, ,
As a prominant and historical icon of Victoria, The QVM needs a
ajor upgrade and general rejuvenation of vitality on site. Any
evelopment on site needs to accommodate the vitality of the 21stntury without shadowing the prominance of the market.
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ew ecrea on r an arew ur an recreat ona par . agsta gar en s an open green
pace w t stor ca prece ents, owever, t ony o ers s ow pace
esure actv tes suc as stro s an runs wt n, aso mosty actng
s direct circulation for Flagstaff train station. A new urban park will
ontrast this formal open green space with a hyper active leisure
pace for fast-paced users.
Closer Communityonnection with community and output. Creating a sense o
ommunty t roug recreaton, an actv tes wt n new recreaton
an communty u on ste.
New injection o li enectng a post ve c - ren y e ucatona envronment ocuse
n contemporary 21st century earnng. s w accompany t e
ommun ty u w c s mar et ocusse , t e ur an par as a
ren y open space, an t e recreatona u .
a m max mse an va ue new public resource
revitalise market site
ew ecrea tona u c r an a r built over
Retained 400 Carspaces(possibility of building extra level of 200-300 spaces, also possibility
of 400 more spaces underground under market - not in old
cemetery boundary)rc
oss e p ro uce a rm
Can collect rainwater
from market roofs
an collect Solar
Energy
chool
Ma
intain
en
tra
lN
-S
ed
es
tria
ns
pin
et
hroug
hs
ite
+b
ett
tion
to
Fran
klin
St
sto
res
conn
uldtoedgesofsite
1-2storeysalongedges
1-4storeys ncenterofsite
ommunity Hub
Recreation Hub
externa orm to e retane - erta e-
registrar), possible new raised roof
Better Access to
Flagstaff Gardensft
orebikegonsitearkin
acepublic sew
remove3
0carpark
spaces
and
kerbso
nmar
edareaBu
ildOve
r
No
ise
Barr
ier
r
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CP
CP
CP
(under)
BS
S
CP
er)(un
ped
es
tr
ian
ur anpark
arket
pedestrian
N-
Spa
t
school
art
artcar access
new pedestrian paths
market paths
internal school path
car access
bike shed under
CP
BS
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ESIGN
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ESIGNinformationoverload*faints*
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SUSTAINABILITY 103
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materiality
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daisy
xu
4271874
Plastic | MINIWIZ TAIPEI PAVILION | MA
TAIPEI PAVILION PROJECT
MINIWIZ SUSTINABLE ENERGY DEVELOPMENTARCHITECT
TAIPEI, ASIA SITE2009YEAR
100,000 tonnes of polyethylene terephthalate (PET) CONSTRUCTION
100% RECYCLED FACADE SITUATION
RECYCLINGCONCEPT
Consolidated BIPV
+LED lighting
UV / Water proof
sheet/ re proof
Interlocking Honey Cone air
pocket insulation R value=12
MINIWIZ POLLIBRICK > ACCESSED 18.09.2013ALL HANDRAWN DE AILS BY AU HOR
106
100% recycled
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MINIWIZ POLLIBRICK > ACCESSED 18.09.2013
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SOCIAL SUSTAINABILITY
At fi rst glance, sustainability and pleasure seem at odds. Green practices
are commonly thought to involve an almost puritanical restriction of pleasures:
shivering in frosty interiors to save on energy consumption, forgoing exotic foods
in favour of homegrown staples, or walking weary miles to work rather than
riding in comfort in a car. Surely green living describes an ascetic rather thanaesthetic lifestyle. Beyond the satisfaction of feeling virtuous, what pleasres,
what sensory enjoyments might living in a sustainable city offer?
~ Boon Lay Ong
BOON LAY ONG, "Beyond Environmental Comfort", Routledge, New York, USA, 2013
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110
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DESIGN PROCESS 01 HUMAN EXPERIENCES
02 IMMEDIATE PHYSICAL ENVIRONMENT 03 WIDER PHYSICAL LEARNING ENVIRONMENT
04 DESIGN RAT IONALE112
process
1. bright, lots of space, hard floor, see yourself, needmusic equipment, loud
2. stereo, hard flooring, mirror, large spacious room,windows - natural light, acoustic walls
dance studio
that flower isnt ink. i like oumore t s p n
- cheeky
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art
da
nce
music
drama
drama
lit
process 3. sheltered, outside dancing area - consider flooingand undercover4. accessibility to school and community
1. to draw, to paint, to play with materials, movearound freely, allow nature to inspire, quiet
2. wet area, dirty floor, storage, equipment, tables,chairs
3. sheltered, natural light, open to outside studio,
large space4. accessibility to school and community
1. sing, hear, to play instruments, play alone, playtogether, loud
2. carpet flooring, storage, chairs, stands,performing area, brightness, acoustic walls
3. sheltered, natural light, open to outside studio
4. accessibility to school and community
1. perform to an audience, run around, props, loud2.stage, seating, storage, mirror?, acoustic walls,
3. sheltered, natural light, open to outside studio
4. accessibility to school and community
1. read, write, present, quiet2. book shelving, storage, presentation rooms,
acoustic walls
3. sheltered, natural light
4. accessibility to school and community
art
musicdrama
drama
IMAGE BY AUTHOR
113
design respon seBUBBLE DIAGRAM
EXPERIENCES
PROGRA
M
CLASSROOMS
SCALE
IN
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design respon seBUBBLE DIAGRAMO YSPIRIT
MINMARKET
existing
COMMUNITY
HUB
artart art
eco
learning
class
naturalenvironment
art
SCHOOLprivate
public
recreation
SC
114
public thoroughfare
design respon seDETAILED BUBBLE
EXPERIENCES
PROGRA
M
CLASSROOMS
SCALE
IN
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exhibition concourse
entrylibraryadmin
artart art
art
playing coridoor
living
room1
prepext.
play
yr1
yr2
yr3
yr4
yr5
yr6
living
room2
boundary
hill
boundary
hill
boundary
hill
external
space
natural
boundary
external
eco-pond
learning
undercover
learning
observe
platform
public thoroughfare
public thoroughfare
indoor sports
pool
public
thoroughfare
public
tho
roughfare
living
room3backyard
backyard
backyard
communal school
front yard
existingmarket
DETAILED BUBBLE S
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ohhh i et it thises n can on e
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ohhh i et it thises n can on ea e ere... an
we earn or t euture
yes stacy... well done.
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CONCLUSION & REFERENCES 119
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120
CONCLUSIONS
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In exploring a new regenerative process of change and sustainability within our urban environment,21st century encompasses a meta-level complexity of interwined systems. Rethinking the learning
environment - system of growth, discovery, regeneration, renewal and evolution.Design must become to encompass an even deeper understanding of interdisciplinery design, inwhich areas which has been treated separately in the past and present, must become seemlesselyintegrated within and beyond to allow for the system to evolve. Allowance for social andenvironmental sustainability to become regenerative through a natural process with time and patience,allowing the future to naturally evolve, rather than forcing and ultimately destroying our environment,both socially and environmentally.
This thesis design project believes that areas of regeneration can be achieved through new thinking,new ways of adoping interchanging programs, allowing for intensity of activity to naturaly fl ourishwith the designed site, immediate surroundings and ultimately the larger context.
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referencesBOOKS
Taylor, Anne, Linking Architecture and Education: Sustainable Design for Learning Environments, UNM Press, Mexico, 2009
OWP Architects, Bruce Mau Design, VS Furniture, The Third Teacher, Harry N. Abrams Publishing, US, 2010
Broto, Carles, The complete book of Playgrounds Design, Links International Publishing, 2012
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, , p yg g , g,
van Eyck, Aldo, Also van Eyck: the playgrounds and the city, Stedelijk Museum Amsterdam, NAI publishing, Amsterdan, The Netherlands, 2002Hertzberger, Herman, Lessons for studetns in architecture, compilation by Laila Ghait, Marieke van Vlijmen, NAI010 Publishers, Rotterdam, 2009
Broekhuizen, Groenendijk et al. Contemporary Dutch School of Architecture, NAI010 Publishers, Rotterdam, The Netherlands, 2008
Ong, Boon Lay, Beyond Environmental Comfort, Routledge, New York, USA, 2013
WEBSITES
Educational Origami, 21st Century Pedagogy, updated 2013, >, viewed 04 September, 201321st Century Schools, updated 2010, >, viewed 23 September, 2013
VIDEOS
Barr, Stephanie, Whole School Sustainability TEDxSCU 2012 >, viewed 23 Janurary, 2013
Robinson, Ken, How Schools Kills Creativity TEDTalks 2006 >, viewed 10 August, 2013
Lee, Jinsop, Design for all 5 Senses TEDtalks 2013 >, viewed 20 August, 2013
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byeeeeeeeeeeeee
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