Project Two (Step Five): Combining Architectural Possibilities with Learning Principles

As highlighted in the lecture in week 9, it is neccesary to assess one's design to ensure that it can capitalise on all the opportunites it can inherently offer and the activities it can potentially accommodate. The following dot-points and corresponding outcomes aim to convey how I have assessed my design and spaces so far to ensure that what I provide can be a platform for the following forms of activity.

I believe my architectural entity will provide a platform for:

-        Making and using à workshop and kitchen spaces

-        Thinking and reflection à library and greenspaces

-        Learning and taking action à flexible rooms, gym, transport hub

-        Selling and buying à indoor/outdoor markets

-        Presenting and watching à flexible rooms

-        Sharing and collaborating à computer labs, event spaces, greenspaces and rooms

I believe it can achieve this through its porous, pedestrian orientated plan, variety of facilities and flexible, multi-purpose spaces. These spaces and activities coincide with certain principles for effective adult learning facilitation (as can be seen in diagram below)

The above principles have been attained through rigorous research into learning in general and adult learning in particular. The following 2 Blogs will cover these areas of learning using information gleaned from research into Spiral Dynamics (as suggested early in the semester to look into by my Tutor), and research into learning and teaching from various governmental education sources.

Prototype #3: Schematic Floor Plans (Draft #1)

The following floor plans and subsequent diagramming is based on the ideas of modular design as proposed in Case Study #3 with the Metastadt exemplar. As one can see, aspects of the previous 2 case studies and corresponding prototypes can be seen in this third model with the prominent features of the atrium spaces and interaction 'hot-spots' generated at various types of access and circulation points.

From left to right (excluding bottom left image): Ground Level (existing carpark), Level 1, Level 2, Level 3 (top right) and Level 4 (bottom right) - these plans  look at vertical circulation in particular through lifts and ramps.

It was decided from this exercise to discard the existing car ramp in the carpark space, as only the bottom level will be kept for parking. The main circulation point between the 'carpark' levels will be the lift and adjoining stairwell (fire stairs). These changes can be seen in Schematic Floor Plans (Draft #2).

The above plans and key show the different uses and the space they will occupy. One can start to see a layering of characteristics with the combination of spaces and their relationship with each other and each level.

Level 1 and 2 are 'fitness' and 'outdoors' orientated with their gym, transport hub and greenspace areas.
Level 3 is a public 'learning' and 'interaction' domain with the library, communal vegetable garden, and various modular, changeable rooms. In Schematic Floor Plans (Draft #2), the computer labs on Level 4 have been moved to correspond with the library on Level 3, and the Communal Garden has also been moved.

Level 4 is a semi-private 'entertainment' precinct with its event spaces and modular, changeable rooms. This has been edited in Draft #2 also.

The above diagrams aim to highlight what components will be be fixed.

The above diagrams aim to show what components will be transient and flexible.

The above diagrams look into how the exterior spaces generated through this porous design are going to be allocated to different uses i.e. Greenspace, Balcony or Verandah spaces and Atrium, Market spaces.

The above diagrams look at various viewpoints within the spaces created. I haven't done any diagramming as to views into the spaces and centre itself as yet.

The above diagrams look at the various arrival points into each space, and the centre itself.

I've found these exercises in rapid prototyping to be most beneficial to filtering through a wide range of design possibilites efficiently. Not only is a 3D model created in the process, but from this 2D plans and sections can be extracted easily for further manipulation via sketching and diagramming.

Mid-Semester Break To Do List

Below is a list of items and stages integral to the progression of my project that I wanted to get done by our next class on Friday the 5^th of October. It was compiled after our last class on Friday the 21^st of September.

To Do (22^nd Sept – 5^th Oct)

·       Look up:   wikihouse and Quadror

·       Do MVRDV reading and write-up reflection

·       Answer how mu project will protect people from: weather, conflict, privacy

·       List opportunities and how my project accommodates these (see note book)

·       Go over assessment criteria and finalise outcomes with Tutor (who the client is?)

·       Look into levels of learning: body, intellect, emotions, spirit

·       Incorporate six principles of learning (see journal)

·       Need to divide levels into zones, then extrapolate and manipulate to derive form

·       Need to consider ‘view’ opportunities, ‘approaches’ and ‘movement’

·       Sketch trace over photos to test ‘materiality’ aspects

·       Look up PDF of existing uses

·       Go through how each ‘facilitator’ contributes

·       Research schools etc in vicinity and map

·       Computerise ‘node proposal map’ and other mapping exercises

·       Re-assess ‘criteria points work’ so far

·       Develop site plan

·       Finish prototype #2, diagram and space plan from this

·       Do up scaled schematic floor plans and sections

·       Do up sketch development of ‘claimed sites’

·       Case study #3 Metastadt

·       Do prototype #3 (or progress screenshots of Revit model)

·       Case study #4 Queenslander

·       Research ‘storytelling’ and the methods of  ‘passing of knowledge’

·       Circulation and access diagramming



MVRDV Reading: Reflection

Architecture as a Device by Winy Maas (2004) was an extremely interesting read for me as a) I've always really liked what MVRDV do in the design world, and b) because the ideas it conveys are so similar to my own with regard to my project direction and intention.

As our group highlighted in Project 1, there is going to be a need in any future scenario in South East Queensland for the introduction of higher density nodes across the urban fabric. Outlined in Project 1, and to be refined more in my own explorations for Project 2, these nodes will need to be connected by an effecient and accessible framework of infrastructure and public transport, and will need to utilise our existing and growing willingness to particpate in the virtual world as a another means of connection and networking. The following question as posed by Winy Maas concerns itself with this very point about the importance that the virtual world will play in any proposed sustainable future; 'Can architecture use the possibilites offered by emerging virtual domains to create a means of navigation between small and large scales?'

As stated by Winy Maas '...it is the aim to produce urban life higher up by increasing densities, accepting growth, and adapting to a global future where more people will inhabit the planet.' It is this ability to adapt and grow that will not only be highlighted physically in my architectural entity for Project 2, but also the facilitation and encouragement of users and the Paddington community as a whole to change the way they think about this potential growth of their society, and the phyical, psychological, emotional and virtual changes that will result.

'Architecture should put itself in the middle of the public debate on space' as we have the unique set of skills necessary to not only critically analyse the problems at hand and in the future, but we also have the ability to produce multiple solutions and possess the means to convey these solutions in a manner that is easily understood by anyone. It is my aim to place myself in the 'middle of the debate on space' by proposing a new system and prototypical model for the sustainable growth and development of our society, without losing or diluting its unique qualities. I believe this can be achieved by incorporating the fundamental principles of: Belonging, Connection, Community and Identity as outlined in Project 1 as being necessary to any sustainable community at the very foundations of my architectural entity.

The above images are just a few examples of MVRDV's work that I believe highlight the point Winy Maas made producing 'higher urban life' by increasing density in urban situations.

Images References (world locations):

Left: Lizhou - http://www.eikongraphia.com/?p=1345Middle

:

Gwanggyo - http://inhabitat.com/gwanggyo-city-center-by-mvrdv/

Right: Parkrand - http://architecture.myninjaplease.com/?p=1599

Interpretation of Assessment Criteria: Draft #1

After receiving the assessment criteria for Project 2, I felt it a necessary step to annotate each point with my own interpretation based on our past lectures and individual project direction, to ensure that I will be on the 'same page' as my Tutor.

Too often in past design subjects, intentions and expectations (both tutor's and mine) haven't been made clear at an early stage in the design process which has led to stress on both parties, disagreements and sometimes a negative 'Crit' experience.

It is my aim through a series of drafts, to negotiate with my Tutor a set of criteria that satisfies the subject's objectives and outcomes, suits us both, and is tailored to my capabilities and strengths. I hope that through this process, I shall be able to produce a final design outcome that conveys my intentions and in-depth ideas and is something that I can be proud of and include in my portfolio.

Listed below is my first draft of 'Assessment Criteria' based off the document on Blackboard. I have used bolding, underlining and blue texting to highlight important points and my own thoughts on potential outcome possibilies.

Assessment Criteria

·         Must document ideas and design development in BLOG

·         Communicate outcome in FINAL PRESENTATION

SCRIPT

·         Logical and realistic constructed series of EVENTS resulting in a STORY

·         Reality – relevant contexts that I OBSERVE TODAY are studied and well incorporated à Plot Slide

·         Creativity – background contexts from PROJECT ONE are refined and developed uniquely à brief diagram, pick out relevant research, urban sprawl picture, people and lifestyles diagram and add new age groups

·         Show that proposal is RELEVANT

·         Show IMPORTANT ASPECTS through captured scenes, storyboard or movie à Choose character to follow throughout a period of their life i.e. From 20yrs to 30yrs – looking at issues they experience and how proposal helps and responds to these

STAGE

·         Ensure and show that Architectural entity WORKS

·         Purpose – responds to NEEDS and DESIRES of future citizens

·         Meaningful spaces and services that make proposal IMPERATIVE to community

·         Navigation – SPECIFIC USES are studied

·         CIRCULATION and ACCESS are studied

·         Show how people ARRIVE, FIND and MOVE in and around proposal

·         EVALUATE and re-evaluate circulation and access

·         Integrity – structural, operational integrity

·         Show structures, details and materials used à research materials

·         Realistic structure and materials, and show how they WORK and are MAINTAINED

SCENES

·         Presence and Identity – PRESENCE and RELEVANCE of proposal

·         IDENTITY in location

·         What it should PROVIDE and what it should be KNOWN for

·         PHYSICAL and PSYCHOLOGICAL presence APPROPRIATE to context

·         Show how proposal signifies own REASON and purpose for EXISTENCE

·         How do people identify and RECOGNISE proposal?

·         First-Person Experience – show EXPERIENCE of users and their perspective

·         Design decisions have been based on REQUIREMENTS  of users

·         Construct scenarios that depict how SPECIFIC USERS  with SPECIFIC NEEDS use, experience and circulate through the spaces à disabled, with children, blind

à  A1 panel/s à find out how many panels in total??

à Must all have name

à Present in allocated time-slot

Case Study #3

Metastadt, built in the city if Wulfren - Germany in 1974 and designed by architects, van den Broek and Bakema is an excellent early example of the flexible, modular design I feel is integral to include in my Learning Centre for Project 2.

I believe modular design is the best means of providing adaptable spaces that can be retro-fitted, re-purposed, maintained and deconstructed with the greatest ease, which are issues that need to come to the fore-front when designing for sustainability.

“The Metastadt building system was supposed to provide a concept for a flexible model of urbanism. A pilot scheme supported by the Federal Government, the system behind the Metastadt development is that of a space plan that is supposed to be capable of unlimited horizontal and vertical growth. The space frame structure itself is bolted to allow easy assembly and disassembly which allows for everything to remain changeable and adaptable. The infill system is separate from structural system: the office spaces have demountable walls whilst partition walls in apartments are made of plasterboard. One further aspect that contributes to the system's flexibility is the servicing system, which is accommodated in raised floors with a clearance of 0.45m.”

Although the building was demolished in the early 1980s due to technical faults caused by cost-cutting measures, the underlying concept of a ‘flexible model of urbanism’ acieved through modular, flexible design is still utilised today in many effective and still-standing forms.

The website titled Flexible Housing http://www.afewthoughts.co.uk/flexiblehousing/timeline.php is an excellent place to browse these projects in an easy to read Timeline format. The projects that have really resonated with me and will in some way inform my architectural entity’s form, function and aesthetic can be seen below.

Domino 21.

Gewild Wohnen

Quartier Saint-Christophe

Soft House

Other examples of modular and even capsule design can be seen below and offer even more food for thought.

 The fundamental concepts of this case study will now be applied to Prototype #3, and may in turn inform the final outcome of my design.

Image References: 

http://aboutarchitecture.wordpress.com/2007/08/22/constant-and-vision-vs-reality/

http://seafirefly.com/hotaru/

http://www.afewthoughts.co.uk/flexiblehousing/house.php?

Project Two (Step Four): Space Planning

Generated from the 'Brainstorming of Issues' exercise conducted earlier, the following is a preliminary list of spaces for inclusion to inform the design of my architectural entity:

• Storage
• First Aid Room
• Plant Room
• Indoor and Outdoor Market Spaces
• Parking
• Computer Lab
• Gym
• Kitchen
• Workshop
• Consulting Rooms
• Atriums
• Transport Hub
• Toilets and Showers
• Library
• Event Spaces
• Flexible Rooms
• Food and Drink Amenities
• Lifts, Stairs and Escalators
• Greenspace
• Childcare

This list may be added to or subtracted from, however it provides a basis for the progression of my design.

Rapid Prototyping (Case Study #2)

The following prototype has been informed by the concept of experiences and relationships being formed through the interaction of levels as portrayed in M.C. Escher's works. By focussing on just the actual level planes I will be using at the Paddington Central site, and creating multiple areas of vertical and horizontal circulation, I have tried to imitate the interaction 'hot-spots' seen in Escher's work. I have negated the use of actual staircases to highlight the level changes and access points within the Centre.

As can be seen below, the addition of an entry point to the site from lower Morris Street allows for a longitudinal flow of circulation through the entire length of the site. Coupled with multiple access points dissecting this axis from Warmington to Morris St at various locations across the site, a porous and pedestrian friendly entity can result.

The implementation of atrium spaces as proposed in Case Study and Prototype #1 has been included in this prototype. These atrium spaces aid in opening up the centre and provide an excellent means of generating spaces that connect effeciently as a whole. I have never used this method of space planning before, however I think it allows for a more wholistic approach to designing such a complex architectural entity.

 The above images best convey the similarities to M.C. Escher's work. The exclusion of Impossible Figures makes this a viable, working space, however I have exagerated the amount and location of these circulation points to highlight the concept proposed in Case Study #2 from Escher's work.

Although this has been an effective means of beginning to develop floor plans and sections and to begin space planning, I think more refinement is absolutely necessary. I do believe however that the level planes in general will continue to show up in further design development stages, and the carpark (GL), level 1 and level 2 will remain as they are. Only levels 3 and 4 may need revising.

The In-Between Spaces: Examples

I have made mention in a few of my Blogs to the creation of 'in-between spaces' in my design, and the importance of these 'in-between spaces' to the activation of space in general and the site as a whole. I have found an excellent book in the library titled: Dazwischen/in between that has beautiful images that convey what I mean by the term 'in-between space'. The following introduction from the book gives an overall idea of the importance of these spaces to the vitality and liveability of urban areas which if of great relevance to Paddington as a suburban centre and future urban node.

"As built-up areas merge increasingly into one another at regional level, the landscape becomes urbanised and the traditional dividing line between urban and rural space is blurred. Rampant suburbanisation at the periphery of big cities turns the surrounding landscape into something that can neither be called clearly urban nor clearly rural. The resulting longing for an original rural environment is shown in the following images that represent moments of urban life isolated from a reality that finds itself in a state of constant and ever- accelerating change. These moments take place in the 'in-between spaces'".

Reference: Architekturbild. (2011). Dazwischen/in between: European Architectural Photography Prize 2011. Published by Die Deutsche Bibliothek. Ludwigsburg, Germany.

Case Study #2

When I stand on the bottom level of the atrium space inside Paddington Central Shopping Centre, and look back at the escaltors, stairs and vertical connections inherent to the space, I am reminded of M.C. Escher's work titled 'Relativity' (1953). It is the connection of levels and vertical and horizontal relationships portrayed in Escher's works that I think are integral to emmulate in my design for Project Two.

Relativity - Waterfall - Convex and Concave

I think it would be an excellent physical manifestation of the interaction between different and all age groups that I am proposing takes place in the cross-generational learning centre, as well as the various and highly important levels of learning one undergoes and experiences throughout their whole life.

M.C. Escher is widely known for his graphic works conveying impossible realities. People ascending and descending stairs in an infinite loop and constructions that are impossible to build and are ony possible to draw through the manipulation of perspective and perception. It is these constructions that I am focussing on in this case study, as although they are impossible to build as they use Impossible Figures (IF) such as Necker Cubes and Tribars - the vertical and horizontal relationships generated through circulatory paths, stairs and entryways are of particular importance to my design.

Impossible Figures - Tribar - Necker Cube

Although Escher's works can be confusing, if the underlying essence of interaction on all  levels is extracted, they become very valuable for informing and application into built forms.

Image Reference: http://en.wikipedia.org/wiki/File:Escher%27s_Relativity.jpg