Future Christchurch V4.3 The Learning City

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V4.3Sarah Al-Anbuky

FUTURE CHRISTCHURCH V4.3the learning city: schools as agents for urban revitilisation in Christchurch

Sarah Al-Anbuky

the learning city: schools as agents for urban revitilisation in Christchurch

The recovery of Christchurch provides an institutional opportunity to revitalise and diversify the city. The thesis

proposes to refocus the recovery process by placing education at the forefront of the rebuild. Integrating education at

the Centre of the anchor projects can help to expand the overall purpose of the rebuild and reinvent the city’s personal

identity. Here, the imposed merger of two existing schools is utilized to play a leading role in the revitalization of the

city. The two schools were chosen for their interconnected-community based systems and creative learning philoso

phies. Much attention has been given to the needs and priorities of these two schools in the design to employ a strategy

that refocuses the recovery process.

Appropriate architectural strategies and principles are used to provide systematic integration of the merged school at

the heart of the anchor projects and to promote a socially sustainable life-long learning system. Japanese joinery is used

as a conceptually strategic architectural response to organize the school. The potential viability of linking the two

schools with public and private realms is achieved by creating visually and physically interconnected spaces. The

school’s design responds to the context and specifics of the site and the needs of the school but also maintains flexibil

ity and adaptability to changes that may occur over time. Finally, the creation of life-long learning is achieved through

the expansion of a virtual learning infrastructure to the wider community through the school’s physical design.

The designed system shows the potential viability of linking the two schools and public and private realms. It also dem

onstrates that there is a very viable opportunity to integrate education into the rebuild process for Christchurch city,

and presents suggestions for expanding the concepts discussed to infiltrate the entire city in a similar manner.

the learning city: schools as agents for urban revitalisation in christchurch

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“Thesis completed in part ful� lment of requirements for the Master of Architecture (Professional) degree at the University of Auckland, 2013”

the learning city:

schools as agents for urban revitalisation in Christchurch

Sarah Al-Anbuky

advisors:Camia YoungChris Barton

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I would like to acknowledge my family, mum, dad, Ali, Zainab and Nadia for your continual support throughout this degree and always believing in me. My dearest brother Ali Al-Anbuky, for his efforts to proofread this lengthy document.

My deepest gratitude goes to my dedicated supervisors, Camia Young and Chris Barton, for your continual support and enthusiasm throughout the year. You have been truly inspirational.

Thank you to the future Christchurch group, Mona Ibrhaim, Janice Lee, Yvonne Mak, Rex Braganza, Zody Yi and Joo Eun Kim, its been an honour working along side you all.

Sincere thanks to all my studio-mates, Te Kahuwhero Alexander-Tu’inukuafe, Farah Saad, Katy Turner, Samantha Collins, Muse Tongthamchart and Holly Xie for keeping me entertained and getting me through this last year.

Last but not least, I would like to thank Co director of the Unlimited Paenga Tawhiti school Alastair Wells and the Unlimited Paenga Tawhiti and Discovery 1 Schools and the people of Christchurch, Thank you for inspiring this project.

This thesis is dedicated to all of you.

acknowledgments

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The recovery of Christchurch provides an institutional opportunity to revitalise and diversify the city. The thesis proposes to refocus the recovery process by placing education at the forefront of the rebuild. Integrating education at the Centre of the anchor projects can help to expand the overall purpose of the rebuild and reinvent the city’s personal identity. Here, the imposed merger of two existing schools is utilized to play a leading role in the revitalization of the city. The two schools were chosen for their interconnected-community based systems and creative learning philosophies. Much attention has been given to the needs and priorities of these two schools in the design to employ a strategy that refocuses the recovery process.

Appropriate architectural strategies and principles are used to pro-vide systematic integration of the merged school at the heart of the anchor projects and to promote a socially sustainable life-long learn-ing system. Japanese joinery is used as a conceptually strategic ar-chitectural response to organize the school. The potential viability of linking the two schools with public and private realms is achieved by creating visually and physically interconnected spaces. The school’s design responds to the context and speci� cs of the site and the needs of the school but also maintains � exibility and adaptability to chang-es that may occur over time. Finally, the creation of life-long learning is achieved through the expansion of a virtual learning infrastruc-ture to the wider community through the school’s physical design.

The designed system shows the potential viability of linking the two schools and public and private realms. It also demonstrates that there is a very viable opportunity to integrate education into the rebuild process for Christchurch city, and presents suggestions for expanding the concepts discussed to in� ltrate the entire city in a similar manner.

abstract

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1.0 Unlimited Paenga Tawhiti and Discovery 1

2.0 architecutre as the ‘third teacher’

3.0 urban proposition

4.0 architectural proposition

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introduction

table of Contents

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1.0 unlimited Paenga Tawhiti and discovery 1

Figure 1: (Page 20) Aerial map of Christchurch and locating Unlimited Paenga Tawhiti and Discovery. Source: Google maps. Aerial Map. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 16, 03, 2013).

Figure 2: (Page 21) Pre-earthquake: Unlimited Paenga Tawhiti school, above the Hallenstines clothing store. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums (accessed 16, 03, 2013).

Figure 3: (Page 21) Post- earthquake: Unlimited Paenga Tawhiti school building demolished. Source: Stu� , The Press. Photograph. Stu� , http://www.stu� .co.nz/the-press/news/schools/7735979/Unlimited-Paenga-Tawhiti-School (accessed 16, 03, 2013).

Figure 4: (Page 23-24) Sarah Al-Anbuky, 2013. Timeline: Timeline showing 10 year period of Unlimited Paenga Tawhiti and Discovery One showing the population demand of the schools before and after the earthquake. Source: Google maps. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 16, 03, 2013).

Figure 5: (Page 25) Sarah Al-Anbuky, 2013. Diagram of Teacher Centred Learning. Source: Google maps. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 20, 03, 2013).

Figure 6: (Page 25) Sarah Al-Anbuky, 2013. Diagram of Student Centred Learning. Source: Google maps. Google

maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 20, 04, 2013).

Figure 7: (Page 26) Sarah Al-Anbuky, 2013. Photograph: Photo taken of the Unlimited Paenga Tawphiti school students, showing project based learning client showing website design, students giving her ideas, (Canon EOS 550D). (Created 04/ 04/2013).

Figure 8: (Page 27) Sarah Al-Anbuky, 2013. Drawing: Diagram of Linear Standardised Rote Learning. (Created 06/04/ 2014).

Figure 9: (Page 27) Sarah Al-Anbuky, 2013. Drawing: Diagram of Organic Creative Environment learning. (Created 06/04/ 2014).

Figure 10: (Page 28) Sara Al-Anbuky, 2013. Photograph: Aerial photograph of Unlimited Paenga Tawhiti and Discovery 1, (Canon EOS 550D). (Created 20/04/ 2014).

Figure 11: (Page 29) The kitchen ‘home’ environment. Photograph. Available from Conner, Dr Lindsey and Sue McBain, New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti, 2010 (15, 03, 2013).

Figure 12: (Page 29) Open plan space of the bottom � oor. Photograph. Available from Conner, Dr Lindsey and Sue McBain, New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti, 2010 (15, 03, 2013).

Figure 13: (Page 29) Playground roof, second � oor. Photograph. Available from Conner, Dr Lindsey and Sue McBain, New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti, 2010 (15, 03, 2013).

Figure 14: (Page 30) Hallenstines clothing store building and

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list of � gures

Unlimited Paenga Tawhiti school. Source: Living Heritage, Tikanga tuku iho. Photograph. Living heritage, http://www.livingheritage.org.nz/schools/secondary/paenga-tawhiti/historic-faces/index.php (accessed 20, 03, 2013).

Figure 15: (Page 30) Southern Star House building inside the open plan learning space. Source: The May� eld Project, A research project for young professionals. Photograph. May� eld Project, http://may� eldproject.wordpress.com/mp-2010/the-learner/case-studies/views-from-the-window/ (accessed 20, 03, 2013).

Figure 16: (Page 30) Southern Star House building elevation. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums (accessed 20, 03, 2013).

Figure 17: (Page 31) Level 1 plan of the Hallenstines store building of Unlimited Paenga Tawhiti. Source: Unlimited Paenga Tawhiti school. Interview with Alistair Wells (accessed 25, 03, 2013).

Figure 18: (Page 31) Level 6 plan of the Hallenstines store building. Source: Unlimited Paenga Tawhiti school. Interview with Alistair Wells (accessed 25, 03, 2013).

Figure 19: (Page 31) Cross section 1 through the Hallenstines store building. Source: Unlimited Paenga Tawhiti school. Interview with Alistair Wells (accessed 25, 03, 2013).

Figure 20: (Page 31) Cross section 2 through the Hallenstines store building. Source: Unlimited Paenga Tawhiti school. Interview with Alastair Wells (accessed 25, 03, 2013).

Figure 21: (Page 32) Image 1 of Paenga Tawhiti school. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums

(accessed 16, 03, 2013).

Figure 22: (Page 32) Image 2 of Paenga Tawhiti school. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums (accessed 16, 03, 2013).Figure 23: (Page 32) Image 3 of Paenga Tawhiti school. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums (accessed 16, 03, 2013).

Figure 24: (Page 32) Image 4 of Paenga Tawhiti school. Source: Unlimited Paenga Tawhiti school. Photograph. Facebook, https://www.facebook.com/UnlimitedPaengaTawhiti/photos_albums (accessed 16, 03, 2013).

Figure 25: (Page 33) Level 2 plan of the Hallenstines store building. Source: Unlimited Paenga Tawhiti school. Interview with Alistair Wells (accessed 25, 03, 2013).

Figure 26: (Page 33) Cross section 3 through the Hallenstines store building. Source: Unlimited Paenga Tawhiti school. Interview with Alistair Wells (accessed 25, 03, 2013).

2.0 architecture as ’the third teacher’

Figure 1: (Page 42) First � oor plan of Hat� eld House, Herts, 1607-11. Plan Drawing. Available from Mark Dudek, Architecture of Schools, The New Learning Environments, 2000, (accessed 11/09/20313).

Figure 2: (Page 42) Bonner Street Primary School, Hackney, London, designed by Robson in 1875. Photograph. Available from Mark Dudek, Architecture of Schools, The New Learning Environments, 2000, (accessed 11/09/20313).

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Figure 3: (Page 42) Geography lesson at Alma School, 1908. Photograph. Available from Mark Dudek, Architecture of Schools, The New Learning Environments, 2000, (accessed 11/09/20313).

Figure 4: (Page 45) Ground � oor plan of Hans Scharoun’s project for a primary school, Darmstadt, 1951. Plan Drawing. Available from Mark Dudek, Architecture of Schools, The New Learning Environments, 2000, (accessed 11/09/20313).

Figure 5. (Page 45) Model of the unrealised design in Darmstadt of a 1951 Basic primary and secondary school. Photograph. Available from Eberhard Syring, Jorg C. Kirschenmann, Han Scharoun, 1893-1972: Outside of Modernism, 2004 (accessed 15, 07, 2013).

Figure 6. (Page 47) First � oor of the Apollo School, designed by Herman Hertzberger. Plan Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 7. (Page 47) The central hall space of Apollo School, designed by Herman Hertzberger. Photograph. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 8. (Page 47) Perspective drawing of Apollo School by the architect Herman Hertzberger. Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 9. (Page 48) View from � rst � oor of Hall of Titaan Horn. Phototgraph. Available from Herman Hertzberger, Space and Learning: Lessons in Architecture, 2008. (Accessed 11/09/2013)

Figure 10. (Page 48) View 2 of Hall of Titaan Horn. Phototgraph. Available from Herman Hertzberger, Space and Learning: Lessons in

Architecture, 2008. (Accessed 11/09/2013)

Figure 11. (Page 48) View 3 of Hall of Titaan Horn. Phototgraph. Available from Herman Hertzberger, Space and Learning: Lessons in Architecture, 2008. (Accessed 11/09/2013)Figure 12. (Page 49) Ground � oor of Delft Montessori School designed by the architect Herman Hertzberger. Plan Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 13. (Page 50) Diagram showing split levels between the classrooms of Montessori College, Oost, Amsterdam. Section Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 14. (Page 50) Cross section of the Montessori College Oost, Amsterdam. Section Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 15. (Page 50) Plan drawings of the Montessori College Oost, Amsterdam. Plan Drawings. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 16. (Page 51) Perspective drawing of the atrium of the Montessori College Oost, Amsterdam. Drawing. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 17. (Page 51) Perspectival photograph of the atrium of the Montessori College Oost, Amsterdam. Photograph. Available from Met teksten van Herman Hertzberger, Abram de Swaan, The Schools

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of Herman Hertzberger, 2009 (accessed 20, 07, 2013).

Figure 18. (Page 53) Diagram of the virtual infrastructures integrated into the Satellite spaces of the Canton Elementary School, Canton, Ohio. Diagram. Available from Sharon Haar and Mark Robbins, Schools for Cities, Urban Strategies, 2002 (accessed 15, 08, 2013).

Figure 19. (Page 53) Photograph of the interior of the Satellite spaces of the Canton Elementary School, Canton, Ohio. Photograph. Available from Sharon Haar and Mark Robbins, Schools for Cities, Urban Strategies, 2002 (accessed 15, 08, 2013).

Figure 20. (Page 55) Elevation of the Seattle Library at dusk. Source: ArchDaily. Photograph. ArchDaily, Broadcasting Architecture Worldwide, http://ad009cdnb.archdaily.net/wp-content/uploads/2009/01/2019138879_spl-exterior-dusk-rualt.jpg (accessed 17, 08, 2013).

Figure 21. (Page 55) Photograph of the living room of the Seattle Library. Source: ArchDaily. Photograph. ArchDaily, Broadcasting Architecture Worldwide, http://ad009cdnb.archdaily.net/wp-content/uploads/2009/01/1203497712_spl-living-room-prat.jpg (accessed 17, 08, 2013).

Figure 22. (Page 55) Diagram of the in between spaces of the Seattle Library. Source: ArchDaily. Photograph. ArchDaily, Broadcasting Architecture Worldwide, http://ad009cdnb.archdaily.net/wp-content/uploads/2009/01/2138020950_spl-inbetweens-diagram-rex.jpg (accessed 17, 08, 2013).

Figure 23. (Page 55) Interior shot of one of the key routes of circulation for the Seattle Library. Source: ArchDaily. Photograph. ArchDaily, Broadcasting Architecture Worldwide, http://ad009cdnb.archdaily.net/wp-content/uploads/2009/01/656730874_spl-escalator-baan.jpg (accessed 17, 08, 2013).


Figure 1: (51) CERA Blueprint recovery plan. Source: Christchurch Central Development Unit. Plan Drawing. Canterbury Earthquake Recovery Authority, http://ccdu.govt.nz/sites/ccdu.govt.nz/� les/documents/christchurch-central-recovery-plan.pdf (accessed 07, 07, 2013). Figure 2: (53 ) Sarah Al-Anbuky, 2013. Diagram of Hub and spoke: education at the centre of the anchor projects. Source: Google maps. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 20, 03, 2013).Figure 3: (55 ) Sarah Al-Anbuky, 2013. Diagram showing the In� ltration Concept. Source: Google maps. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 20, 03, 2013).Figure 4: (57) Sarah Al-Anbuky, 2013. Villages concept, expanding beyond the city. Source: Google maps. Google maps, https://www.google.co.nz/maps/place/Christchurch/@-43.5131367,172.5990772,11z/data=!3m1!4b1!4m2!3m1!1s0x6d322f4863c5ed01:0x500ef8684799945 (accessed 20, 03, 2013).

4.0 architecture proposition

Figure 1: (65 ) Pre-Earthquake: Link Centre mall. Source: Christchurch Central City Directory. Photographs. The Link Centre, http://www.christchurchcity.org.nz/christchurch-central-city-directory/the_link_centre.php (accessed 30, 03, 2013).

The list of � gures created for the thesis is composed of images and drawings which have been taken from various sources. All images and drawings which have not been included in the list of � gures have been created by the author unless otherwise stated.

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“Education is regarded as a pillar of democracy and welfare state, and also as the mainstay of our social and economic development.”¹ – Sirkkaliisa Jetsonen

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Subsequently, throughout the 2000s Finnish students ranked first among all the OECD nations (Organization for Economic Cooperation and Development) on the Program for International Student Assessments (PISA) notably in language, maths, and science literacy.9 This educational success has obvious and real implications to the development of the country as a whole.

In the aftermath of the series of destructive earthquakes, the recovery of Christchurch has become the dominant driver for the City Council and Christchurch as a whole. In the post-earthquake environment the fundamental issues are deeply rooted within the revitalization of the central city. Revitalization is associated with the reinvention of identity and rebuilding of lost heritage, restoring displaced businesses and amenities, reviving the tourism and education sector and creating employment opportunities. The government’s main strategy for recovery is centred on the advancement of economic growth. A proposed Canterbury Earthquake Recovery Authoriaty CERA blueprint recovery plan takes an overarching top-down approach, laying out initial precincts and anchor projects to “catalyse investment, growth, and social energy in the hope to bring people back to the city.”10 However, the blueprint plan has been criticised for its dependence on future international investments and reliance on these, a “bigger-than-wanted” and “super-sized” projects, according to Councillor Yani Johanson. 11

The New Zealand Learning Discovery Trust encouraged school communities to play a role in the revitalization and redevelopment of the inner city after the major earthquake in September.12 The concept of learning in the central city was strongly supported by both the people and Christchurch City Council but it is noticeably absent from the CERA recovery plan, despite the opportunity to embed learning at the centre of the recovery process and to create a learning culture

In September 2010 and February 2011, Christchurch suffered two successive earthquakes greatly affecting the city’s infrastructure and its sense of vitality. Christchurch subsequently began to experience massive political change, warranting amongst other things a restructuring to the city’s education network. Many school buildings suffered significant damage, school sites have been compromised and there were 4,311 fewer student enrolments across greater Christchurch in July 2012 compared to July 2010.2 There are around 9,300 spaces that are under-utilised in the network, which is equivalent to the entire student population of Gisborne.3 The extent of the damage to school buildings and facilities, quality of the land, demographic change and people relocating as a result of the earthquakes became catalysts for 7 school closures, 12 mergers and 16 proposed new schools by the government.4

There is considerable debate as to whether these changes will improve learning outcomes for students, and the impact these changes will have on the education system is of concern. As schools merge they become bigger and teaching becomes less intimate5. Although this may come as an ‘aftershock’ after the February earthquake for those affected by these changes, there is an opportunity to rejuvenate and renew this network, embracing innovation and diversity to attain improved educational outcomes. The ministry of Education believes that the approach to reshaping the education network could contribute to the greater prosperity at local, regional and national levels by providing advantages socially, culturally and economically.6

This notion can be likened to the educational restructuring that has occurred in Finland since the early 1970s, which today plays an important role in Finland’s economic and cultural success. Finland made a concerted effort to build its high performing, equitable and publicly financed education system and thereby increased participation in education throughout Finnish society.7 The successive reforms that took place set up an education system capable of supporting Finland’s economic recovery plan during the 90s.8

introduction

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in Christchurch. How can we create a place for learning in the city and could learning potentially provide the city with a new purposeful identity?

The Unlimited Paenga Tawhiti and Discovery 1 schools, created by the New Zealand Learning Discovery Trust, currently operate on the notion of creative learning. They employ an interconnected community-based learning system. Their influence within the central city was removed and displaced as a result of the two earthquakes. Currently, there is a proposal to merge these two schools at a central city location. This proposal has facilitated the argument of this thesis.

The central argument for this thesis is to put education at the forefront of the Christchurch city rebuild. The central school will become the prime agent for urban revitalization where there is an extraordinary opportunity to enhance not just the delivery of the education system but the quality of community life. This thesis will investigate the design of schools in a manner that marries with the needs and desires of their related communities. The design seeks to give identity and purpose to the surrounding community development, in order to revitalise and diversify Christchurch both programmatically and physically through the notion of lifelong learning.

Change and times of uncertainty and all those sorts of things are always going to be part of our future. I think one of the things that if any city has the opportunity to rebuild itself, then I think we’ve got to think how can we support people who are unemployed at certain times of their lives? Or how can we provide learning opportunities for our students, our young people that enable them to be able to survive better in a world where it is going to be constantly changing. I � rmly believe that education and learning and learning facilities will probably be important for the future for people who want to retrain, to adapt, to modify their pathways 13

This thesis seeks to answer two questions, at both an urban scale and an architectural scale.

1. The Urban proposition: how to integrate the schools’ philosophy in the rebuild, or use the blueprint plan as a medium for this merger to put education at the forefront of the rebuild.

2. The architectural proposition: How to use architectural strategies for merging both Unlimited Paenga Tawhiti and Discovery 1 schools together in the public realm, addressing the schools’ priorities and investigating the notion of lifelong learning?

Chapter one introduces secondary school Unlimited Paenga Tawhiti and Primary school Discovery 1. It describes their key priorities and brief, a description derived from research into their philosophy, the effects of the displacement of both schools, and of the previous learning environment, which imposed restrictions on learning and engagement with the public realm.

Much of the foundation for the design of the learning centre has been based on the theoretical work outlined in the research chapter 2, these include the various approaches to designing a school to enhance learning and function, the considerations for integration of a school into today’s developing society, and the integral part the school can form in the development of a community. First, it highlights the shift from a conventional school system based on a prototypical “one size fits all” position to one based on a paratypical, “one size does not fit all” position that responds to social needs of

I believe that the school is primarily a social institution… I believe that education, therefore, is a process of living and not a preparation for future living.14

-John Dewey

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the pupils and community. The research then demonstrates schools must articulate a dual paratypical and prototypical approach which was predominately inspired by Herman Hertzberger, whose vision is to create a single and non-distinguishable entity between school and the city as a tool to strengthen the development of children’s personal identity.

The chapter also investigates the ‘physical and virtual’ theme to highlight the importance of place and the need to adapt to today’s ever changing society by integrating the virtual infrastructure to achieve a paratypical and prototypical model. It found that this notion was particularly relevant by presenting new roles for the school library where the library of the future is becoming a new form of public space as a multi-purpose learning platform that promotes the concept of lifelong learning.

Finally, the research highlights the benefits of embedding education and its prominence in the Christchurch rebuild. Roy Strickland’s ‘city of learning’ concept (COL) demonstrated the benefits of this notion for both communities and public schools through his study.

Chapter three discusses two strategies to answer the first question of how to refocus the recovery process by putting education at the forefront of the rebuild. It looks at how to integrate the schools back into the fabric of the central city to make them more prominent in the rebuild.

Chapter four seeks to answer the second question derived from the urban proposition: how to best use architectural strategies for merging both the Unlimited Paenga Tawhiti and the Discovery 1 schools together with the public realm, whilst addressing the school’s main priorities promoting the notion of lifelong learning? It outlines the processes, thoughts and methodologies in the design of the main learning centre as a result of the research carried out in the previous three chapters.

Finally, the thesis concludes that there is a very viable opportunity to put education at the forefront of the rebuild, and presents suggestions for expanding the designed system and concepts discussed into other anchor and satellite environments to truly reinvent Christchurch into the learning city.

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endnotes

1 Jetsonen Sirkkaliisa, Eriika Johansson, Kaisa Nuikkinen and Pasi Sahlberg; Maija Kasvio. The best school in the world : [seven Finnish examples from the 21st century. Helsinki, Finland: Museum of Finnish Architecture, 2011, 73.2 “Unlimited Paenga Tawhiti School – Rationale for change”, Ministry of Education. Accessed July 7, 2012. http://shapingeducation.govt.nz/wp-content/uploads/2012/10/Unlimited-Paenga-Tawhiti-School-Rationale-for-Change.pdf3 “Tears shed over Christchurch school closure”. One News/ Fairfax, Accessed July 7, 2013. http://tvnz.co.nz/national-news/tears-shed-over-christchurch-school-closure-5451603.4 Bayer, Kurt and Kate Shuttleworth. ”Seven schools to close, 12 to merge”, The New Zealand Herald. Accessed July 7, 2012. 5 Law, Tina. ”School Reunites on varsity site”.Kirk Hargreaves/Fairfax NZ, Accessed July 7, 2013.http://www.stuff.co.nz/the-press/news/schools/8482123/School-reunites-on-varsity-site6 Ministry of Education (2012). “SHAPING EDUCATION TE TAREINGA MATAURANGA Directions for Education Renewal in Greater Christchurch”. Accessed July 7 2013. http://shapingeducation.govt.nz/wp-content/uploads/2012/09/RenewalPlanAug2012.p 7 Jetsonen Sirkkaliisa, Eriika Johansson, Kaisa Nuikkinen and Pasi Sahlberg; Maija Kasvio. The best school in the world: [seven Finnish examples from the 21st century. Helsinki, Finland: Museum of Finnish Architecture, 2011.8 “Center On International Education Benchmarking Learning from the World’s High Performing Education Systems.” NCEE National Center On Education And The Economy. Accessed July 7, 2013. http://www.ncee.org/

programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/finland-overview/.9 Jetsonen Sirkkaliisa, Eriika Johansson, Kaisa Nuikkinen and Pasi Sahlberg; Maija Kasvio. The best school in the world: seven Finnish examples from the 21st century. Helsinki, Finland: Museum of Finnish Architecture, 2011, 73.10 Canterbury Earthquake Recovery Authority (2012). Central City Recovery Plan. Christchurch: Canterbury Earthquake Recovery Authority. Accessed July 7 2013. http://ccdu.govt.nz/sites/ccdu.govt.nz/files/documents/christchurch-central-recovery-plan.pdf.11 Mccrone, John, “A ‘sneeze away’ from trouble”. Accessed July 17, 2013. http://www.stuff.co.nz/the-press/news/christchurch-earthquake-2011/8888696/A-sneeze-away-from-trouble12 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of Canterbury, 2010, 25.13 Alastair Wells Co-Director at the Unlimited Paenga Tawhiti School., interview. by Sarah Al-Anbuky, may 9, 2013, transcript, At Unlimited Paenga14 OWP/P Architects. John Dewey, quoted in Pigozzi, O’Donnell Wicklund and Petereson, Architects Inc. The third teacher: 79 ways you can use design to transform teaching & learning. New York : Abrams, 2010

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“The argument is that learning has to be real. It is based on everyone everywhere is always going to be learning and in the changing world. How do you prepare kids in secondary school for that situation? How do you provide them with the kind of portable skills, which enable them to be able to relate or to ensure that they are able to feel good about knowing that they can � nd information, knowing that they can solve problems and build relationships because they can be changing all the time? As well as the way in which they work. Even a commercial building is a learning environment. So wherever people are, does learning have to be restricted to a university or a school? The main Argument is

that learning is ubiquitous.”1

- Alastiar Wells co-director of Unlimited Paenga Tawhiti

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1.0 Unlimited Paenga Tawhiti and Discovery 1

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Christchurch had begun to adopt and develop an educational structure integral with the city’s central community. Specialising in a notion of creative learning, the Unlimited Paenga Tawhiti and Discovery 1 schools promoted educational reform through their central location and by facilitating a unique interconnecting community-based system. The schools showed the bene� ts of embedding education within the heart of the city. Unfortunately, their central-city bases were badly damaged in the February 2011 earthquake and later demolished. Subsequently, the schools were both displaced from their central city environments and relocated to Halswell Residential College, approximately 9km south of the city centre. Due to the lack of specialist facilities at Halswell, the Unlimited Paenga Tawhiti School moved temporarily to the University of Canterbury’s College of Education campus in Ilam, approximately 7km west of the city centre, late last year. Discovery 1 remained in Halswell.

The displacement of these schools showed the importance of the lost facilities that had supplemented their learning. The schools’ central city location was unique in New Zealand, allowing them to make seamless connections with the community and to make extensive use of nearby community resources. Shared and common facilities such as the cathedral square, the Centennial Pool, the Christchurch Central Library, the local art galleries and parks (especially nearby Hagley park), as well as communities and local business groups within the central city were all a regular part of learning for these untraditional schools. This is in opposition to the traditional paradigm of con� ning students to a particular campus for learning. Most new schools were located in sites of around � ve hectares and had their own facilities such as libraries, large football � elds, swimming pools, health centres and cafeterias, all privately owned by the school. These two schools conceived the whole city as a campus for learning. 2 Their temporary suburban location, however, has resulted in the disconnection of the

1.1 displacement

Figure 1: Aerial map of Christchurch and locating Unlimited Paenga Tawhiti and Discovery. Map.

schools from the external and proximate in� uences and resources of the city that once enabled contextual learning. Discovery1, in particular has su� ered in its level of accessibility and physical interaction with the community.

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Figure 2: Pre-earthquake: Unlimited Paenga Tawhiti school, above the Hallenstines clothing store. Photograph.

Figure 3: Post- earthquake: Unlimited Paenga Tawhiti school building demolished. Photograph.

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Figure 4: Timeline showing 10 year period of Unlimited Paenga Tawhiti and Discovery One showing the population demand of the schools before and after the earthquake. Timeline.

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The timeline highlights the positive e� ects the schools’ central city location had on student population growth over the initial 10-year period. Established in 2003, Unlimited Paenga Tawhiti started with a roll of 40 students, which increased steadily to 390 by 2010. After relocation of the school to the suburban setting of Halswell, the school’s population started to decline. Alastair Wells, Co-Director of Unlimited Paenga Tawhiti stated in a recent interview “we were losing students out in Halswell because of the environment and the situation out there as it was more private like a conventional school. So it was di� cult to access and to get to”3. Discovery 1 Schools’ student population also decreased from 180 in 2008 to 138 by 2013 as a result of the relocation. When Unlimited Paenga Tawhiti moved to the teacher’s college campus (after Halswell), the student population recovered to 390. This increase can be attributed to the additional external resources that became available as a result of the move, made available by neighbouring bodies such as the University of Canterbury and local businesses. From this evidence, Wells predicts the population growth will increase further for both schools when they return to the central city. However, this will depend on the recovery of Christchurch and how the schools are integrated within the new central city.

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In 1998 a small group of parents, principals and business people set up the Learning Discovery trust with the main intention of creating an education system that realises learning opportunities for children di� erent from the existing state school system.5 The trust’s philosophy is based on the belief that everyone needs to be lifelong learners and schools should support a learning environment that retains and nurtures a child’s curiosity, discovery and wonder.6 Promoted by the Discovery trust two ‘special character’ schools were established with similar philosophies. The � rst, a primary school known as Discovery 1 for year 1-9 students., was established in 2000. Discovery 1 school’s main intentions are to foster curiosity and challenge and motivate students. Families, businesses and community mentors are involved with Discovery 1 to provide various learning opportunities and to encourage greater interest in learning.7 The second school is a secondary school established in 2003 known as Unlimited Paenga Tawhiti, for year 9-13 students. At Unlimited Paenga Tawhiti, teaching is less dependent on parental involvement and focussed more on the identity of the individual. The schools name “unlimited” re� ected a

notion of integrated, inquiry based learning supported by innovation and creativity and an exploration of the real world.8 Bestowed by local iwi Ngai tahu, the second part of the name “Paenga Tawhiti” expresses “borderless boundaries, endless horizons and limitless possibilities” in which students learn.9 The ‘special character’ of both schools is built around the notion of personalised, project based learning where students’ interests and passions are paramount in the learning process. The core tenets that support this learning philosophy and make the schools unique in New Zealand are:

learning is collaborative and student centredCollaboration is one core tenet that underpins this personalised learning approach: a student centred approach where students investigate both individually and collaboratively with peers, learning advisors and the wider community (mentors or experts speci� c to their � eld of interest).10 This is a shift from the standardised, linear teaching method where the teacher is the producer and the student is the consumer. Instead teachers are deliberately given the name ‘learning advisors’ to emphasise their key role as facilitators and mentors who guide learning. This rede� nes the shared power and responsibility of learning.11

learning is � exibleAt these schools students choose, direct and manage their own diverse learning pathways. Learning operates through a course-based process where students are able to choose the level at they wish to learn and explore a variety of courses in regards to content. This interdisciplinary ‘free’, on demand learning approach can be reinforced at Unlimited Paenga Tawhiti where there is a wide variety of courses to choose from. These are not just the standard ‘tool box’12 subjects such as maths, science and English but more specialised courses are o� ered, including DJ performance and music production, entrepreneurship, holistic programming, psychology, philosophy and ICT video game design. Courses available through external

Real learning is about concretisation of learned concepts. In other words we re� ne our judgements and our consciousness based on the conversations we have or the things we do whereas as compared to keeping everything in cognitive thought. It is about activity, it’s about meeting and talking. Even if it’s online it’s about those interactive discourses that we have that actually helps us as human beings to form an improved set of values.4

-Alastair Wells co-director of Unlimited Paenga Tawhiti.

1.2 history and philosophy

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Teacher Centred learning

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providers are also o� ered. For example, Unlimited o� ers students the ability to participate in courses taught by Natcoll Design Technology, the Christchurch Polytechnic and the University of Canterbury. They also o� er a Cisco networking course with the ability to gain a Cisco Certi� ed Network Associate quali� cation taught by Aranui High School.13 This � exibility allows students to make connections across a variety of networks, giving students the opportunity to view the operation and functionality of the curriculum content in real life from a wider perspective. The Unlimited school has a ‘home-base’ day where Learning advisors run di� erent types of cross curricular projects giving students freedom to explore a wider range of courses and resources based on their individual needs.

learning is contextualised and open source Project based learning is contextualised:, students are o� ered o� site learning opportunities and access to experts or specialists to help build their skills in a particular � eld of interest. The whole community is a learning environment. It is the context for the curriculum and provides students with authentic learning experiences. The environment is an educational tool where community based resources are made available. As Alastair Wells stated in a recent interview, “Important interactions enable students to grow from a real world perspective.”14 For example, Unlimited Paenga Tawhiti developed an IT learning hub where the students work in development teams utilising industry practices for creating IT projects for web applications or games. The image shows how the client interacted with the students who were able to give her feedback on a website she was developing. This demonstrates how community service can be an outcome of learning. This IT learning hub has virtual learning pods both nationally and internationally where students are able to interact with various bodies outside New Zealand, highlighting the open source nature in which they learn.

Figure 5: Diagram of Teacher Centred Learning. Diagram.

Figure 6: Diagram of Student Centred Learning. Diagram.

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learning is adaptable A student’s learning pathway is strengthened through constantly reviewing and adapting the associated learning model. For example Individual Education Plans (I.E.P) are assessment plans made through conversations between learning advisors, parents and students to review the learning model and also re� ne student pathways. At Discovery 1 and Unlimited Paenga Tawhiti, learning is organic and the main aim of this philosophy is to create students who are creative and innovative thinkers and competent individuals who “contribute as active thinking and responsible members of society now and in the future.”15 The diagrams illustrate this notion of organic learning in comparison to the traditional, linear approach. The � rst diagram highlights the standardised linear approach where the teacher is the producer and the student a consumer of the learning process. Instead organic learning means that the teachers are facilitators and mentors in the learning process and students are creators of their own learning pathways.

Figure 7: Photo taken of the Unlimited Paenga Tawphiti school students, showing project based learning client showing website design, students giving her ideas. Photograph.

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Figure 9: Diagram of Organic Creative Environment learning. Drawing.

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The physical environment in both schools was characterised by large communal areas with beanbags and couches designed for students and their families to feel comfortable.17 The shared power relationship between students and learning advisors was emphasised and made apparent by the physical environment. For example, there were deliberately no sta� rooms, and teachers, students and visiting adults all used the same bathrooms.

Discovery 1 operates as a learning community where learning spaces were designed to mimic a ‘family environment’, speci� cally to be both child and adult friendly. Thus the kitchen and couches were signi� cant features. The school is organised around the notion of personalised, project based learning programmes where students belong to home bases or class groups.18 The school spans three storeys, with home bases on the � rst and third � oor. The second � oor houses a roof playground and a large garden shared space. Students work in open plan spaces with very few walls and no student occupies their own desk. Each space embraces � exibility, enabling children to choose a suitable place to work – on the � oor, at a table, on a couch or standing at a bench, depending on individual needs.


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Although Unlimited Paenga Tawhiti and Discovery 1 share similar philosophies, each school and caters for a di� erent age group and had occupied its own site within the city, thus retaining its own organisational identity. Discovery 1 was housed in a former retail store occupying three � oors next to the central city Bus Exchange and Food court. Unlimited Paenga Tawhiti was housed in two buildings adjacent to Discovery 1. One is a heritage building, the Southern Star House, previously used as an art store; the other is the Northern Tower occupying four � oors above the Hallensteins clothing store. For the students at Discovery 1 and Unlimited Paenga Tawhiti, the facilities in the city’s central Business District were part of the learning environment. Learning resources therefore extended beyond the classroom and into the heart of the city. Direct links to transport also made this form of learning highly accessible to the students. These aspects strengthened student, parental and community involvement.16

1.3 previous learning environment and current situation

Figure 10: Aerial photograph of Unlimited Paenga Tawhiti and Discovery 1. Photograph.

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Figure 13: Playground roof, second � oor. Photograph.

Figure 11: The kitchen ‘home’ environment. Photograph.

Figure 12: Open plan space of the bottom � oor. Photograph.

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Flexibility also was a key design feature for the Unlimited Paenga Tawhiti schools where open plan spaces were designed to house di� erent learning scenarios. Like Discovery 1, Southern Star House had an open learning space where students had the option to study in a variety of places that would best suit their individual learning needs. In the second building, a variety of spaces within each � oor allowed students to work both independently and collaboratively, catering for a variety of learning programmes: individual study spaces facing the south side of the building with café seating areas arranged in an open plan environment, learning spaces for collaborative learning groups, work rooms on the east side for smaller seminar groups and a central nucleus for a larger group setting. The top � oors were mezzanine spaces used for both social events led by students and as conference facilities for neighbouring local hotels.

Figure 14: Hallenstines clothing store building and Unlimited Paenga Tawhiti school. Photograph.

Figure 15: Southern Star House building inside the open plan learning space. Photograph.

Figure 16: Southern Star House building elevation. Source: Unlimited Paenga Tawhiti school. Photograph.

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level 5Figure 17: Level 1 plan of the Hallenstines store building of Unlimited Paenga Tawhiti. Plan Drawing.

Figure 18: Level 6 plan of the Hallenstines store building. Plan Drawing.

Figure 19: Cross section 1 through the Hallenstines store building. Section Drawing.


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Despite both schools’ signi� cant location within the central city, restrictions imposed by the architecture had implications on their usage and learning. Although large open plan spaces permitted � exibility, they had also created a very noisy and disruptive learning environment. This was most obvious in Discovery 1, especially on the ground � oor (which was the largest) where the open plan layout contributed signi� cantly to the noisy learning environment of the school. This was also a problem in the Northern tower, where individual study areas were in an open learning environment. This was a particular problem for the ICT learning group where students often did not work collaboratively with other learning groups and so needed their own space to learn. This suggests that spaces should be designed for the particular purpose or activity of the intended occupant. Another restriction was the poor connections between � oor levels and the public realm. The Northern Tower was 29 metres in height and built above a retail store. The large height and lack of street level connection excluded public interaction and the school’s in� uence on the community was not physically and visually apparent. Poor connections between � oor levels and the small size of each � oor created visual and physical separation between learning spaces. Wider spaces and connections between levels might have enabled a more organic and cohesive learning environment.

Figure 21: Image 1 of Paenga Tawhiti school. Source: Unlimited Paenga Tawhiti school. Photograph.




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The schools’ new location are temporary, as their main priority is to return to the city centre. To design a new school for Discovery 1 and Unlimited Paenga Tawhiti presents the opportunity to develop and better de� ne the role of architecture for learning. Speci� cally, this thesis � nds inspiration from this ideology to investigate and address how to create an exchange between private, personalised learning environments and the public realm. The thesis will investigate the design of schools in a manner that meets the needs and desires of their related communities.

The merger will also aim to develop an environment where the schools can make seamless boundaries between year levels. Year 1 students will have the opportunity to work alongside year 13 students for example. The physical structure of the school must enable this integration of year levels rather than disable it. Connections to the

“What is important is that we try and continue to challenge that paradigm where we have the level structure containing our students learning. You’re only learning in year 9 here for the whole year and if kids are better than year nine what gives them the opportunity to actually move forward.”19

-Alastair Wells co-director of Unlimited Paenga Tawhiti.

“How the city works for the school in the way in which the students learn. How our students utilise the commercial world, as their learning environment is really essential otherwise you don’t get that reality associated with authentic learning. That is our need to be part of the central city because it’s a matter of having access to transport links, which enables students to levitate and move. The central city allows the students to spring board into other areas where as here it’s harder to get from here to a business, or a learning opportunity that could be in the other side of the city. A central hub means that you can actually easily take transport, to di� erent places. For ease of movement- making learning accessible.”20

- Alastair Wells, co-director at Unlimited Paenga Tawhiti

1.4 priorities and brief1.4 a proposed merger

The Ministry of Education has proposed to merge the two existing inner city schools to establish a single year 1-13 school within the central city. This is part of the restructuring and also part of a consolidation of two schools into one. The Unlimited Paenga Tawhiti and Discovery 1 merger could be seen as an advantage or an opportunity to enable a new form of structure for year 1-13 students and to provide cross level connections between the various year levels. The merger should be possible, and in fact natural, as both Unlimited Paenga Tawhiti and Discovery 1 schools were founded by the Discovery trust and are based on the same. As Wells stated in a recent interview:

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outside world will be essential for creating the important interactions for students to grow through a real world perspective. These connections will not only be manifested in a physical sense but also through virtual conduits supported by today’s technology.

“Change and times of uncertainty and all those sorts of things are always going to be part of our future. I think one of the things that if any city has the opportunity to rebuild itself, then I think we’ve got to think how can we support people who are unemployed at certain times of their lives. Or how can we provide learning opportunities for our students, our young people that enable them to be able to survive better in a world where it is going to be constantly changing. I � rmly believe that education and learning and learning facilities will probably be important for the future for people who want to retrain, to adapt, to modify their pathways” 21

“Change and times of uncertainty and all those sorts of things are always going to be part of our future. I think one of the things that if any city has the opportunity to rebuild itself, then I think we’ve got to think how can we support people who are unem-ployed at certain times of their lives? Or how can we provide learning opportunities for our students, our young people that enable them to be able to survive better in a world where it is go-ing to be constantly changing. I � rmly believe that education and learning and learning facilities will probably be important for the future for people who want to retrain, to adapt, to modify their pathways”20

- Alastair co-director at the Unlimited Paenga Tawhiti School.

The schools’ main priorities are:

- Bringing the schools back into the central city in order to engage the public, creating an enabling strategy where two year levels are combined into one permitting cross over, opening up the schools philosophy to the community through visual and physical interconnectivity between them, having adaptable and � exible spaces that enable interdisciplinary on demand and on-going learning, housing several learning environments and linking the project based creative learning to accommodate di� erent learning context such as communal areas for learning and leisure.- Bringing the schools back into the central city in order to engage the public, - Creating an enabling strategy where two year levels are combined into one permitting cross over- Opening up the schools philosophy to the community through visual and physical interconnectivity between them - Housing several learning environments and linking the project based creative learning to accommodate di� erent learning context such as communal areas for learning and leisure.- Promote the notion of lifelong learning and provide virtual connections (ICT).- Having adaptable and � exible spaces that enable interdisciplinary on demand and on-going learning

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educational philosophy

pedagogical activities

evaluation of strengths and weaknesses of previous learning environment

key planning and design features

discovery learning

create a community where learning is available to anyone at anytime

encouraging learning with individual and group contexts, through collaborative working relationships and � exible teaching and learning groups

development of individual learning plans, containing each student’s pathway fostered by student and learning advisor and students’ interests.

interdisciplinary lifelong learning, promoting collaboration from various � elds of study

personalised Inquiry, project based learning

interdisciplinary Approach to curriculum design, teaching and learning, supporting ‘inquiry’ approach learning.

use of ICT resources to embody a student-centred learning approach.

community in which learning becomes an integral part of everyday activity

Weaknesses:

large open plan environment became too noisy, disruptive.

building height and lack of connections between levels and spaces did not cater for learning philosophy

- an environment which supports contextualised learning - where facilities and businesses are in close proximity.

- Visual and physical interconnectivity between the community and school

- Flexibility - space can be re-organised,to, enable interdisciplinary on demand learning

- Flexibility - virtual integration in physical environment

- design satis� es emotional,cognitive, and cultural needs of the people who use it

- accessibility and ease of movement, accommodate students, sta� and community members including physically disabled

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endnotes

13 http://en.wikipedia.org/wiki/Unlimited_Paenga_Tawhiti14 Wells, interview.15 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 11.16 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 5.17 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 5.18 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 5.19 Wells, interview. 20 Wells, interview. 21 Wells, interview.

1 Alastair Wells, interview by Sarah Al-Anbuky, may 9, 2013, transcript, At Unlimited Paenga Tawhiti school, University of Canterbury’s College of Education campus, Christchurch2 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of Canterbury, 2010, 5.3 Wells, interview.4 Wells, interview.5 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 36 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 9.7 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 10.8 http://unlimited.school.nz/learning/welcome9 Wells, interview. 10 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 9.11 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 11.12 Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of canterbury, 2010, 15.

Children develop through interactions, � rst with the adults in their lives- parents and teachers- then with their peers, and ultimately with the environment around them. Environment, is the

third teacher1 - founded by Loris Malaguzzi - the Reggio Emilia approach to learning.

2.0 architecture as the ‘third teacher’

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This chapter will explore some of the theoretical work that has provided a foundation for the design of the learning centre. It will look at the various approaches to designing a school to enhance learning and function, the considerations for integration of a school into today’s developing society, and how a school can form an integral part of the development of a community.

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School design usually is based on a number of factors including e� ciency, function and context. A prototypical approach places emphasis on function and e� ciency whereas a paratypical approach places emphasis on context as well as function. A mixture of the two is ideal. This chapter will discuss these precedents under the theme “prototypes and paratypes” to highlight the role of architecture on learning. Speci� cally, it will demonstrate how evolving architectural strategies were used to a� ect children’s learning and their developmental process.

The prototype form of schools is a ‘one size � ts all’ model. It was dominant during the 1950s and 1960s, where sprawling suburban schools were mostly organised by function rather than by the speci� cs of context and community. Such schools typically include facilities such as playing � elds, parking lots and swimming pools that are not readily open to the public.2

In the spirit of ‘one size does not � t all’, the paratype form of schools represents institutions beyond an individual school that acquires facilities and a public life that imitate the institutions of the city.3 Instead, this form is about de-institutionalising institutions through shared facilities where libraries, community centres, performance spaces and swimming pools all tie in with the community and context, and where ‘education becomes activity.’4

This chapter will explore these two forms of school design, giving examples of each to draw upon their advantages and disadvantages. The � rst two examples represent prototypical forms of institution, where schools were deliberately designed to be enclosing and con� ning, limiting social interaction. But there was also a belief that with enough study and re� nement of a program one can � nd an enduring exemplar for future needs; this belief suggests that, despite

continual changes in curricular and student needs, prototypical components, if not identical school buildings, will remain with us.5 The next examples represent perhaps the paratypical approach, where schools began to open up to the community and surrounding context, where gardens and external areas became a fundamental part of learning and of the environment. These examples speci� cally address the emerging aspiration to enhance not only the social life of schools but also individual creativity of its pupils. The � nal examples represent school designs based on a combination of the prototypical and paratypical models, enhancing the design by combining the advantages of each model.

2.1 prototypes and paratypes

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2.1.1 Examples of Protoype ModelIn the early 18th century, educationalists deliberately institutionalised school design by imposing order, control and discipline.6 The autonomous and closed school environment restricted learning experiences to instruction from the teacher and reduced students from interaction with the external environment.7

Traditional school architecture imposed control on the way students learned by leaving little room for them to express their independence. “Traditional schools are typically anaesthetizing and anonymous, narrow hallways that discourage social interaction. There is limited texture, natural light, variety of spaces, and sense that student is valued or in turn should value the environment.“8

E. R. Robson

In the early 19th century Architect E.R. Robson adopted a model based on 18th century houses with predetermined functional spaces. The classrooms were de� ned by narrow hallways as circulation with an assembly hall in the middle.9 Ideas of strict order and control were reinforced through closed planning by excluding the outside world. Students had no visual connection to the outside world: windows, which were seen as a distraction, were positioned high in walls.10 The isolated autonomous classrooms and narrow corridors left little room for social interactions and informal learning activities, although the subdivision of the hall into smaller classrooms enabled some � exibility with seating and furniture arrangement.11

century, educationalists deliberately institutionalised The

autonomous and closed school environment restricted learning experiences to instruction from the teacher and reduced students

Traditional school architecture imposed control on the way students learned by leaving little room for them to express their independence. “Traditional schools are typically anaesthetizing and anonymous,

Figure 1. First � oor plan of Hat� eld House, Herts, 1607-11. Plan Drawing.

Figure 2. Bonner Street Primary School, Hackney, London, designed by Robson in 1875. Photograph.

Figure 3. Geography lesson at Alma School, 1908. Photograph.

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2.1.2 Examples of the Paratype ModelEducational theorist John Dewey was one of the � rst to explore the ‘paratypical’ notion, highlighting the importance of the symbiotic relationship between school and the real world. This is reinforced by the design of the Hillside School, which creates a relationship between interior and exterior environment through the incorporation of transparent wall systems.

Hans Scharoun explored the social role of schools in shaping the personal identity of the individual. The unrealised design of the basic primary and secondary school in Darmstadt highlights the idea of a school as a ‘microcosm of the city’ and the idea of integration of three di� erent school grades into one.

John Dewey

Dewey promoted a more open approach than Robson’s autonomous schools by maintaining an education process with the desire to ‘replicate the ordered diversity of the real world’.13 His main focus was to maintain an education process that encouraged individual identity formation o� ering opportunities for developmental exploration. He believed that the design of a school should allow students to accomplish their potentials by stimulating their senses. In School and Society published in1899 he wrote “…[we must] make each one of our schools an embryonic community life, active with types of occupations that re� ect the life of the larger society, and permeated throughout with the spirit of art, history and science”.14

“education Is a social process. Education is growth. Education is life, not preparation for life; education is life itself”12

The Hillside Home School designed in 1902 was believed by architect and educational researcher Mark Dudek a product of these ideas along with Frank Lloyd Wright’s ideas.15 The school opened itself up to the surrounding by creating a visual relationship between exterior and interior spaces through the use of transparent walls. In addition to classroom spaces, the school also embraced experimental learning spaces, which included laboratories, workshops, gymnasium and art studios.16

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Hans Scharoun

Like John Dewey, Han’s Scharoun believed that a school should not be restricted to rigid rules but instead take on a social role. It should create a learning environment that responded to the social needs of pupils and geared to shaping the development of the individuals’ personal identity for their entry into society and for the responsibilities they are to take there.

1951 basic primary and secondary schoolunrealised design, DarmstadtThe unrealised design of a primary school in Darmstadt by Hans Scharoun was produced at a conference held in 1951 identi� ed as ‘Man and Space’.17 Scharoun envisaged the school as a ‘microcosm of the city’18 to create a mediation between ‘individual and society as well as between family and the city’.19

The resemblance to a city or model of a town is evident in the school plan. A passage conceived as a meeting place acted like a main ‘internal street’20 joining the three di� erent school grade units. This was reminiscent of three separate houses or neighbourhoods, each with their own identities and characteristics and communal spaces. 21 The ‘meeting path’22 also linked additional facilities such as assembly hall, sta� rooms, the gymnasium and workrooms. The Hall was conceived as a social centre of the school, open to a mix of di� erent ages from three class units and pupils from other schools in the city.23 Both the Hall and the meeting place indicated the more public, social life of the school.

The design embodies a hierarchy of privacy, creating a spatial sequence. In the most private section the pupil occupies his or her own assigned space within the classroom where he or she � t in to that class social group, then the school unit, then the whole school and � nally the most public domain locality or neighbourhood. Orientation of space, interior and exterior relationships, natural light

and the use of colours are envisaged to spatially respond to each stage of the child’s development.24 Oriented south, the youngest pupils occupy the most lit areas with warm coloured interiors to support spiritual and physical growth.25 External teaching spaces as well as conventional teaching areas known as playing groups are provided for social integration. Contrary to this, the section of the middle school unit for 4-6 years are arranged with limited connection with outside world and group world.26 Indirect re� ected sunlight due to east to west orientation and cooler coloured interiors respond to a learning environment envisaged for the working group that fosters discipline and little distraction for children in this age group.27 Scharoun claimed it was, ‘recognising, understanding and experiencing interest in lessons and independent activities’.28 The premises of the upper grades for 4-6 years was oriented north to receive northern light as this was perceived the appropriate lighting condition to advocate the development of personal identity within the community.29 An open area serves as a central gathering place within this building unit but operates as a ‘mediation point between school and the urban quarter too’.30 The open and accommodating form was suggested to respond to the idea of self-discipline, rather than discipline through rigidity of form.31

Although this building had created an innovative architecture that was part of the shift from the conventional school system, clearly de� ned boundaries imposed restrictions by limiting interaction between classroom units. The school may have replicated an old town but did not address the ever-changing nature of the city and its ability to grow or adapt overtime.32

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Figure 4. Ground � oor plan of Hans Scharoun’s project for a primary school, Darmstadt, 1951. Plan Drawing.

Figure 5. Model of the unrealised design in Darmstadt of a 1951 Basic primary and secondary school. Photograph.

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2.1.3 Examples of Combination - Herman HertzbergerHertzberger challenges the early modernist principle that ‘form follows function’ where the purpose of the building de� nes its shape - “A thing exclusively made for one purpose, suppresses the individual because it tells him exactly how it is to be used”.33 Instead he believes the building should provide a framework that allows its users to interpret and de� ne how they inhabit it. “If the object provokes a person to determine in what way he wants to use it, it will strengthen his self identity. Merely the act of discovery elicits greater awareness. Therefore a form must be interpretable - in the sense that it must be conditioned to play a changing role”34

To Hertzberger “learning is the process of making something that was once beyond your own”35 and “learning is a way of creating space in one’s head: space for other aspects ideas relations, interpretations associations. So learning is perhaps the � nest imaginable approach to the concept of space. “36 He articulates space to create conditions for learning to enhance social exchange and the social life of schools, by creating a sense of seclusion and simultaneously retaining an overall sense of community.

Hertzberger explores the notion of school as a micro city, as an ever-changing stimulating environment. “Not only does the school become like a city: with learning expanding beyond the school curriculum it important that our entire environment is educational.”38 His school designs in some ways incorporate aspects of prototype in that they can adapt and change, but are simultaneously designed speci� cally

to cater for di� erent student and community needs and identities. He also believes that space should be articulated to facilitate an ’array of visual relations’39 and ‘incite social relations’.40

Squares and Streets

Hertzberger identi� es two prominent types of community space that create a ‘centripetal e� ect’41, the street and the square:”in a school emphasis must be on the visual links between the di� erent learning situations, as a single spatial network, comparable with the city, held together by a system of streets and squares like a brain, a network of paths linking the various centres.”42 Streets draw people together through movement, creating chance encounters and ‘are more likely to encourage lingering’.43 The square, however, whether deliberately or by chance lends itself to meetings and acts as a gathering space. He suggests that these two relational city spaces can be integrated to transform both the corridor and hall into a learning street and square as a signi� cant social space in schools. Similar to a square in a city, a gathering space in the school could act as a social centre that stimulates a range of activities and event functions, drawing not only school members but also the wider community together.

Hertzberger challenges the early 19th century conventional schools which are con� ned to the walls of a classroom separated by a narrow hallway to simply pass by. Instead the corridor evolved where the corridor was expanded to become a common area or a learning street to satisfy the importance of social learning and open communication. The corridor is widened, spilling out of the classroom to encourage conditions to meet and interact. By making room for furniture, the learning street creates a working and learning environment.44 It has transformed into a place for accessing and connecting spaces, both physically and visually, creating conditions for social exchange and to maintaining the idea of open communication between users - “it provides the key to the transition and connection between areas with divergent territorial claims and, as a place in its own right, it

“That is the idea of articulation. You must have space for conditions, it comes down to the conditions for having separate corners, for seeing each other, conditions for having the right light, conditions for the acoustic climate. We are not making � exible space, we make conditions.”37

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constitutes, essentially, the spatial condition for the meeting and dialogue between di� erent areas of di� erent orders.”45

Apollo Schools, Amsterdam 1980- 1983Two primary schools with identical spatial arrangements were designed in Amsterdam in the Berlage District.46 The Design created a sense of community and unity among spaces through the split level principle and amphitheatre steps applied to the central hall promoting � exibility of space and ‘maximium mutual visibility’47 through diagonal lines of vision.48

The Central hall is described by Herman Hertzberger as a “communal classroom”49 and a shared public space with characteristics resembling a “large living room”.50 Similar to the communal hall, discussed earlier of the unrealised school in Darmstadt by Scharoun, the communal area promoted social interaction and a range of activities such as school performances and assemblies. Also, designed places for teachers on the ‘top balcony’51 allowed teachers to be made accessible to children.

Hertzberger takes an advanced approach to Scharoun’s ideas of the attention to social role of schools manifested in meeting places created along passages. This building marks the important paradigm shift in the way physical spaces designed for education are evolving to foster development of individual students’ personal identity and social growth.

Figure 6. First � oor of the Apollo School, designed by Herman Hertzberger. Plan Drawing.

Figure 7. The central hall space of Apollo School, designed by Herman Hertzberger. Photograph.

Figure 8. Perspective drawing of Apollo School by the architect Herman Hertzberger.

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Titaan School in Hoorn 1999-2004The inside of the school has the quality of the outside environment and the ‘square becomes a miniature city’.52 This design places the hall space at the core of the school resembling a square. Widened U-shaped stairs and classrooms that open up adjoining the learning spaces allow the space to function like a gallery, creating a sense of community while retaining individual freedom.53

Figure 9. View from � rst � oor of Hall of Titaan Horn. Phototgraph.

Figure 10. View 2 of Hall of Titaan Horn. Phototgraph.

Figure 11. View 3 of Hall of Titaan Horn. Phototgraph.

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Montessori School Delft 1960-1966The Montessori school in Delft was designed by Hertzberger between1960 to 1966.54 Tailored to Julia Montessori’s educational ideas, it was designed to encourage a sense of responsibility and improve individual developmental capabilities of a child by facilitating many places to work on individual self-chosen activities.55 The l-shaped form of the classrooms was articulated according to zones of privacy, running from the most private, protected and secluded inner core sequentially to a public and social zone.56

Through recurrent extensions of autonomous classrooms, the hall space had expanded over the years into a meandering learning street.57 Hertzberger reinforced that � exibility through future expansion is essential. “Schools should not be de� ned objects,” Hertzberger argues “because whatever we do, it will change.”58 The highly articulated school developed a city like characteristic by integrating the � rst form of the ‘learning street’59 principle. Figure 9. View from � rst � oor of Hall of Titaan Horn. Phototgraph.

Figure 12. Ground � oor of Delft Montessori School designed by the architect Herman Hertzberger. Plan Drawing.

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facilitating alternative learning zones to meet and interact.67 A large central entrance hall on the ground � oor resembles a square in the city, through its versatility in use and spacious form, ‘deliberately keying in with the world that the pupils experience‘68 and creating a strong sense of community.

Views and Attention

Hertzberger believes space should be articulated to facilitate an ’array of visual relations’60 and ‘incite social relations’ - “the building must retain a uni� ed spatial entity, as a place where people are aware of each other’s’ activities and feel invited to take part in open exchanges with them“.61 Views of others and experiences provide lessons and promote open communication where school is a spatial whole accustomed to social life. For example, voids and split-levels are used in his buildings as a way of connecting storeys together, “making it as central and as open as possible, a high street through the building where you cross each other’s paths at random or by design”.62 Voids are designed to prevent classrooms becoming isolated and instead enable open communication between classrooms both visually and physically. Split-level connections and half storeys provide continuity between storeys and voids created by diagonal lines of vision and good sight lines. Particularly in secondary schools where “keeping an eye on each other is all important… You have to have a connection of some sort to feel a sense of belonging together. So you must be able to see and be seen by each other”.63

Montessori College Oost, Amsterdam 1993-2000 School for pre-vocational secondary education. Similar to the Apollo Primary School, the Montessori College in Oost, Amsterdam built is a good example of a school articulated to improve social life by creating visual and physical relations.64 The idea of the corridor is expanded to promote open communication created by spatially related stairs, voids and open spaces.65 Visual and physical connections promote open communication by making visible the presence of others and thus facilitate opportunities for students to observe and learn from each other, expanding the idea of a corridor into space that stimulates interaction. A split-level system around an elongated void creates these visual relations between di� erent � oors and alternating organisational learning domains of the school.66 The void is intersected by a large number of staircases and landings,

Figure 13. Diagram showing split levels between the classrooms of Montessori College, Oost, Amsterdam. Section Drawing.

Figure 14. Cross section of the Montessori College Oost, Amsterdam. Section Drawing.

Figure 15. Plan drawings of the Montessori College Oost, Amsterdam. Plan Drawings.

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Figure 16. Perspective drawing of the atrium of the Montessori College Oost, Amsterdam. Drawing.

Figure 17. Perspectival photograph of the atrium of the Montessori College Oost, Amsterdam. Photograph.

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2.2 physical and virtual

“An integrated, � exible and public design is “something” that can be created from the spatial, substantial “nothing” of information

life long learning

education as Activity2.2 physical and virtual

As discussed in detail in section 2.1, the quality of the physical environment is of importance as it contributes to the mental development of a child and provides opportunities for discovery and play. Places are embedded with memory association and recollection. They stimulate serendipity, open up opportunities for chance encounters on streets, and encourage sociability and networking. Places control degrees of privacy and degrees of permeability which encourage social sustainability. The physical environment can create conditions for learning that provide familiar and safe areas, where work becomes second nature and inclusive.69

However, with the emergence of the digital age, the design of the physical environment needs to be modi� ed to cater for the virtual. Children and families have been utilising many di� erent forms of sophisticated interfaces, such as: cellular phones, social networks and digital entertainment.70 These have at least partially alleviated the need for physical space but, even though the virtual world is becoming ubiquitous, the physical world still remains signi� cant. The physical is thus increasingly merging and interweaving with the virtual. The social role of institutions has not only expanded in new and diverse ways but has opened doors to improving “spatial organisation, including the ways classrooms and classroom furniture are designed and used.“ A cardboard box can be anything. What is needed is to create something from what may appear to be ‘nothing’.”71

Two examples of successful integration of digital infrastructure into traditional building forms are the Canton elementary School project in Canton, Ohio, and the Shady Hill Library project in Cambridge Massachusetts, designed by Kennedy and Violich Architecture.72 In both examples, enhanced common spaces are created via integration of information infrastructure into circulation pathways. This has facilitated greater � exibility and multiple uses of traditional

underused spaces such as corridors, stairways, social areas and lobbies.73 Computer rooms were reconsidered by dispersing learning resources into alternate working areas of the school to create a ‘digital diaspora’ 74, used to enhance curriculum relationships.75

The integration of digital infrastructure can also have the e� ect of opening up the school’s physical environment to the public. Information Infrastructure is a public resource; therefore it makes sense that it functions as a multiuse and adaptable learning platform, useable by the public and the community as well as the school. This promotes the notion of lifelong learning where schools function on weekends and evenings and it also could provide for versatile learning settings such as adult education and language research opportunities. It provides some functions of a social centre, public library, town hall and theatre through the design of in built versatility; a new spatial freedom and new opportunity for curricular change: “An integrated � exible and public design is something that can be created from the substantial nothing of information infrastructure.”76

The library is a perfect location for exploring the integration of digital infrastructure. This has led to a transitional shift in the way we design and use the library. Two examples are given below to demonstrate such a transitional shift.

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Figure 18. Diagram of the virtual infrastructures integrated into the Satellite spaces of the Canton Elementary School, Canton, Ohio. Diagram.

Figure 19. Photograph of the interior of the Satellite spaces of the Canton Elementary School, Canton, Ohio. Photograph.

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Transitional Shift of the library

Since the arrival of the digital age there have been many ways to access and use information and interact with each other. Our world is becoming open source, no longer dedicated to books, as there are increasingly new ways to access information. Books are evolving to the World Wide Web and the social responsibilities are changing with the expansion of books. The library must adapt to new resources and tools to operate actively. Libraries of the future are moving towards spaces and forms that incite greater concentration and � exibility but also greater exchange: a form of space that is � exible enough to create a broad range of experiences and that takes on aspects of the city and the world of the Internet. Libraries are playing a social role where any activity could happen anywhere, becoming more of a social place, a way to “counterbalance attention on the screen to keep the reality of community.”77

Virtual infrastructure creates community through the sharing of knowledge. The future of the library is to make it digital, open and free. It builds a “knowledge ecosystem” which may enable anyone in the world to be their own educator or author, sharing their education with the world and constantly innovating on this.78 It becomes about information gathering as much as creating knowledge and learning. The future of the library will move away from the conventional quiet library that was predominately a serious environment where knowledge was drawn predominantly from books.79 Books are still relevant and cannot be replaced by virtual means, but they can be integrated to provide a variety of ways to access information.

A library will become a social environment as well as an environment providing quite spaces. Place then becomes more relevant in creating a social space to create a sense of community and provide lifelong learning opportunities. This is a library’s evolving role as it transitions into the era of online databases and archives.

Seattle Library, Seattle, Washington, USA 1999-2004Designed by architects Rem Koolhaas and Joshua Prince-Ramus of OMA and LMN in Seattle, Washington, USA and built during 1999-2004, the Seattle Central Library marks both a social and a technological transition in the way libraries are designed.80 The design rede� nes the conventional library, dedicated principally to books, into an inviting public space that celebrates books and o� ers digital recourses, allowing patrons to access information and material in a form they are comfortable with.81 The design supports the dedication to reading and learning, expands digital recourses, and encourages discussion and distribution of information and knowledge, inviting civic engagement and actively providing and connecting people with access to library recourses.82

Five stacked and overlapping platforms of the library are linked to combine alternating programs and media that feature reading rooms and open areas equipped with computer workstations.83 The Living room, a large � exible open plan o� ers a space that provides Internet cafes as a place to relax, socialise, read and connect wirelessly. Other programs include: a ‘books spiral’ to display the non� ction collection, a Microsoft auditorium, a mixing chamber, a reading room, automatic book storing and conveyance, self check out for patrons, pervasive wireless communications among the library sta� and over 400 public computer terminals.84

Each platform varies in size, density, opacity, � exibility, circulation, palette and structure to de� ne a unique program. The space or interface between each platform is organised to function as a place to work, interact and read.85

Although this library has received mixed opinions and has been criticised for creating a noisy and disruptive environment86, and may not be predominately designed to advance technology, it is an example of a shift towards library as a civic space. It supports ideas of lifelong learning and new learning settings through program relations

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which make it an enhanced civic space around knowledge. It marks the shift from conventional libraries that are exclusively dedicated to books to “an information store where media new and old are presented equally and legibly.”87 This is an important conception in an age where information can be accessed anywhere and our world becomes more and more open source.

Figure 20. Elevation of the Seattle Library at dusk. Source: ArchDaily. Photograph.

Figure 22. Diagram of the in between spaces of the Seattle Library. Source: ArchDaily. Photograph.

Figure 23. Interior shot of one of the key routes of circulation for the Seattle Library. Source: ArchDaily. Photograph.

Figure 22. Diagram of the in ‘living room space’ of the Seattle Library. Source: ArchDaily. Photograph.

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The design of a school to enhance learning and function in today’s society is one consideration. Another is the importance and place for education in the development of cities. This has been an essential consideration throughout the history of the United States; both the importance and place for education represent critical “outlays of capital and major components of nation’s physical, economic, social and cultural infrastructure”.88

The intentions of the national sessions of the Mayors’ Institute on City Design (MICD) and of the University of Illinois at Chicago were to combine political leadership, social development and purposeful school design. This underlies the signi� cant role these institutions play in the creation of the nation’s ‘diversifying communities and expanding cities’. 89

Roy Strickland’s City of Learning concept

By1993, architect and University of Michigan professor, Roy Strickland, had developed the ‘City of Learning’90 model (COL). This model relates to the design and planning of “an emerging strategy for revitalising urban public school systems”91 across the United States where the “city is the map or text for learning”.92 COL supports principles that relate synchronising planning of school projects in a strategic, holistic manner with that of communities. The main intention is to “maximise educational community bene� ts, reduce facilities duplication and minimise neighbourhood dislocation”.93 Illustrating the role of schools as not simply just “monuments to pedagogical routines”94, but also institutions that contribute to the transformation of urban development:

COL is built on the premise that teachers and learners can contribute to community life and community resources can contribute to learning.

It also re� ects educational reform movements such as “small” schools, pilot schools, and public/private partnerships; technology’s in� uence on learning, school administration, and spatial design; and the social capital and economic power of school students, teachers, and sta� .95

“Over the past decade, COL has shaped the planning and delivery of more than $1billion in school and community development projects nationwide”.96 These premises have been applied to Union City, New Jersey through the addition of a high school careers program in the � rst two � oors of a new a� ordable housing project. They are part of a renovation of an abandoned building and planning of cluster school facilities.97 The crossover between teachers, students and residents of the a� ordable housing project, provided outcomes to this system which transformed the environment by creating a “safe and sociable” community.98

In Paterson, New Jersey the school system opened several academics according to COL principles. It is anticipated to result in 10 precent increased sales volume with in� ux of students and teachers. 99 Now school system city hall, local businesses are exploring opportunities for coordinated planning, including housing for families and teachers where they contribute to the bustle of downtown”.100

In Trenton the school system is expanding the process of designing four school sites to include six more.” 101 It is envisaged that the schools contribution to the city will become apparent, when a new series of schools share services and amenities with the public. 102

These COL results in New Jersey demonstrate schools systems are willing to rethink school design for 21st century where the programming and design of schools can play a prominent role in community planning and development, highlighting the “role of teachers and learners as active agents in creation of our communities.“103

2.3 schools as agents for urban revitalisation in the United States

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2.4 summary

Section 2.1 under the theme paratype and prototype has reinforced the shift from a conventional school system based on a ‘one size � ts all’ model to one based on a de-institutionalised model that responds to the social needs of students and community. Architectural strategies have been used to create a single and non-di� erentiable entity between the school and the city, and the results have been used as a tool to strengthen the development of a child’s personal identity.

As highlighted by Hertzberger, the shift from a hallway to a ‘learning street’ and the shift from hall to square became signi� cant advances in the design of a school, where ‘in-between’ spaces embodied aspects of the city. Hertzberger also reinforced the importance of the physical environment in creating conditions and opportunities for social exchange and in promoting open communication. His buildings articulated conditions of controlling permeability between the public and the private, and between the individual and the collective. Facilities were expanded to become public features that are designed to create � exibility and become a domain for the entire community.

In today’s society, virtual environments are just as important as the physical. This is an important consideration for developing a school based on the de-institutionalized paratypical model. One needs to consider the integration of a virtual infrastructure into the physical design of a school to create a public multipurpose learning platform. Examples have highlighted this notion by presenting new roles for a school’s library, the ‘library of the future’ becoming a new form of public space that promotes life-long learning by providing a � exible learning platform.

Finally, we have seen that schools can act as agents for the urban revitalisation of a city. Roy Strickland’s ‘city of learning’ concept, for example, has demonstrated the bene� ts of this notion for both

communities and public school systems. The ‘city of learning’ concept (COL) used in the United States has highlighted the bene� ts of embedding education and its prominence in the Christchurch rebuild.

This chapter shows how architecture is used as an interface between space of the school and the space of the larger community: engaging the private and public realm and addressing change at many scales of infrastructure - the urban, the physical, the visual and the digital.

Chapter three, the urban proposition, will explore how to integrate the school’s philosophy and brief into the Christchurch blueprint plan to put education at the forefront of the rebuild.

Chapter four, the architectural proposition, will explore paratype and prototype models and how to use them to engage a sophisticated ‘kit of parts’ into the community. It will look at creating individual identity for the school by responding to speci� c needs of both the school and its students, and by considering the surrounding context to open up the school to the community. From a paratype perspective, it will address the contextual and respond speci� cally to the site and the identity of the school. It will also investigate embodying the prototypical approach to advance the design of the school but aim to retain a form of � exibility and adaptability to the changes that may occur over time in the relationships between students and teachers, in peers or community, and in the city. The e� ects of today’s communication infrastructure on the spatial organisation of classrooms will also be considered.

Chapter four will also investigate how to integrate both or one of two forms of the city, the square and the street as prominent learning settings of the school to facilitate multiple uses and provide a communal domain. This will highlight the importance of the physical environment to facilitate both private and public learning domains. Chapter four will also explore the notion of life-long learning by expanding the virtual learning infrastructure to the wider community

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through the school’s physical design. The transitional shift of the library provides a design opportunity to explore how physical and virtual infrastructure can expand the role of the library as a public interface to integrate the notion of life-long learning and to create a multi-purpose learning platform.

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1 Malaguzzi, L. (1994) History, ideas and basic philosophy: an interview with Lell Gandini. (L. Gandini trans.) In: Edward, C., Gandini, L. and Forman, G. (eds) The Hundred Languages of Children: the Reggio Emilia Approach to Early Childhood Education. Ablex Publishing, Norwood, New Jersey, pp. 41-89.2 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 80. 3 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 82. 4 Haar and Robbins, 2002, 82. 5 Haar and Robbins, 2002, 80. 6 Markus, T. A. Buildings & power: freedom and control in the origin of modern building types. London; New York, 1993, Routledge, 60.7 Markus, 1993, 60.8 Dudek, Mark. Architecture of Schools the New Learning Environments. Oxford; Boston: Architectural Press, 2000, 79 Dudek, 2000, 7.10 Dudek, 2000, 7.11 Dudek, 2000, 7.12 Banks, Emma. Teen Re� ections on Education. United States: Xlibris, 2010, 77.13 Dudek, 2000, 19.14 Dudek, 2000, 19.15 Dudek, 2000, 19.16 Dudek, 2000, 19.17 Dudek, 2000, 32.18 Dudek, 2000, 34.19 Syring, Eberhand, and Jörg C Kirschenmann. Hans Scharoun, 1893-1972: outsider of modernism / Eberhard Syring [and] Jörg C. Kirschenmann. Köln: Taschen, 2004, 57.

20 Syring, and Kirschenmann, 2004, 57.21 Dudek, 2000, 34.22 Syring, and Kirschenmann, 2004, 57.23 Dudek, 2000, 34.24 Dudek, 2000, 34.25 Dudek, 2000, 34.26 Dudek, 2000, 34.27 Dudek, 2000, 34.28 Dudek, 2000, 34.29 Dudek, 2000, 34.30 Syring, and Kirschenmann, 2004, 57.31 Syring, and Kirschenmann, 2004, 57.32 Syring, and Kirschenmann, 2004, 57.33 Dudek, 2000, 5.34 Dudek, 2000, 5.35 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 71.36 Hertzberger, 2009, 67.37 Payne, James. “Schools of thought”. Architecture Today. December 2, 2013, http://www.architecturetoday.co.uk38 Hertzberger, Space and Learning. Rotterdam: 010 Publishers, 2009, 9.39 Hertzberger, 2009, 123. 40 Hertzberger, 2009, 124. 41 Hertzberger, 2009, 129.42 Hertzberger, 2009, 112.43 Hertzberger, 2009 129.44 Hertzberger, 2009, 40.45 Hertzberger, 2009, 49.46 Hertzberger, 2009, 15447 Hertzberger, 2009, 213. 48 Hertzberger, 2009, 15449 Hertzberger, 2009, 213.50 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009, 213.

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51 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009, 213.52 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 135.53 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009, 102.54 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009,162.55 Hertzberger, Herman. Lessons for Students in Architecture. Rotterdam: 010 Publishers, 2005, 28. 56 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 31-32.57 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009,162.58 “Herman Hertzberger”, Design Share, December 3, 2013, http://www.designshare.com/index.php/articles/innovative-learning-environments/hertzberger. 59 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009,162.60 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 123. 61 Hertzberger, Herman, 2009, 124. 62 Hertzberger, Herman, 2009, 124. 63 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 124. 64 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009,118.65 Hertzberger, Herman. The Schools of Herman Hertzberger. Rotterdam: 010 Publishers, 2009,118.66 Verstegen, Ton and Dolf Broekhuizen. Contemporary Dutch school architecture: a tradition of change. Rotterdam : NAi Publishers, 2008, 89.67 Verstegen, Ton and Dolf Broekhuizen. Contemporary Dutch school architecture: a tradition of change. Rotterdam : NAi Publishers, 2008, 89.

68 Verstegen, Ton and Dolf Broekhuizen. Contemporary Dutch school architecture: a tradition of change. Rotterdam : NAi Publishers, 2008, 89.69 Du� y, Frank. WORK AND THE CITY. London UK: black dog publishing, 2008, 58-59.70 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.71 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.72 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.73 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.74 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.75 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 50.76 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 51.77 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers,

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2009, 69.78 Baraniuk, Richard. (2006, February). “The Birth of open source learning revolution” [TEDX]. Accessed September, 2014. http://www.ted.com/talks/richard_baraniuk_on_open_source_learning79 Hertzberger, Herman. Space and Learning. Rotterdam: 010 Publishers, 2009, 153.80 “Seattle Library/ OMA + LMA”. archdaily. Accessed September http://www.archdaily.com/11651/seattle-central-library-oma-lmn/81 Ibid.82 Ibid.83 “Seattle Central Library”. Wikipedia the free encyclopaedia. Accessed September 11, 2013. http://en.wikipedia.org/wiki/Seattle_Central_Library84 Ibid.85 “Seattle Public Library”. Arcspace.com. Accessed September 11, 2013. 86 “Seattle Central Library”. Wikipedia the free encyclopaedia. Accessed September 11, 2013. http://en.wikipedia.org/wiki/Seattle_Central_Library.87 “Seattle Library/ OMA + LMA”. archdaily. Accessed September 11, 2013. http://www.archdaily.com/11651/seattle-central-library-oma-lmn/.88 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C : National Endowment for the Arts; New York : Princeton Architectural Press, 2002, 3.89 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C : National Endowment for the Arts; New York : Princeton Architectural Press, 2002, 4.90 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C : National Endowment for the Arts; New York

: Princeton Architectural Press, 2002, 6.91 Strickland, Roy. “The City Of Learning: School Design and Planning as Urban Revitalization in New Jersey, Berkeley, and Washington, D.C “. Society of American City and Regional Planning History (SACRPH) Tenth National Conference on Planning History, St. Louis, Missouri, November 8, 2003. September 11, 2013. http://sitemaker.umich.edu/urrcworkingpapers/all_urrc_working_papers/da.data/000000000000000000000000000000000000000000271897/Paper/urrc03-07.pdf, 2.92 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C : National Endowment for the Arts; New York : Princeton Architectural Press, 2002, 9.93 “A MODEL FOR INTEGRATED SCHOOL-COMMUNITY PLANNING: ROY STRICKLAND’S “CITY OF LEARNING” STRATEGY”. SCHOOL FOR REAL: A SCHOOL DESIGN BLOG. Accessed September 9, 2013. http://schoolforreal.wordpress.com/2010/11/04/a-model-for-integrated-school-community-planning-roy-stricklands-city-of-learning-strategy/

94 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C : National Endowment for the Arts; New York : Princeton Architectural Press, 2002, 6.95 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 61.96 Strickland, Roy. “Faculty Director and Regional Planner”. Taubman College Communications. Accessed September 9, 2013. http://taubmancollege.umich.edu/planning/faculty/directory/index.php?sel=14397 Haar, Sharon and Mark Robbins. Schools for cities: urban strategies / National Endowment for the Arts, the Mayors’Institute on

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City Design. Washington, D.C: National Endowment for the Arts; New York: Princeton Architectural Press, 2002, 67-69.98 Haar, Sharon and Mark Robbins, 2002, 69.99 Haar, Sharon and Mark Robbins, 2002, 68.100 Haar, Sharon and Mark Robbins, 2002, 69.101 Haar, Sharon and Mark Robbins, 2002, 69.102 Haar, Sharon and Mark Robbins, 2002, 69.103 Haar, Sharon and Mark Robbins, 2002, 69.

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A proposed CERA blueprint recovery plan takes an over arching top-down approach, laying out initial precincts and anchor projects. These include: the Te Puna Ahurea Cultural Centre, The Square, Retail Precinct, Convention Centre Precinct, Health Precinct, Performing Arts Precinct, Central Library, Residential Demonstration Project, Metro Sports Facility, Stadium, Bus Interchange and Innovation Precinct. The aim of this chapter “urban proposition” is to investigate and utilise the blueprint plan to refocus the recovery process by putting education at the forefront of the rebuild. It will look at how we can integrate schools back into the fabric of the central city to make them more prominent in the rebuild.

Two strategies will be discussed. The � rst, the ‘hub and spoke’ strategy, proposes putting education at the forefront by creating a new ‘anchor project’ centred around education. The second, explores the idea of in� ltrating education into every aspect of the blueprint plan by integrating and hybridising learning with each of the anchor projects, creating a decentralised education network.

3.1 political context: CERA blueprint recovery plan

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performance precinct

retail precinct convention centre

metro sport facilities

central library

stadium

bus exchange

Te puna Ahunea Cultural Centre

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performance precinct

retail precinct convention centre

metro sport facilities

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innovation precinct

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Figure 1: CERA Blueprint recovery plan. Plan Drawing.

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This strategy aims to make education more prominent in the blueprint plan by integrating learning at the centre of the proposed anchor projects and precincts. Education becomes the missing anchor project in the blueprint plan, a central hub from which the remaining anchor projects and precincts become spokes. It is envisaged that the architectural learning intervention in the heart of the central city would disrupt the premise of the other anchors by its very presence. The design and prominent location of this central hub in relation to the other anchor projects and precincts will maximise the utilisation of the surrounding resources and facilities. It will present students, especially secondary students, with the opportunity to venture forth into other streams and specialisations by making other amenities accessible and proximate by association. For example, education will be immediately linked to the performing arts centre and to the innovation hub, creating the potential for massive in� ux. This will re-tune the original blueprint plan and refocus it on maximising utility by supplementing learning. In turn, this will allow the school to become the leading anchor and thus put education at the forefront of the rebuild.

Main home base plugging into the transport corridor Transport is a crucial component of the success of this strategy, because it will make learning accessible and engage the school with the public community. It is envisaged that the school will be close to or part of a transport system. The proposed position for the new bus exchange is currently further south of the city to its previous location. However, in Volume 4.2 “Future Christchurch: People First”1 of the Future Christchurch series, Rex Braganza proposes a transport corridor running through High Street instead of reinstating the former bus exchange, further south, as proposed in the blueprint plan. Refer to � gure. This transport corridor is a pedestrian only zone, with only

3.2 Stage one: hub and spoke, education as the missing anchor project

transit trams running through it. Not only does the transport corridor o� er opportunities to engage the school with the public realm and allow education to be at the centre of the blueprint, it creates connections to prominent areas running through the central city. It provides a line of transport, connecting to all the important features and amenities of the central city, such as the square and proposed anchor projects, including the performing arts centre, convention centre, retail precinct and the innovation precinct. Therefore, the strategy of a central school could be plugged into the transport corridor proposed in Braganza’s thesis. The main learning home base for the merged schools would be one of the main stops running along the corridor. This main hub would be located central to the city and in close proximity to nearby facilities such as the proposed anchor projects. This is in opposition to the conventional view of the square being the foundation for the city’s cathedral and could force us to question what we should be prioritising as a society. The intent is to re-de� ne the city centre, and � nd what is “central” from a learning perspective.

It is envisaged that this learning centre, will be an example for how the anchor projects could be designed and better utilised where Christchurch city eventually becomes a ‘learning city’.

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Figure 2: Diagram of Hub and spoke: education at the centre of the anchor projects. Aerial map.

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3.3 stage two: in� ltration, a decentralised education network

Allowing 24-hour hybridisation and activation of large commercial buildings, for example, could have the e� ect of making the city a safer place for everyone, enhance the quality of life, and encourage the notion of ‘lifelong learning’ by transforming the anchor projects and precincts into learning centres.

The overall proposition will investigate the notion of how the city could essentially become a city campus for learning. The potential anchor projects and precincts that could be investigated through learning are: the Te Puna Ahurea Cultural Centre, The Square, Retail Precinct, Convention Centre Precinct, Health Precinct, Performing Arts Precinct, Central Library, Residential Demonstration Project, Metro Sports Facility, Stadium, Bus Interchange and Innovation Precinct. Each anchor project and precinct will have its own ‘paratype’, it will need to respond to its own identity relating to the specialisation or facility and its own surrounding context. It will also have a prototype but will leave room for � exibility and ability to adapt to change that may occur over time, such as changes to associated specialisation, education or the city itself. For example:

-Innovation- main Connection to the school’s IT learning hub-Performance- main performance learning centre where students are interested in performance are able to have close shares with the theatre.-Convention centre- can be used by the schools for lectures and talks. -Health- for sciences, students interested in this � eld- exploratory and specialised labs.-Stadium- o� ces, part of organising events-Metro sports facility- use sports facilities for physical activity, swimming and the gym.

anchor projects as learning centresThe aim of this strategy is to allow education to in� ltrate every aspect of the blueprint recovery plan by integrating learning with the proposed anchor projects and precincts. What the Unlimited Paenga Tawhiti and Discovery 1 schools require are connections to di� erent amenities in the city by integrating/hybridising learning with existing anchor projects and precincts. In doing so, they will essentially become coupled to the amenities being proposed in the blueprint plan. The intention is not necessarily to conform or accept the government-imposed decisions (the anchor projects/precincts) but instead critique these through the notion of learning, making education the main driver for developing the potential precincts. Education becomes a parasite, an architectural intervention/physical structure that is plugged into these anchor projects and remains of buildings. It becomes part of another building.

Thus, the thesis will research the facilities that supplement learning � rst and how these facilities link to the needs of the public community. One of the aims will be to investigate how hybridising learning with the public realm could ensure more e� cient utilisation of commercial buildings. As Alastair Wells, Unlimited Paenga Tawhiti school co-director stated in an interview:

“The real performance centre- the real arts centre, the real industry. Why build buildings that are hardly going to be used or inhabitant? Using resources to their maximum then the buildings are going to be more sustainable- Socially sustainable. “2

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cathedral square

UNLIMITED PAENGA TAWHITI DISCOVERY 1

cathedral square

cathedral square

cathedral square

cathedral square

cathedral square

cathedral square

cathedral square

cathedral square

Figure 3: Diagram showing the In� ltration Concept. Aerial map.

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This is a model that can expand beyond the central city into surrounding suburbs. The idea is that education will become part of everyday life and the main aspect of every ‘village’. The central city is the main starting point, but the next stage is for education to in� ltrate the whole of Christchurch, where each suburb creates a learning city of its own.

3.4 speculative stage three: villages

Figure 4: Villages concept, expanding beyond the city. Aerial map.

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3.5 chosen strategy

Both strategies of stage one and two are viable/valid and have potential for successfully implementing the idea of placing education at the forefront of the rebuild. However, part of the schools’ needs and priorities is to have a main hub � rst, a safe and familiar work place for both primary and secondary students. By putting education at the centre � rst, an opportunity to engage the public realm by plugging into the transport corridor is also provided. Therefore the � rst strategy is a more suitable approach as it allows initial focus on creating a place for the two schools. It’s a starting point that would not only make their presence a� ect the anchor projects but the whole premise of the rebuild. Integrating these schools back into the central city will stake a � ag and demand education to lead the rebuild. The schools’ proximity and association to the surrounding anchor projects will change the use of these facilities and re-tune their focus to learning without the need for redevelopment of physical structures.

In� ltration could be the next stage after the main home base is created. It could be then utilised to create satellites that orbit this main hub.

3.5 chosen strategy

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endnotes

1 Braganza, Rex. Future Christchurch Volume 4.2: “Future Christchurch: People First”. Masters of Architecture thesis, University of Auckland, 2014.2 Alastair Wells, interview by author, may 9, 2013

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4.0 architectural proposition

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designing the Unlimited Discovery learning centre

The previous chapter proposes an urban strategy to make education more prominent in the blueprint plan. It suggests placing the school, the missing anchor project of the blueprint plan, at the centre of the existing anchor projects, by plugging it into the transport corridor. Its prominent location in the heart of the city and its connection with the transport corridor poses a unique design challenge. However, it will provide the opportunity to create an architecture that advertises the schools’ philosophy of “engaging the public” to the public realm.

This chapter seeks to answer the second question derived from the urban proposition; how best to use architectural strategies for merging the Unlimited Paenga Tawhiti and the Discovery One schools within the public realm, while addressing the schools’ main priority of promoting life-long learning? It presents the architectural proposition for the design of the main learning centre. The design proposal consolidates intertwining ideas derived from previous chapters. This chapter outlines the processes, thoughts and methodologies used in the design of the main learning centre from the research shown in the previous three chapters.

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site views – current situation The series of earthquakes in Christchurch had severely damaged the High Street Precinct; most of the heritage buildings are now being demolished.1 The site on upper High street, the square located off Lichfi eld and Colombo Streets, is a wasteland of vacant sites. The proposed future plan is to have a series of retail and other services occupy this space. (refer to fi gure.. retail precinct CERA blueprint plan). This site is a bare canvas that presents many opportunities and challenges for rejuvenating the site in an alternative, more diverse manner.

Figure 1: site views of the vacant site. photographed by author.

4.1 site analysis: re-de� ning the centre of the city as a learning centre

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plugging into the transport corridor and locating the centreThe schools’ prominent location as a central node to the proposed anchor projects and precincts provides a way to reinstate the schools while maximising their proximity to resources and facilities that supplement learning. This in turn would allow the school to become the leading anchor and thus put education at the forefront of the rebuild.

The urban strategy is to locate a ‘home-base’ site of the school at the centre of the proposed anchor projects and precinct. A central location means the site provides opportunities to engage with the public realm, to reinforce the idea of the school becoming part of everyday life.

For the school to engage with the public realm, it must be sited with plenty of public attention. The chosen site fi ts into the context of the transport corridor proposed by Braganza in Volume 4.2: “Future Christchurch: People First”2 to become one of the main stops along

the corridor, making good use of the system. The transport corridor is envisaged to off er many opportunities to create an interface between the school and the public. It provides access to the proposed amenities around the city as well as access to the school, while encouraging high pedestrian traffi c.

The chosen site is a vacant plot between High street and Hereford Street that off ers unique opportunities for effi cient use of the transportation corridor and for centrality to the proposed anchor projects and precincts. This site off ers room for exploration as it provides an opportunity to create a link between High street and Hereford Street, to fl uidize the movement through the site and the connection with the transportation corridor. This connection, through a transition zone, provides quick and easy access to prominent city features such as the square, and to amenities associated with the proposed Anchor projects and precincts. This site also provides an opportunity to adopt Hertzberger’s ‘learning street’ model, explored in Chapter 2.

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Figure 2: diagram illustrating site in relation to amenities/anchor projects that suppliment learning and the link between the site and the transport corridor. Aerial map.

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Westpac Lane

the chosen site for the main homebase

historical context: pre- earthquakeUpper High Street runs on a diagonal between Colombo and St Asaph streets. This area was renowned for “high-end fashion, cultural interest and dining and entertainment”.3 It was the area of Victorian and Edwardian streetscape, a series of vibrant interconnected pockets of streets and laneways.4 This area was an important part of the Christchurch city fabric for its mix of commercial, residential, retail, restaurants and more, together with the unique architectural values of the precinct.5 The introduction of a tramway and the fact that it was predominately a pedestrian area made it particularly attractive to tourists.6 The chosen site is that of an old mall called the Link centre which had a laneway known as Westpac Lane, connecting High street to Hereford Street and the Cathedral Square. It is also located near the former schools of Unlimited Paenga Tawhiti and Discovery 1.

Westpac Lane

Figure 4 : Pre-Earthquake: Link Centre mall. Photographs.

Figure 3 : Pre-Earthquake: map highlighting laneway through the site. Aerial map.

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re-instating the laneway into a learning streetThe vacant site located between High Street and Hereford Street off ers room for exploration in terms of its engagement with the public realm. The site off ers an opportunity to create a link between High Street and Hereford Street and re-instate the former laneway into a lively learning street. This site is an opportunity to create a public laneway within the heart of the city that promotes learning and refocuses the precinct from being predominately a retail area. The site would be a major anchor point or transition zone with a fl uid link to the transport corridor. Both frontages could be explored in terms of creating a sequence of privacy: the transport corridor front would be more public than the more private Hereford front.

The school’s setting on a major retail and transportation corridor off ers unique possibilities for the building to become a multi-purpose learning complex. This would generate a route within the school for the public to interact and engage in both retail and learning activities. The no-car public transport and pedestrian corridor on the High street front provides a safe and inviting space for students. The corridor makes it a very public area with a high pedestrian count and the potential to become a tourist attraction. This would make it possible to explore both visual expression and physical interaction. The extant buildings on either side of the site defi ne the boundaries of the school – a design challenge for the school to plug into these existing public buildings to retain and reactivate them, creating connections across and through the site.

The contextual challenges posed by this site require a response that addresses a variety of factors, such as scale, materiality and its engagement with the public realm.

Figure 5: image taken of site post earthquake. photographed

Figure 6: image taken of site post earthquake. photographed

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Hereford St

transport corridor (High St)

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Figure 7: diagram showing site boundary and connections between the transport corridor/High Steet and Hereford Street.

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Home Base

collaboration incubator

exhibition/ Display space

specialised/focused labs

project space

storage

break out space

group learning spacepresentation space

place to thinkoutdoor learning

Home Base




project space

storage

break out space



meeting space, 10 m2, for 2-3 people - learning advisor and students

homebase/ group learning space, 25m2, and space for individual study and personal-ization: the place for students and learning advisors together to engage in personalized, project based learning

Home Base




project space

storage

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presentation space, 40-50 m2, up to 15 students.50m2

homebase/ group

public

stairs

learning spaces

presentation space

breakout/ circulation

seminar space

individual study

nucleus

services

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Break Out Space

Resources, supply and store

Creative Space

Individual Pod SpaceDisplay Space

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applyingknowledge transferred via demonstration, one-to-one communica-tion and specialised activity

presenting delivering to an audience, passive learning, bringing information to the public, orientation for instruction, dedication

Home Base




project space

storage

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Home Base




project space

storage

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breakout space, 15-20 m2, widened corridors, gathering informal space

display space, 20m2, to show work in progress; can overlap circulation

4.2 program

This program is derived from the schools’ philosophy of creative, project-based learning. Spaces for learning are in four categories:

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project space

storage

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specialised laboratory, 80-100 m2, supporting learning activities that require specialist equipment; for example music, dance and fabrica-tion

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Courtyards- Outdoor LearningRetail/Food Area

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project space

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Home Base




project space

storage

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courtyard and out-door learning space (varies in size)

project area, 40-50 m2, spaces that enable a variety of work activities, access to tools and other

resources and lifelong learning spaces - creative spaces that function

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Home Base group learning spacepresentation space place to think

outdoor learning

collaboration incubatorexhibition/ Display space specialised/focused labs

project space

storage

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Home Base




project space

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Home Base group learning spacepresentation space place to think

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project space

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break out space

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20m2

20m2

6m230m2

place to think: 25 m2, space for up to 15 people

place to think: 25

creatingSpace for research, where knowledge is interpreted into innovation.

communicatingspaces for sharing information and provide quick exchange.

Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



Home Base




project space

storage

break out space



display space specialised laboratory project area

Place to think: 25m2 for up to 15 people

homebaseproject space breakout space courtyard

Seminar, space for collaboration, meetings and video conferencing - discussion , up to 12 people 20/15m2.

homebase a space for an individual to study and to personalise. The place for students and learning advisors to gather and engage in personalised, project based learning

homebase a space for

public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

30m2

10m2

20m2

20m2

6m230m2

specialised laboratory

public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

30m2

10m2

20m2

20m2

6m230m2

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Home Base




project space

storage

break out space



break out spacebreak out space

place to think

Home Base

project based learning- The diagram illustrates the notion of project based learning. The home base is the central space, from where all other learning settings stem.

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public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

30m2

10m2

20m2

20m2

6m230m2

private/ student use

homebase/ group learning

specialised focus lab

display space courtyard/ outdoor learning space (varies)

meeting space

place to think

private, semi-private and public usesThese settings are organised under three categories of privacy: private, semi-private and public.

homebase/ group learning

public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

courtyard/ outdoor

30m2

10m2

20m2

20m2

6m230m2

specialised focus lab place to think

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public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

30m2

10m2

20m2

20m2

6m230m2

semi private/ student and public use

presentation space

breakout space

courtyard/ outdoor learning space (varies)

display space

seminar


Services

40m2

12m2

80m2 Courtyards- Outdoor LearningRetail/Food Area

Services

40m2

12m2

80m2


Services

40m2

12m2

80m2


Services

40m2

12m2

80m2

public use

courtyard/ outdoor learning space (varies)

services

library retail

seminar

50m2

public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

30m2

10m2

20m2

20m2

6m230m2

public

stairs

learning spaces

presentation space


seminar space

individual study

nucleus

services

storage

storage

Break Out Space


Creative Space


Services

courtyard/ outdoor

30m2

10m2

20m2

20m2

6m230m2

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tounge and groove joint

shiplap joint

splined joint

4.3 japanese joinery and joint spaces

The design intention is to create visual and physical interconnections at multiple scales; interlocking public, semi public and private realms, spaces and materials. The conceptual design generator was an investigation of the interlocking geometries of Japanese joinery. The function of the timber joints was enlarged to building scale to create joint spaces through voids and volumes,,creating visually and physically interconnected spaces. The images illustrate explorations of diff erent types of simple Japanese joinery. The idea was to use a system of Japanese joinery as a conceptual strategy to organise the school into a system of interlocking spaces. Their playful nature and and spatial qualities, marry well with the school’s philosophy of discovery and creative learning.

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dovetail joint

spaces created by rotating and joining tounge and grove with shiplap joints

spaces created by joining and rotating

piercing tounge and groove joints

spaces created by rotating and joining tounge and grove joint

connecting joints: lap joint

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4.4 requirements and concept

functional requirements

1. Design holistically with the joints, taking into account context, site, educational function and public interface.

2. Interconnecting schools, public and private spaces, materials and detailing.

3. Spatial integration of school and public realm for life-long learning and digital integration

4. Public occupancy and security issues5. The coherence of the public route within the building 6. Explore fl exibility of spaces through furniture, partitioning,

joinery and moveable wall systems.

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Figure 8: concept diagram showing the two schools connceted by the public learning street. diagram by author.

learning street

joining schools: inverting The initial strategy to merge the schools uses a simple tongue and groove joint interlocking system to defi ne the relationship between them. As illustrated by the diagram, one side (pink) of the joint represents the primary school Discovery One and the other is the inverse of the other joint (purple) representing the secondary school Unlimited Paenga Tawhiti. One school is the reciprocal of the other.

4.5 concept: joining schools

This section uses a Japanese joinery system to create a strategy to merge both the Unlimited Paenga Tawhiti and Discovery One schools. The intention of the strategy employed is to promote a solution for the imposed merger in Christchurch that seeks to defi ne the opportunities in merging the schools to improve learning outcomes and explore how diff erent age groups and schools can operate together.

evolution of the conventional corridor to learning streetThe merger will see both schools operating separately but connected through a shared common area that enables crossover between diff erent year levels. Both schools are connected to the wider community and public realm via the same conduit. Utilising Herman Hertzberger’s evolution of the conventional narrow corridor into a learning street, the diagram illustrates how the narrow corridor is transformed into a common or collaborative area. The corridor promotes open communication where students are able to observe and learn from each other as well as the public.

Discovery 1


Discovery 1


Figure 9: Joining schools concept. Diagram

Discovery 1


Discovery 1


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Figure 10: sequencing concept of schools interlocking and the library ‘pinning’ them together. Diagram.

joint in sequence: sequencing conceptThe next stage explores the process of opening and closing a joint to create a sequence of varying interlocking relationships between the two schools. This sequencing explores the notion of creating both visual and physical interconnections between the two schools. The fi rst stage of the sequence is an open system. The open system suggests visual relationships. Gradually, the two schools start to merge and create a closed system where they interlock. The closed system suggests physical relations where students can crossover and mix. A pin is inserted into the interlocked joint to lock them in place at this fi nal stage.

This strategy explores how two diff erent year levels could operate separately at one stage while still maintaining a visual connection through space, and operate simultaneously at another stage through physical connection. The strategy employed investigates the potential opportunity for the mergers that are being enforced on schools in Christchurch. It also challenges the debate on whether schools merging will improve learning outcomes for students.7 Discovery 1 and Unlimited School share similar philosophies; crossovers already happen between their year levels. The advantage of this system is that it provides a smooth transition between diff erent year groups. Crossovers can occur at any stage of the sequence, visually and physically, to allow students to learn from each other; at the same time each school can operate independently and maintain its own integrity.

the pin- open source library

Unlimited Paenga TawhitiDiscovery 1the pin- open source library

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Figure 11:mapping out the sequence. Diagram.

joint banded on site/ mapping out the sequence: creating an experience.This diagram illustrates the initial concept design, encapsulating both the notion of a shared learning street linking the schools (diagram 1) and the notion of sequencing (diagram 2). The two concepts are mapped out and banded on the site. The space ‘in-between’ the joints (the residual of the joints - in yellow) is the public realm, the learning street that links the schools together and forms the main path for circulation. The zip form of the sequence intentionally opens up at both street frontages to engage the public. The centre is a transitional zone, an anchor point, where both schools are physically connected, enabling crossovers to occur between year levels. This intentional zipping of the laneway creates a transition through the site: starting from the more open, inviting spaces and gradually progressing into more insular, nurturing spaces at the core of the building. The intention is to create an experience through the laneway that promotes open communication and engages both two schools with the public realm.


Unlimited Paenga Tawhiti Discovery 1 school public realm

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pinning the joints: life long learning as an open source library At the fi nal stage, after the joints interlock, a pin is inserted to hold them in place. This concept of pinning the joint represents another entity, a public lifelong learning facility that is shared between the schools. The pin joins the schools together as they merge with the public realm. This stage of the sequence is the highpoint of connectivity.

The pin is an open source, digital life-long learning library that functions as a multi-purpose and adaptable learning platform. Chapter 2 highlights the expanding role of libraries as a social space for developing knowledge and connecting with the community.. The library promotes the notion of lifelong learning where schools function on weekends and evenings; it also could facilitate many versatile learning settings such as adult education, instruction in English and language research opportunities. It functions as both a public library and a social centre through the design of in-built versatility. It is a form of space fl exible enough to create a broad range of experiences that take on aspects of the city and the world of the Internet. The diff erent learning settings of the library include: video conferencing spaces where classes may interact with others, book storage/shelves, meeting rooms, small auditorium/display projection area, reading spaces, computer workstations, internet cafes, and collaborative incubator - thinking and studying spaces, projects space.

This library becomes an anchor that is an exemplar for surrounding anchor projects, refocusing the purpose of these amenities on learning. The design as an open source, digital library poses a challenge to the new proposed public library of one of the existing anchor projects. It is envisaged that this design will create a community and embody a social mix of people from both schools, and the public. It engages in ideas of project based creative learning and provides a place of great connectivity for both sharing and gaining knowledge and collaboration.

Figure 12: pinning the joint. Diagram.


Unlimited Paenga TawhitiDiscovery 1the pin- open source library

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4.6 program and scale

Hallenstines building program bar diagramThe Hallenstein’s building bar diagram illustrates the proportions of the previous program. Each program operated as a separate function and the whole building lacked connectivity.

previous U.P.T Hallenstines building program proposed homebase learning centre program

semi-private

private

public

U.P.T

400 students

D1

180 students

homebasesspecialised labspresentation space

meeting spaceseminar

individualstudy

kitchen

breakout spacedisplay/project areas

cafe/ seatingo�ces (U.P.T side)retail (D1 side)services

1.5%1.5%3%

4.6%

14.5%

3%

12.2%

19.3%

22.4%

1.1%3.45%

5%

8.9%

33.4%

6.5%

2.5%2.1%1.1%1.8%

7.3%

open source library

5.4%

14%


semi-private

private

public

U.P.T

400 students

D.1

180 students



individualstudy

kitchen


open source library(O.S.L)cafe/ seatingo�ces (U.P.T side)retail (D1 side)services

1.5%1.5%3%

4.6%

14.5%

3%

12.2%

19.3%

22.4%

1.1%3.45%

5%

8.9%

33.4%

6.5%

2.5%2.1%1.1%1.8%

7.3%

O.S.L

5.4%

14%


semi-private

private

public

U.P.T

400 students

D.1

180 students



individualstudy

kitchen


open source library(O.S.L)cafe/ seatingo�ces (U.P.T side)retail (D1 side)services

1.5%1.5%3%

4.6%

14.5%

3%

12.2%

19.3%

22.4%

1.1%3.45%

5%

8.9%

33.4%

6.5%

2.5%2.1%1.1%1.8%

7.3%

O.S.L

5.4%

14%

proposed program bar diagramThe proposed bar diagram contains the scale of both schools in relation to the proposed number of students; approximately 400 students for Unlimited Paenga Tawhiti and 180 students for Discovery 1. Due to the increased number of students, more home bases are required.

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mapping out the program/ massing axonometricThe program is organized by a sequence defi ned by a hierarchy of privacy, to create a transition through the site. The most public domain of the transport corridor front contains public facilities and services such as retail, offi ces and restaurants. The semi-public domain at the core of the building houses the open source digital library, connecting both sides of the school. The library connects the exhibition and display areas, with courtyards on either side. Courtyards centering the display and exhibition areas are connected by the library, via a pin system. The most private domain is located on the Hereford Street front containing the student home bases, meeting rooms, and study and presenting spaces, to be used privately by students and learning advisors.

The program bands of each school are connected to the main learning street and are organized to highlight the notion of project-based learning. The central working areas for students are the student home groups (pink). Each group includes home bases, seminar, individual, meeting and presenting spaces. Each is connected to services and to the courtyard by a breakout space. At the core of each breakout space is a courtyard that is shared between the home groups. One of the outdoor spaces for Discovery 1 is transformed into an indoor playground. There is a public café and kitchen on the ground fl oor of either side of the site that services the breakout spaces.

programmatic sectioning and assigning the program

The next stage is to map out and assign a program on the site that adjusts the initial conceptual banding diagram in fi gure.. to the program proportions of the bar diagram. Each ‘band’ or joint width is adjusted according to the scale of the program that inserted there; the number of levels that are needed is assigned accordingly.

D1 and U.P.T sectionsDiscovery 1 needs less space than Unlimited Paenga Tawhiti School, and so occupies the smaller left side portion of the site. The Unlimited Paenga Tawhiti school occupies the larger right side of the site.

Figure 13: dividing the schools. Diagram.



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semi-private: break-out spaces

private: homegroups

public spaces



individualstudy

kitchen


opensourcelibrarycafe/ seatinglearning streeto�ces (U.P.T side)retail (D1 side)services

courtyards

thinkingpod space

massing diagram

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4.4 conceptual modeling and drawing

4.7 joint options

Two joint studies were undertaken to explore and compare spatial qualities derived from interconnected spaces:

sampo-zashi, the lapped rod mortise and tenon

sampo-zashi, the lapped rod mortise and tenon - visual and physical interconnections created by dynamic spaces and curious overhangs; split level connections integrate an aspect of play and discovery learning.- clear programmatic strategy which lends to a circulation strategy. The library as a pin - this notion could create variation within the sequence; an orthogonal module may be easily adaptable and fl exible.

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okkake-diasen-tsugi, rabbeted oblique scarf joint

okkake-diasen-tsugi, rabbeted oblique- creates entry, dynamic connections, undulating interior - view points- visual connections which fi t in well with the idea of creating open communication.- angular geometries complement that angle of the site, creates a holistic approach to the form of the building - creates long passages and niche like spaces- clear connection with the library. - programmatic strategy lending to a circulation strategy.

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the chosen joint as a hybridBoth joints off ered opportunities for the design of the school. The okkake-diasen-tsugi, rabbeted oblique has angular geometries that complement the angles of the site. The recurrent themes of the joint are the niche like spaces formed by the alternating geometry of the joint, and the niche-like insertions (pins) and passage-like spaces that pierce through the reciprocal joint. This joint still provides room for exploration in terms of the spatial qualities achieved in the fi rst joint. Therefore the design of the school was envisaged to be a hybrid of the two joints integrating the angular geometry of option 2 and the spatial qualities and split-level connections of option 1.

direction and viewsPiercing and protruding was explored to create niche-like passages and views points, doorways and bay windows as view points, promoting visual connectivity.

Figure 14: view points. diagram

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carving out the circulation: public realmThe chosen joint was carved out from the assigned program bands to create the primary circulation of the public realm, the learning street. The joint was derived from the initial conceptual banding and adjusted to the scale of the programs. Each band was treated like its own joint and had its own joint system. The two themes explored at building scale were piercing and inverting. Inverting occurred where one side of the school was the reciprocal of the other joint, oriented to create a spatial and visual connection between the schools.

Figure 15: carving out the public realm Figure 16: public realm carved out



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overhangs and levelsLevels one, two and three are also carved out to create overhangs and balconies. Therefore the joint below would be the negative of the joint above, to create an off setting, undulating and dissolved interior. These overhangs create balconies and workspaces for students from each school, allowing them to engage and observe each other and the public - inhabiting the learning street.

Figure 17: stacking the levels. Diagram


Discovery 1 school

level 1level 2level 3

level 1level 2level 3

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Figure 18: ground level. Diagram. Figure 19: level 1. Diagram. Figure 20: level 2 Diagram.



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� nal massing model

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joining the pieces togetherPhotographs of how the joints fi t together, the process of putting it all together.

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4.8 circulation for Discovery 1, Unlimited Paenga Tawhiti and the Public.

There are three threads of circulation. The main primary circulation of the public realm (yellow), the secondary circulation for Discovery 1 primary school (pink) and the secondary circulation of the Unlimited Paenga Tawhiti secondary school (purple). The primary circulation connects the dual street frontages. The secondary circulation for the two schools occurs mainly at each breakout space – three points through the site, at both ends and at the core. There is also a grand public stairway for the core circulation and a lift. The stairway encourages social exchange between both private and public realms. The model illustrates the circulation paths of a Discovery 1 student, an Unlimited student and the path for the general public.

121121


DISCOVERY 1

D1, U.P.T & PUBLIC


Unlimited Paenga Tawhiti pathDiscovery 1 school pathpublic realm path

Figure 21: diagram illustrating the main circulation paths of the two schools and the public. Diagram.

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Through explorations of diff erent options the programs were assembled into inhabitable furniture:. multiple spaces are connected in a unique volume as a series of split-levels with dedicated areas for each of the programmatic functions. The intention is to create private pockets of spaces for individuals to personalize, connected to spaces for collaboration and social exchange. The program includes elements necessary for autonomous working environments, for studying and for thinking. It also off ers spaces for communication and exchange such as home bases, presenting spaces, meeting spaces and seminar type spaces. Split-levels between alternating programs create visual connectivity through diagonal lines of vision facilitating opportunities for students to observe and learn from each other and promote the notion of open communication. This system also applies to other programs throughout the building. Alternating heights and varying volumes diff erentiate private from public spaces. The private homegroups, for instance, are more insular and have heights up to three metres whereas the public spaces such as the offi ces, restaurants, cafes and the library are larger in volume and have double heights of up to 4 to 6m to create a sense of community. This section highlights the resolution of the design concentrating on

4.9 joining spaces

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a ba b

homebase space meeting space

place to think/ thinking pod

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b ca b c

seminar space

a

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50m2

a b c a b c

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4.5 desiging the main homebase

the various spatial experiences of students and the, public traversing through each stage of the building sequence. The visual outlook is important to make one feel safe and at ease while inside the building. It should also in turn engage the public through the creative learning process.

5.0 the sequence of stages: spatial experience and planning

site planThe context of this new learning centre is between the remains of two buildings. This has formed a distinct character for the site and an opportunity for the school to plug into, enliven and engage the related public amenities. This provides an opportunity to engage the public by using the building as a pathway to connect High Street and Hereford street. The building follows the boundary line of the existing buildings, to accentuate and exacerbate the experience created by the interior learning street in order to draw in the public. Undulating surfaces defi ne the interior street, re-instating the previous alleyway into a meandering route through the site. This public promenade creates a condition that unfolds the learning process to the public and allows them to engage in a sequence of stages that defi ne a creative learning experience through the site.

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site plan, scale: 1000

a

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stage 1: High street/ transport corridor end South Eastern elevationOn the highly populated southern end, the new learning centre becomes one of the main stops plugged into the public transport corridor. The building is conceived as a joint to create a new condition, opening up the interior street in order for it to sit within its surrounding context. In turn the building creates a new condition

for the creative way of learning by opening up education to the surrounding context and to the prominent public transport corridor. The space is an unloosening of the education process: unhinging the process that would be closed in most types, responding to Christchurch and the revitalisation of the city.

From the southwestern elevation, the entry highlights the intentional contrast between interior and exterior. This was accentuated in

two ways; fi rst by maintaining overall sheer smooth vertical lines on the exterior walls which follow the boundary of the surrounding buildings on either side of the site and second by carving a dynamic undulating interior street of protrusions and recessions. The entry resembles a crevice or an opening through a cave that partially reveals the interior without giving away the contents of the whole journey, creating a sense of curiosity, luring the passer-by to enter the building and discover more.

Paved with tiles, the learning street blends into the pedestrian transport corridor, blurring the threshold between the corridor and the learning street and creating a smooth transition from the exterior to the interior of the building, welcoming pedestrians to enter and

navigate the building.

The public components that make up the joint are a restaurant on the southwestern portion of the site and a 3-storey offi ce block on the adjacent south-eastern portion.

The façade accentuates and exposes the dynamic spatial split-level connections between fl oor levels. The terraced fl oor levels of each interconnected joint component are exposed and integrated as part of the façade joinery detail. Off setting double lines of timber further defi ne these split-level connections. By adapting traditional Japanese joinery construction methods, vertical and horizontal timber joints are interlocked creating multiple viewing shafts and openings that are adjusted according to the level of privacy of the interior space program. Large openings defi ne the public southern end, generating a large degree of porosity and transparency between the interior and exterior. This provides glimpses of activities within the building. This is in contrast to the introverted image of the previous Hallenstein’s building, where fl oor levels were stacked and there was no sense of visual and physical connectivity between them. This idea is made more apparent on the offi ce façade where the three levels of joint elements are interconnected and exposed to the public. Due to earthquake conditions, vertical reinforced concrete wall elements are employed as the main structural support for the structural frame beyond timber, where possible. These vertical elements intersect the timber joints of the façade in rhythm with the interior wall. They are composed to further defi ne the split-levels and terraces and connect all the fl oor components together. The scale and prominence of the principal concrete frame creates a juxtaposition with the secondary timber elements.

A continuous line extends from the existing surrounding buildings, gradually shifting up and down with the horizontal plane and facade of each component, accentuating the dynamic spatial interconnected form.

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21

34

5

68

7

9

10

11

1 thinking pod space2 homebase space3 kitchen4 cafe/ seating5 homebase space/ specialised labs6 services7 courtyard/ cafe8 auditorium space9 exhibition/ display space10 restaurant/ retial11 o�ces

21

34

5

68

7

9

10

11

1 thinking pod space2 homebase space3 kitchen4 cafe/ seating5 homebase space/ specialised labs6 services7 courtyard/ cafe8 auditorium space9 exhibition/ display space10 restaurant/ retial11 o�ces

plan, ground fl oor, scale 1:500

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stage 1: High street/transport corridor south eastern elevation

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stage 2: entrance

The enclosed entrance of the public area defi nes the beginning of the unhinging process of the joint. The close relationship between the loosened joint components, the restaurant component and the reciprocal offi ce component reveals that they are part of a whole and exposes their interconnected relationship. The successive and dynamic interplay between the protrusions and recesses of the loosened joint forces the inhabitant to pause and move slowly through the building, encouraging engagement with the details of the architecture. Niche doors pierce the offi ce component’s exposed and unexposed surfaces to create a sense of curiosity and deepening of space and a smoothing of transition into interior space. Natural lighting radiates the exposed touching surfaces while deepening and darkening the unexposed nooks and niches, guiding the occupant through the building and creating visual interest to direct vision and movement. The deliberate pairing of the public programs is complementary. The restaurant on the left and the adjacent offi ce create a symbiotic relationship, both servicing each other. The encased entrance of the public sector defi nes the beginning of the unhinging process of the joint. The smell of food from the restaurant and café to the interior street, seeping though openings of the offi ce, draws people in. Upon entry, as a pupil traverses through the spatial dynamic form of the interior street, the building begins to unravel, unveiling itself and revealing snippets of the journey ahead without spoiling the contents of its entirety to maintain a sense of curiosity.

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stage 2: entrance perspective

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stage 3: grand stair case/ approaching the library

Progressing further into the building, the architecture transitions from an enclosed and intimate atmosphere to the exposed, light and airy open space of the semi-public area of cafes and home groups. The joint components pull apart and the interior street widens, opening up an array of social activities and fl exible furniture where the interconnected relationship is less apparent. The space resembles a small public square in a city through its versatility in use and spacious form. It entices social interaction where cafes and learning spaces open up and creates a strong sense of community, while still retaining individual freedom.

Straight ahead, the winding staircase becomes a dominant fi gure that leads the gaze towards the library bookshelf display space above. It is the largest and most visually intriguing staircase of them all, becoming the peak of social exchange and giving prominence to the area. (refer to plan)

Architecturally speaking the library speaks the same language as the remaining elements, coherent and harmonious with the dynamic interconnected elements of the building. On the other hand what makes the library unique is the façade and its position relative to the rest of the building. First, the library takes on another entity by utilising the same composition featured in the exterior front façade. The façade creates porosity and transparency giving the library a provocative lantern-like quality and creating a visual connection with the interior street. Light pours out of the windows catching people’s attention and drawing them into the space. The library cautiously hovers above, casting a shadow on the interior street to create pockets of shade and assert its prominence. The curious, darkened space underneath the library creates an element of discovery, revealing only glimpses of the interior spaces of the street. The street fades in the distance, provoking the occupant to discover more and dive into the unknown.

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perspective view of grand stair case

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stage 4: the resolution of the pin concept - open source life long learning library

This stage of the sequence represents the largest joint of connectivity. The library’s position at the heart of the building reveals its prominence. Although unique, it is still coherent with the dynamic form of the architecture. The library is wedged between the joint components either side to lock them in place. The grand staircase is the primary circulation of the building, connecting all levels of the library. A lift is provided as part of the bookshelf display for access to the library by disabled users. (refer to plan)

The library is conceived as a joint suspended over the interior street. Its dynamic undulating shape is a refl ection of the exhibition spaces on either side. It is held up by the overhangs of the exhibition spaces, creating an interconnection with the open air space above the roof of the exhibition space. The outline of the library is marked on the ceiling of the exhibition spaces creating a spatial interconnection.

The exhibition space is used to display students’ work to the public, to entice interactions and discussions between the public and the school and to create a way to publicise the creative learning philosophy of the school. At the centre of each exhibition space is an open-air metal screen interior courtyard. Timber niche passageways pierce the receding part of the joint components connecting the interior courtyards. These passages also pierce the receding part of level one of the library joint component on either side, and into an open air exhibition space bridging the courtyards. These bridges and passageways can be used to display student work to the public and to create a playful element of curiosity and discovery, as occupants enter the exhibition or courtyard spaces. The secondary staircases centering the courtyards provide an alternative means for accessing the library and to the rest of the school that bypasses the interior street. Cross section A A’ looking into the southern most public end of the building reveals this spatial interlocking relationship between the joint components and the in-between connections.

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a

a’

bb’

12

13

14

15

12 meeting space13 workstation information plaza14 bookshelf display15 workstation information plaza

level 1 scale 1: 500

12

13

14

15



12

13

14

15



12

13

14

15



12

13

14

15



plan, level 1, scale 1:500

a

a’

b

b’

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section a a’, scale: 1: 150

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interior perspective of courtyard space

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courtyard spaceMoving through a long timber passageway that pierces the metal screen, one is released out into an interior, open-air, courtyard. Inspired by the experience created by the materiality of interior courtyards in the Funfhofe, the interior open-air courtyards of the building are defi ned by porous, mesh metal screens, lit to create variation and visual appeal. These screens are foldable doors that open up to the exhibition space. An open-air cafeteria space is large enough to accommodate approximately 20 people and an array of fl exible furniture. The perforated screen reveals and conceals, so the inhabitant only has a glimpse of the outside exhibition space through the mesh.

planning of the libraryTwo storeys of interconnecting split-levels combine alternating programs and media for reading spaces, open areas equipped with computer workstations, and a large fl exible outdoor open-air Internet café space. These features facilitate alternative activities including relaxing, socialising, reading and connecting the library to the rest of the world via wireless communication. Other programs include: video conferencing rooms, a display of books embedded into the walls of the architecture, self-check-out for patrons, wireless communication among the library and 40 computer terminals. Each terraced space varies in fl exibility, circulation and views. The interface between each terrace is organized to function as spaces to work, interactively play and read. The architectural environment of the library facilitates an environment for activities that enable people to discuss, be analytical and think creatively to solve problems at hand. Portable computation devices refl ect features of the next generation of information infrastructure. The library promotes the notion of lifelong learning where schools function on weekends and evenings and it also could facilitate many versatile learning settings such as adult education, instruction in English and language research opportunities.

The library joint component is divided up into 3 ‘bands’ or layers of

program that link the two surfaces on either side from west to east. Walls divide the space of the library at each joint component or change in surface into the layers of the program. The central program band of level one and two is the bookshelf display space. The bookshelf display walls separate and connect the two workstations on the northern and southern end of level one. This concept is replicated on level two with the fi rst two bands of the program; the third on the southern end is an open-air roof café.

Each band is split up into a unique volume of adjoining terraces, creating visual and physical interconnections between the two fl oor levels. Cross section A A’ through the bookshelf display space reveals this relationship. The bookshelf display walls are coherent with the shifting fl oors that make up the space assembled into inhabitable furniture. The program band on the northern end is split into three adjoining terraces that vary in privacy. Meeting rooms on the fi rst level and video conferencing on the second level occupy the east end of the northern band. These dedicated spaces are more formal and private, therefore they are articulated to have the highest terrace/ split level of 1.5 metres. The rest are only half a metre. This demonstrates a hierarchy of privacy, where terraces are used to separate but also connect spaces according to the level of privacy.

interior perspective of courtyard space

bookshelf display space. The bookshelf

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bookshelf display space level 1 and 2A bookshelf space comprising hollow wooden boxes and irregular shapes of diff erent sizes and proportions is mounted to the walls of the long wide corridor at the centre the library. This creates an assortment of niche spaces for storing and displaying books as well as recessed lighting fi xtures and transparent windows that fi lter light and create visual connections to other spaces. The niches jut in and out, creating spatial depth and the appearance of a dissolved interior to contrast the smooth sunlit exterior of the library revealed by the large opening on the fi rst level of the bookshelf display space. The dynamic interconnected form frames the entrance of the grand staircase and reveals the dynamic interiority of the space to the public. The glass lift connecting to the interior street from underneath the library connects all levels of the library and slots into a large timber box that is part of the interconnected bookshelf, maintaining coherence throughout the space. Wooden boxes also cover the ceilings, while the fl oor comprises a grid of crisscrossing wooden planks that provide extra display areas beneath a transparent surface. Some have lighting fi xtures and windows to create a connection with fl oors above and below. The bookshelf display is intended to create a playful exciting place for people to engage with the architecture, where the architecture becomes the bookshelf display and reading becomes a social activity, reinforcing the importance of the quality of space.

Spaces are connected in a unique volume of split-levels, assembled as inhabitable furniture. On level one the long wide corridor space opens out to an adjoining terrace. This space on the eastern end accommodates wooden joint-like elements that each display interactive screens used for self-checkout and display.

On the second fl oor, however, the adjoining terraced space at the eastern end accommodates fl exible furniture for reading and knowledge sharing. The south facing wall of the second level is more porous with more windows and transparent layers than solid layers,

creating a visual connection to the roof open-air café. Light from the exterior pours through these viewing shafts into the interior space creating a comfortable and inviting atmosphere for people to read, study and socialise.

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view point computer work stations creative commons

view point of northern computer work stations

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computer work stations, creative information plazaThis knowledge base information plaza integrates virtual infrastructure in the physical design of large wooden benches. The benches thus become utile in a variety of ways to facilitate a fl exible array of uses and functions. The main design feature is the seamless integration of the wooden planks with an assortment of furniture. Information screens are incorporated in their physical surfaces.

Portable computation devices are the next generation of information infrastructure, which places new signifi cance on the school’s physical environment. Each wooden bench and plank fi ts up to three people to reinforce the idea of open learning through collaboration by creating a more social space, allowing people to engage with one another and share knowledge.

The workstation on the northern end of the fi rst level highlights a series of split-levels that adjoin the alternating dedicated programmatic functions of each space and make up a unique volume. The fi rst on the west side accommodates more private dedicated areas for meeting rooms and video conferencing rooms and sits 1.5 metres above ground. Concrete-framed windows create diagonal lines of vision into the workstation space. The workstation is split into two adjoining levels providing the fl exibility to break up the program into two working groups and tie them together in a playful way for sitting and kneeling. Partitions of Shoji screen doors align with the façade concrete wall. This element provides fl exibility and versatility to split the space into two smaller working groups.

The composition of the timber and concrete façade elements accentuates and defi nes the series of split-levels creating a visual coherence within the space. The large scale of the openings and viewing shafts suggests a public space, visually connecting this new creative knowledge sharing space to the outside world. The porosity and transparency of the façade lets light into the space, creating an

inviting and stimulating atmosphere. The form of the wall on the eastern end defi nes the receding component that protrudes into the interior space of the workstation. Bay windows and niche doors that jut in and out create spaces for viewing, moving through or lying down and reading.

The two unique features of the workstation spaces are the display bookshelf wall and the adjacent façade, shown in the view of the workstation on the southern end of the fi rst level. Although these elements use a similar composition theory (to create an overall spatial coherence), the diff ering scale and ratio between solid and transparent layers makes each element unique. Solid timber material is the predominant material of the bookshelf display with only a few transparent openings. On the other hand, the façade is more transparent than solid, creating a higher degree of porosity and openness with the exterior world. A variation of pivoting doors from solid wooden doors, to doors that include wooden display boxes blend into the space to create a playful connection between the workstation and the bookshelf display space.

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southern interior perspective, computer work stations level 1

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153153northern interior perspective, computer work stations level 1

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roof Internet Café level 2

The southern end of the library opens up to the naturally lit, open-air Internet café. This café accommodates an array of fl exible furniture forming a creative informal setting that holds a variety of activities that involve reading, eating, connecting to free wi-fi and socialising. The roof terraces split the space into two. Terraced steps coherent to the angles and folds of the building create a seamless architecture. The bookshelf display becomes the façade consisting of visually interconnected solid wood and transparent glass layers, showcasing the display to the public and creating a sense of porosity between the interior and exterior spaces. The composition of the façade is coherent with the terraced fl oor creating a spatial continuity between the fl oor and the façade.

The openness of the café provides visual connections to the southern end of the building. Views and out on the west, east and south create visual connection to the surrounding context and amenities such as the prominent Cathedral Square on the west side. The outdoor café can be seen from far away, creating a visual link with its surroundings and glimpses of activities to engage the public.

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perspective , rooftop Internet Café level 2

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stage 5: the auditorium, under the library

Halfway through the building, the interior street transitions from a highly lit open-air space to an enclosed and dark space underneath the library. The existence of the library and its form hovering above creates an exterior room and a ceiling-like element that sits 6 metres high above the interior street. This area is large enough to attract a sizable crowd with the 8 metre wide street and the 6 metre high ceiling. This creates an open and comfortable environment that welcomes the public and makes them feel at ease and thereby maintains a square-like atmosphere in the city large enough to cater for events and activities. The composition of the wooden boxes on the ground fl oor of the library is exposed through the texturing of the suspended ceiling. Moments of transparency let light from the library fi lter into the dim auditorium space underneath, creating a subtle relationship between the two public spaces. The ceiling terraces spatially interconnect the library space with the auditorium space underneath.

The space is used as an auditorium where the receding and protruding components of the interior space have a complementary relationship. The receding component on the east side contains wooden seating that is terraced and coherent with the building’s dynamic form. A niche door pierces through the receding component opening up to an exhibition space. The reciprocal component adjacent the recess integrates systems of display into the material surface of the building’s protruding concrete wall. As animated presentations are becoming more common, documentaries or students’ work can easily be delivered in a digital manner. This brings another layer of activity to publicise the new open and creative way of learning.

The visible grand staircase allows people walking up the staircase to view the screen as they disappear into the library above. The exposed glass lift provides an alternative fast connection to the library and disappears into the library space above by slotting into a shelf.

The auditorium space marks a transition, a focal point of the journey through a small tunnel where light radiates at the end onto the dynamic elements of the architecture in the distance. Further away in the distance, the interior space transitions back to a highly lit area open to the sky. The light radiates on the rest of the interior street and the dynamic interlocking form of the joints suggests the joints are hinging or closing in again.

The dynamic form of the interior street, a series of closed and highly lit joint components, is visible through this darkened space.

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perspective auditorium, below the library

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stage 6: approaching the private domain

The joint components of each school begin to merge and the learning street becomes more insular, creating a more protective and nurturing environment to make students feel at ease and to create an intimate relationship between the two schools. Curious overhangs and alcoves create a dynamic relationship between the two schools.

The nature of the learning street is free fl owing. The informality and assortment of fl exible furniture that blends seamlessly with the dynamic form of the building creates a working and learning atmosphere to allow students and public to use the space in a versatile manner. The learning street is wide enough to encourage social learning as it creates conditions for chance encounters and for people to meet and interact. It is a collaborative area that provides the spatial condition for the meeting and dialogue between diff erent areas and programs and between the two schools.

At this stage of the sequence, the building reveals the overall contents of the rest of the journey ahead. Towards the northern end, the street appears to tighten as the components begin to interlock, marking a clear transition into the more private sectors and exposing the way out. A roof playground with glass railings creates transparency amongst the solid forms of the spaces and brings a playful element to the learning program of the street by revealing a variation of programs and versatility of the joint components used for diff erent functions and activities.

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perspective learnng street, approaching the private domain

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The choice of materials elucidates the narrative by creating a deeper relationship between the visually interconnected joint components, highlighting the exposed and unexposed surfaces of these components and defi ning the process of splitting one joint into two. The main intention was to defi ne the interlocking relationship of the joint components and thus distinguish between the two schools in a coherent manner. Timber was chosen as the predominant material for the building, giving a visual coherence and unity to the detail and interlocking of spaces and to create a sense of seamlessness throughout the building. Transparency is used for visual connections. An interlocking between timber and transparent materials is created.

The exposed and unexposed interconnected surfaces of the joint components are expressed by knotted larch timber board material of 10.5mm sections to highlight the cut line of the paired joint components. A lighter tone of smooth cedar board and batten timber of 10.5mm sections defi nes the remainder of the joint component. The direction of the timber boards alters accordingly to distinguish between the two schools in a subtle manner. The primary Discovery 1 School is defi ned by timber that runs in the horizontal direction; the Unlimited Paenga Tawhiti secondary school is defi ned by timber that

runs in a vertical direction.

Niche doors pierce the touching surfaces of the joint components creating a smooth transition inside the joint component and an element of curiosity to lure people into the space. The doors are defi ned by glass or timber depending on the desired visual connection between the two components of the joint. Timber-framed bay windows protrude from the touching joint surfaces, creating visual connections between the two schools and the public learning street where desired. This promotes the idea of open communication where people are constantly engaged with each other, revealing glimpses of activities and the space inside each component. Not only does this allow students to learn from each other but also it engages the public with this new creative form of learning.

Paved concrete tiles were chosen to create a sense of exteriority in the interior street. The tiles create blurring and interplay between the exterior and interior. Alternating the direction of the paved concrete tiles from horizontal to vertical further defi nes the diff erent stages and program sections of the joints, linking the schools together and the components of a whole joint.

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Unlimited Paenga Tawhiti Discovery 1 school

knotted larch timber touching joint 2


niche doors and bay windows glass

board and batten vertical direction

board and batten horizontal direction































Figure 22: diagram illustrating material concept betweem joint components/ the two schools. Diagram.

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stage 7: exiting the building from Hereford Street

The northern end marks the most private sector of the building, of learning home group spaces that spill onto the interior street. This stage of the sequence marks the transition from an open space, making room for an array of fl exible furniture and social interaction, to an encased route-like space, defi ning the fl ow and movement of the northern end of the building. Straight ahead, the bright light from outside guides the occupant through to the end of the journey. The building stands 9 metres high, creating a darkened, insular and more protective interior to defi ne a more private entrance. The silhouette of the dynamic interconnecting form between the spatial dialogue of the components jutting in and out appears as a crack against the bright blue sky.

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perspective showing connection between learning street and Hereford Street

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visual connections through diagonal lines of vision.Shoji paper screen and timber lattice wall partitions and fl exible, sliding doors are used throughout the building, to create fl exibility. For example, two home bases can open up to each other to make one large room for a larger group separated by split-levels. This could be used for other facilities such as presentation.. These are also designed to join and interlock to create a sense of continuity and seamlessness between the walls and the doors. This is evident in section B B’ on the level two homebase on the east side and on level 3 on the west side where the space has been partitioned to create smaller meeting room spaces for smaller groups.

Alternating heights and varying volumes diff erentiate private from public spaces. The private homegroups, for instance, are more insular and have heights up to three metres whereas public spaces are larger in volume and have double heights of up to 4 to 6m to create a sense of community. The section highlights the idea of open communication by clearly revealing the constant spatial dialogue between the two schools’ joint components. Bay windows and balconies create visual connections between the two schools allowing students to be able to observe and learn from each other.

Stage 8: the learning home group spaces/ interaction between the two schools

The northern most private end of the building comprises 3 levels of home groups. Each home group occupies home bases , seminar spaces, individual spaces, meeting spaces, presenting spaces and thinking pods. Like the layout of the library, the program has been divided into bands of home groups. Each band is divided into two or three layers of program to make up one home group band. Multiple spaces are connected in a series of split- levels with dedicated areas for each of the programmatic functions. Section B B’ reveals this spatial interconnecting relationship between programs through the middle band layer of both schools. The Unlimited Paenga Tawhiti School requires more dedicated or specialised spaces for individuals to personalise, as individual identity creation is important at the related age group. Discovery 1 occupies similar programs, however, contains more group settings and maintains a family type environment by utilising homebases and smaller group learning settings, as identity creation is less of a focus at the related age group. Therefore the school contains fewer private spaces. The programs that make up the 3 levels of program bands for the Unlimited Paenga Tawhiti school in section B B’ include: the largest space, the homebases on the easternmost side of the 2 band levels and the homebase with a furniture layout for presentation on the third level. The central program adjoining the homebase by a 1.5 metre raised terrace is the most private space; meeting rooms are provided on the fi rst two band levels and a seminar and conference room on the third band level. The third layer facing the interior street and the primary school is terraced in line with the homebases. These occupy thinking pods. Discovery 1 has a similar layout, with mainly homebases and smaller group settings. This idea joins diff erent program functions together while maintaining a sense of seclusion and privacy between programs. The various programs are spatially connected to encourage inter-workspace learning, as this is a rich and developing source of knowledge. This also creates

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the home baseThe home base is an informal learning space large enough to accommodate up to 20 people. It is the central space for students to personalise and manage their own learning pathways with learning advisors to assist this process. The fi rst design intention is for overall coherence inside the space to create an inviting, playful, stimulating and comfortable environment to work in. Second, the design articulates the space in a manner creating visual and physical connections to the more private areas to create a sense of seclusion, while simultaneously maintaining a sense of community between diff erent learning spaces. Third, the design incorporates elements of play and discovery within the interior space and provides a level of fl exibility and versatility within the space.

Coherent with the dynamic interior of the space, a feature wall of concrete and timber interconnected elements is used for a variety of purposes including storing books and displaying student work or learning posters. The wall divides and connects the homebase with the private adjoining terrace space of meeting rooms. Voids and volumes create a level of porosity between the two spaces for visual connections to enable people to see glimpses of activities and motion, but maintain a level of curiosity and discovery. The visual connections are important in maintaining a level of attentiveness and to reinforce the concept of open communication between autonomous and collaborative working learning settings. The wall coherently frames the timber staircase that connects the two spaces creating a sense of seamlessness between the spaces.

The composition of the timber and concrete façade is coherent with the overall proportions of the space and adjoining terraces. Light pours through the windows of the façade creating a sense of porosity into the space and highlighting the three dimensions and intermediate

cubbyhole spaces created by the façade. Multiple viewing shafts frame the view to visually connect this creative learning space to the outside world.

The interior space of the homebase comprises an assortment of fl exible interlocking furniture. The informality and versatile nature of the space is a signifi cant aspect, giving the students the freedom to create an array of learning settings and to constantly adapt the space to their needs. The fl exible timber tables can interlock or be left as individual elements to allow students to create the desired learning setting. Flexible timber and concrete seats can be moved around, so the occupant might, for example, fi nd a comfortable lit space to sit and read a book.

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interior perspective the Home base

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the creative thinking pod spaceThe thinking pod is a creative space that is located at the end of the joint component facing the interior street. This space is unique for its exposed position and visual connection to the interior street and adjacent school, and for its interesting geometry. The space is an informal lounging area used for engaging in a variety of creative activities, and is hence a collaborative incubator. The informality and fl exibility of the space gives the occupant freedom to be creative and use the space in a variety of ways. The elements of the space include timber benches that are coherent with the interior geometry of the space and seating that can be moved around in a variety of ways. The occupant can create a group setting, or students can lie down and work on a project. A unique and visually intriguing feature of the space is the exposed timber-framed bay windows that jut out from the interior. This element promotes the idea of open communication by creating visual connections with the adjacent school and the interior street. This bay window facilitates a small space for students to sit or lie and work on. It enables students to keep an eye on each other and observe and learn from each other. The space makes room for up to four people. The space also provides visual interest for on-lookers from the adjacent primary school. This discrete, small viewing point thereby maintains aspects of curiosity, discovery and privacy between the two schools by providing glimpses of activities without revealing the entire contents of the interior.

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interior perspective creative thinking pod space 1

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interior perspective creative thinking pod space 2

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stage 9: Hereford Street front elevation

Similar to the southern end, the unhinging of the building opens up the interior street to the public. The height of the building clearly defi nes the dynamic interconnected relationship between the two schools. It creates a darkened and more enclosed interior entry to defi ne the more private sector of the building. The unhinging process opens up this creative interconnected way of learning to the public.

At the west side of the building, the primary school end sits within its surrounding context by plugging into and following the boundary line of the existing storefront to allow for a pristine looking exterior. The east side of the Unlimited Paenga Tawhiti end is more exposed to the surrounding context, where the exterior of the joint components have subtle moments of protrusions that connect to the surrounding context. This is subtler than the interior, which maintains over sheer vertical lines that accentuate the condition created by the interior entry. The north façade is similar, but comprised of smaller openings: a less transparent or porous facade for a more private end. The façade exposes the unique volumes of split-levels between diff erent program functions. This is achieved by creating a façade that exposes the fl oor plates as part of the overall joinery detail. The scale and proportions of the openings and viewing shafts of the façade vary according to the assigned program of the interior space. More private spaces on the outward facing end of each school have more intricate, smaller windows for dedicated spaces, such as meeting rooms or seminar rooms. The less private homebases toward the middle have larger openings, creating more porosity and transparency between the space and the exterior environment. The façade is an example of an intermediate, fi ltering space moving forward from the fl at timber-like glazed facades. The north eastern elevation reveals alternating ways of viewing the façade, where the right side appears more fl at and the left side reveals the 3-dimensionality and more spatial intermediate

view point of hereford street north eastern elevation

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fi ltering space of the façade.

displaying learning/ façade detailMoveable walls or pivoting doors and windows are used as part of the facade to display learning to the public and create a sense of interactivity. They also provide learners with the fl exibility to have more discrete visual connections with the public. Systems of display, pivoting doors and windows on the ground fl oor of the façade create opportunities to interact with the façade and display learning to the public. These doors have systems of interaction, such as screens to display students’ work or to act as a teaching tool for the public and the school. Students are able to display their work to passers-by and the school can advertise the creative learning style to the public. This defi nes the private Hereford street front as a learning front and an educational tool instead of the previous storefront on the southern end.

Crafted from Japanese cypress, the façade adapts traditional joinery techniques where CNC cutters are used to join the timber pieces. The connection system of the façade adapts traditional Japanese joinery techniques where the vertical timber wedges combine with wooden oak plugs that connect every two pieces in the horizontal. Tabled spliced joints can be seen both at the top and the side of every element. Stainless steel rods and long bolts keep all the timber pieces working together. This serves as a showcase to demonstrate the possibilities of wood as an urban construction material. The façade joinery provides an introduction for enabling the public to get an idea of where the initial concept for the building came from.

The main structure of the façade is reinforced concrete vertical members that are part of the composition of the façade. Coherent with the timber, the concrete is a cast cedar formwork maintaining the scale and grain of the timber. The introduction of vertical precast timber concrete slabs to the façade provides a natural contrast to the timber while creating rhythm to the composed façade.

The timber elements themselves are formed in 700 by 700 mm sections of lumber and are used in composite panel to create the distinctive cubic porches. Each element is cut according to the scale of the program and the level of privacy: the more public and transparent the program, the bigger the opening. The more private spaces require more intricate pieces and smaller. The porches allow breeze to enter while shutting out strong sunlight. The design focuses on creating spatial continuity with the use of layering and natural light.

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hereford street north eastern elevation

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perspective of facade detial

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long section c c” The long Section through the Unlimited school reveals the alternating interior spaces throughout the building and an elevation of the joint elements of the primary school. The long horizontality of the building is made apparent by the narrative or journey through the sequence of stages that underpins the project. The multiple shifts in plane and volume and the terracing in plan and section through the exterior and interior of the building is a clear result of the careful consideration of the journey’s principle narrative. Lighting clearly accentuates the dynamic interconnected geometry of the architecture.

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security It is envisaged that the building would be highly secured, with security guards and gates. The library and auditorium would be the only programs open at night with 24 hour access. Gates are also used where necessary to create a secure environment for children. Younger children would occupy the higher levels to ensure safety from the exposed interior street. Creating a particular space for children ensures they do not get lost and are able to fi nd their way through the building.

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Overall building perspective through learning street A perspective view towards the southern end highlights the coherent and seamless nature of the building, from detail to material to form and furniture. These aspects or elements of the building have been carefully considered and articulated to create a series of stimulating, inviting and playful experiences throughout the building sequence. At the same time they are intended to make one feel at ease while simultaneously encapsulating the schools’ philosophy of discovery learning.

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end notes

1 Design Daily Team, “Group forms to revitalize and preserve Christchurch’s historical High Street precinct”. Idealog IN THE IDEAS BUSINESS, Accessed July 7, 2013. http://www.idealog.co.nz/blog/2011/06/group-forms-revitalise-and-preserve-christchurchs-2 Braganza, Rex. “Future Christchurch: People First”. Masters of Architecture thesis, University of Auckland, 2014.3 ibid.4 ibid.5 ibid.6 ibid.

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The recovery of Christchurch city provides a fresh opportunity to restructure education and embed it within the heart of the rebuilt. In turn, this can have the eff ect of diversifying and revitalising the city. The potential viability of placing education at the forefront of the Christchurch rebuild is considered and demonstrated from the perspective of two existing and unique schools, Unlimited Paenga Tawhiti and Discovery 1. Both schools share a creative learning philosophy driven by interconnected community based systems. Furthermore, the imposed merger of these schools makes them ideal candidates for the demonstration. The design gives emphasis on the needs and priorities of these schools to employ a well-suited strategy that refocuses the recovery process and places prominence on education within the blueprint plan. Through the integration of a learning centre at the heart of the city, the design provides socially sustainability and injects a new meaningful identity to Christchurch, the learning city.

A system has been designed that addresses the issues of the recovery to fi nd ways to infl uence the rebuild. The solution facilitates complex human interactions and relationships and aims to be adaptable to environmental and social changes. Further, it intends to help schools in Christchurch that have been aff ected by the damage and the imposed mergers to foresee the potentially hidden opportunities within and fi nd comfort from the perspective of becoming part of the wider community.

The intention of the design was to achieve an innovative architectural solution for the imposed merger of the two schools. The thesis, through exploration and design has defi ned the existing architectural opportunities to enable merging of the schools via the rebuild with the hopes of improving learning outcomes through the cooperation of various year groups. An advantage of the designed system is it provides a smooth transition between diff erent year groups. Crossovers can occur at any certain stage of the sequence, visually and/or physically, to allow students to learn from each other, but at

the same time each school can operate independently and maintain its own integrity. This creates a learning community that complements the ‘on demand’ creative learning philosophy. Although merging of the schools may result in such benefi ts, the design also admits there may be certain other challenges associated with the merger and it is not the intention of this design to provide proof of improvement to learning outcomes. However, as mentioned above it is intended to provide hope and comfort to the schools aff ected by the imposed mergers in Christchurch by them giving a new and fresh perspective on this restriction.

Research has highlighted the benefi ts of embedding education and adding prominence to it in the rebuild process. Roy Strickland’s ‘city of learning’ concept (COL) demonstrated the benefi ts of this notion for both the community and the schools. Two alternative strategies were thus proposed for integrating the school’s philosophy and brief into the Christchurch blueprint plan to put education at the forefront of the rebuild. The fi rst viewed the school as a missing anchor project that will create of a central main hub for the remaining anchor projects, and the second involved the infi ltration of education within the proposed anchor projects. The fi rst strategy was chosen as the more attractive approach due to the creation of a safe and familiar workplace for both primary and secondary students and its synergy with the transport corridor proposed by Braganza in Volume 4.2 of the Future Christchurch Series, for engaging the public realm. Future development may then focus on executing the infi ltration strategy to create satellites, orbiting the existing main hub.

Research, involving several engagements with the Unlimited Paenga Tawhiti and Discovery 1 schools, also revealed a set of prioritisations for the design to enable the rebuild of a learning city using the notion of creative learning. This included: reinstating the location of the schools into the central city to directly engage the public, creating an enabling strategy where two year levels are combined into a single level to permit cross-over, opening up the schools’ philosophy to the

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conclusion

community through visual and physical interconnectivity, providing adaptable and fl exible spaces to enable interdisciplinary on demand and on-going learning, housing several learning environments, and linking project based, creative learning to accommodate diff erent learning contexts.

Architectural strategies to merge the schools with the public realm and integrate the notion of lifelong learning were explored. Japanese joinery, becoming the central strategy, allowed for the threading of revealed set of prioritisations and provided the following design constraints: response to the site and incorporation of a public learning street, interlocking of the public and private realms, interlocking the Unlimited Paenga tawhiti school and Discovery 1 to merge the schools, and interlocking spaces and programs to accommodate project based learning and integrate the notion of life-long learning. The notion of Japanese joinery was utilised to separate this project from others and avoid repetition. It was used as a unique strategy, linking itself to the school’s philosophy of discovery learning. This helped set up rules and constraints, a “disciplined play” to create a unique solution specifi c to the context and needs of the schools and the community.

Japanese joinery has thus been used as a conceptual starting point to organise the school. The designed system shows the potential viability of linking the public and private realms by creating visually and physically interconnected spaces and by opening up education to the wider community. The building, conceived as a joint, opens up to the community by creating an interior street that unhinges to present the new creative learning process to the public, responding positively to the revitalisation of the city. This is in contrast to closed systems previously presented by the Unlimited Paenga tawhiti school’s Hallenstines building.

Theory demonstrated the importance of place and the need to integrate a virtual infrastructure. With this and the above in mind,

the proposed design demonstrates the importance of the function and location of the open library and its diurnal qualities, giving learning accessibility during day and night. As the largest joint of connectivity, both physically and virtually, the library is the hub that connects the schools, the public and the individuals to the city and the rest of the world. The library’s placement and height creates visual connections to the square and Christchurch city. Its prominent placement at the centre of the building marks the heart of the city, resembling the missing anchor for the remaining anchor projects. The library’s placement exemplifi es the rebuild’s main focus of creating a city of learning and has demonstrated that idea of integrating amenities into the notion of lifelong learning.

Theory also demonstrated that schools should articulate both a paratypical and a prototypical approach, as inspired by Herman Hertzberger. The paratype perspective addressing the context and specifi cs of the site and the needs of the school, while the prototypical design addressing fl exibility and adaptability to changes that may occur over time. The design of the new Unlimited Discovery Learning Centre incorporates both aspects of paratype and prototype. The paratype theme is demonstrated through the gesture of re-instating the laneway into a learning street which contributes to creating a new identity for the city, while responding to the history of the site and Christchurch. It also refl ects the unique set of rules for the designed system based on the schools priorities and brief. Combining the prototype theme resulted in a modular design that is fl exible and versatile in nature. This allows for the system to be applied and multiplied into other areas of Christchurch while still allowing some fl exibility for customisation to the specifi cs of the context, site, community and the needs of the city. Multiplicity of concept can thus be envisaged from this design. Future

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chapters of this work can consider the implementation of similar designs in satellite environments, through replication of a standard form provided by the mother learning centre at the heart of the city that is morphed or transformed to respond to the surrounding context. The next stage of the research would be to defi ne a set of rules for the process of infi ltration to plug these learning centres into other anchor projects or existing buildings. It is envisaged that each anchor would have its own paratype and respond to its own identity in relation to the associated specialisation or facility and its own surrounding context. It will embody aspects of proptype by leaving room for fl exibility and the ability to adapt to change that may occur over time. Expanding this model throughout the whole of Christchurch would create the envisaged learning city.

The graphics used is not just geared for the delivery of this thesis but it is also intended to provide a catalyst for stimulating thought centred around play, discovery and creativity. Such thought supplements and supports the school’s new identity and provides a medium for implementing marketing or publicity of the school.

In response to the recovery, this thesis proposes a way of opening up education to the surrounding context and wider community. It provides a new way of dealing with the merger issue that has been imposed on schools in Christchurch. The proposed design aims to encourage new ways of approaching the recovery from a learning perspective. The thesis demonstrates an opportunity that has emerged from the crises, in this case an opportunity to rebuild and create an innovative learning culture that contributes to the city’s new identity, the learning city.

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Figure 23: fi nal exhibition presentation. photograph taken by author.

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appendix

transcript:interview with Alastair Wells, co-director at Unlimited Paenga Tawhiti May 9 2013

Sarah: what does Unlimited Paenga Tawhiti mean?

Alastair: “borderless boundaries, endless horizons and limitless possibilities”

Sarah:

Alastair: The argument is that learning has to be real. It is based on everyone everywhere is always going to be learning and in the changing world. How do you prepare kids in secondary school for that situation? How do you provide them with the kind of portable skills, which enable them to be able to relate or to ensure that they are able to feel good about knowing that they can � nd information, knowing that they can solve problems and build relationships because they can be changing all the time? As well as the way in which they work. Even a commercial building is a learning environment. So wherever people are, does learning have to be restricted to a university or a school? The main Argument is that learning is ubiquitous.

Sarah: what do you mean by ‘real learning’?

Alastair: ”Real learning is about concretisation of learned concepts. In other words we re� ne our judgements and our consciousness based on the conversations we have or the things we do whereas as compared to keeping everything in cognitive thought. It is about activity; it’s about meeting and talking. Even if it’s online it’s about those interactive discourses that we have that actually helps us as human beings to form an improved set of values.”

Sarah: what is your view on the merger between Unlimited Paenga Tawhiti and Discovery One?

Alastair: What is important is that we try and continue to challenge that paradigm where we have the level structure containing our students learning. You’re only learning in year 9 here for the whole year and if kids are better than year nine what gives them the opportunity to actually move forward?

Sarah: Why the city? Why not a school in the suburbs?

Alastair: How the city works for the school in the way in which the students learn. How our students utilise the commercial world, as their learning environment is really essential otherwise you don’t get that reality associated with authentic learning. That is our need to be part of the central city because it’s a matter of having access to transport links, which enables students to levitate and move. The central city allows the students to spring board into other areas where as here it’s harder to get from here to a business, or a learning opportunity that could be in the other side of the city. A central hub means that you can actually easily take transport, to di� erent places. For ease of movement- making learning accessible.

Sarah: What do you think about integrating life long learning with the proposed anchor projects?

Alastair: The real performance centre- the real arts centre, the real industry. Why build buildings that are hardly going to be used or inhabited? Using resources to their maximum then the buildings are going to be more sustainable- Socially sustainable.

Sarah: why is education important to the Christchurch rebuild?

Alastair: Change and times of uncertainty and all those sorts of things are always going to be part of our future. I think one of the things that if any city has the opportunity to rebuild itself, then I think we’ve got to think how can we support people who are unemployed at certain

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times of their lives? Or how can we provide learning opportunities for our students, our young people that enable them to be able to survive better in a world where it is going to be constantly changing. I � rmly believe that education and learning and learning facilities will probably be important for the future for people who want to retrain, to adapt, to modify their pathways”.

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“A MODEL FOR INTEGRATED SCHOOL-COMMUNITY PLANNING: ROY STRICKLAND’S “CITY OF LEARNING” STRATEGY”. SCHOOL FOR REAL: A SCHOOL DESIGN BLOG, 2014. http://schoolforreal.wordpress.com/2010/11/04/a-model-for-integrated-school-community-planning-roy-stricklands-city-of-learning-strategy.

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Canterbury Earthquake Recovery Authority (2012). Central City Recovery Plan. Christchurch: Canterbury Earthquake Recovery Authority. Accessed July 7 2013. http://ccdu.govt.nz/sites/ccdu.govt.nz/fi les/documents/christchurch-central-recovery-plan.pdf.

“Center on International Education Benchmarking Learning from the World’s High Performing Education Systems.” NCEE National Center on Education and the Economy. Accessed July 7, 2013. http://www.ncee.org/programs-affi liates/center-on-international-education-benchmarking/top-performing-countries/fi nland-overview/.

Conner, Dr Lindsey and McBain, Sue. “New Zealand Learning Discovery Trust Schools: Discovery 1 and Unlimited Paenga Tawhiti”. A report prepared for the OECD’s Innovative Learning Environments project by The University of Canterbury, 2010.

Design Daily Team, “Group forms to revitalize and preserve Christchurch’s historical High Street precinct”. Idealog IN THE IDEAS BUSINESS, Accessed July 7, 2013. http://www.idealog.co.nz/blog/2011/06/group-forms-revitalise-and-preserve-christchurchs-

OWP/P Architects, Dewey, John. Quoted in Pigozzi, O’Donnell

Wicklund and Petereson, Architects Inc. The third teacher: 79 ways you can use design to transform teaching & learning. New York: Abrams, 2010.

Dudek, Mark. Architecture of Schools the New Learning Environments. Oxford; Boston: Architectural Press, 2000.Banks, Emma. Teen Refl ections on Education. United States: Xlibris, 2010.

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V4.3Sarah Al-Anbuky

FUTURE CHRISTCHURCH V4.3the learning city: schools as agents for urban revitilisation in Christchurch

Sarah Al-Anbuky

the learning city: schools as agents for urban revitilisation in Christchurch

The recovery of Christchurch provides an institutional opportunity to revitalise and diversify the city. The thesis

proposes to refocus the recovery process by placing education at the forefront of the rebuild. Integrating education at

the Centre of the anchor projects can help to expand the overall purpose of the rebuild and reinvent the city’s personal

identity. Here, the imposed merger of two existing schools is utilized to play a leading role in the revitalization of the

city. The two schools were chosen for their interconnected-community based systems and creative learning philoso

phies. Much attention has been given to the needs and priorities of these two schools in the design to employ a strategy

that refocuses the recovery process.

Appropriate architectural strategies and principles are used to provide systematic integration of the merged school at

the heart of the anchor projects and to promote a socially sustainable life-long learning system. Japanese joinery is used

as a conceptually strategic architectural response to organize the school. The potential viability of linking the two

schools with public and private realms is achieved by creating visually and physically interconnected spaces. The

school’s design responds to the context and specifics of the site and the needs of the school but also maintains flexibil

ity and adaptability to changes that may occur over time. Finally, the creation of life-long learning is achieved through

the expansion of a virtual learning infrastructure to the wider community through the school’s physical design.

The designed system shows the potential viability of linking the two schools and public and private realms. It also dem

onstrates that there is a very viable opportunity to integrate education into the rebuild process for Christchurch city,

and presents suggestions for expanding the concepts discussed to infiltrate the entire city in a similar manner.

Documents

Future Christchurch V4.3 The Learning City