M.arch Design Thesis 2013

8/14/2019 M.arch Design Thesis 2013

1/123

whole schoolwholeschool

hi im little stacy jane


2/123

URBAN WHOLE LEARNING

DAISY XU

DESIGN THESIS 2013

Master of Architecture

The University of Melbourne


3/123

thanks goes to my supervisor Dominique Hes,Ben Cleveland,

& Rob Nerlich and Kate McMahon

Foreword

An interest in schools have always intrigued me, and I'm glad I can finish my

own educational journey on a relfective and evaluative end of the beginning.


4/123


5/123


6/123


7/123

conenWHOLE SCHOOL

CASE STUDIES

SUSTAINABILITY

DESIGN PROCESS

SITE

URBAN STRATEGY

QVM URBAN WHOLE SCHOOL

01

02

03

04

EVALUATION

21st CENTURY

SCHOOLS

its starting! its starting!!

13

33

43

51

61

83

97

103

111

119


8/123

10


9/123


10/123

12


11/123

QVM URBAN WHOLE SCHOOLLet colour into your life, let it educate you,

Let colour into your life, let it organise you,

Let colour into your life, let it humour you,

Let colour into your life, let it give you variety,

Let colour into your life, your let it consume you,

Let colour into your life, let it colour YOU

13


12/123

PROJECT

Project: Primary School with Community and Recreational Facilities

Site: Queen Victoria Market (Carpark + Franklin Street Stores)

Goal: Revitalise and Regenerate current site within Urban framework

14


13/123


14/123

PROCESS

The project is informed by four major areas of exploration:

01 21st Century What makes 21st century society unique?

02 Whole School What are the concepts of Whole School that are adopted?

03 Urban Strategy How can the project be contextualised within the existing urban fabric

04 Sustainability How can the design become a renegerative process for future-proofi ng education and the natural envrionment?

16


15/123

03 URBAN STRATEGY

04 SUSTAINABILITY

21ST CENTURY 01

WHOLE SCHOOL 02

17


16/123

01

school placementschool is placed centrally on the site

02

elevation of school plane /

creating greenscape planeelevation of program creating natural secure

child-friendly environment

03

insertion of art

interconnected with schoolart-integration plugged into school

environment

04

plug in recreationinsert of leisure recreational program

tucked under elevated plane

05

a) create central school

playground atriumcreation of central circulation play space

b) contoured landscapecontoured landscape connecting ground

datum to new elevated urban leisure park

18


17/123

rde s

OA


18/123

BRIEF

The entire project is encompassed within 4 parts:

01 School What boundaries should a school encompass, where can it be opened up?

02 Community How accessible are facilities to the public?

03 Urban Park How to bring in a density of activity within open areas?

04 Recreation How can sports and leisure activate the site?

The opportunity here is to explore the limits in which each of these functions can be stretched and meshed into a new urban typology.

20


19/123

ARTS INFILL

PROJECT BRIEF

natural

environment

DRAMA

ART

utilities

YR1

EXPERIMENTAL

LEARNING

ENVIRONMENT

YR2

YR3

YR4

YR5

YR6

LITERACY

DANCE

MUSIC

art studio 70sqm

wet area 20sqm

workshop artist 25sqm

utilities 15sqm

~40sqm rooms (2x)

WC + storage

utilitiesWC + storage

~40sqm rooms (2x)~20sqm rooms (4x)

stage + seats 60sqm

storage 20sqm

practice room 40sqm

utitlies 15 sqm

MM NITY H

ACTIVE HUB

artist studio/workshop 20sqm

exhibition hall 50sqm

conference room 20sqm

multi-purpose room 35sqm

utilities 20sqm

swimming pool 100sqm

changing rooms 20sqm

multi-purpose (sports hall) 70sqm

reading area~30sqm

library 40sqm

study 15sqm

performance 20sqm

utitlies 15sqm

central playground

vegetable gardenoutdoor learning

dance hall 100sqm

changing rooms 20sqm

music area ~45sqm (2x)

storage 10sqm

tech area 15sqm

utilities 15sqm

URBAN PARK

MARKETEXISTING

21


20/123

1

02

0304

05

0607

08

12

13

14

15 16

22

2

MARKE

FRANKLIN STREET

PEELSTRE

ET

17

1

0011

5M10M

01 reception

02 ultipurposecommunitycemingling spa

0 l i iumlearning atri library

06 aceexhibition spe spaceormal theatr

08 shopth atre work09 art orksho10 hopmusici works11 hopdance work2 recreation centrer

13 pooll commercial craft shopsii ll

15 eco learning rooml

16 shipping container vege patchesii17 possible market/cooking learning18 covered parking (2 levels))i19 school drop off zone20 external playground1 greenscape pedestrian street

lvl 1 floor plan 1:500

C

C

22


21/123

((ppeddesstttrrian

102

04

0500

0

08091112

13

144

1

15

17

18

119

2010

01 mingling area

learning/play atrium03 library underrrrr theatrette

05 school hallway/retreat areas06 school commune spaces

external covered commune space08 school drama workshop

school art workshop10 maini stairs1 schoolll music workshoplll2 scho loll dance workshoplllll

13 workshop spill green space greenscape play arear

15 pool roofl

16 recreatiional areaiii17 void18 vegetable patch

transitional grreen arearrr20 olal r panels on exhiiibiiition roofiii iiilll

lvl 2 oor plan 1:5005M

0

C

C

23


22/123

SE

CTIONA-A

SECTIONB-B

SECTIONC-C

smell

see

taste

touch

sound

EXPERIENCE THROUGH THE 5 SENSES

We are most interactive and engaged with anenvironment when it tickles each of our 5 sensesare appropriate times. Behaviours becomes affluent,promoting natural changes to take place.

(refer to pg 93)

Central Play Forecourt

elements such as fl owers,feel of grasss and sand,fruit trees are positiveregenerative aspectstowards healthy growthand education

24


23/123

5M10M

25


24/123

RL 1.0

RL1.0

RRLL11.00

RRLLL000...000

RLL00..00

L0..0

2..

RL 1.0RL3.

.0RL

.

RL 6.0

8.0

RL8.0RL 3.0 RL2.0

RL 8.0

RL 77..00

RL6.0

RL5.0VOIDRL 2.0 under

RRLL 44..0GGRREEEENN SSLLOOPPEERLL00..0 --44..00

RRLL8..0

RL 2.0

5M 10M

SCHOOL PLAN 1:200

011

111112

34

02

0308

09

1015 14

14

14

17

18

1920

29303132

33

02

1

22

23

2244

288

26

227

25

16

05

13

0405

607

6

6

01 main entry02 lobby03 ecepton04 staff area05 WC06 to-hir ultip rpose ooms07 ultip rpose halll08 itchenettte09 assembly/pay area10 sunken lay arreae11 outdoo sandpitplay area

12 amphitth atrre rea13 ndesid /outt ide oriddoorr14 ll ing/g e115 coverer a ph tte tre116 iibrary117 ift

18 conference/learning area19 comunal learning area20 year lev l retreat spaces21 formal teachin a rea22 move ent wave233 leis re space244 outdoor learning arrea(p ivate)255 recrreation terrace( asketballcouurt)266 eco gree waw ll tube

727 urban greeen ark28 partr sgree park29 sc ool heattrrehub

30 ssc ool rts o kkshopps31 sc ool susi rrks oops32 oo lol33 s ill utt ar t s a ess34 courtyard

A A

26


25/123

TRANSITIONSERVICES AND

KITCHENETTE/CATERING

STORAGEMAINTENENCE STORAGE AREA

LEARNING ATRIUMEXPLORATIVE AND

MULTIPURPOSE LEARNING AREA

LIRBARYPUBLIC AND SCHOOL LIBRARY

MAIN MARKETWALKWAYNORTH-SOUTH WALKWAY

SPORTS FACILITY

SPORTS FACILITY WITH SPORTSCOURTS AND MULTIPURPOSE

ROOMS

CARPARKING100 CARPARKING SPACES

ADMINISTRATIONRECEPTION, SCHOOL STAFF ROOM,

COMMUNITY OFFICE, TO-HIRE

COMMUNITY ROOMS

SUNKEN PLAYCOURTGRADED RECYCLED

RUBBER FLOORING

FORMAL ARTS EXHIBITIONPERMANENT MEMORIAL GALLERY

AND THEATRES

LEARNING STEPSCOLOUR BLOCKING STEPS

ENCOURAGING PLAY,

EXPLORE, TEACH AND LEARN

THEATRESDEDICATED TEACHING

AREAS FOR INTER

ART WORKSHOPSDEDICATED ART WORKSHOPS

FOR ART, DRAMA, MUSIC AND

DANCE

URBAN PARKRAISED URBAN LEISURE

AND RECREATION PARK

SECTION AA 1:200

smell

see

taste

touch

sound

smell

see

taste

touch

sound

smell

see

taste

touch

sound

27


26/123

smell

see

tast

e

touch

sound

Urban Parkgreenery, fl owers plants,playgrounds, seating,fruit trees, wind chimesare all learning tools andelements which makeshealthy learning andliving

28


27/123


28/123

MONDAY

MORNING

EARLY AFTERNOON

LATE AFTERNOON

EVENING

TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

WEEKDAY

WEEK

END

S01

S03

04

02

ADMI ISTRATION+MULTIPURPOSE

LERN

ING

TRIUM

SCHOOL

POOL PEELS REET

QUEENSTREET

FRAN

KLIN

STREET

MARKET

WOR

SHOPS

MARKE

LIBR

ARY

SPORTSCENTER

URBANPARK

URBANPARK

GREENTERRACES

XTERNALLAND-SCAPEDSTEPS

ART

GAR

LLERY

ANDEXHIBIT

ION

WORKS

OP+ARTIS

T

INRESIDEN

TCESCHOOL (Mon-Fri 8.30am - 3.30pm)

Artist in Residence (private access) + Workshops (scheduled hours)

Public Recreation Facilities

Free Public Access

Administration + Multi-purpose Rooms

Market Trading hours + Wednesday Night Market (activity spill onto site)

Saturday Craft Trading Market + children activities

Sunday Family Craft Market

Inactive

030330


29/123

SCHOOL LEARNING ATRIUM

SCHOOL ART WORKSHOPS SCHOOL URBAN PLAYGROUND CRAFT MARKET WEEKENDS

drama/dance workshops

individual music lessons

parents drop off

children in pairs

recreation

recreation

play

market

outdoorperformances

top level restricted access during schoolhrs, public access otherwise.

dedicated school art workshops

mingling transition space for schooldropoff, and events

public recreaton urban park andlandscaped seating for events

weekend family days on the site,public spaces are open for use

Market users spills over to play and learning urban areas.

WEEKEND USE:

Library is OPEN

Sports Facilities OPEN

Pool is OPEN

Art Gallaries are OPEN

Theatres on PLAY

Artist in ResidenceSHOWCASE

play

outdoorlearning

public urban parkvegetable patches and foodproductive classes

eco-learning room

market learning spacescooking classrooms, movable classrooms,space cleared for undercover recreationalcourts during inactive market days.

SITE ACTIVATION

04 MARKET DAY SCENARIO

ARTIST IN RESIDENCE PUBLIC POOLground level 24/7 artist in residence.first level school workshop, artistworkshop afterhours.

public pool with teach facilities

public swimming

pool classes

method drama classes

professionalartist studios

administration information centreschool and community staff reception + communityto hire out multipurpose meeting rooms

Sports Facilityrecreation center with 2basketball sized courts,changing room amenitiesand meeting rooms

02 WEEK NIGHT SCENARIO1 WEEKDAY SCENARIO

dance workshops

PUBLIC GALLERY AND THEATREpermanent exhibition of the exhumedcemetery memorial

theatre companyplays

Student Exhibitions /Event SpacesThe learning atrium is opened tothe public for public use, such asexhibitions, events and or publicplay areas.

PUBLIC LIBRARYFulltime public library, shared withschool resources

03 FRIDAY SCENARIO

~~~~~~

~~~~~~

~~~~~~

~~~~~~

~~~~~~

~~~~~~

~~~~~~

collaborative artworkshops

31


30/123

32


31/123

21st CENTURY33


32/123


33/123

4 TECHNOLOGICAL

ADVANCEMENT

1 GLOBALISATION

3 GLOBAL WARMING

2 SOCIAL/CULTURAL

CHANGE

5 URBANISATION

5 URBANISA ION IMAGE > ACCESSED 18.09.2013 L > 1 . . 1

3 GLOBAL WARMING > ACCESSED 18.09.20132 SOCIAL/CUL URAL > ACCESSED 18.09.20131 GLOBALISA ION IMAGE > ACCESSED 18/09/2013

35


34/123


35/123

mould creative free-thinking directional guidance diversify & specialise

mento

r

push creativity nuture

independence

independent

study

interdisciplinary

engageandmentor

be leaders

growth growth

group activities

teach

mentoring

mentoring

collaborate

collaborative + independent

rimary Institution Secondary Institution Tertiary Institution

evaluative process

year 10-12

free-learningfree-learning guided learning

e u a ona espan

rep - yr6 yr7-yr12 achelors & masters

r

THESIS FOCUS IMAGE BY AU HOR

2 ury37


36/123

21st CEN URY PEDAGOGY > ACCESSED 18.09.2013LEARNING PYRAMID > ACCESSED 18.09/2013

"this is their education, theirlearning and their future - theymust be involved in it"

~ educational origami

2 y38


37/123

means laugh out loud


38/123

HOLISTIC GOALS OF EDUCATIONAL FACILITY DESIGN

GOAL OF EDUCATION:reaching the whole learner

BODY (physical learning)

MIND (cognitive learning)

SPIRIT (emotional learning)

GOAL OF ARCHITECTURE (Vitruvius):designing the whole building

FIRMNESS (structure)

MIND (function)

SPIRIT (beauty)

environment

a part from a part of

Parallel learning environment images ineducation and architecture.

IMAGE

The image of thestudent

the image of theprofessional

the image of thecotent

the image of theprocess

the image of

society's role& physicalenvironment

EDUCAT ION

learner

teacher

curriculum

teaching strategies

role of education

ARCHITECTURE

client/user

designer/architect

program for design

architectural designprocess

role of architecture

Taylor, Anne "Linking Architecture and Education: Sustainable Design of Learning Environment" University of New Mexico Press, China, 2009

2 tury40

e a billion years ago


39/123

w ol"Todays kindergarteners will be retiring in the year 2070. We have no idea what theworld will look in five years"

- 21st century learning

20th century learning such as Mary Featherston and concepts of Reggia Emelia schools in Italy

begins to focus on a rethinking of the 19th century, factory education model. With the failure of oldschool systems to accomodate the social, technological, environmental and cultural aspects of the21st century, where classrooms becomes to face inwards, away from the turmoil of war and disaster,the grey of industrialisation, the challenge of 21st century institutions is to rethink and explore thenew typological framework of education to encompass the exponential growth and speed of learningfrom children of today.

Sustainability is a key word in which one should associate with 21st century education. We neednot to design only for students of the present, but for the future. This doesn't mean to design so theproject lasts for the next 30 decades, but rather to design to allow for change to accomodate thesocial, cultural, technological advances of the future.

41


40/123

42


41/123


42/123

history miss, can i go out and playmiss, im tired

miss, i dont understandmiss, this is too hard

miss, i give up.

44

i wish i can travel back in timeand give them a hug this big (


43/123

historyinput

system

child care workforceprimary secondary tertiary output

education factoryproduction line

DIAGRAM BY AUTHOR

and give them a hug this big (

45


44/123

step

step 2

step 3

product ready for

material world

sequential moulding

through system structure

raw material

UNIT 1

UNIT 2

UNIT 3

graduationproduction lineladder

DIAGRAM BY AUTHOR

history46

youre funny


45/123

son: Mom, what do you want to be when yougrow up?

mom: I'm already grown up.

son: Oh I mean what do you want to be whenyou've already grown up?

CLIPART IMAGE >, ACCESSED 18.09.2013

47


46/123

are you keepingup

48


47/123

i vow not to create, but instead, nuturei vow not to feed, but instead, providei vow not to demand, but instead, promote free thinking

i vow not dscipline, but instead, to gently pushi vow not teach, but instead, mould

Whole Child Vowsour oath

49


48/123

50


49/123

WHOLE SCHOOL 51

woohoo!


50/123

whole schoolswhatsthat?

Whole school is an arts-intergrated school, with focus on a healthytransparent envirionment to enrich the body, spirit and mind. The aim isto create a culture of collation, a sense of community through increasedengagement in learning. This will prepare them for the 21st centuryworkforce.

communityhealth

opportunity

curiosity

playart-learning

BACKGROUNDIMAGE < < http://www.roshida.com/img/fck/image/Child%20drawing.JPG>>, ACCESSED 18.09.2013

52

a plan comes together


51/123

whole schplan of attack03 CONSIDERATIONS TO DESIGN AND PLANNING01 FACILITY AND SITEthe built environment should act as a learning tool, it should create a healthy environment, a beautiful

environment and a supportive environment for the children

02 EDUCATIONAL PROGRAMthe information and knowledge should encompass an overall and evaluative approach, we should

encourage free-thinkers and create frameworks to allow children to reach their full creative potential

03 ORGANIZATIONAL STRUCTUREcreating a social environment formed by creating a culture of collation and a sense of community.1. children 2. teacher 3. parents 4. society

53

oh! look this tree trunk (structural


52/123

whole schoolsfuture proofingSCHOOL AS CATALYST TO SUSTAINABLE CITIES01SITE CONNECT IVITY, ACCESSIBILITY, STORM WATER

02WATER INDOOR, PROCESS, IRRIGATION

03ENERGY MEASURE, VERIFY, RENEWABLES

04MATERIALS RECYCLED, REGIONAL, REDUCE, DIVERT WASTE

05INDOOR VENT ILAT ION, NON-TOXIC, DAYLIGHT, VIEWS living building challengeusing the living building challenge

as a guideline framework forsustainable building and design

= built environment as a teaching tool - THE THIRD TEACHERLIVING BUILDING CHALLENGE IMAGE >, ACCESSED 18.09

oh! look, this tree-trunk (structuralcolumn) is supporting the capony

(the roof) ~ transparency

54

y, crayons, pinkness


53/123

whole schoolARTS arts arts approach:learning with ART

MERCEDES BENZ, TWO SIDES OF THE BRAIN AD > ACCESSED 18.09.2013

how to create "a newlearning environment

consistent withthe cognitive and

expressive demands ofthe 21st century"??

~ (cookson, 2009)

55

understading


54/123

whole schoolsARTS INTEGRATIONwhat the Kennedy Center says: arts integration is an approach to teaching in which students construct and demostrateunderstanding through an art-form.

students engage in a creative process which connects an art form and another subject areaand meets evolving objects in both

gthe how & the what

what what?

Kennedy Center AR S EDGE > ACCESSED 18.09.2013

art ascurriculumart based

curriculum

artintergration

work together to form cohesivelearning environment

56

sooo pweerrrtyy


55/123

whole schoolsTHE ARTY STUFF so, it s ou d be co aborative.. transparent.. okay, and it needsto ave critica or ina researc ... a rig t... ND it needs to besc p nery... now you re a ng

art

da

nce

music

dram

a

dram

a

lit~ 5 main art groups which shouldbe integrated into the design

IMAGE BY AU HOR

- the art flower

57

friend and oure mn you re my r en ...


56/123

whole schoTHE PEOPLEbringing in a sense of community and management01 on-going professional development02 teacher support and network

03 leadership support and training

04 continused internal and external evulation

05 establishment of mentors with key groups

professionals from the different arts are invited as 'teaching artists'to strengthen the place of art asa core part of the curriculum. integration of arts in all subjects with aid from consultants and volunteers

collaboration with existing communitieswill be important with the new built schoolcommunity. the involvement should be transparent in the classroom with volunteers and teaching artists

58


57/123


58/123

60


59/123

CASE STUDIES 61


60/123


61/123

ase studies2major case studies are undertaken

01 Ashburton Primary School

02 Steiner School Melbourne Sophia Mundi Steiner School Rudolf Steiner School

63

In 2009, as part of the


62/123

00 , pAustralian Government'sBuilding the EducationRevolution, AshburtonPrimary planned afacilities upgrade andmodernization of theschool.

learning spacesinflucence both teachers,students thoughts, feelingsand behaviours, and

that person-environmentrelations can facilitiateor inhibit learning

Beliefs aboutlearning

Learning is a social processLearning needs to be

relevant, purposeful andauthentic

We all learn differentlyand at different rates

IMAGE BY AUTHOR

64

like drawing flowers, i like flowers


63/123

when a child is ready foreducation,

we treat their mindsas a blank canvas-ready to be coloured with

knowledge,we treat their spirit asfree- giving them achoice for growth, and

we treat their body assacred- giving no harmfor their well-being

MODALIT IES I I . . 1

65


64/123

es

PODS MAIN BUILDING

similar setup and schedule

Exploring Pod Connecting Pod Disovery Pod

Under the Sea Huckleberry Finn Science Atoms leading podmetaphors

aim

Explore Share Belong Retreat

PREP YR1 YR2 YR3 YR4 YR5 YR6

balance

more focus

less focus

yr3 yr6preptime

the process of planningcomes from finding the

right balance to allowgrowth in the movementforward66


65/123

TEACHERS CONSULTATION

PARENTS CONSULTATION BRIEF + FRAMEWORK

presentations

feedback & changes

ARCHITECT

CHILD CONSULTATION

STAGE ONE:

SYSTEM ANALYSIS

STAGE TWO:

FRAMEWORK DOCUMENT

STAGE THREE:

DESIGN DEVELOPMENT

esTREE

STREET

senior school (under construction)

POD 1

PREP

LIBRARY

POD 2

YR1

POD 3

YR

STAGE FOUR:

CONSTRUCTION

IMAGE BY AUTHORAshburton planning process

67

School Plan - Schematic Design Pod


66/123

@ November 2010

Each pod will ho use approx 80 - 90 students

with four teachers. Classrooms connect via

sliding door and the neighbourhood zoneshared learning s pace).

Each Neighbourood Zone will h ave a

l ibrary, furniture for small groups (think

restaurant booth) and nooks for pairedand independent activites.

At th e en d o f eac h Pod , t he re wi ll be

a tiered seating presentation area, two

acoustically sound withdrawal spaces,toilets, a wet area and a teacher office.

80-100 students in each pod, with 4-5 teachers and support staff.

Teacher is responsible for assessment and reporting. 30% of week separate, 70% together.

Ownshership of space - within each pod. Routine of day is split into two parts, refer to laterIMAGE BY ASHBURTON PRIMARY

68


67/123

i o ,

, o i , m

i i

es

IMAGE BY AUTHOR

trees!!

69


68/123

es

ig s,

p a s e o ate

or cs

IMAGE BY AUTHOR

70


69/123

es

tra ne our o d n /IMAGE BY AUTHOR

want to la hidean see

71


70/123


71/123

es

IMAGE BY AUTHOR

ffllexxiibblleewwaallll

uunits with slidingg

wwhiitteebbooaarrddddoooorrssaanndsstorraaggee

73


72/123

es

IMAGE BY AUTHOR

vvaarryyiinnggssppaacceess,,allowing foor

ddiifffferennt acctivvvities

owers n p n

74


73/123

A DAY IN THE PODMorning call

50mins class

Numeracy: class activity with hands

on activity, e.g. using wet area,

neighbourhood zone, class area

Specialist subjects, e.g. french, P.E.

Subjects outside of classroom.[integrated learning, only ever 2

groups left in pod at a time]

mornin

g

break

lunch

aftern

oon

es

IMAGE BY AUTHOR

75

Rudolf Steiner schoolin Warrenwood was thefirst steiner school inMelbourne. Located in


74/123

02 steiner schoolMel ou ne. Lo ted n

a natural landscapenext to the CollingwoodChildren's farm, theschool sits comfortablyin the green landscape

IMAGE BY AUTHOR

76

feel beautif when i dress in mn tutu. am a a ry


75/123

lnourishing the childs belief in goodness and beauty the child is a being of will of the senses. of imitation of imagination

Primary school is a time of adventure, discovery and delight.

The social and moral learning that takes place in childhood is asimportant as the academic

Awakening young people to their destiny

Education can be a process of growing in the light of truth and the warmth of acommunity dedicated to improving our world

RUDOLF STEINER SCHOOL, MELBOURNE > ACCSSED 18.09.2013

77


76/123

ies

IMAGE BY AUTHOR

o earthy!

use o ea artthyymmateriaallss,,aand

vernaccullaarr eessiiggn

78


77/123


78/123


79/123

let s take somemoment now

an reat e insome air... in...out... in... out...


80/123

82


81/123

SITE 83

SITEcity is where cars go vroom vroom

m ungry


82/123

SITE SELECT ION REQUIREMENTS: >> URBANISED AREA - EXIST ING BUILT OVER LAND

>> RELAT IVELY LARGE AREA MASSING

84

selection


83/123

QUEEN VICTORIA MARKET:

The site was chosen for it's potential. Specially the carpark on thesite measuring roughly 140 x 150m with 3 existing brick buildingson site. The site was once well known for it's vitality and bustlingenvironment, providing fresh produce as a source of substance forthe neighbourhood and wider context. Presently, the site is inactive,depreciating in value, and erroding away in inactivity.

The market is only operational for 4 out of 7 days a week, thereare food stalls with local produce, and merchandise sales. Thereis also a weekly night market, which sees the market at the mostliveliest moments each week.

The aim of choosing this site for building of a new urbanprimary school hopes to inject the site with vitality, glue together acloser sense of community, and provide satefy and attractiveness ofthe site to Melbourne city.

85


84/123

86


85/123


86/123


87/123

8 0 1 - 2 0 1 - 0 0 7 1

PARKVILLE


88/123

CARLTON

3053

MELBOURNE3000

PARKVILLE3052, 3010, 3050

WEST MELBOURNE

3003

NORTH MELBOURNE

3051

DOCKLANDS

3008

SOUTHBANK

3006

EAST MELBOURNE3002

90

8 0 1 - 2 0

1 - 0 0 7 1

Royal ParkROYAL GARDENSParkville, VIC 3052

Largest Melbourne parks covering

170 dectares. Place of relaxation and

sport in available facilities

Eucalypt forest, home to possums and

huge variety of birdlife including

rosellas wrens robins and birds of

CARLTON GARDENSParkville, VIC 3053

Designed for the Melbourne International

Exhibition 1880 world heritage listed


89/123

Carlton Gardens

Queen Victoria

Gardens

Treasury

Gardens

FlagstaffGardens

FLAGSTAFF GARDENSWest Melbourne, VIC 3003

Erected on hill location as signially

system between burgeoning town of

Melbourne and ships sailing i nto port.

Reserved as parklands since 1892

Eucalypts and Moreton Bay Figs,

avenues of Elm trees, bowling lawn,

rose beds, tennis courts, scuptures and

electric barbecues.

Close by: Flagstaff Train Station,

Melbourne CBD, Next to Queen

Victoria Market

rosellas, wrens, robins and birds of

prey.

Exhibition 1880, world heritage listed.

Features owerbeds, ornamental lakes,

elaborate fountains and mature European

trees that reect the changing seasons.

Gardens take Royal Exhibition Building,

Melbourne Museum, Carlton Garden

Tennis Courts, Childrens playground and

collection of Moreton Bay g trees.

Close by: Melbourne Central Train

Station, Cultural Lygon Street, MelbourneUniversity.

TREASURY GARDENSEast Melbourne, VIC 3002

Green edige with community events and

rallies held on site. Site features brushtail

possums.

Includes Robert Burns memorial,

ornamental pond with monument to

President John F Kennedy; memorial

statue of Sir William Clarke, and a large

embankment dotted with statues of

Victorian poli ticians.

Close by: Parliament Train Station,

Parliament House, Old Treasury buildings

and State ofces.

e

ss

il

91

8 0 1 - 2 0 1 - 0 0 7 1

1

2

3

RECREATION SPACES

1 North Melbourne Recreation Center

> Aquatic & Gynasium Facility + Sports Ground

2 Melbourne University Sports Ground

> Sports facility + Sports Ground

3 Carlton Baths Community Centre

> Health and Fitness, School Holiday Programs

4 Hardrock Rock Climbing

> Club, Course and School programs


90/123

52

3

9

4

56

7

8

1

6

4

7

76

5

4

2

3

1

8

5 Melbourne City Bath

> Massage, Health & Fitness, Pool

6 Flagstaff Gardens Tennis Courts

> Outdoor tennis courts

7 Ethihad Stadium

> Professional SPorts Ground

1 Queen Victoria Market

> Historial & Cultural Center

2 Multicultural Hub

> Local and Social Events

3 Community Clubs Association of Victoria

> Social Center

4 Life Activities Club Victoria

5 Association of Neighbourhood Houses & Learning

Centres

6 Ross House

7 Federation Square

> Cultural and Social Meeting Point

8 Southgate Arts & Leisure Precinct > Shopping Complex

9 Hub Melbourne

> Community Activities, School Activities

1 Queen Victoria Market

> Historial & Cultural Center

2 Melbourne University

> Tertiary Institution

3 Flagstaff Gardens > Historial location, Royal Exhibition Building,

Melbourne Museum, IMAX

4 Victoria State Library

> Historical Archives

5 Bourke Street

> Pedestrian Only Shopping Strip

6 Crown Casino

> Mixed Use Vincinity

7 Melbourne Aquarium

> Social Centre

COMMUNITY SPACES

CITY ATTRACTIONS

Melbo eur

entral

tation

outhern

ross

Station

orth

elbourne

tation

linders

tation

Parliament

tation

lagsta

tation

92

SITEsensorial study

l d h h l f h fi


91/123

VICTCTOORASTREEE

VICTCTORIASTREEE VICTCTORIASTREE

VICTORIAICTO STREETREES T

P

T

P

T

L S

E

E

R

SOUND TOUCH SMELL & TASTE SIGHT

MEDIOCRE

CHATTER

CALM

N I Y

emtional study through evaluation of the five senses

smell

see

taste

touch

sound

smell

see

taste

touch

sound

5 senses

taste, smell, sound, sight andtouch are all design elements, inwhich in most cases we ignoreand rather just focus on sight,sometimes touch. The naturalenvironment encompasses allthese into the most intense formof sensorial stimulation andengagement. 21st Century mustcome to realise that these tools

are opportunities for design wemust not ignore.

(left) current site intensity

regenerative site intensity (right)

93


92/123

8 0 1 - 2 0

1 - 0 0 7 1

CARLTON NORTH PRIMARY SCHOOLEnrolled: 273

State Score: 94

Top 2012 Public Primary School in Melbourne

CARLTON PRIMARY SCHOOLCommunity learning: homework club, Womens

sewing groups, playgrounds, parenting groups &mens groups

NORTH MELBOURNE PRIMARY

SCHOOL

Enrolled: 515

State overall score: 94


93/123

men s groups

CARLTON GARDENS

PRIMARY SCHOOLEnrolled: 260

12 grades

before and after school program1km

B FR

900m

2km

2.1k

mTop 2012 Public Primary School in Melbourne

95


94/123

96


95/123

URBAN STRATEGY 97

e uvena on ctora ar et may not exst wt n a eca e uness a

a or re eve opment occurs, says re-eecte or ayor o ert

oye... usness orce to r ng ts own pumps an water tan s

ue to ac o pum ng era un, ,

As a prominant and historical icon of Victoria, The QVM needs a

ajor upgrade and general rejuvenation of vitality on site. Any

evelopment on site needs to accommodate the vitality of the 21stntury without shadowing the prominance of the market.


96/123

ew ecrea on r an arew ur an recreat ona par . agsta gar en s an open green

pace w t stor ca prece ents, owever, t ony o ers s ow pace

esure actv tes suc as stro s an runs wt n, aso mosty actng

s direct circulation for Flagstaff train station. A new urban park will

ontrast this formal open green space with a hyper active leisure

pace for fast-paced users.

Closer Communityonnection with community and output. Creating a sense o

ommunty t roug recreaton, an actv tes wt n new recreaton

an communty u on ste.

New injection o li enectng a post ve c - ren y e ucatona envronment ocuse

n contemporary 21st century earnng. s w accompany t e

ommun ty u w c s mar et ocusse , t e ur an par as a

ren y open space, an t e recreatona u .

a m max mse an va ue new public resource

revitalise market site

ew ecrea tona u c r an a r built over

Retained 400 Carspaces(possibility of building extra level of 200-300 spaces, also possibility

of 400 more spaces underground under market - not in old

cemetery boundary)rc

oss e p ro uce a rm

Can collect rainwater

from market roofs

an collect Solar

Energy

chool

Ma

intain

en

tra

lN

-S

ed

es

tria

ns

pin

et

hroug

hs

ite

+b

ett

tion

to

Fran

klin

St

sto

res

conn

uldtoedgesofsite

1-2storeysalongedges

1-4storeys ncenterofsite

ommunity Hub

Recreation Hub

externa orm to e retane - erta e-

registrar), possible new raised roof

Better Access to

Flagstaff Gardensft

orebikegonsitearkin

acepublic sew

remove3

0carpark

spaces

and

kerbso

nmar

edareaBu

ildOve

r

No

ise

Barr

ier

r

98


97/123

CP

CP

CP

(under)

BS

S

CP

er)(un

ped

es

tr

ian

ur anpark

arket

pedestrian

N-

Spa

t

school

art

artcar access

new pedestrian paths

market paths

internal school path

car access

bike shed under

CP

BS

99


98/123

ESIGN


99/123

ESIGNinformationoverload*faints*


100/123


101/123

SUSTAINABILITY 103


102/123


103/123

materiality


104/123

daisy

xu

4271874

Plastic | MINIWIZ TAIPEI PAVILION | MA

TAIPEI PAVILION PROJECT

MINIWIZ SUSTINABLE ENERGY DEVELOPMENTARCHITECT

TAIPEI, ASIA SITE2009YEAR

100,000 tonnes of polyethylene terephthalate (PET) CONSTRUCTION

100% RECYCLED FACADE SITUATION

RECYCLINGCONCEPT

Consolidated BIPV

+LED lighting

UV / Water proof

sheet/ re proof

Interlocking Honey Cone air

pocket insulation R value=12

MINIWIZ POLLIBRICK > ACCESSED 18.09.2013ALL HANDRAWN DE AILS BY AU HOR

106

100% recycled


105/123

MINIWIZ POLLIBRICK > ACCESSED 18.09.2013

107


106/123

SOCIAL SUSTAINABILITY

At fi rst glance, sustainability and pleasure seem at odds. Green practices

are commonly thought to involve an almost puritanical restriction of pleasures:

shivering in frosty interiors to save on energy consumption, forgoing exotic foods

in favour of homegrown staples, or walking weary miles to work rather than

riding in comfort in a car. Surely green living describes an ascetic rather thanaesthetic lifestyle. Beyond the satisfaction of feeling virtuous, what pleasres,

what sensory enjoyments might living in a sustainable city offer?

~ Boon Lay Ong

BOON LAY ONG, "Beyond Environmental Comfort", Routledge, New York, USA, 2013

108


107/123

109


108/123

110


109/123


110/123

DESIGN PROCESS 01 HUMAN EXPERIENCES

02 IMMEDIATE PHYSICAL ENVIRONMENT 03 WIDER PHYSICAL LEARNING ENVIRONMENT

04 DESIGN RAT IONALE112

process

1. bright, lots of space, hard floor, see yourself, needmusic equipment, loud

2. stereo, hard flooring, mirror, large spacious room,windows - natural light, acoustic walls

dance studio

that flower isnt ink. i like oumore t s p n

- cheeky


111/123

art

da

nce

music

drama

drama

lit

process 3. sheltered, outside dancing area - consider flooingand undercover4. accessibility to school and community

1. to draw, to paint, to play with materials, movearound freely, allow nature to inspire, quiet

2. wet area, dirty floor, storage, equipment, tables,chairs

3. sheltered, natural light, open to outside studio,

large space4. accessibility to school and community

1. sing, hear, to play instruments, play alone, playtogether, loud

2. carpet flooring, storage, chairs, stands,performing area, brightness, acoustic walls

3. sheltered, natural light, open to outside studio

4. accessibility to school and community

1. perform to an audience, run around, props, loud2.stage, seating, storage, mirror?, acoustic walls,

3. sheltered, natural light, open to outside studio


1. read, write, present, quiet2. book shelving, storage, presentation rooms,

acoustic walls

3. sheltered, natural light


art

musicdrama

drama

IMAGE BY AUTHOR

113

design respon seBUBBLE DIAGRAM

EXPERIENCES

PROGRA

M

CLASSROOMS

SCALE

IN


112/123

design respon seBUBBLE DIAGRAMO YSPIRIT

MINMARKET

existing

COMMUNITY

HUB

artart art

eco

learning

class

naturalenvironment

art

SCHOOLprivate

public

recreation

SC

114

public thoroughfare

design respon seDETAILED BUBBLE

EXPERIENCES

PROGRA

M

CLASSROOMS

SCALE

IN


113/123

exhibition concourse

entrylibraryadmin

artart art

art

playing coridoor

living

room1

prepext.

play

yr1

yr2

yr3

yr4

yr5

yr6

living

room2

boundary

hill

boundary

hill

boundary

hill

external

space

natural

boundary

external

eco-pond

learning

undercover

learning

observe

platform

public thoroughfare

public thoroughfare

indoor sports

pool

public

thoroughfare

public

tho

roughfare

living

room3backyard

backyard

backyard

communal school

front yard

existingmarket

DETAILED BUBBLE S

115


114/123

ohhh i et it thises n can on e


115/123

ohhh i et it thises n can on ea e ere... an

we earn or t euture

yes stacy... well done.


116/123

118


117/123

CONCLUSION & REFERENCES 119


118/123

120

CONCLUSIONS


119/123

In exploring a new regenerative process of change and sustainability within our urban environment,21st century encompasses a meta-level complexity of interwined systems. Rethinking the learning

environment - system of growth, discovery, regeneration, renewal and evolution.Design must become to encompass an even deeper understanding of interdisciplinery design, inwhich areas which has been treated separately in the past and present, must become seemlesselyintegrated within and beyond to allow for the system to evolve. Allowance for social andenvironmental sustainability to become regenerative through a natural process with time and patience,allowing the future to naturally evolve, rather than forcing and ultimately destroying our environment,both socially and environmentally.

This thesis design project believes that areas of regeneration can be achieved through new thinking,new ways of adoping interchanging programs, allowing for intensity of activity to naturaly fl ourishwith the designed site, immediate surroundings and ultimately the larger context.

121


120/123

referencesBOOKS

Taylor, Anne, Linking Architecture and Education: Sustainable Design for Learning Environments, UNM Press, Mexico, 2009

OWP Architects, Bruce Mau Design, VS Furniture, The Third Teacher, Harry N. Abrams Publishing, US, 2010

Broto, Carles, The complete book of Playgrounds Design, Links International Publishing, 2012


121/123

, , p yg g , g,

van Eyck, Aldo, Also van Eyck: the playgrounds and the city, Stedelijk Museum Amsterdam, NAI publishing, Amsterdan, The Netherlands, 2002Hertzberger, Herman, Lessons for studetns in architecture, compilation by Laila Ghait, Marieke van Vlijmen, NAI010 Publishers, Rotterdam, 2009

Broekhuizen, Groenendijk et al. Contemporary Dutch School of Architecture, NAI010 Publishers, Rotterdam, The Netherlands, 2008

Ong, Boon Lay, Beyond Environmental Comfort, Routledge, New York, USA, 2013

WEBSITES

Educational Origami, 21st Century Pedagogy, updated 2013, >, viewed 04 September, 201321st Century Schools, updated 2010, >, viewed 23 September, 2013

VIDEOS

Barr, Stephanie, Whole School Sustainability TEDxSCU 2012 >, viewed 23 Janurary, 2013

Robinson, Ken, How Schools Kills Creativity TEDTalks 2006 >, viewed 10 August, 2013

Lee, Jinsop, Design for all 5 Senses TEDtalks 2013 >, viewed 20 August, 2013

123


122/123

byeeeeeeeeeeeee


123/123

Documents

M.arch Design Thesis 2013