Before first day: June 2015

Perspective Drawings
below eye level

Ensemble Studio

Urban green spaces

Construction and development

Sensitive architecture

Artistic training

Sustainable environment

above eye level

two point perspective

two more drawings

Unprecedented spaces

Harmony with nature

Mashup

A new national initiative, which aims to increase green spaces in our cities by 20% by 2020, launched last week. The proposal made by Ensemble Studio maintains and enhances the original character of the industrial complex, by imposing a new order to the one of the pre-existent buildings. The 202020 Vision, aiming to increase urban green spaces, thus improving our environment, productivity and societal benefits sought ways to use the least amount of materials and energy to enclose spaces. professionals from related industries said the continual decrease in urban green space is of concern for all Australians, particularly for those working in government, construction and development, horticulture and related academic sectors. Frei Otto spent his long career researching, experimenting, and developing a most sensitive architecture that has influenced countless others throughout the world, practiced and advanced ideas of sustainability, even before the word was coined to house creative processes, artistic training and participatory dialogue between the arts, also speaking the need to understand the “physical, biological and technical processes which give rise to objects.

The design concept was generated from the idea of stacking all the required programs in the most compact form, making it functional, “floating” roofs that seemed to effortlessly provide shelter, and then were easily dissembled after the event which incorporates playful building sections that engage indoor space with outdoor surroundings aiming to increase urban green spaces, a unique collaboration between government, academic and private sectors.

By doing so, we were able to reduce the building height and create less urban congestion in terms of building mass and scale. As the result, cooling load was further reduced, and a more sustainable environment was possible. Referencing the original buildings, the prevailing thinking during the design phase is that the new municipal centre should also embody a time-honoured approach to craft in construction. Taking inspiration from nature and the processes found there, and sought ways to use the least amount of materials and energy to enclose spaces. Otto’s constructions are in harmony with nature and always seek to do more with less.The upper level, constructed with precast concrete beams of 40 Tons each, is a space for research and study. These beams are bridges, aerial streets, vectors of activity, produced imaginative, fresh, unprecedented spaces and constructions. He has also created knowledge.

ARTICLE 1

The Pritzker Architecture Prize, “Jury Citation”, http://www.pritzkerprize.com/2015/jury-citation

ARTICLE 2

Arch daily, “Casa del Lector / Ensamble Studio”, http://www.archdaily.com/625763/casa-del-lector-ensamble-studio/

ARTICLE3

Architecture and design, “More green spaces in urban areas, says new national initiative”, http://www.architectureanddesign.com.au/news/more-green-spaces-in-urban-areas-says-new-national

plans

section/ elevation

isometric

Draft 1

2nd draft

Area schedule

lecture theatre

studio spaces

offices of academic staff and general staff

fabrication lab

large workshop with tools and equipment

computer labs

gallery

research space

meeting room

library

toilets

relaxing area

Preferred Formal Learning Space Sizes
The suite of preferred formal learning spaces sizes are summarized below and detailed in the attached Schedules. Note the mix of class sizes within a specific development or project will be determined on an as needs basis:
Flat Floor Spaces:

1. Seminar Room: 20 seat – area 50m2

2. Interactive Tutorial Room: 30 seat

3. Medium Interactive Tutorial Room: 40 seat

4. Large Interactive Tutorial Room: 60-65 seats (maximum size for a flat floor learning space).

Small Tiered Lecture Theatres:

5. Discursive: 70-90 seats – 140-155m2/1.7-2.0m2 per seat. To be designed to facilitate a meaningful whole of class conversation during a lecture delivery.

6. Lectorial: 70-90 seats – 160-180/2.0-2.3m2 per seat. To be designed to facilitate a collaborative learning environment that can revert to a traditional lecture mode.

7. Interactive: 90-110 seats – 180-190m2/1.7-2.0m2 per seat. To be designed to facilitate small group learning/interaction in a lecture theatre setting.

Small tiered lecture theatres are to be designed to be accommodated within standard floor to ceiling heights for academic buildings in an adaptive reuse or a new build context.

Large Tiered Lecture Theatres:

8. Medium: 150-250 seats – 225-350m2/1.3-1.5m2 per seat. To be designed to facilitate an engagement between the lecturer and the assembled student audience through strategically positioned aisle ways.

9. Large: 300-450 seats – 360-550m2/1.2m2 per seat. Designed as a traditional large lecture theatre subject to incorporating the design features nominated else where in these guidelines.

Adjoining Access Spaces to Formal Learning Areas
Flat Floor Spaces:
Immediate access spaces adjoining flat floor formal learning environments are, generally, to be provided at a rate of 1m2 per 3m2 of formal learning spaces. To be conceived as ‘informal learning spaces’ the design response must explore the incorporation of the following activities:

o - Small group learning using table and chair settings with access to power outlets and mobile whiteboards.

o - Informal social activates using ‘coffee’ table settings or equivalent and softlounge furniture.

- Stand up ‘milling space’ for students vacating or entering formal learning spaces.
Lecture Theatres:
Access foyers to be provided at the rate of 1m2 per 5m2 of dedicated lecture theatre space and shall be designed for access and egress as well as a ‘milling space’ for students and/or general function space.

Furniture Provision

General:
The technical specifications in respect of quality, materials, robustness, OH&S and sustainability of selected furniture shall conform to the Infrastructure & Operation’s Furniture Specification Manual.

Flat Floor Spaces:
Furniture selection in terms of shape, size and type of tables and chairs comply with the Schedule unless it can be demonstrated that particular disciplinary or pedagogical factors demand a different furniture selection response. Flexible furniture settings are the desired outcome in all cases.

The design response must also explore the incorporation of perimeter slimline bench units either fixed or movable with access to wall mounted power and data outlets at dado level.
Lecture Theatres:
Refer to the attached schedules.

Finishes and Colour Scheme
The design response must explore the adoption of an enlivening and creative palette of colours and materials. ‘Quirky’ or memorable interior finishes are preferred.

Communication Aids
Refer to the attached Schedule.

Power Outlets
Refer to the attached Schedule.

External Glazing
The design response is to include an ample provision for natural light penetration taking into account the need for solar control devices for east, north and west orientated walls. Roof lights are also considered a desirable feature, where possible, provided these also incorporate solar control devices.

Internal Glazing
The design response is to explore the opportunities for internal visual permeability between formal and informal/circulation spaces noting that it may be necessary in some cases to incorporate devices to contain the disturbance from external activities on formal classroom learning.

Air Circulation
Where air conditioning is not provided ceiling fans should be installed.

Sustainability

Motion activated lighting and indoor air handling units (where applicable) along with timing devices for AV equipment to be provided along with appropriate sun shading for east, north and west oriented windows.

Storage

Flat floor learning environments are to be provided with common storage facilities at the rate of 1m2 per 15m2 of dedicated formal learning space.

final work

In lumion

two moving elements

Design explanation and reference back to mashup

I’ve started building the bridge according to the Kensington site and adjusted the areas of the site slightly to fit my architecture.

The use of natural, ecologically sustainable materials and the use of least possible green land areas references and focuses back to the theory and idea of the mashup as the constructions are in harmony with nature and functions to do more with less and discusses the use of natural forms in different urban contexts, making an act to increase opportunities for urban nature to thrive and improve our livability, health and wellbeing. It is aimed to address issues like connectivity and sustainability that compliments the sense of movement and dynamism. The variation of geometry in my work makes the architectural design discover unexpected juxtapositions and additions of volumetric spaces into an organized architecture. The design concept was generated from the idea of stacking all the required programs in the most compact form, making it functional. It incorporates playful building sections that engage indoor space with outdoor surroundings aiming to increase urban green spaces, a unique collaboration between government, academic and private sectors.

The upper level, constructed with natural material, is a space for research and study. These beams are bridges, aerial streets, vectors of activity, produced imaginative, fresh, unprecedented spaces and constructions. The lower level participates, without losing its essence, of the rhythm marked by the upper level. This level will host the educational diffusion activities.

The meeting room and library space introduces a circulating effect of the space where new structures are inserted, giving unity to the complex formed by the spaces which were previously independent buildings connected with a moving element.

I reduced the building height and created less urban congestion in terms of building mass and scale to reduce cooling load, and have more sustainable environment possible, improving our environment, productivity and societal benefits. The bridge involves spatial arrangements with visual connectivity performing a welcoming, embracing, connecting, and directing function. The architecture needs good air ventilation, therefore has big, various sized inlets at different heights, and good lighting energy storage is done by double glazed windows and daylighting, which is a magic ingredient whereby integrating a flexibility of program, an accommodation of the environment.

One of the moving elements I will be constructing is the tunnel-like, entrance bridge which relates to the mashup of limiting the use of material structure. This element turns to a horizontal structure and vertical structure to transports students from the library to the main building spaces which include the studio, lab, workshop, research space, gallery etc. Shown above.

The second moving element is the moveable façade introducing changes to the internal experience in relation to the external environment.

There are also elevators which are a minor moving element in the architecture, moving student’s places to places.