36 textures + 3 textures used in the model

Here are 36 textures which I have drawn based on the following keywords:

LINEAR

ROTATIONAL

SCALAR

FLOW

BALANCE

ENTRAPMENT

These are the 3 textures I will be using in the model with a short justification.

SCALAR TEXTURE: I've decided to use this texture in the workshop building as it reflects the different scales of modular parts which are integrated into the building itself (the individual and group booths). It also represents the modular design well as the texture looks modular itself.

FLOW TEXTURE: This texture will be used below the staff building. The texture represents a dynamic flow which is mimicked in the open circulation of the lower staff building when the facade is retracted. This will urge visitors participate in the open circulation.

LINEAR TEXTURE: The linear texture will be used on the bridge which spans between the blockhouse and the aquatic center. The bridge isn't an open circulation within the scheme of the school and is very one dimensional in the way that is conveys movement. As a user of the bridge, you can either move from a building or to a building, not away from it on a perpendicular axis. 

Architecture school space distribution

The following is a scaffold for the size of spaces which are required in the architecture school.

The architecture school is being designed around the concept of a decentralised cohort with a focus on personal and 1 on 1 learning. Instead of having medium sized studio groups in a classic classroom scenario (15-20 students per class with one tutor), students learn both independently and in very small groups (2-3 students). Because of this, there is no need for classrooms or large lecture theaters. However, as students are expected to learn independently, there is an increased demand for small spaces such as study booths, individual workshops and studio booths, and meeting spaces where students can meet with tutors.

Many of the schools facilities (workshops, booths, computer labs) will be operated on a booking system where students will be able to book out small booths for 1-3 people for feedback with a tutor or to work on models and designs.

Academic staff and tutors will also have their offices and meeting spaces as a usual school would. However, there will be dedicated meeting rooms for course conveners to communicate with the tutors for each respective year group. Since there is a need for more tutors (due to personalised, almost one on one teaching), there will also need to be spaces where tutors can prepare for meetings with students and fellow tutors.

I also plan to integrate the gallery into the open public areas as this is an opportunity to both save space and create engaging public areas.

Adaptability will be integrated into the design through a modular system for booths. As there is an expected growth for the student population, a modular design will be able to prepare for it as the school would be able to remove/add booths and workshops based on the current student population. Medium sized spaces could also use screen doors to make the school more dynamic in its approach to unused spaces (as classrooms and workshops won't be filled 100% of the time).

In summary, the floor space which is traditionally reserved for a large lecture theatre and medium sized classrooms will instead be dedicated to a large amount of smaller study booths and workshops for study and modelling.

SPACE DISTRIBUTION

The following spaces will have circulation included in the given units. (units in square meters)

STUDENT SPACE

Lecture theatre: 40 seats at 2.5 sqm per person | 130 sqm

Studios: Not applicable

Workshops: seats 60 at 5 sqm per person | 390 sqm

Computer labs: seats 60 at 2 sqm per person | 156 sqm

STAFF SPACE

Academic offices: seats 9 at 11 sqm per person | 128.7 sqm

Admin offices: seats 4 at 6 sqm per person | 31 sqm

Research space: seats 9 at 4 sqm per person | 47 sqm

Research studio: seats 9 at 5 sqm per person | 58 sqm

Meeting rooms: seats 30 at 2 sqm per person | 80 sqm

UTILITY

Gallery + public space: 300 sqm

Library: 108 sqm

Toilets: 60 sqm

TOTAL FLOORSPACE: 1488 sqm

example of massing elements in circulation + moving element

MASSING BLOCKS:
The following are examples of massing blocks within the base circulation scheme. The circulation has been coloured black to distinguish it from the UNSW Kensington model and the massing blocks have been coloured an arbitrary blue to contrast against the circulation paths.

At this present time, these are rough placeholder massing blocks as I am yet to determine the plan and section of the school.

This test in massing has revealed that the scale of the Kensington model was a little underproportion (I tested the size of it with a person in lumion) and the massing blocks were quite large even in contrast to the correctly proportioned Kensington model. This poses some issues with space and scale.

I believe I can reduce the floor space footprint of the school by stacking the workshops and computer labs on the outerwings of the school and reserve floor space for the large gallery and public area. This will become clearer with a site layout.

MOVING ELEMENT:
The moving element is a sunshade that will be used to shelter the large public space and gallery from the elements. The element is a physically adaptable element which is mechanised. The element transforms from a closed form which can provide shade and shelter from sun and rain, into an open device which can allow natural light into the area. The moving element has been simplified into 4 parts to make animation easier, however ideally I would have many more parts which would be pentagonal/hexagonal in shape.

6 two point perspectives

I have chosen the 2nd and 6th one point perspectives to re-do as two point perspectives. I admire the overarching cantilevers crossing each other under two point perspective in the first two point perspective, and enjoy the versatility of the second two point perspective as it both weaves around a void space and has vast connections between both vertical and horzontal circulation.

Architectural theory

I have chosen the concept of adaptability as the theory for my architecture. I believe that adaptability is a very broad term and covers many issues that architectural needs to deal with, and thus makes for a theory that is cohesive.

The article that I have sourced the idea from introduces the concept of adaptability by discretising an architectural system into elements and sub-elements and determining levels of adaptability. The levels are stated as flexible, active, dynamic, interactive, intelligent, and smart, ranging from a building which requires physical manipulation to adapt, up until a building which consciously adapts through a system of self-learning, similar to AI.

However, I developed my theory with a difference. I defined adaptability as either the ability to confront physical phenomena and external stimuli (ie. wind, sun, circulation, situation), or the ability to deal with more insidious issues (ie. population growth, wealth, future development). This way, I can include both the 'flexible' elements defined in the article (like interactive elements), as well as a design which acts in a 'dynamic' way (like modulation).

The adaptable thesis also provides excellent opportunity for moving elements, and implicitly refers to movement as adaptation is a dynamic process in its own right.

THE THESIS

Words:
-Adaptable
-Implications
-Realisation
-Anticipate

"Adaptable architecture is able to confront the implications of a current situation. Through realisation of the external environment, architecture can anticipate."

Article source: C.M.J.L. Lelieveld, "Adaptable Architecture" (PhD diss, Delft University of Technology, 2013), 245-252.