Building Proposal – Classroom for the Dissolved University

‘CLASSROOM’ FOR THE THE DISSOLVED UNIVERSITY.

In the atelier proposal for this year (Cluster Developments and Infrastructure Networks), we discussed some of the issues concerning physical and digital networks, such as the energy impact of the networks, which you have researched throughout the year. The proposal also identified the possibility of developing sustainable communities around the operation of these networks. These communities would reflect current trends towards the greater use of informal and collaborative spaces for work and learning made possible by networked digital technologies.

The proliferation of information technology is impacting the fundamental nature of university education. Now that research and technology is available a mouse-click away, the institution as we know it will dissolve and break up into smaller, more adaptable and interactive teaching environments. As the monolithic institution splinters and fractures into smaller units, these shards could become embedded within the urban fabric; possibly as design workshops within industry or alternatively as research laboratories within commerce. Maybe there will be less need to attend a lecture or tutorial on a regular basis, when educational resources become available 24 / 7 or as real-time-streaming over the internet.

Students readily use technology for socialising and entertainment. The exponential growth in students bandwidth requirements are provided by seamless internet access anywhere on campus. The proliferation of digitally delivered music and DVDs on-demand, has become normal. Students connect with each other and their families through text messaging and Facebook / MySpace.

If round-the-clock connectivity and unlimited access are the positive outcomes of seamless information technology, perhaps the negative outcomes are the potential for dislocation and creative output that is only viewed through the high-gloss-veneer of a computer screen. For example, we are aware of the inherent dangers in the student who only draws at 1:1 in AutoCAD and only prints out at A4 size! Similarly, the student who holds back his physical model, presenting instead, doctored and edited photos! Somehow this output fails to commit, to be tested in the physical world, the environment that all built architecture occupies.

In parallel to this digital realm, students need face to face contact for social interaction and enriched learning outcomes. They need to test, share and exchange their ideas in a robust physical environment. They need physical space that is more expansive than the domestic scale of their student digs or aunties living room table.

To compliment your individual programmes that you have been developing for your chosen site, you are required to design a teaching space. A physical space where people get together to generate & exchange ideas. The ‘classrooms’ may be for any age group; primary school children / university students / adult education classes.

You may conceive this space as mutable / totally fluid / interactive or as a fixed entity; solid, permanent, timeless. The ‘classrooms’ will need to be investigated in terms of their construction technology and performance of their thermal envelope. They may become embedded within the existing fabric of the place and within your individual programme.

Think about how the activity of the ‘classroom’ may interact with its host industry, Billingsgate Market or Telehouse. In parallel, think about how the activity of the ‘classroom’ may interact with your applied programme e.g. recycled materials factory or wetlands centre? Can their facades become: Interactive work-surfaces? Growing-walls? Viewports? Billboards? Storage solutions? Acoustic amplification devices?

The ‘classrooms’ may be modular and in clusters so that they can open up to form larger interactive spaces. They may become individual set-pieces, acing as an interface or portal, between the public realm and the private worlds of Telehouse or the closed-shop work of the Billingsgate Market porters.

SCHEDULE OF FLOOR AREAS

Classroom (say: 30 primary school pupils / 22 university students). 65-75 SqM
Break-out space. Informal teaching space. (quiet space / small groups).
Crèche?
Cloakroom: coats / bags / waterproofs.
Storage: materials & equipment.
Print-shop: (24/7: A0 colour plotter?).
WC / washroom / shower: male, female, disabled, unisex?
Workshop facilities: (24/7 helpful technician – robot droid?).
Kitchen / cooking facilities:
MAXIMUM TOTAL AREA PER ‘CLASSROOM’ 100 SqM

Outdoor classrooms.
Outside space. Working landscape?
Bicycle parking.
Recycling / compost / waste collection.

MINIMUM DRAWINGS REQUIRED

As a minimum requirement you are to fully design 3 classrooms, together with external spaces, their connections to the existing built fabric and their connections to your individual design project proposal.

Site plan 1:1250.
Produce a site Plan to show the location of your proposed classrooms as described in the Workshop-1 brief; Indicate the classrooms relationship to the existing buildings (Billingsgate / Telehouse) and their relationship to your individual programme proposal.

Landscape Plan 1:100.
Show how your classrooms are sited in context: existing buildings / proposed buildings / landscape – existing & proposed. N.B. you may choose to indicate your classroom as a floor plan or a roof plan.

Classroom Plan/s 1:50.
Produce Classroom floor plan/s as described in Workshop-3 brief. Clearly articulate your attitude to spatial qualities and construction. Lightweight construction? High-mass? Indicate all openings / mezzanines /

skylights / roof overhangs / structural grid etc. Floor finishes / ground finishes / adjacent landscape. Use hatch appropriate to the materials used.

Roof Plan 1:50.
Show materials and skylights / openings. Indicate roof fall. Where does the rain-water drain off?

Elevations 1:50.
Show materials and skylights / openings. How do the land levels sit adjacent your façade?

Sections 1:50.
Construct a minimum of 2 sections through your classroom/s. Take the section through the existing buildings (Billingsgate / Telehouse) and through your individual programme proposal. Draw the existing ground levels (dotted?) and your proposed ground levels.

Landscape Plan / Building Plan – fragment/s. 1:25.
Show how your classrooms are sited in context: existing buildings / proposed buildings / landscape proposals. N.B. you may choose to indicate your classroom as a floor plan or a roof plan.

3D study – inside / outside.
Produce a minimum of 1 inside / outside view as described in Workshop-2 brief.

3D study – outside / inside.
Produce a minimum of 1 outside / inside view as described in Workshop-2 brief.

Sectional model 1:200.
With reference to Project brief 4.1, re-work your sectional model at 1:200 scale. Cut the sectional model to include at least 1 of the classrooms for the Dissolved University. The classroom section will provide scale to your individual proposals and reference your proposal with your neighbours proposal.

3D model. Physical model or CAD model.
Produce a 3D model of your individual classrooms or cluster at an appropriate scale.

REFERENCE

http://rubble.heppell.net/places/