Are there still any ideals, the way there used to be?

Transcription

1 ChineseUniversityofHongKong ArchAdvancedArchitecturalDesignStudio :Term1 Tutor:arkHemel bv.com Schools Aretherestillanyideals,thewaythereusedtobe? The first Open-air School is one of the most valuable monuments from the Dutch 'Nieuwe Zakelijkheid' (New Objectivity) period from the 1930 s. The building is the result of a shared dream of architect Johannes Duiker and pediatrician Nico Heijbroek, the founder of the school; Healthy schools with lots of sunlight and fresh air for healthy children. This building is one of the more important works of Duiker and when just built is was very progressive. Schoolsareimportantplaceswheremindsarebeingformed.Theirarchitecturalcharactershould bestimulatingintheprocessofeducatingstudentsanddevelopingtheirprogressiveexplorative andcreativequalities.inourstudiowewillexamineifincontemporarytimesitisstillpossibleto cometoaclearmanifestofidealsrelatingtoschool design.orthiswewillanalyzehistorical examplesandonthebasisofouranalysiscometoformulateourpersonalanduptodate philosophy. ThissemesterourstudiowillresearchtheworkoftheDutchandotherEuropeanmodernistsand structuralistsinpreparationforadesignofthecuhkschoolcampusinshenzhen. Studentswillstudytherelationshipbetweenprogrammaticideasandthearchitecturalresponse thatcouldbeformulatedtoit.theywillresearchvariousschoolsystems,likeontessori,dalton, Anthroposophy,NewLearning,andlookfortherelationshipbetweensystemandtheir architecturalcounterparts,forwhichthefollowingexampleshavebeenselected:thegoetheanum byrudolfsteiner,theontessorischoolindelftbyhertzberger,theorphanageinamsterdamby AldoVanEyckandtheOpen airschoolbyduiker. Basedonresearchoftheschoolsystemsstudentsthemselvesalsodevelopa physical architecturallanguage withwhichtheywilldeveloptheirresponsetoadetailedbriefforthe designofaschoolcampus;thecampusforthenewcuhkschoolinshenzhen. ortheirprojectsstudentswillassumeascenario;aspecificeducationalphilosophy,anddevelop aspatialandmaterialarchitecturallanguagethatfitsthisscenario.withthislanguagethey developamaster planandsubsequentlyadetailedarchitecturalproposalforoneofthemasterplan sbuildings.

2 In the first part of the project students will work in groups of two, researching school systems and architectural examples. We will go back into history examining the ideals and ideas of structuralists and modernist architects. We will pay particular attention to the work of TEA10, the Smithson s, Aldo van Eyck, Herman Hertzberger, Duiker and Rudolf Steiner. Students will research what kind of relationship exist between the philosophy on which a school system is based, and how the architect comes to spatial and material design. A spatial material technique has to be developed with which students can both develop a master plan for the whole of the campus as well set up a specific proposal for one specific architectural building of the campus. In the second part of the project is focussed on this development of a master plan for the Shenzhen campus, while working in groups of two. In the third part of the project the students work individually on the design of one single building chosen from the already developed master plan. Based on the above described research they will develop their designs in detail. Located to the southwest of the Universiade Center and the northwest of Long Xiang Blvd, Longgang District, Shenzhen, this project consists of two plots of land along Yan Long Blvd (North passageway). The Chinese University of Hong Kong, Shenzhen has a total area of about 100 hectares, around 50 hectares of which is buildable area and the rest is public green space managed by the university. The University plans to have 11,000 students on campus, with gross floor area (GA) of 450,000 square meters. Phase One is intended to accommodate 7,000 students, with GA of 300,000 square meters. Phase one consists of classrooms, labs, libraries, indoor gyms, administration, offices for the faculty, assembly halls, canteens, dormitories for students, the staff quarter, service buildings, road and landscapes.

3 Detailed programmatic information will be provided for the required facilities that need to be designed. An excerpt of the required program for the master-plan is shown below: 2.1oracademicbuildingdevelopmentofCAinm2including: Phase1 Phase2 Phase1+2 a.classroom 20,160 11,520 31,680 b.library 21, ,090 c.learningcommon 2,660 1,520 4,180 d.teachinglab 41,140 20,570 61,710 e.researchlab 30,855 20,570 51,425 f.auditorium 4, ,290 g.u/departmentoffice 15,862 9,064 24,926 h.amenities&support 14,399 8,228 22,627* i.canteen 13, ,750* j.indoorsports 5,250 3,000 8,250 Total 169,456 74, , orresidentialbuildingdevelopmentofCAinm2including: Phase1 Phase2 Phase1+2 a.studenthostels: 98,500 56, ,780 b.staffquarters: 33,418 19,096 52,514* Total 131,918 75, , InterimUseofExistingBuildings Thereare8existingbuildingsonsite.Thephasedevelopmentproposalshallallowtheir existenceforinterimusebeforethecompletionofrelevantbuildingsinphase1. Renovation,alterationandinternalfitting outwillbecarriedoutfortheintakeof studentsstarting2013. Existing Building(EB) ProposedUses Storey Area 1Administration5 2Teaching/CanteenatG/ 5 3Teaching/CanteenatG/ 5 4ConstructionHeadquartersOffice 5 5TransformerStation 1 6Lab&Library 5 7StaffQuarter 7 8ulti purposehall 1 Learning outcome The project investigation will be divided into three phases: 1) Analysis and Research 1) Analyzing relationships between social philosophies and historical architectural interpretations 2) Understanding general programmatic requirements 3) Research into the particularities of the spatial conditions 2) Conceptual Design of aster Lay out plan of the educational campus in Shenzhen 1) Concept based on self developed philosophy 2) Conceptual design of master-plan in accordance with philosophy 3) Detailed design of the building envelope of one single building 1) Design and development of the envelope in which an architectural relation is built between philosophy and architecture Assessment & Evaluation Scheme Student s performance will be evaluated base on the following criteria: Willingness to explore and investigate Willingness to develop ideas through consistent process Willingness to respond to criticism Degree of participation Depth of research and analysis Originality and clarity of concept Coherence in transforming concept into architectural proposition Clarity of representation (drawing, model, film, verbal etc.) Originality and Conceptual Quality 25% Quality of Drawings and Design 25% Process documented in sequence of working models 25% Presentation 10% Investigations, Analysis 10% Participation and Attendance 5%

4 Schedule Studio Presentation Holiday Workshop Holliday Pin Up Reading Week Reading Week Interim Review Review: Interim 2 inal Review Studio portfolio Due Holiday example of student analysis Architectural Association : Daniel Coll de Capdevilla - RIBA Bronze edal 2003

5 example of studentwork Architectural Association: ax Kahlen SO-prize 2006 SUGGESTED READING Books list - for Workshop On Schools and Structuralism: Schools of Herman Hertzberger Herman herzberger ISBN Lessons for Students in Architecture Herman Hertzberger ISBN Structuralism in Dutch Architecture Wim J. van heuvel ISBN Openluchtscholen in Nederland Dolf Broekhuizen ISBN Aldo van Eyck's orphanage: a modern monument rancis Strauven, Herman Hertzberger Nai 1996 General classics: Cities of tomorrow Peter Hall Blackwell Publishers, 1988 ISBN (pbk) Who's Your City? How the Creative Economy Is aking Where to Live the ost Important Decision of Your Life Richard lorida The Perseus Books Group maart 2008 (pbk) 24,99 ISBN ISBN The Death and Life of Great American Cities Jane Jacobs Penguin Books ISBN The Edifice Complex. How the Rich and Powerful Shape the World Deyan Sudjic ISBN Cities and the Creative Hardcover - Nov 24, ,99 Richard lorida ISBN ISBN

6 The Rise of the Creative Class (English) Richard lorida Boek, paperback / 434 blz. 24,19 Basic Books / 1e druk / 2002 ISBN-13: ISBN-10: egacities / Exploring a sustainable future Edited by Steef Buijs, Wendy Tan Devisari Tunas 010 Publishers Rotterdam 2010 ISBN Extracts: Who's Your City?: How the Creative Economy Is aking Where to Live the ost Important Decision of Your Life Richard lorida rom the best-selling author of The Rise of the Creative Class, a brilliant new book on the surprising importance of place, with advice on how to find the right place for you. It's a mantra of the age of globalization that where we live doesn't matter. We can innovate just as easily from a ski chalet in the Alps or a cottage in Provence as in the office of a Silicon Valley startup.according to Richard lorida, this is wrong. Globalization is not flattening the world; in fact, place is increasingly relevant to the global economy and our individual lives. Where we live determines the jobs and careers we have access to, the people we meet and the mating markets in which we participate. And everything we think we know about cities and their economic roles is up for grabs. Who's Your City? is the first book to report on the growing body of research on what qualities of cities and towns actually make people happy in their lives. Choosing a place to live is as important as choosing a spouse or career, but until now, no one has rigorously explored this powerful component of subjective well-being to uncover what people want, need, and get out of the places they live. or everyone from urban planners and mayors to recent graduates, this book will be the essential guide to how people choose where to live, and what those choices mean to their lives and their communities. Cities and the Creative Richard lorida In the seven essays of Cities and the Creative Class - four of which have been previously published - Richard lorida outlines how certain cities succeed in attracting members of the creative class. This class, roughly speaking, is composed of the millions of people who work in information-age economic sectors and in industries driven by innovation and talent. Cities that succeed, lorida argues, are those that are able to attract and retain creative class members. They don't do this through... The Rise of the Creative Class Richard lorida Samenvatting van 'The Rise of the Creative Class' iljoenen mensen zijn zo langzamerhand gaan werken en leven zoals creatievelingen dat doen. Dat is de reden dat onze normen en waarden, smaak, persoonlijke relaties, keuzes over waar te gaan wonen en zelfs onze betekenis en gebruik van tijd veranderen. Aan de leiding van deze verschuiving zijn de bijna 38 miljoen mensen die op verschillende vlakken creëren voor hun inkomen: the Creative Class. De eerste persoon die deze revolutie een naam gaf was Richard lorida. In 'The Rise of the Creative Class' stelt Richard lorida de verandering in keuzes en attitude van mensen te boek en beschrijft hij de maatschappij waarin het creatieve ethos steeds dominanter wordt. Dit is de bestseller die aantoont hoe de werkelijke toekomst van onze steden afhangt van een nieuwe economische klasse.