progressive design school

PROGRESSIVE DESIGN SCHOOLUNIVERSITY OF NEW SOUTH WALESMASTER OF ARCHITECTUREGRADUATION PROJECTS 2015

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GROUP PHOTO

PROJECTS

SUPPORTERS

CREDITS

ROBERT BARNSTONE

STEVEN SURYA ANGGAannandale institute of designHUGO CHANedificationBRIAN LOK MAN CHANthe cradle of wisdomHANNAH ELOUISE DEGOTARDIlearning from the immediateXIAORAN DINGregenerationJIMMY JIHANG HEembedded presenceNILOOFAR MESHGINIprogressive design boarding schoolLUEN RIA TUMBALI SAMONTEembodying educationCHENGHAO TANGschool of artSCOTT WALSHsustainable schoolEMILY RACHEL WOMBWELLthe school of sound

CONTENTS

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progressivedesign school

INTRODUCTION

“ROOMS FOR LEARNING”ROBERT BARNSTONE

Students will be asked to consider how to use architectural means to investigate a series of conceptual positions and to develop a thesis design investigation that will inform the design of a Progressive Design School and all its facilities.

The program will include a variety of architectural types; i.e. Campus planning, housing, long span structures, performance space and classroom facilities. The school shops, science labs and performance spaces should be part of the gestalt of the environment, fostering a cross over between the various disciplines whist keeping an aspect of invention and progressive design paramount.

We examine the Schools designed by the Dutch architect Willem Marinus Dudok in Hilversum through the Dutch Expressionist, the Destil movement and the mid-century modern work. This study will serve as a precedent for this problem along with the work of contemporary architects building schools in Europe today.

Our study of Dudok the architect and his ideas as they are presented through his work, writings and time, help us position ourselves vis a via the birth of these early modern movements their accompanying progressive societal investigations, theories and experiments. It will be important to adopt an attitude or position and pursue a research stance to explore in which ways these ideas inform or relate to the architecture of the school today.

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“the building itself must be a lesson in the goodness and reason which the children will learn - if possible a friendly lesson” - W. M. Dudok

STEVEN SURYA ANGGA

Annandale Institute of DesignThe Crescent, Annandale 2038, NSW

[email protected]+61 430 829 993

http://issuu.com/stevenangga/docs/annandaleinstituteofdesign

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“Education is a social process; education is growth; education is not preparation for life but is life itself” - John Dewey

This project seeks to investigate the nature of learning and education through a series of sophisticated architectural analysis and theoretical research. The site of interest, located along The Crescent in North Annandale, Sydney, holds a vast potential in terms of its strategic location and its association with the identity of the place. The project therefore consists of a preliminary master plan that is intended to transform the site into a Progressive Design Boarding School Campus. This master plan aims to develop an environment of an urban campus that would become the new institutional hub in the area. This is achieved through a series of connections made with the surrounding elements, as well as the readaptation of the historical viaduct that frames the border of the site. The school includes a variety of architectural types, which includes classrooms, workshops, performance space, gallery, as well as housing components. The theory of the architectural tectonics and John Dewey’s theory of learning become the primary foundation of this exploration, which eventually played a significant contribution to the design of the buildings. The result is the creation of an interactive educational space, one that encourages students to accelerate the development of their creative potentials.

STEVEN SURYA ANGGA

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STEVEN SURYA ANGGA

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HUGO CHAN

Edificationthe crescent, rozelle bay, sydney

[email protected]+61 (0) 450 393 788

www.archugotecture.weebly.com

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HUGO CHAN

The term edification manifests itself in two specific meanings: firstly, the process of moral instruction or improvement of an individual and second, a large an imposing civic structure. At the heart of this thesis project is thus the search for the convergence between the theories of lifelong learning and architecture, alongside the praxis for an education institution as the meeting place for ideas, students and urban spaces.

Running parallel to this analysis, the theoretical basis of this proposal begins with a critique of the modern movement and argues for an architecture which is situated beyond mere technical and functional necessities. Instead, this proposal,in American architect Marion Weiss’ terms, situates learning within the delicate balance between intuitive discovery and technical rigour demanded of a creative education which promotes and celebrates innovation.

Located in Rozelle Bay, Sydney, the masterplan proposal for the Sydney Academy sets out ideas of tectonics which give form to an architecture of multiple facets and layers, recognising that a diverse educational program will inevitably demand a diverse material, structural and spatial articulation The design intervention examines this notion in greater detail and considers the bridge as both a point of community convergence and as a landmark of orientation within the urban landscape. The spaces within the campus are resolved as overlapped places possessing a multiplicity of uses, from the expansive gardens of communal use, to intimate corridors for informal meetings, to enclosed courtyards of public engagement and finally retreating into studio rooms for individual contemplation.

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“a school which demands a diverse structural and spatial articulation, formed from the principles of academic tradition...”

HUGO CHAN

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WORKSHOP

CRESCENT TIMBER AND HARDWARE & ART STORE

ROZELLE BAY

STUDENT LODGE

CAMPUS GALLERY

THE CRESCENT SPORTS CENTRE

THE COMMA- OUTDOOR MARKET AND CAFE

CENTRAL LEARNING HUB

The CRESCENT, Annndale, NSW [email protected]

+61 406 195 761https://au.linkedin.com/in/brianclm

http://brianclm.weebly.com/

BRIAN LOK MAN CHAN

The Cradle of Wisdom

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The Crescent is located at a suburban area of Annandale where the site sits in between a set of low density residential dwellings and vast area of green space of Bicentennial Park. With the extensive residential development and market place across the previous tram depot, the vast area will become a brand new cultural gathering space with the historical significances happened in the past. The Crescent has a very important role of the site as it plays as a transitional space between all parts of the precinct.

Meanwhile, with the major objectives of self-learning (from the nature to living environment) and peer learning (interaction and collective intelligence), the main principle of the campus buildings focus on bringing multiple groups of users to facilitate ideas exchange. Various styles of structural systems are applied in each building to bring opportunities for self-motivated learning from student’s study environments.

This idea of communal environment allows contribution to the larger Annandale residential areas, facilitating commercial, cultural, social activities for future design innovation. Moreover, it provides huge potential for communal exchange between students and local residents.

The Crescent Main Walk

CSD Workshop

“Apart from being a self-standed landmark, all campus buildings carry design objective as a source of inspiration to students in the campus, which follow by shaping their thinking while living across the area.”

BRIAN LOK MAN CHAN

Exposing Structures in CSD Workshop Communal Space of Central Learning Hub

Central Learning Hub and The Crescent Square

Central Learning Hub CSD Workshop Student Lodge The Crescent Sports Centre

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The Crescent Sports Centre

Common Space of Student Lodge

Student Lodge

Communal Ground by the GYM

“As informal learning plays significant roles in shaping individuals, this way of communication brings great concern to designers in seeking ways to provide suitable facilities to facilitate social interaction between residents.”

Growing Interest to Investigate Living Environment is the Goal to Explore Lives

For More Projects:

BRIAN LOK MAN CHAN

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HANNAH DEGOTARDI

Learning from the ImmediateAnnandale, NSW

[email protected]

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In a society that so values the production of new thought, technologies or research, should it not be that spaces of education afford the ability for unique thought? Standardisation can limit this: rote learning so often restricts individual thought or the desire to experience beyond what is scripted in a course outline.

This school challenges contemporary notions that our experience of the world, and thus what we learn, results from scripted equations, technologies, or sentences. Rather it is founded on the notions of phenomenology: our experience of the world is ever-present, before we even begin to reflect upon it. We make sense first through our inhabitation of, and emotional response to, our surroundings and only then do we attempt to quantify these experiences.

Learning therefore occurs through the unique experiences and memories ascribed to specific places. This project aims to be an institution in which unique thought is fostered through the built environment. Rather than buildings being mere containers in which one learns, they become spaces from which one can learn: to re-establish one’s immediate experience, so often clouded by modern ‘busyness’. This project reveals and celebrates temporal qualities as

a means from which to learn. The memories held within materiality, the reference to natural cycles in the play of light against a wall, the understanding of process in the touch of a hand-carved timber post are but a few of the plethora of possibilities space can impart upon a student to afford unique experiences and therefore unique thoughts.

HANNAH DEGOTARDI

WORK REST BATHE THRESHOLD

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HANNAH DEGOTARDI

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XIAORAN DING

reGeneration// Learning In The Land1 The Crescent, Annandale 2000, NSW


xrdsssarchitecture.weebly.com

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“Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand” - ConfuciusConsidering the growing human impact of the ecosystem, nature cannot be understood as an object that without accounting for the influence of humanity. Since the modern era, . Ecosystems have been seriously damaged by human activities. How can we develop the environmental awareness over young generation? How can the education system help develop a sustainability perspective over students? How can built environment contribute to this trend?

The school of Environmental Permaculture Education will offer the society a solution to achieve a sustainable future by providing a series teaching, crafting, farming and living architectures and facilities for students to experiment and learn.

The masterplan aims to introduce a flowing learning experience through the juxtaposition of in-class teaching and on-site experimenting. The school is formed by an experimental farmland which is located next to the saltmarsh, interactive teaching facilities, workshop, student housing, and a series of public-welcomed collaborative centres. Architectural tectonics will be emphasized within the adaption of preliminary recycled steel structure and various eco-friendly building facades. This exploration will eventually guild students to discover the profound agricultural science and contribute to the future innovation in this filed.

XIAORAN DING

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XIAORAN DING

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JIMMY HE

Embedded PresenceThe Crescent, Annandale, NSW


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The school is sited on The Crescent near Rozelle Bay, one of the few parts of the Sydney’s harbour foreshore that has not undergone redevelopment in recent decades. However, the potential for the area is significant given it lies at the junction of Rozelle Bay, recreational parklands, the Harold Park redevelopment and the suburb of Annandale. At the heart of the site, the former goods line viaduct carves itself through like a winding serpent. Its grandeur and monumental presence is a reminder of the historic legacy of the region, previously dominated by the exchange of goods by train and by ship. The existing buildings and structures along The Crescent act as physical and visual barriers that obscure views and block physical access into the parks and water’s edge. My proposal introduces to the elongated site to the west of the viaduct: a small museum, student

housing, workshops and classrooms, as well as a community library. Rather than adding new objects to the site, the school masterplan enables a more pleasant and unhindered experience of moving towards the bay. The design seeks to declutter the site as well as to highlight the continuity of the viaduct and the connections between the residential areas and the park. The rerouting of a roadway away from the centre of the site provides an opportunity to open up a new public square in front of the library. By linking architecture and landscape, larger buildings like the workshops and library become embedded into the landscape itself, creating new paths, steps, terraces and depressions. The library’s only visible facade, facing out onto the square and viaduct arches, serves as a giant, twisting media facade that broadcasts digital images and messages.

Exhibition Pavilion

The Crescent

John

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Library

Classrooms

Workshops

Light Rail station >

Bicentennial Park

Federal Park

Rozelle Bay

JIMMY HE

Masterplan

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Above Workshop

Workshop Interior

Library Section

Library Foyer

Library Courtyard

JIMMY HE

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NILOOFAR MESHGINI

Progressive Design Boarding SchoolRozelle Bay

[email protected]+61 450758600

http://niloomsg.wix.com/architect-portfolio

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DESIGN CONCEPTThe Rozelle Bay Progressive Design Boarding School is a reflection of the larger community at microcosmic level, which aims to share its public facilities with the local neighbourhood, since the school is seen as the central point in the community organization. The campus is separated into three zones based on students’ experience; Personal Zone, Activity Zone and Learning Zone. In terms of planning the programs, the Learning Zone is divided into the three modes of education; Instruction, Study and Action.

Moreover, the design concept of learning and teaching containers within the natural landscape of the site is a dominant feature that is demonstrated in the design of the school campus. The configuration of these containers allows for passageways and corridors to become interesting spaces for interaction and collaboration, which are the essential means of modern teaching methods. These passageways and ‘in between’ spaces are characterized by the use of appropriate materials, where light and transparency become important elements of the design.

Size 8 - Caption (if you want)

NILOOFAR MESHGINI

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Student Housing Section

Library Section

Lecture Hall Section

Exhibition Centre Section

Classroom/Workshop Section

At the Rozelle Bay Design School, the attention of the campus is on the connection of spaces; on the segments between inside and outside, and one room to the next, as well as movement through different spaces. Buildings are sliced into segments where appropriate to further enhance this connection and set in motion a process of discovery during users’ experience as they move through the buildings, where exterior becomes the interior, and the interior becomes the exterior. This symbolizes the students’ growth at school and represents their stages of life.

Classroom/Workshop

Exhibition Centre

Library

Restaurant

Student Housing

Lecture Hall

NILOOFAR MESHGINI

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LUEN RIA TUMBALI SAMONTE

Embodying EducationThe Crescent, Annandale, NSW, 2038

[email protected]+61 488 960 888portfolio: http://issuu.com/luensamonte/docs/embodication_-_progressive_design_bwebsite: https://au.linkedin.com/in/luen-samonte-003b9a42

intermediate scale - bridge + boardwalk + platform

micro scale - bench with integrated table

LUEN RIA TUMBALI SAMONTEPosed with the challenge to reconsider, assess and make tangible the symbiotic relationship between education and architecture, “Embodication” presents an architecture for a progressive design boarding school sited at The Crescent, Annandale NSW. This project is the accumulation of works involving research and design through three scales – the intermediate, the micro and the urban.

The research component informed the agenda towards education which centres around embodied learning, self-learning and the provision for new learning modes and experiences. This agenda provided the framework to explore intermediate-scaled and micro-scaled designs as well as anticipate an architecture that enhances spatial awareness and affords social experiences.

The design experimentation at an intermediate scale solidified as a landscape proposal which encapsulates sensory experience as a mode of learning – filtering and exposing users to the micro-habitat located on the site. As a distillation of the landscape proposal, the micro scale design resulted in a bench with an integrated table. This furniture design afforded a closer examination of the sense of touch through material choice and manipulation of surfaces to involve folding planes.

From this two design experimentations the architecture anticipated through “Embodication” explores spatial awareness and social experiences at an urban scale. The masterplan generates a series of sectional scenarios – landscape framed, building as a landform, resonance with context and built form as a social experience – as the medium to visualise the relationship between education and architecture as a platform for curiousity, discovery, incidental meetings.

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site plan - the crescent + johnston street groundscape

study models - gymnasium + housing structure + construction

the crescent

johnston street

landscape framed - lecture theatre

resonance with context - student housing

building as landform - library stacks

built form as a social experience -student commons bridge link

LUEN RIA TUMBALI SAMONTE

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Site Plan

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1. Faculty Building2. Workshop3. Student Residence4. Sunken Sports Court5. Intervention6. Amphitheatre

CHENGHAO TANG

School of Art

[email protected]+61 405250422

Site Plan

The Crescent, Annandale, Sydney

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The school aims to“not only serve as the cataltst for both individual and community’s growth, but also be able to accommodate students’ future learning needs”. The campus has a deep-rooted prestige as a place of teaching, learning, and nurturing. And yet it is also a place of cutting-edge science, of youth, vibrancy, and energy. Since we are living in a rapidly changing world, new social, cultural and generational patterns, as well as emerging technologies constantly challenge the pedagogy and require the learning space to respond accordingly.

The thesis project, Annandale School of Art, aims at exploring a progressive school model, from general campus planning to individual building design, that can not only serves as the catalyst for both individual and community’s growth, but also be able to accommodate students’ future learning needs. The three-storey faculty building, workshop, student accommodation and a series of open-air public/communal space will provide a collective and collaborative learning environment for around 350 students including half boarding students. The campus is also expected to activate the exiting community life around the site area, making the viaduct to be a threshold and gateway for people to appreciate its historical significance.

Furniture Design: Small Coffee Table

Intervention: Urban Maze

Faculty Building First Floor Plan

CHENGHAO TANG

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Student Residence

Faculty Building

Workshop

CHENGHAO TANG

Workshop Wall Detail Section

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SCOTT WALSH

Sustainable SchoolAnnandale, NSW

The current ‘era’ of school design in australia focuses on creating sustainable campuses. Yet merely ‘being’ sustainable is not enough: students and users must be aware of how these sustainable measures occur to ensure both understanding and future application. The new school of Innovation promotes sustainable learning by exposing the plethora of sustainable measures the built environment can implement to ensure a limited impact upon our planet. As a student walks along the walkways of a classroom water is seen flowing from the roof to vertical steel rods, gradually moving to the ground. canals are then seen, moving the captured water towards the major stormwater pond. Are-establishment of historical wetlands filters the water gradually through a reed bed system; encouraging the re-establishment of a huge range of ecosystems to the area. Mangroves begin to thrive, bringing fish and birds back

to a zone where they have not been for over a hundred years. This water is then observed as being re-used throughout the school to attempt to create a closed loop systems. Conventional systems, such as photovoltaic arrays, have been challenged to progress: semitransparent photovoltaic panels utilised as the library roofing system encouraging students to query their purpose and implementation. A black wall facing north for many is beyond logic due to summer heat loads, again encouraging inquiry. Learning the range of sustainable building systems available is what this school stands for. To engage the students’ minds and challenge their thoughts can only lead to greater innovations and responsive designs. This school breaks away from the trend of merely calling ones’ self sustainable and rather teaches how sustainability can occur through small moments of joy.

SCOTT WALSH

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SCOTT WALSH

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EMILY WOMBWELL

The School of SoundThe Crescent, Annandale


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“a place where students are inspired by corridor, inspired by spaces between...” The School of Sound explores Architecture for Thinking. It is a place where students are inspired by corridor, inspired by spaces between built elements - elements to protect, hold sound, direct light, create shadow. Elements to sit against, sit under, walk next to, gaze upon. The school becomes a series of spaces and a series of choices. The spaces are designed as enclosures for the varying intellectual modes associated with the students’ education; learning music and instrument theory, studying music and instrument history, composing music, practicing music, designing instruments, building instruments, performing music and being an audience for creations by others.

The School of Sound is laid out as a journey through the school year and has also been explored as a strophic form, in musical terms, a song in which each verse is sung to the same melody, with lyrical variations. Each zone within the school is entered through a threshold, a ‘transition’, creating tension and drama. The built element that ties all school zones together is the circulation bridge or the ‘moderator’. The intensity and presence of built form climaxes at the theatre building, the students’ goal, ‘the coda’. The zones can be related to the characteristics of song elements, however the main goal is that they sing the same tune, they sit comfortably together and the story of the place is strong.

EMILY WOMBWELL

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The small piece of sky that is framed by the ceiling of the space becomes a gift to the user; anything that passes through that small piece of sky during the time spent gazing upwards, like a bird or insect, becomes an important bird or insect that has contributed to a moment experienced by the individual alone. People leave these moments feeling refreshed and fortunate for what they have experienced, they find themselves in a positive mindset conducive to furthering personal development.

Pavillion of Sound

EMILY WOMBWELL

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