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CHILDREN’S CREATIVITY & EXPLORATION MUSEUM Playing with A Purpose

CHENGDU

CHINA

Academy of Art University 次 Interior & Architecture Design Meng-ling Xu 03528163 Final Thesis Book


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04

14

22

PROJECT OVERVIEW

PRECEDENT STUDIES

ANALYSIS

Abstract

The Exploratorium / San francisco

Site Analysis

Inspiration

The Children’s Museum of Indianapolis / Indianapolis

Building Analysis

Design Concept

Children’s Discovery Museum /San jose

Client & User profile


TABLE OF CONTENTS

38

66

124

DESIGN DEVELOPMENT

FOCUS SPACES

ABOUT

Matrix

Landscape

Autobiography

Concept Development

Atrium & Café Station

Resume

Programming

Library

Bibliography

Floor Plans

Performance Theatre Children’s Creativity Center


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PROJECT OVERVIEW ABSTRACT INSPIRATION DESIGN CONCEPT


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CHAPTER I - PROJECT OVERVIEW

ABSTRACT

The need for after-school activities in China Family education and school education are critical to develop children’s habits and cultivate their temperament. Many parents today have grown up in a traditional model of education. For them, children’s education is based on discipline. This traditional education model sternly tells children what is right and wrong. According to this situation, a large number of parents in China do not worry about how to educate their children because they believe that the school is able to regulate their children’s behavior and morals. Therefore, they often overlook the afterschool education or development of personal interests that are equally important for their children. In China, a lot of young parents spend all their time at work. They prefer to send their children to tutoring class on weekends. In this way, children’s daily activities are limited to schools and tutoring centers. What these parents don’t know is that these facilities often make children feel bored and unmotivated. Children cannot learn something in a stuffy environment. In my experience, there are few opportunities for parents to take children to the amusement park or museum. They don’t think children can learn something in the process of playing. Furthermore, many people have a first impression of museum as being boring because almost all exhibitions are displayed on the wall or in display windows. Based on these reasons, parents avoid taking their kids to museum to learn in China. There are more learning and creativity museums in western countries. Children have many different choices to enrich their spare time with their parents, which is better than tutoring center. Thus, I think that people need a children’s learning museum in China.


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Children’s Education and Creativity Development Are all children creative? People think that creativity can be encouraged by parents, teachers, classmates, and school tests. However, many parents in China believe that creative can only be taught and assessed in a traditional top-down manner. It is a passive method to develop children’s creativity. In my mind, family education and school education are the most important aspects of children’s development and should not be limited to tradition models. The main purpose of this project is to establish a children’s museum in China, which is an important alternative method for children’s learning. This museum will be committed to the learning of natural science, human physics, world history and culture, and art, while inspiring creativity, curiosity, and lifelong learning. It is good for parents and educators to mention how that links to creativity’s earliest roots. For young children, the focus of creativity should remain on process. Children should have interaction with learning exhibitions. It is good to allow children to create and explore in their own way and encourage unstructured play. It is important to let children know they don’t have to conform to anyone’s ideas. Through play, children learn and become creative.


CHAPTER I - PROJECT OVERVIEW


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From left top to right bottom: -West meets East / Graphic design by Yang Liu -Designer Yang Liu -New Museum / Exhibition Design by Yang Liu


CHAPTER I - PROJECT OVERVIEW

INSPIRATION

Yang Liu, (born in Beijing, since 1990 in Germany), is one of famous Chinese artist and visual designer in Germany. She has done a lot of solo and group exhibitions in China, USA, Germany, Japan, Mexico, and French several years. She always said she can identify herself more with cities than countries; she can identify herself as a Beijinger, a Berliner, and a New Yorker. Because she thinks her world view is more influenced by a mix of cultures and experiences. She grew up in a traditional courtyard house (Si He Yuan) in the older part of Beijing. She received the most traditional Chinese culture and education. When she was 14 years old, her parents and she moved to Germany. She studied in an art school since she was 5-year-old. At that time, she didn’t know whether liked it or not. But she felt more freedom and security as a child. After she arrived Berlin, she absolutely know nothing about German language and culture, art drawing became a very important communication tool in that time. Through growing up in two different places with very diverse traditions, she was able to experience the two cultures first-hand. She created a series of truthful graphics using simple symbols and shape to convey how different the two cultures are. People can easily understand the translation process between east and west through these graphics. The aim of that exhibitions are Chinese have what different in the eyes of foreigners. Similarly, these simple graphics reflect the process of Yang Liu’s life experiences.


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CHAPTER I - PROJECT OVERVIEW

DESIGN CONCEPT

On the way of our chase knowledge, everyone will want to experience and understand all unknown things in their lives. As we used to day, it is hard to know what will happen in next second. Sometimes, people will excite their future, as well as they are afraid to get lost in it. Most of people try to divide their life into different processes. For instance, a new job after graduate, one trip in vacation, a new born baby in your family, and these short processes of your life are all start from new beginning to reach the destination in the end. The intention of this project is to develop and inspire children’s creativity in the process of learning. A maze can be seen to reflect a process of people who want to achieve their goals in their lives especially through learning. People may have thousands of choices in life and methods to achieve their goals. In this way, the process of pursuing goals often becomes very complex and that is why people often cannot directly arrive their goals. These twists and winding paths not only symbolize difficulties, but can enrich life experience. Sometimes, people try to find a shortcut within a complex environment maze, which means people can easily understand that a complex scientific theory through the simplest way to explain how it works.


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PRECEDENT STUDIES THE EXPLORATORIUM THE CHILDREN’S MUSEUM OF INDIANAPOLIS CHILDREN’S DISCOVERY MUSEUM


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Below from left top to right bottom: -The Exterior of The Exploratorium -Entry Lobby -Exhibit Development Shop -Discovering Studio


CHAPTER II - PRECEDENT STUDIES

THE EXPLORATORIUM

Pier 15 and 17, San Francisco, CA 94111 The Exploratorium is identified as one of remarkable science museum in San Francisco Pier 15 and 17. The former site of the Exploratorium was at the Palace of Fine Arts before 2013, which was founded by Frank Oppenheimer in 1969. The EHDD Architects (Esherick Homsey Didge and Davis) designed this communal museum at the heart of the waterfront in 2012 with zero energy cost and opened to people use in 2013. Today, the main exhibition areas focus on Pier 15. The Pier 17 site is used for future development. The bay view walk path between the Pier 15 and 17 makes visitors to enjoy outdoor exhibits and mobile food carts. The Exploratorium is not only a science center for external operation, but also creates a discreet relationship between science and technology. This museum provides more than 600 interactive scientific experiments and exhibits which are human perception, physical phenomenon, ecological environment, the life sciences, and human behavior analysis. There are six main galleries, a exhibit fabrication area, a development shop, studios, staff offices, the water courtyard and the outdoor exhibition area. The intension of this museum is to enrich school student’s experience of science experiments. Children can know the notion of who is fit at work from these series of activities. They can easily understand that a complex scientific theory through the simplest way to explain how it works. All exhibitions play an important role in this museum because the interior design of this museum is normally. It keeps the historic pier’s construction, which makes children pay more attention on exhibitions. The circulation of this museum is more flexible then children can go anywhere they want. The main exhibition galleries are gathered on the first floor. Children can enjoy the movement from inside to outside. The built-out steel bridges cross the width of the space that build the second floor.


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Below from left : -The Exterior of CMI -Atrium Exhibition -Children’s Discovery Area -Exploring Studio


CHAPTER II - PRECEDENT STUDIES

INDIANAPOLIS CHILDREN’S MUSEUM

3000 N Meridian St, Indianapolis, IN 46208 The Children’s Museum of Indianapolis is founded by Mrs. John N Carey. It is the largest children’s museum in the world. In 1924, Mrs. John N Carey visited the Brooklyn Children’s Museum that is the first children museum in the world. She determined to create a children’s museum for her hometown kids after she returned to Indianapolis. Mrs. Carey’s idea got another Indianapolis civic leader’s response. With the help of government, the Children’s Museum of Indianapolis was established in 1925. At the beginning of the built, the museum only displayed some donated items for children. With the public contribution money, CMI has grown up the world’s biggest and best children’s museum today. This museum is located in the state capital Indianapolis, which covers 250,000 square feet. The area of exhibition is over 400,000 square feet with five floors of exhibit halls. This museum has more than 120,000 engaging artifacts and exhibitions which are good for children who easily grow bored. These exhibitions are divided into 12 major venues that include the American Collection, the Cultural World Collection, and Natural World Collection. Except these, this museum offers different type of interpretive activities, standards-based school programs, and teacher development workshops. All of these things are distributed in five levels. In addition, this museum also has two children’s theaters and libraries. It is more multi-function for every visitor. The exterior design of this museum is very interesting. You can see one dinosaur is bursting out the wall, and some little dinosaurs are fleeing everywhere. I really appreciate this architectural design, both to achieve the effect of the decorative art, but also articulate the theme of this museum. Thus, children can be directly attracted by this huge dinosaur. They will want to know what is happening inside.


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Below from left top to right bottom: -The Exterior Corridor of CDM -The Entry Lobby and The Main Entrance -Corridor -Food Court Area


CHAPTER II - PRECEDENT STUDIES

CHILDREN’S DISCOVERY MUSEUM

180 Woz Way, San Jose, CA 95110 The Children’s Discovery Museum of San Jose is a highly interactive space to engage, delight and educate children through exploration of play, which serves needs of children and families for learning. This museum provides a unique environment for users actively make connections among ideas. The CDM houses over 50 exciting hands-on exhibits, performances, in-depth classes and educational programs which spread over a two floors area. Through these exhibits and programs, children will creative themselves and enhance their creativities. Extending the museum visit, there is a garden on the outdoor space. In this garden, children can experience how plants growing. Children have the chance to know where the foods they eat come from. This garden is to inspire all children by appealing to their natural capacity for curiosity. The function of a children’s museum is to foster a love of science, natural theory, history and the arts in a place. It creates an environment in which users can share with and learn from one another.


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ANALYSIS SITE ANALYSIS BUILDING ANALYSIS CLIENT & USER PROFILE


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Below from left top: -The City of Chengdu Skyline -The Map of China -The Map of Sichuan Province


CHAPTER III - ANALYSIS

SITE ANALYSIS

The City of Chengdu The Chengdu Plain to the west of Longquan Mountain is the largest plain in Southwest China, with an area of 6,000 square kilometers. It is drained by the Minjiang and Tuojiang Rivers. Chengdu is the capital of Sichuan Province, which is a great development potential city. In recent years, an increasing number of foreign investors have selected Chengdu as their investments, and built their cooperation relationship with local companies. In Chengdu, the annual economic growth and per capita benefits are leaps and bounds. Chengdu is arounded by 44 municipal city districts and more than 200 counties. Chengdu’s population rate was more than 14 million permanent residents by the start of January 2013, which occupied about 17.5 percent of the population in Sichuan province. From these data, there are more about 4.46 million natives who are living in Chengdu. Chengdu’s population movements are concentrated in downtown center, Jiuniu district, Chengdu district, Jinjiang district, and century city district. The weather in Chengdu is mild and humid all year around, featuring four seasons. The distinctive characteristic of weather is fog and humidity in Chengdu. There are fewer hours of sunlight per day. The rain season is usually in July and August, with occasional storms. The coldest month is January, with its lowest temperature dropping to 21 F. Spring in Chengdu often comes early from the end of February and lasts long until early May. As the temperature rises, colorful flowers are blooming one after another, and trees and grass are turning green under the spring wind. Summer here is both hot and rainy, from mid-May to early the end of August. Autumn usually starts from September and lasts till the end to October or early November. The temperature drops quickly. The average temperature in winter from November to mid-February is about 41 F. However, it feels cold due to the clouds and moist weather.


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Residential

Commercial & Residential Commercial

Education

Natural Environment

Chenghua District In the past, Chenghua district was the birth land of Chengdu’s industrial enterprises. It laid the foundation of modern industry in Chengdu. Chenghua district has kept Guoguang, Hiroaki, red tube factory and other relics to be the eastern suburb industrial civilization. Nowadays, Chenghua district is a main education, technology, economy, science, and tourism area in Chengdu city. This district includes the first highest western tower – Sichuan TV Tower, the famous national 4 A level scenic spots – Chengdu Giant Panda Breeding Research Base, the largest Amusement Park and Chengdu Zoo. Chenghua district also has Chengdu University of Dinosaur Museum that holds more than 50,000 pieces of natural treasures. The northern suburb scenic area are playing a key part for modern service industry in Chengdu. Another way, there are over 70 local schools and universities, research institutions, which provide a wealth of talent and innovation resources for building a regional innovation system and comprehensive competitiveness.


CHAPTER III - ANALYSIS

Below from left to right: -The Map of Chenghua District -Chenghua District’s City Zone -Chengdu Amusement Park - Haichang Polar Ocean World -Sichuang TV Tower

Proximaty Land Use


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Below from left top to right bottom: -Chengdu Eastern Suburb Memory Park Siteview -West Entrance -Central Square -Music Park South Road


CHAPTER III - ANALYSIS

Chengdu Eastern Suburb Memory Park This project is established near Chengdu Eastern Suburb Memory Park, Chenghua district. The Eastern Suburb Memory Park opened to public in 2011, which is the theme of the music industry and music culture experience gathered park. This park is located in the east second ring road Chengdu, belong to the original part of the old industrial zone. Its predecessor was Chengdu owned red tube factory. The entire site covers an area of 2.7 million square feet, and it is the unique intact old industrial plant. In the future, the Eastern Suburb Memory Park will become a collection of music, art, drama, photography and other forms of multiculturalism cultural park. It will be a modern and international cultural and creative industry zone in Chengdu.


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Below from left to right: -Transportation in Chenghua District -Subway Station -The Double Decker BRT -Chengdu Subway Lines

SUBWAY

TAXI / PRIVATE CAR

BUS

PERSONAL BIKE


CHAPTER III - ANALYSIS

Transportation This project occupies the most convenient location in east of Chengdu. There are already 2 subway lines under operation – Line 1 and Line 2. The Line 1 is the major transportation hub in Chengdu Metro Line, which stretch from south of Chengdu (Shenxian Lake), overall 28 subway stations, finally arrives at the north of Chengdu (Century City). It is very convenient to take Line 2 from out 3-ring area in Chengdu. This line connects Chengdu between northwest and southwest, starting from Chadianzi Bus Terminal to Chengdu Institute of Administration. Over the next several years, Chengdu is also constructing total 7 subway lines to cover entire city for purpose of easing the traffic congestion and city pollution on the ground. This project also is surrounded by many major intercity bus stations which serve different destinations. Subway metro and bus are convenient for people to visit between downtown Chengdu and other suburb districts.


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Below from left top to right: -Buildings Exterior Environment -Existing Interior -Third Floor Interior


CHAPTER III - ANALYSIS

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BUILDING ANALYSIS

Building Identification

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Buidling Name: Chengdu Red Rube Factory Location: East Second Ring Road, Chenghua District, Chengdu Sichuan Province, China, 610000 Completed Year: 1950s Building Type: Hight-storey industrial warehouse Main Usage: Factory Structural Material: Bricks and Steel

Technical Data

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North Building Height (architectural): 54 ft South Building Height (architectural): 14 ft North Building Floors: 4 South Building Floors: 1 North Building Area: 37,600 sq ft (each floor) South Building Area: 21,250 sq ft Total Square Footage: 171,650 sq ft

In the eastern part of Chengdu, Jianshe Road, there is an 18,000 square-meter park where young people and artists love to spend time with friends and enjoy a bit of solitary contemplation. It is not an ordinary park of trees and flowers, but rather the renovated site of a former electron tube factory that was built in 1950s. Sky-high chimneys are still there, along with old-style slogans encouraging hard work. This project is situated in the east side of this park, which is composed of two abandoned industrial warehouses. These two old warehouses cover an area of 60,000 square feet. The south side of the short building was used as the employee’s dormitory, canteen, bathhouse, and storage. It is built by grey bricks and sharp roof. And the tall building on the north side of the orignal was an old workshop area, which is a 4 floors building. This main building installed lighting borad on the roof thus the natural light can come into the room. The distance between the lower building and tower building is about 50 feet. In this project, it plans to build a central park in the middle of this site which can be as a link to connect each building. It not only give people a chance to close to nature, but also can offer some outdoor activities.


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Below from left to right: -The New Hope Group -NHG’s CEO: Liu Yong-hao -Exhibitions in Chengdu Jinsha Museum


CHAPTER III - ANALYSIS

CLIENTS

New Hope Group The New Hope Group originated from Mr. Liu Yong-hao’s family business commenced in 1982. NHG has developed a diversified investment fields, which include agribusiness and food, chemical industry and resources, real estate and infrastructure, finace andother utilities. Over past 20 years, the CEO of NHG has been concerned about philanthropy. He donated more than 20 schools around the country. He thinks that children’s education should begin from early childhood.

Chengdu Institute of Education Science Chengdu Institure of Education and Science is mainly engaged in the preschool education, elementary and secondary education, occupation education and adult education. Recent years, CIES is aim to develop people’s special education, mental health education, and scientific research. The leader of CIES wants to more care about younger children’s development.


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Below from left top to right bottom: -Local Residents and Future Generation -Domestic and Foreign Visitors -Rural Area Children and Orphans


CHAPTER III - ANALYSIS

USER PROFILE

Chenghua district is one of properous area with education, entertainment, travel, and finace. Younger children who are in school students will be the main consumer for this project. Specifically, my target market can be divided to three different groups. Local residents and future generation compose the first consumer group because they paly a fundamental role for the local economic and social development. At the same time, they are also fixed supporters of the local economic and cultural industries. Chenghua district includes more than 90 primary schools, middle schools, high schools, and universities. In addition to people out of work and study, this project will be a good choice for them to go there on weekend. Both Chengdu city and Chenghua district have rich historic sites and natural scenery scenic spots, which attracts a lot of domestic and foreign visitors every year. Those people are the second group consumer. The Chengdu Eastern Suburb Memory Park is the first domestic emerging digital music industry clusters and art experience park, which attract a batch of cultural consumer businesses and industry gathering. This museum will become a characteristic landmark in Chengdu Eastern Suburb Memory Park. In China, there is a large distance between the cities and poverty-stricken areas of per capita income and living standards. Some chidlren who are living in different rural areas, they cannot directly receive the best education.Especially Sichuan province, there happened twice disastrous earthquake in the past five years. More than 50 thousand children lost their shcools and families. Therefore, they cannot like normal children to study in the school. With the help of the local government, some children have to study and live at different charity and children center. For this reason, rural area children and orphans are the last group of target constomers.


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DESIGN DEVELOPMENT CONCEPT DEVELOPMENT MATRIX PROGRAMMING LANDSCAPE FLOOR PLAN


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Below : - Concept Diagram Analysis

LEARNING

DYNAMICS MAZE

FORMS exploring within

the structure of movement

COMPLEXITY

CONFUSION


CHAPTER IV - DESIGN DEVELOPMENT

CONCEPT DEVELOPMENT

Concept Diagram

the exploring result CONTROL

On the basis of the general definition of learning, there are four dynamics of the maze that can be used to explain what happens in the process of learning, which are: complexity, confusion, control, and cycle. The first dynamic means people are exploring within a complex environment. This complex environment consists of all challenges, choices, difficulties, and experiences. However, people have to continue to pursue their goals until they arrive at their destination. Therefore, the structure of movement brings confusion. Despite these challenges, a person will know many things well when they go through a complex environments. The result of this learning process is control which bring confidence. This learning process is a repeating cycle in a person’s life.


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Concept Development Children are full of infinite imagination and exploration in the process of understanding unknown things. ead There are more than a thousand ways to solve problems in children’s mind. Depending on the guidance of curiosity is beneficial to stimulate their creativity. Similarly, a complicated thing is simple in a child’s eyes. Furthermore, people have a general impression of the concept of “maze” consisting of complex pathways designed with confusing differences in various directions. People will be afraid that their children will be lost in such a maze. For instance, all visitors are given flags to engender a sense of belonging to a group. However, children still tend to rush off in all directions. The main point is to consider the possibilities that a maze can offer. For instance, a maze can represent an adventurous stage that includes a wide range of wonderful treasures, puzzles, and hidden dangers in the game. It can be described as a cave, an artificial structure, a monster’s lair, a jungle or a mountain. The dynamic of maze may be within real or imagined facilities. In people’s mind, many crooked lines compose a traditional maze. These irregular lines constitute some different shapes and spaces. These dynamic elements can be seen to represent complexity. Many contemporary artists create artwork that is based on this idea, like paintings, decorations, fashion, and architecture. This project will establish this idea into a specific space. Complexity doesn’t have to mean many layers and shapes within an indoor space. It can simply mean children can have fun and be creative with others in an interesting space that is designed for flexible movement with a varied indoor structure. People should not have a compulsive requirement for children’s learning. Thus, there should be more than one route for children to play. The idea of complexity will show the interdependence between spatial environments and human behavior. The second way to understand a maze is as a place of confusion. The basic understanding of confusion is misdirected by a virtual or solid situation. When people are in a maze, they will rethink “where are we now?” “Why are we in here?” and ”where are we going?” The design intention of this idea is to make children forwardly discover and explore unknown things in a kaleidoscopic space in the process of play. Some semi-open spaces will catch the point of human’s direct reflection that is visual illusion to make spaces have large contrast and interactive.

COMPLEXITY

CONFUSION


CHAPTER IV - DESIGN DEVELOPMENT

Below : - Concept Moodboards and Sketches


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CONTROL

The developing result of control is the third design element in this project, which can be divided into two parts: catching, and surrounding. The meaning of catching is a subjective sense of control. For example, people use their hands to hold something. In design, this idea will be presented by furniture or the ceiling structure. Meanwhile, surrounding is an entire construction in a large scale space. People can feel that they are limited in a close unit. Cycle is a general summary of the entire process. Cycle’s meaning denotes repetition and continuance. It will realize as an independent frame or multi-frames wrap with each other. These repeating elements will make a dynamic space.

CYCLE


CHAPTER IV - DESIGN DEVELOPMENT

Below : - Concept Moodboards and Sketches


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Pr iv

bi

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y

ce Ac

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1

Lobby

2500

2, 3, 4, 5

H

N

N

N

Y

2

Reception & Ticket Area

350

1, 3, 4, 5

H

N

N

N

Y

Guest Infromation

150

1, 2, 3, 5

H

N

N

N

N

4

Membership Center

300

1, 2, 3, 5

M

L

N

N

N

5

Admission Area

100

2, 3, 4, 5

H

N

N

N

N

6

North Wing Exhibit

7000

7, 9, 10, 12

H

N

N

Y

Y

7

Central Gallery

3000

6, 8

H

N

N

N

Y

8

South Wing Exhibit

3750

7, 11

H

N

Y

Y

Y

9

Guest Coar Check

300

6, 12

M

L

N

Y

N

10

Museum Store

1800

6, 9

H

N

N

N

Y

11

Food Court

7500

7, 8

H

N

Y

Y

Y

12

Restroom

760

6, 7, 8

H

Y

Y

N

N

13

Changing Room

200

12

M

Y

Y

Y

N

3

Total

Pl

Pu b

Ad

ja

Eq S ui pa pm ci en al t Da yli Vi & ght ew

ss

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Fo N otag ee e ds

SQ

Fu n

FOR: LOBBY & EXHIBITON HALL

ct Sp ion ac al e

46 I 47

27710 H - High

I - Important but not required

M - Medium

Y - Yes

L - Low

N - No


CHAPTER IV - DESIGN DEVELOPMENT

Eq S ui pa pm ci en al t Da yli Vi & ght ew

ng Pl

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Pr iv

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Fo N otag ee e ds

SQ

ct Sp ion ac al e

Fu n

FOR: MUSEUM LIBRARY

ss

MATRIX

1

Reception

260

2, 3

H

N

N

N

I

2

Exhibition Area

2500

1, 2, 4

H

N

N

N

Y

3

Family Lounge

500

2, 8

H

N

N

N

Y

4

Web Station

350

2, 8

M

N

N

Y

Y

5

Stack Area

3500

5, 6, 7, 8, 9, 10

H

N

N

N

Y

6

Reading Area

620

2, 5

H

N

N

N

Y

7

Toddler’s Area

785

5, 6

M

N

N

N

Y

8

Teens Area

700

5, 9

M

N

N

N

Y

9

Youth Center

1550

5, 8

M

N

N

N

N

10

Tutoring Center

180

4, 6

M

M

N

N

N

11

Food Court

500

8, 9

H

N

Y

Y

Y

12

Office

500

1, 13

L

Y

N

N

N

13

Storage

300

12

L

Y

N

N

N

Total

12245 H - High

I - Important but not required

M - Medium

Y - Yes

L - Low

N - No


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Pr iv

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Eq S ui pa pm ci en al t Da yli Vi & ght ew

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Fo N otag ee e ds

SQ

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FOR: MUSEUM THEATRE

ct Sp ion ac al e

48 I 49

1

Lobby

1200

2

H

N

N

N

Y

2

Customer Lounge

2400

1

H

N

Y

N

Y

3

Seating Area

2400

2, 4

M

N

N

N

N

4

Stage

1700

3, 5

M

N

N

N

N

5

Backstage

1700

4

M

Y

N

N

N

6

Dressing Room

700

7, 8

L

Y

N

N

N

7

Make-up Room

300

6, 8

L

Y

N

N

N

8

Costumes

420

6, 7

L

Y

N

N

N

9

Media Room

425

4

L

Y

N

Y

N

10

Office

150

6, 7, 8, 9

L

Y

N

N

Y

11

Restroom

880

2, 10

H

N

Y

Y

Y

Total

12275

H - High

I - Important but not required

M - Medium

Y - Yes

L - Low

N - No


Eq S ui pa pm ci en al t Da yli Vi & ght ew

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Fo N otag ee e ds

SQ

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FOR: CREATIVITY CENTER

ss

CHAPTER IV - DESIGN DEVELOPMENT

1

Reception

800

2, 3, 12

H

N

N

N

I

2

Waiting Lounge

2000

1, 3, 4

H

N

N

N

Y

3

Connseling Room

100

2, 4

M

Y

N

N

N

4

Trainning Room

300

2, 3

M

Y

N

N

N

5

Kid’s Center

1100

6, 7

M

Y

Y

Y

Y

6

Kids Play Area

300

5, 7

H

N

N

N

N

7

Medical Room

150

5, 6

M

Y

N

N

Y

8

Youth Area

1900

9

M

Y

Y

Y

Y

9

Semi-open Space

300

6, 8

H

N

N

Y

Y

10

Pantry Aera

200

8, 11

H

N

Y

N

I

11

Bathroom

700

6, 8, 10

H

Y

Y

Y

N

12

Office

800

1

L

Y

N

N

N

13

Storage

300

12

L

Y

N

N

N

Total

8950 H - High

I - Important but not required

M - Medium

Y - Yes

L - Low

N - No


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Below : - Bubble Diagram - Program Diagram

Library

Theatre

Commercial

Landscape

Gallery

Creativity Center

Special Gallery 2

Special Gallery 4

RestRM

Storage Locker

Green Park

Special Gallery 1 Special Gallery 3

Theatre Children’s Center Libra

Atrium

Lobby Office

Recept.

Store Entry

Memb

Central Gallery


CHAPTER IV - DESIGN DEVELOPMENT

Public Central Park

RestRM Special Gallery 2

Public Central Park

Special Gallery 4

Special Gallery 2

Special Gallery Special 4 Gallery

PROGRAMMING

Special Gallery 3

1 Store Special Food Theater Special Gallery Court Gallery Special 4 RestRM Children’s 2 Gallery Special Lockers Center 3 Green Area Atrium GalleryCentral 1 Gallery Workshop re Commercial Area Food Special Theater Court Gallery ecial 3 allery Children’s Memb. Recept. Lobby 1 Center Office Atrium Central Theater Gallery Workshop Entrance Children’s

um

Office

Center Memb. User Group:

Lobby Workshop Public Area

Semi-Public Area

Lobby

: Public Area

-Public Area

ate Area :

Zoning Requirements: Staff and Users

Security Control Required

Secondary

Sound Control Required

Entrance Private Area Recept. Circulation:

ance

Recept. Circulation:

Zoning Requirements: Staff and Users

Security Control Required

Secondary

Sound Control Required

Zoning Requirements:

Staff and Users

Security Control Required

Secondary

Sound Control Required

These diagrams present an important part of the circulation of the building. It shows the relationship between the each functional area and reflects the different direction of user’s movement.


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Below : - Section Diagram

EXHIBITION HALL

LIBRARY

MAIN ENTRY LOBBY

ARIUM

GROUND LOBBY

EXHIBITION HALL

PERFORMANCE THEATRE

STAFF LOUNGE

CHILDREN’S CREATIVITY CENTER


CHAPTER IV - DESIGN DEVELOPMENT

ATRIUM

MAIN ENTRY LOBBY

GROUND LOBBY

MUSEUM LIBRARY

THEATRE

EXHIBITION HALL

CREATIVITY CENTER

STAFF LOUNG

According to primary programming, the building is divided into different sections. All semi-public areas are located in the ground level. The Museum Theatre will cover the area of two levels. The Exhibition Area is the private space in this project, which should be placed from the third floor to the fourth floor. From the section study, it is effectively separate the functions of private and public.


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FAUNA

TREES

FLOWERS

SOCIAL ACTIVITIES

The purpose is to develop a core of the community through new connections and artifically constructed resources. Meanwhile, through evolving a process of communication and action reasearch to help design a shared vision with the residents, businesses, and organisations. The lanscape functions as an urban living room hosting various temporary programs.


CHAPTER IV - DESIGN DEVELOPMENT

Below from left to right: - Ecological Spectrum - Landscape Process Diagram

PARK AND CITY

CIRCULATION

GREEN AREA


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0

4 8

16

32

CENTRAL BRIDGE

SURROUNDING PARK

BACKSIDE FOREST

PARKING & LOADING

6

5 7

6 9 9

8

5

6

5 7

5

2

2 2

4

7

2

1

2

10

3 11

7 7

9


CHAPTER IV - DESIGN DEVELOPMENT

LANDSCAPE

1

MAIN ENTRY GATE

2

SCULPTURE AREA

3

GREEN RAMP

4

CENTRAL VIEW POINT

5

SHALLOW POOL

6

ARCH HALL

7

LIVING WALL

8

SAND PLAYGROUND

9

FLOWER GARDEN

10

STAFF PARKING AREA

11

LOADING & DELIVERY

The major design idea of the landscape is a park that is a maze. The shape of plan replaces the street grid of entire Eastern Memory Park, which displays a 2-dimensional maze. The project site can be as a starting point, and extend along the street grids to the surrounding. The Central Bridge emphasis that there is only one pathway that can go out of the maze. Thus the Central Bridge crosses the entire site, which includes the Main Arch Gate, a Central Garden, and the Backside Arch Alley. Two buildings are hidden by high trees and living walls. It looks like a shell surrounding the park. The Backside Forest is not a real forest. It represents the idea that people can be lost in a maze. They may experience some natural scenery in forest. Lastly, parking area is only available for museum staff.


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0

4 8

16

32

GROUND FLOOR

GROUND LOBBY

PERFORMANCE THEATRE

LIBRARY

CHILDREN’S CREATIVITY CENTER

5 2

9

8 1

4

10 3

6 13

11 7

12

14


CHAPTER IV - DESIGN DEVELOPMENT

FLOOR PLAN

1

GROUND LOBBY

2

FOOD COURT

3

MUSEUM STORE

4

LIBRARY LOBBY

5

EXHIBITON AREA

6

CENTRAL GALLERY

7

JUICE BAR

8

THEATRE LOBBY

9

LOUNGE

10

AUDITORIUM

11

CREATIVITY CENTER

12

KID’S AREA

13

PUBLIC PLAYSCAPE

14

YOUTH STUDIO

The ground floor of this project is a semi-public area which include a small-scale performance theatre, museum library, children’s creativity center, food court, and gift store. Visitors can do activities in this level without tickets. The secondary entry is placed on the ground lobby. The ground lobby is the heart of this level because it is a transfer station to main Atrium, Food Court Center, and Museum Store. The Performance Theatre is located on the east side of ground lobby. Visitors can watch some shows in this theatre. Sometime, this theatre can be rented to local schools for celebration. Museum Library is divided into two parts that cross the two buildings. There is a central gallery used to connect the two parts of library. The fantastic courtyard brings natural views into the central gallery. The north side of library is available for younger kids except the library exhibition area. Teenagers and young adults can have their own reading areas at south side of this library. People also can walk through the ground lobby or green ramp to arrive at the Children’s Creativity Center. This center is established on the east side of lower building, which includes different kinds of creative studios for children who are in different age ranges.


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0

4 8

16

32

SECOND FLOOR

MAIN ENTRY LOBBY

TODDLER’S DISCOVERY PLACE

EXHIBITION HALL

ATRIUM

6

8 4

9

7

5

10 3

2 1

PERFORMANCE THEATRE


CHAPTER IV - DESIGN DEVELOPMENT

1

MAIN ENTRANCE

2

TICKETS

3

MEMBER & INFORM

4

EXHIBITION HALL

5

TODDLER’S STUDIO

6

DISCOVERY CENTER

7

ACTIVITY CENTER

8

FEEDING ROOM

9

PLAYING AREA

10

ATRIUM

The museum’s main entry is on the second floor. There are two ways to get into the main entry lobby. The first way is that visitors can walk into the lobby through the outside stairway. Another way is that there are two elevators on the ground lobby, which can take people to go up to the second level. The Admission Area and Member Center are facing the main entry door. A free opening exhibition hall is located on the left side of entry lobby. This exhibition hall changes all exhibits seasonally. The Toddler’s Discovery Place is behind the lobby. It provides an enclosed environment for babies, crawlers, and pre-walkers. The Atrium is the only way to arrive at the main exhibition hall. The Theatre’s back of house is on the east part of the second floor.


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0

4 8

16

32

THIRD FLOOR

SCIENCE EXHIBITION

ATRIUM

RECYCLING CENTER

LIVING SYSTEM

5

2

6

4

10

7

3 1

4

8

9


CHAPTER IV - DESIGN DEVELOPMENT

1

ATRIUM

2

SCIENCE EXHIBITION

3

CREATIVE STUDIO

4

WORKSHOP

5

BUBBLE FACTORY

6

DIY AREA

7

LIVING SYSTEM

8

EXPLORING CENTER

9

MEDIA ROOM

10

RECYCLING CENTER

Following the atrium staircases, visitors can go to the Primary Exhibition Area that is on the third floor. The Overline Bridge connects the East and West Exhibition Halls that are Science Station and Living System. The Recycling Center is a split-level, which floats between the third and fourth floors. It is more important to make indoor circulation flexible.


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0

4 8

16

32

FOURTH FLOOR

POWER OF WORLD

ATRIUM

ART CART

STAFF LOUNGE

5

6 2 7 4

3

1


CHAPTER IV - DESIGN DEVELOPMENT

1

ATRIUM

2

HISTORY EXHIBITION

3

LOUNGE

4

MEMBER’S STUDIO

5

CULTURE STATION

6

SKYLINE

7

ART CART

The Power of World and Art Cart constitute the Secondary Exhibition Hall that is established on the fourth floor. The T shaped bridge is a link between the two halls as well as the third floor. Staff’s offices and lounge cover a quarter area of this floor, which is located on the east side of this floor.


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FOCUS SPACES LANDSCAPE ATRIUM & CAFÉ STATION LIBRARY PERFORMANCE THEATRE CREATIVITY CENTER


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Below from left top to right: -A Three Dimesional Maze -The Street Grid of The Site -A Mazy Garden


CHAPTER V - FOCUS SPACES

LANDSCAPE

Based on the structure of a maze, the intention of the landscape is to present two different views: people standing outside of the maze, and people lost inside of the maze. When people are standing outside of the maze, everything is blocked by overhead panels. In addition, the inside circulation of the maze can be simple or diverse. Starting from this idea, a series of overlapped walkways and waterways will make people interested in this complex structure. In addition, the inside environment of the building interacts with the outside environment.


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Below from left: -The Elevation of The Entry Gate -Living Wall Perspective

MAIN ENTRY GATE

The first place of focus is the Entry Gate. The huge arch panels show users where the main entry gate of the museum is. The brightly painted arch panels intersect with each other and create a pathway. The entry pathway is controlled by this arch gate and extends to the entry stairway. High green walls and trees are the boundaries of this site, which distinguish the inside and the outside environment. The water flows from the green walls to the shallow ponds. All these overhead structures blind the views which present an idea of control.


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

Below from left: -The Section of The Central Garden

CENTRAL GARDEN

The Central Garden is one part of a Central Bridge, which is located between two buildings. It is the center of the entire landscape. So this block yard plays an important role to connect two buildings. Originally, the aim of a design was to strengthen the interoperability between indoor and outdoor spaces. Building walls, just like a mirror, create a reflection of the indoor environment which appear similar to the outside area. Therefore, the form of the Central Garden imitates the structure from the inside spaces. The design idea of the Central Garden expands from that people feel confused in a maze. The S-shape Green Ramp is starting from the Main Entry, and ends in front of the Children’s Creativity Center. Users can have interaction wherever they are, be it inside or outside. There are three outdoor exhibition areas which display some sculptures on the lawn. Few benches are facing to different directions, which bring diverse natural scenery into people’s eyes.


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BACKSIDE FOREST

Crossing the Central Garden, there is a small area of dense forest behind the buildings, which is the Backside Forest. The color painted arch panels extends from the entrance to here. Similarly, the staggered arch panels constitute a pathway that guides people to the exit. The outdoor sand playground is on the north side of the Arch Hall. Children can enjoy their outdoor activities in here. In the Flower Garden, users can find out how seasonal flowers are grown. They can learn how their effect on the planet and how they can be positive stewards of the Earth. The complex walkways will take users to every corner of the forest.


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

ATRIUM & CAFÉ STATION

There are three specific focus spaces in this area, which include the Ground Lobby, the Atrium, and the Café Station. These spaces represent the design concept of this project: discovering within a complex environment, and the cycle of pursuing goals. The Ground Lobby is the main core of this museum. The Atrium becomes the main symbol of the museum, which is covered by a geometric-shaped glass roof. It is an open space running from the first to the fourth floor. The key elements in this space are two intertwined stairs. The staircase branches off this atrium and spirals around with a core. The Café Station is another symbol to present the design idea of confusion and cycle with similar materials.


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GROUND ENTRY LOBBY

The Ground Entry Lobby provides an open space for all function areas at first floor. The natural light comes from the roof to illuminate the indoor water garden area. The wood-made deck crosses over the water. There are few seats near the water garden. Two staircases are painted by different colors, which seem like two ribbons wrap together and suddenly rise up the slim atrium space from the Ground Entry Lobby. This dramatic sculpture presents the idea of a cycle. The intertwining white-and-orange stairs lead users to different destinations, which act as a navigational prompt to distinguish the path to the upper exhibition halls. Thus, users walk through these staircases as they come and go. Each set of stairs is supported by the floors and overline bridges themselves. The Long Expanded Bridges break and gather spaces removed from the bustle of each main exhibition floor. Users can overlook the central atrium when they walk through the Long Expanded Bridge.


CHAPTER V - FOCUS SPACES


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ATRIUM STAIRWAY


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

LONG EXPANDED BRIDGE


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CHAPTER V - FOCUS SPACES

CAFÉ STATION

There is a dazzling Café Station on the north side of the foyer. This Café Station is made by natural woods and a unique stone-like floor. The idea behind the Café Station is faithfully mirrored on the ceiling structure, walls decoration, bar tables. The entire structure of this area transits from the ceiling to the walls and bar tables. It presents a conceptual idea of a cycle that is a circulated line stretch from the ceiling to the ground. This is a space full of light which welcomes visitors. The fitted wall is built out of wood offcuts with different wood patterns and colors. Many items of furniture are recycled to achieve environmental sustainability.


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CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

LIBRARY

The Library is located on the west side of the ground floor. It includes four function areas, which are the Library Exhibition Hall, Kid’s Center, Teen’s Learning Center, and Central Gallery. The design and construction of the Museum Library is to create an interesting activity space for children. Meanwhile, it has to keep interaction with the museum. Therefore, the design of the library is explored including the addition of an overlooking tower above the two-story library exhibition hall. Users can see other activities in the Library Exhibition Hall when they walk on the second floor. This overlooking tower will free up valuable space for public use. On the middle side of the Library, there is a Central Gallery that is created to connect the main library building with the Teen’s Learning Center. The Central Gallery replaces a new structure to make the library circulation more flexible, which is fundamental in increasing the library’s visibility and strengthening it as a central cultural and natural destination. The materials are taken from the feeling of warm, comfortable, and liveliness. The soft materials are the preferred choice.


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CIRCULATION & RECEPTION AREA

The Circulation Area is created as an eye-catching space with large areas of color painting. Using different colors to make a distinction between walls and floor. The bright yellow frames mention users that there are two corridors on the two sides of the circulation desk. Along these corridors are the main exhibition hall and central gallery. The circulation desk uses the same color with ground flooring. It makes users feel that the desk is suddenly popping out from the ground.


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

LIBRARY EXHIBITION HALL

The design idea of the Library Exhibition Hall is to identify a multi-use hall, and to increase the needs and functions for users. In the Exhibition Hall, the main exhibition area, the children’s collection space, media center, and the reading room make way for the multi-use hall. The hall connects with the two semi-private learning rooms. The public reading room provides opportunities for team and families’ learning. The structure design is essentially a simple pyramid box that is enlivened by a dynamic ceiling and walls. In addition, the multi-use hall is controlled in this coneshaped box. Large floor-to-floor windows create a connection between the interior and the exterior, which increase awareness of the friendly environment. The colorful interior makes this space evident to onlookers.


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CHAPTER V - FOCUS SPACES

EXHIBITION CASE


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CHAPTER V - FOCUS SPACES

READING ROOM


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CHAPTER V - FOCUS SPACES

SELF-LEARNING CENTER

The Self-learning Center emphasizes more details about the main concept. The winding frames and columns constitute a strong spatial area that presents the idea of control. The personal study zone nestles alone in the corner. Allowing the structure to combine with furniture and multiple spatial interfaces to be visible in the interior, which makes the space more functional. These winding frames inform to the roof, which serve as lighting covers, and integrates reading recesses. In addition, these frames gradually shift shapes to adapt the structure of the roof and walls, which overlap with each other. These asymmetrical frames are illuminated by different color lights. It gives people an illusive atmosphere from a different point of view.


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CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

PERFORMANCE THEATRE

The Museum Theatre provides a performance area where musical, concert, and other performance activities can be shared. The main design elements in this theatre are the conceptual idea of confusion and control. The idea of confusion appears in the Lounge Area, which is inspired from a spatial painting that can actually be entered. The Auditorium Area will present the design idea of control. This area follows the same geometrical principle of honeycomb. The honeycomb grid is adopted as the based structural system to present a control feeling. It also becomes the best way to solve the structure of a no-column space.


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LOUNGE

This space plays on projections in two and three dimensions. A users’ vision constantly shifts and realigns as one moves through the space. These dynamic design strategies include three elements: abstraction, floatation, and distortion. From the front view, this space display a three dimensional perspective. When the visual direction changed, the form of this space moves from three-dimensional to two-dimensional.


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

LOUNGE


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CHAPTER V - FOCUS SPACES

AUDITORIUM

The Auditorium Area is the core of the Performance Theatre, which in the proposed has 280 seats. These seats are equally distributed in a series of terraces in front of the stage that impedes the discrimination of the audience. The design of this space has incorporated the honeycomb grids into walls and ceiling that cones are uniquely angled to focus the gathering of lighting and acoustic sounds inside the wall. There is only a portion of the area behind the wall which is revealed to the viewer because the honeycomb structure is oriented at specific angles.


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CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

CREATIVITY CENTER

The Creativity Center is a crazy, pop-inspired space that is a combination of forms and colors. Through the color application learning, this educational space provides an exciting environment for kids and adults who want to be here. It is appropriate that a certain amount of color issued to stimulate the different ages of the children. The interior environment of this center is designed with high gloss, matte, and sharp misleading angles. These dense mixed colors guide students to enter into each individual classroom. In public areas, the hallways enhance the interaction between students and spaces. When color is applied, it helps to realize the functionality and comfort of the users in the building without forcing the visitors to differential between active public spaces and internal quiet classroom situations.


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RECEPTION LOBBY

The Reception Area is delineated by a colorful space. It maintains a clear transformation area with large applied colors. These light colors seem to expand the boundaries of this space. The lighting insets the ceiling, which illuminates the striped floor pattern.


CHAPTER V - FOCUS SPACES


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CHAPTER V - FOCUS SPACES

CORRIDOR

The break-out Corridor and the Semi-open Play Yard are an animated display of pure form and color. Different color tones extend across the synthetic-resin coated flooring and painted walls. The color translates from purple to pink and onto yellow. The different color walls allow children to easily find out the classroom. In addition, these vivid colors create a spectacular visual effect. The wall is built with full padded window benches for resting, which enhances the interaction between each space. Another wide corridor is created with enough space for sitting and relaxing. The extensive use of glazing and similar material help dissolve the barriers placed between spaces and keep all areas in the facility visually connected to each other.


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CHAPTER V - FOCUS SPACES

KID’S PLAY YARD


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PUBLIC PLAYSCAPE


CHAPTER V - FOCUS SPACES


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ABOUT AUTOBIOGRAPHY RESUME BIBLIOGRAPHY


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AUTOBIOGRAPHY

“Design is really about well-being. I think that people want to feel good in a space. On one hand it is about shelter, but it is also about pleasure. You are not confined to look at a space in one given way, you can really meander around” said by a famous architect. These words remind me that do not consider what you look at in a space. A designer has to think deeply and widely. How am I interested in design? To be honest, I have started to learn traditional chinese-ink painting when I was 10-year-old. After I graduated from my middle school, I chose to learn western pencil sketch and oil painting in a local Youth Art & Activities Center. At that time, I did not know what the definition of design is. I just learned hwo to cognitive and made beautiful painting. Until one day, my director suddenly asked me: “what will you want to do in your future life?” This question has been appeared in my mind. If I really like drawing, why do not make it as my own career. Therefore, I has chosen to study in a Art College and leared some professional design skills. After my four years of Environment of Art Design studies, I strongly felt that design is an unknown, changeful, and unexpected field. Sometimes, it will give me different kinds of surprise. In my College, the instructors also showed some excellent design projects from domestic and foreign areas. I would think how do they make that and how can I be an professional designer like them. For this reason, I decied to go abroad to further my design studies. The Academy of Art University was another trasition in my life. I was looking forwad to come here. In addition, I believed that I will learn what I want to enrich myself in three years. In my three years studying in the Academy of Art University, I learned to think and analysis design from different views. Instructors and classmates also gave me a lot of impressive recommendations in each presentation. It is good for me to enhance my design. My personal design goal is to achieve the needs of the people on the life function. Through the moving line arrangement, pattern, furniture, furnishings, allowing people to experience living in one of convenience, comfort, and pleasure of life. In my own view, the new interior design is a comprehensive design, which includes visual environment and engineering aspects. It also include sounds, lighting, heat and other physical environment and atmosphere, mood and culture. Finally, I invariably believe one chinese proverb, which is “Do not want to be a general soldier who will never be a good soldier”.


CHAPTER VI - ABOUT

RESUME

EXPERIENCE

EDUCATION

Chengdu BRC Real Estate Company Architecture Department Chengdu, Sichuan, China Assistant Design Director • Produced all department’s interior working drawnigs in CAD for working all interior CAD plans • Chose and specified furnishings and materials

July 2009 Sep 2009

Sep 2011 - Now

Academy of Art University San Francisco, CA, United State MFA in Interior and Architecture Design Sep 2007 - June 2011

Chengdu Shang She Interior Deisgn Studio Chengdu, Sichuan, China Design Intern • Designed bathroom and kitchen layouts in CAD • Provided detailed assistance in selecting finishings and furnitures • Provided color consulting

Chengdu Architecture Design and Research Institute Urban Design Department Chengdu, Sichuan, China Assistant Design Director • Measured fields • Designed landscape layout • Prepared material board

May 2010 Aug 2010

TECHNICAL PROFECIENCY Oct 2010 June 2011

DESIGN PROFECIENCY • • • •

Hand Drafting & Rendering Interior Space Planning & Sketching Construction Documents Layout Sustainable Design Practice

Sichuan University Art College Chengdu, Sichuan, China BFA in Environment of Art Design

Platforms: • Mac OS and Windows 7/XP Applications: • Microsoft Office World / Excel / Powerpoint • Autodesk CAD / Revit Architecture / 3D Max • Adobe Photoshop / Illustrator / InDesign Google Skechups

LANGUAGES • • • •

Urban Planning & Landscape Design Materials and Finishing Selection Furniture Collocation Building Codes

English . Mandarin . Cantonese


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BIBLIOGRAPHY

INSPIRATION http://www.yangliudesign.com/

PRECEDENT STUDY http://www.exploratorium.edu http://www.nibbi.com/projects/exploratorium-pier-15/ http://www.childrensmuseum.org http://www.cdm.org

SITE ANALYSIS http://www.gochengdu.cn/ http://www.china.org.cn/arts/2012-08/27/content_26345520.htm http://english.cntv.cn/program/cultureexpress/20121012/102404.shtml http://www.eastcd.com/life/about.html

ARTICLES Color Wayfinding in Corporate Environment (2011) The history about a maze Learning Spaces (2006)

http://www.meldrenachapin.com/blog/wordpress http://www.unmuseum.org/maze.htm http://net.educause.edu/ir/library/pdf/PUB7102.pdf


CHAPTER VI - ABOUT


Profile for Connie Xu

Children's Creativity & Exploration Museum  

MFA Final Thesis Project Academy of Art University

Children's Creativity & Exploration Museum  

MFA Final Thesis Project Academy of Art University

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