The Architecture Distillery

Dean Williams

Part 2 Year 1

Thesis Book

the architecture the the architecture architecture

distillery distillery distillery

the architecture distillery/ contents

contents _____

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Concept

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Programme

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Location

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Design Moves

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Drawings and Explanations

___ ___ ___ ___

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The Concept The University Today

Currently, the University is at risk of losing its place in society as a civic institution. The past couple of decades have seen a worrying trend toward the privatisation of higher education in the UK. With tuition fees reaching ÂŁ9,000 a year, Universities are at risk of becoming corporations, selling education to clients.

The more students have to pay for their education the more they will start to question what they are recieving for their money - this is likely to result in a tickbox education where tutors are responsible for teaching each student the same information in the same way. This linear, restrictive process of learning is a step in the wrong for higher education.

Below: Typical route through University today.

College Students University Students

Graduates Workers

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The Concept The University of the Future

The University needs to remember its roots as a ground upwards civic institution where people would meet to share knowledge and gain understanding.

More of an emphasis needs to be placed on learning for the sake of learning and less on achieving certificates and on the collection of prestigious University names to impress employers.

Manipulating the University into a more cyclical or reflexive model will aid in reestablishing the University as a civic institute. In order to prevent Universities making the full leap in the coroprate sector, ironically they must work in partnership with with corporations of all shapes and sizes and the local community.

Below: Typical route through University today.

College Students University Students

Corporate Sector

Graduates

Community

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The Concept Architectural Education

Breaking from a linear model within Universities would have positive ramifications for the way in which architects are trained.

Instead of following the RIBA prescribed stages 1, 2 and 3, students would be encouraged to explore a wide range of disciplines.

Many famous architects throughout history started their training in subjects other than architecture.

Training would benefit from corporate, community and graduate input achieved through a more cyclical and reflexive educational environment. Studies would start broad, and be fine tuned by students allowing them to build their career as best suits them.

ing architectural erosio n

m stem Students with diverse interests, starting points and ages.

by rediscovery of architectural discovery

University combines diverse interests of students providing a location for these interests to be explored and developed.

The outcome of this process is open throughout the course duration.

Students decide how they want to build their curriculum.

Students initial interests and career aspirations may change over the duration of University.

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The Concept Architectural Education

An environment home to such a wide variety of related disciplines will provide ample opportunity for cross pollination of ideas. Should a student require more information on a related field to enhance their work - advice is easily sourced. Chance encounters around the University in the form of shared workspaces, view corridors and exhibited work will benefit all those using the University- corporate workers, community members and students alike. Those becoming architects will reference their own early varied studies and benefit from witnessing the wide range of disciplines going on around them.

Surveyor Architectural Philosopher Interior Designer

Researcher Furniture Maker

Builder

Architect Plumber

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The practice of architecture is an ‘environment changing with new technologies, sciences and legislations.

All architects must be autodidacts for keeping up to date with new standards, new regulations, or new methods.’

Vers un Architecture Le Corbusier The University ethos revolves around an autodidactic way of thinking - students are required to recognise the importance of sourcing their own information and will develop the means to discover this information, both at University and in the workplace. All students will be exposed to this way of thinking, those that become architects will develop this methodology throughout their career.

- Information from other disciplines will directly feed into student project work.

- Corporate workers may witness and benefit from student innovation.

- Students may witness and benefit from corporate inovation.

- Members of the public may contribute information or benefit from student/ corporate work.

au·to·di·dact

An autodidact is a person who learns something without a tutor and educates himself. (noun) Albert Einstein was autodidactic.

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Workshop space is required within easy reach for the vast majority of students at the University. Workshops relate to the type of work being conducted.

Building - one of the three pillars of study at the University. This includes everything from live building projects, business logic and planning and the trades involved within construction.

At the heart of the University is the aim to improve and educate in ways of thinking, rather than just teaching people how to do specific tasks.

Design - one of the three pillars of study at the University. All forms of specific design education can be undertaken in addition to broader studies.

Complementary Studies - one of the three pillars of study at the University. Completely self directed, this school provides students with the opportunity to expand their knowledge as they see fit.

the architecture distillery/ the programme

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The Programme The University Student Cycle

135 new entrants Year One

School of Building

School of Design

Complementary Studies

Year Two

Complementary Studies

School of Building

School of Design

School of Building

School of Design

Year Three

Complementary Studies Kate

A tailored curriculum

Autodidacticism

Year One Attendance at each of the schools for one term.

Kate decided not to study a complementary subject in second year or building in third year. Kate still attended some of these and other random lectures for additional knowledge.

Year Two Studies construction site management and design history and theory.

Year Three Continues construction site management and takes up quantity surveying.

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The Programme The University is a pedagogic tool

Anne- School of Design Tutor ‘Information is meant to be shared. I am happy to adapt the classroom before a lesson begins to allow the knowledge I am sharing to reach those other than the students enlisted on my course.

We have the ability to exhibit anywhere on the University campus - students are free to build their unit exhibitions and interact with students from other disciplines.

The mix of public amenities and University spaces helps the School of Design to build strong relationships with both members of the public and corporate sector workers. Both groups of people regularly attend design crits, design consultations and my lectures.

Our close relationship with the other schools encourages students to explore ideas with a pragmatic edge gained from their building school experience. ’

Jeff- Building School Tutor ‘Building needs to be taught conceptually as well as in reality. The University actually allows me to teach building principles and courses on the trades using the University buildings as examples. I can locate my classroom around some exposed plumbing or electric from one of the student flats and use it as a teaching tool.

It is possible to ‘build off’ certain elements of the Universitiies structure, enclosing and opening space or testing building components or ideas - live.

It’s great to see the building ideas tested and discussed directly being employed in the design school and within research and corporate work.’

Samuel- Ex Student and Researcher ‘Having studied at the University I was impressed with the joined up working patterns I witnessed.

The transparent nature of each of the schools meant that information was easily accessible, everyone wanted to help each other in their work.

As a researcher I am situated perfectly between students, corporate secotr workers and the public - their opinions and expertise benefit me and strengthen my research.

My findings are fed straight back into the University in the form of lectures and tutorials. My expertise has enabled me to act as a consultant to many local businesses.’

Students follow a timetable of lessons, but are able to join lessons around the University in their spare time. The complementary studies timetable and study material is student led and designed.

The east of London has been chosen as the starting location for the Architecture Distillery. In particular, the island sites collectively known as the Lower Lea Valley. These islands have been formed by the canal and road network which works its way through the area. At the heart of these islands sits the Olympic park development site. Each of the islands have been earmarked for mass development, some as part of the Olympic legacy plan and others as initiatives of their own.

These islands straddle the London Boroughs of Newham, Hackney and Tower Hamlets with Greenwich on the periphery. The Lower Lea Valley used to mark the end of London, and is now situated close to its heart.

Development proposals aim to establish this former border as the integral constituent part of London it has become.

_The Lower Lea Valley meets the River Thames. __old London meets new London ___planned meets unplanned

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The Location Sugar House Lane

Sugar House Lane Island Situated to the south of the Olympic development site, Sugar House Lane is earmarked for demolition - with only a few buildings being retained. The island is currently home to a collection of industrial warehouses and factories, some of which are still in use.

Located within walking distance of Stratford International train station, Westfield Shopping Centre and the Olympic site, with the canal stretching along its eastern edge and the A11 to the north, Sugar House Lane is destined to become an attractive place to live,work and study in the near future.

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The Location Opportunities and Constraints

1 Stratford International Westfield Shopping Centre

Noisy

Public

2 Quiet

3

4

5

Private

6 7

Central London

1

Close proximity to a wide range of major transport links such as Stratford International and the A11 enables the University to be easily accessible by students and members of the public alike. The University encourages the use of cycling or walking as methods of transport. Limited parking is available on site, with additional parking available at Stratford multistorey parking, situated 5 minutes walking distance away.

Construction of the University will likely facilitate both the use of the canal and the A11 in the delivery of materials.

2

Situated within 5 minutes walk of the Olympic Site, Sugar House Lane Island will undoubtedly benefit from its development and legacy. The A11 is likely to become a more active high street, bridging the distance between Mile End and Stratford via the much awaited Olympic development.

3

The A11 although useful for connectivity presents a noise and pollution problem for the University.

The creation of a noise barier on the northern edge of the site helps to minimise noise and adds to the autonomous island feel of the University.

4

The Univeristy makes use of what was previously an ignored asset. A large number of students have clear views over the canal from their bedrooms, while the old workyards have been converted into destinations of learning and social interaction, with the canal as a backdrop.

5

The existing urban grain of the site revealed trajectories and internal islands within the Sugar House Lane Island. These quadrants and permeability routes from the high street to the south have been incorporated within the University.

6

Sugar House Lane provides the main vehicular access to the site from the A11, vehicles can join the A12 by continuing south along Three Mills Lane.

7

Sugar House Lane is home to a number of buildings and workyards of note, these buildings and spaces have been retained and reappropriated in homage to the industrial history of the site.

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The Location Opportunities and Constraints

Above: Aerial view of Sugar House Lane Island. The blue dotted line indicates new communities being established in and around the Olympic Park. The red lines show existing communities. The top right community will be directly linked to the University with a new footbridge- strengthening the Universities relationship with the local people and increasing its civic atmosphere. The white line indicates the only road to run through the site.

Above: Aerial close up of the University site and the five buildings of note to be retained and restored where appropriate in colour.

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Design Moves Retained Industrial Buildings

Gross floorspace per floor: 460sqm Total floorspace: 2300sqm The most prominent landmark in the Sugar House Lane Island is the Sugar House - a former warehouse, it is now home to a number of local businesses.

A proportion of the office units also provide accommodation. The University aims to forge strong relationships with these businesses - offering its facilities and amenities in exchange for student/ corporate partnerships.

Gross floorspace per floor: 373sqm Total floorspace: 1119sqm The Dane Group Building is constructed from London stock brick and is situated on the first bend of Sugar House Lane.

The demolition of it’s surrounding buildings means this warehouse can house expandable programme, whilst its external walls require retention. Lower windows are original.

(Left to right) Gross floorspace per floor: 130sqm Total floorspace: 260sqm Gross floorspace per floor: 257sqm Total floorspace: 514sqm Gross floorspace per floor: 353sqm Total floorspace: 1059sqm These warehouses are the best preserved industrial buildings in the Sugar House Lane area and are believed to have been part of the Sugar refinery that once stood on the site.

The highstreet building is three storeys high, with an attic. It’s high street frontage plays a significant role in depicting the areas history - housing the library facilities this building will brought back to life but with minimal interference to its built fabric. The removal of the buildings surrounding the rear buildings best suits linkable/expandable uses and therefore houses studio and workshop space.

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Design Moves Retained Industrial Buildings Autodidactic Library Bookshop Gallery Cafe Social Supermarket

Gymnasium Studios

Public

Auditorium Finishing Workshop

Research Accommodation School Offices Ideas Workshop

Office Space Development Workshop

Private

Taught

Openable Office Space

Fixed Locked Private Fixed Shell Expandable Road Access Fixed Shell Expandable Public Access

Fixed Locked Public Frontage

Finishing Workshop Development Workshop Studio 1 Auditorium Cafe

Fixed

Gallery Social Studio 3 Ideas Workshop Gymnasium

Moveable

School Offices Accommodation Library Supermarket Locked

The reuse of old industrial buildings on the site provided a starting point for the development of the site. Each of the buildings came with their own limitations and opportunities which helped to inform programmatic decisions.

Some buildings, such as the Sugar House and the warehouse which fronts the high street need not be tampered with, instead house elements of the University which are fixed in location and locked in their expansion capabilites.

Other buildings like the Dane Group Warehouse and the two warehouses behind the high street warehouse offer shells within which to house new uses as well as the opportunity to expand into the surrounding space. The University benefits from the relationships between these buildings and from the spaces between them.

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Design Moves Site Breakdown

Looking closely at desire lines, view paths and circulation routes helped to disect the site into segments for development. The boundaries and trajectories of the retained buildings highlighted five zones for new build developments which could be matched with the programmatic elements not housed within the retained buildings in accordance with their requirements and relationship needs.

Areas of new build development in respect of view paths, existing building boundaries and trajectories and circulation routes.

View paths maximised with future development, these buildings are key to the character and heritage of the site.

Entrance to the site will be gained at these points, informed by urban grain studies and existing routes.

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Design Moves Conservation Area

The north of Sugar House Lane Island has been deemed a conservation area owing to a combination of special attributes.

The site has long historical associations with particular industries, especially sugar refining, printing ink manufacture, chemicals and building trades; Sugar House Lane provides exeptional evidence of nineteenth centruy industry in the Lower Lea Valley; The intimate sequence of spaces and waterways; The plain, simple buildings but strong group value; The rich silhouette and skyline; and The palette of traditional materials including granite setts, red and London stock brickwork.

Left: Aerial view of Sugar House Lane conservation area.

Below: An example of some of the industrial detailing and granite setts preserved within the proposal.

The University is designed with national, regional and local conservation planning policy regulations in mind. The University incorporates retains and restores the old buildings of note on the site, bringing them back into use by both the University and the public. New build additions are respectful of their surroundings, keeping within the simple industrial design and palette precedent in the area. The University is being reestablished as a civic institute in an area of civic pride, not only has the University provided a place in which to learn within the community, it has reawakened an area integral to its history.

“Conservation Areas provide a focus for civic pride and, by preserving part of the borough’s history, contribute to a sense of continuity and stability in the context of substantial physical and social change.�

Newham Council

5.0/ Drawings

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north east corner This section of the plan serves as an attraction for local residents, providing local high street ammenities but blended into the working and living life of the University.

Situated on the outside of the plan its height aides in protecting the inner courtyard spaces from the noise of the A1, creating a more tranquil place to study alongside the canal. Pedestrian routes into the campus are found to the top and bottom or through the ground floor area.

The ground floor is home to a blend between a supermarket and cafe this space could be cleared to accommodate exhbitions and serves as an informal working and meeting space.

The first floor provides a platform from which visitors and students can witness the courtyard activities. Students have ownership of the outdoor platform and the study space in the north east corner and can be used in conjunction with one another.

Above: Axonometric view of north east corner building

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explanation

Structural screed topping Cellular steel concrete floor.

Extruded powder coated aluminium square section frame

Extruded powder coated aluminium square section frame.

Annealed float glass wall rainscreen.

Flemish bonded struck jointed London stock brick exterior wall, interior finish as required.

Trowel edge finished solid concrete facing block.

Timber panel formwork precast concrete panel lift shaft.

Steel reinforced concrete columns

Folded perforated steel cladding panels attached to zinc coated steel frame.

Alterable autodidactic space Alterable autodidactic space Social supply store Residential accommodation with appropriable corridor space.

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explanation

Structural screed topping Header duct Bonding anchor Cellular steel units Expanded steel mesh suspended ceiling Above: Cut away isometric diagram of cellular steel floor The honest, readable construction methods employed at the University will help students to gain a good understanding of construction by questioning and adapting their surroundings. The cellular steel flooring with an expanded steel mesh suspended ceiling provides students with a structure with which they can manipulate and build from. Electricity power points can be fed through the cellular units and the suspended ceiling panels can be removed for the addition of further partions.

Left: Concrete panel formwork Precast concrete panels made using timber panelling formwork provide a tactile, readable and interesting lift shaft. Students can learn this method of construction on site.

Students make the formwork for their concrete wall and pour in the concrete. The concrete is allowed to set and the formwork and ties are removed.

Waler bracket Clamp Timber stiffback Form tie Brace Left: Render showing perforated steel cladding, concrete panelling and zinc framed slit windows.

The perforated stell and slit windows are situated on the south side and aim to block out solar glare whilst still allowing daylight to enter the space.

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north east anchor courtyard The studios are situated on the ground floor of each of these steel frame constructions.

Each studio has an enclosed space for up to 30 students with laptops. The studio tutor can decide if they want to expand the studio into the courtyard or make a visual connection with the upper floor or the adjacent studio.

This flexibility will be useful for end of year shows, crits, large scale projects and autodidactic education. If a tutor decides their lesson material is suitable for the general public and non studio students, they can open the studio to passers by.

A high sense of student ownership at the University means that students may create ad hoc working/social environments around these covered studio hubs.

Above: Axonometric view of final year student studios, with spaceframe roof removed.

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explanation

Above: Axonometric section showing studio space on the ground floor enclosed by foldable glass partition walls with steel walkway/ viewing platform overlooking. Expansion is achieved with industrial style rolling walls, mounted on a steel I-beam frame. The expansion area is covered from rainwater by a steel spaceframe with triangular etfe panels.

Overarching steel spaceframe etfe panelled roof supported by steel circular section columns.

Corrugated steel panels with fibreglass insulation, bordered by extruded powder coated aluminium square section frame. Walls hand from steel frame with roller fittings.

Glass reveal panel- allows passers by and autodidactics to watch the workings of the studio.

Angled for privacy, open steel flooring 10mm annealed glass barrier, in bottom only steel framing.

Steel spaceframe joists which support the floor, but can be appropriated by students below.

Steel I-beam bolted structure with pad foundations.

Raised studio space with folding glass partitions at either end. The space is large enough for a central table with periphery seating around the edges of the space.

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reference hub As the highstreet warehouse building is important to local history it is preserved in the proposal housing reference material. Little change was required to the building- a small number of perforations were made for doorways and the modern roof is truncated to allow for a connection bridge between the two reference archive towers.

The collection of these three buildings contribute greatly to the active facade of the University. Silhouettes of students will be visible in the towers and people will be seen crossing the bridge.

These facilities are open all day and night to students with a student card, non students will only be allowed usage during the day. Some students gain entrance to their accommodation through the library.

Above: Axonometric view the reference library and exemplar work storage archives adjoining.

Left: Exploded Axonometric of an exemplar work archive storage tower.

Poured concrete floor Corrugated aluminium tray Steel truss floor reinforcement I-beam frame

Above: Interior view of an exemplar work archive storage room.

Above: Okalux transparent insulation

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north west corner

Above: Axonometric view of the north west corner buildings and self build courtyard.

The ground floor of the north west corner is home to a University retail space where products produced on site can be sold to the public. The southern end of this space accommodates the finishing workshop, where final details are added to products before sale.

This activity coupled with the transparent exterior cladding helps to animate the facade of the University, intriguing passers by.

The inner exterior facade and concealed underfloor scaffold footings and power points in the courtyard provide students with a ‘build offable’ structure to be used as required.

The first floor and second floor balconies provide viewing platforms both into the finishing workshop and out into the self build courtyard for autodidactic learningopportunities. Residential accommodation is pushed to the perimeter over three floors to help increase privacy and reduce noise.

Student accommodation with alterable autodidactic corridor space.

Autodidactic learning platform Finishing workshop and retail space Self build courtyard

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explanation 1 Passive Ventilation System Steel fin armrest Glass barrier on first floor viewing platform is capped with a raised steel ‘fin’ arm rest. As cold air passes underneath the fin, hot air is pulled through the ballustrade.

Darkened photovoltaic cell Hot air is further encouraged to leave the building as the outer layer of the balustrade will be a PV panel. Excess heat is omitted, and rises pulling interior heat with it.

Structural concrete air brick Hot air is pulled out of the building through high level concrete air bricks situated above concrete lintels.

2 Cellular Steel flooring with structural concrete screed 3 Lowered panelled steel mesh ceiling The cellular steel flooring combined with the lowered panelled steel mesh ceiling aide in helping students and tutors create the best environment in which to learn.

Cables can be fed through the cellular steel openings and steel mesh panels can be removed and adjusted as required. In addition, the exterior walls on the east face can be opened up and connected with the courtyard for unlimited extension possibilities.

4 Corrugated polycarbonate panelling with Okalux transparent insulation and an extruded square section aluminium frame.

5 Self build courtyard expansion system.

Corten vice attachments are bolted to the steel I beams within the primary structural concrete columns.

Steel panels within which scaffolding bars are fitted. The east wall of the finishing workshop and retail space can be built off.

Scaffolding poles acting as secondary structure.

Covered recessed scaffolding footings and exterior power points within the courtyard flooring.

6 Suspended aerated concrete raft foundations. Cold air passes under the building close to the earths core temperature. Cold air is pulled up through the building.

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studios, development workshop and University offices

Above: Axonometric view of east building showing alterable viewing platform and continuous rooftop connectivity at the University.

The east building adjacent to the canal is home to studios and a large development workshop on the ground floor with University offices and printing facilities on the first floor. The roof of the building provides a connection with the north east corner and southern section of the proposal. Roof space and the perimeter of the workshop at ground floor have recessed cavities for students and other autodidactics not directly involved in the lesson being taught to follow the activities within.

Light is carried through the building from the roof openings.

Studio space is not defined permanently, instead moveable insulated partitions are used to demarcate space. The workshop houses machinery and is therefore restricted to a controlled number of users.

Existing building of note.

Ground floor studios, first floor University offices.

Alterable autodidactic space with viewing opportunities.

New build extension.

Development workshop with heavy machinery and viewing window periphery.

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intermediate studio, development workshop, appropriable auditorium and social eating.

Above: Axonometric view of auditorium building with autodidactic viewing rooms on the roof.

Situated at the heart of the Univeristy is the auditorium. The auditorium benefits from its close proximity and connection with the intermediate workshop and studio space as well as the opposite informal seminar theatre.

The west facade is constructed from glass foldable partitions at ground level, a tutor may fold this wall away to expand their teaching space into the self build workyard. Students wishing to be involved in a leacture in the auditorium but are not part of the class in session may view lectures from the first floor, where students can open a hatch from within private study rooms.

A food orientated zone is situated behind the auditorium. This area can easily me manipulated into use as a restaurant or bar for use in conjunction with the auditorium or purely as a social space.

Social eating zone looking onto canal.

Studio space attached to auditorium viewing hatches.

Expandable auditorium.

Existing building of note. Studio space with moveable partition wall for access to auditorium. Connected to adjacent studio via alleyway.

New build studio space.

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explanation

Above: Axonometric section through auditorium complex, with spaceframe etfe panelled roof omitted from auditorium.

1 Polyester (PET) pull out solar shading. The western wall of the auditorium stores the polyester sheeting which can be pulled out and connected to the opposite stainless steel walkway. The polyester sheeting can be used to physically connect the two spaces for the purpose of joint lessons or special exhibitions. In addition, it can also be used to cover any unroofed structures in the self build courtyard.

2 Space for mobile study units or workbenches. The glass facade running along the auditorium and studio space facade makes ideal autodidactic study conditions. Users of the University may sit at a mobile work bench and learn from their surroundings.

3 Openable party wall. When the auditorium is not in use, it may be used as a more informal space.

Large models can be transported through this opening and the folding glass facade.

4 Corrugated polycarbonate panels form openable hatches at high level within the auditorium space. Each hatch belongs to a small study area large enough for 2-3 people. Louvred doors along the inner edge allow this space to be opened up and joined with the larger studio space to the west.

5 Polyester (PET) sailcloth extendable to stitch auditorium viewing rooms with studio space when required.

6 North facing studio space, with western slit window for morning sun. Studio can make good use of its strong connections with the auditorium and surrounding outdoor space.

7 Food orientated space, with glass and concrete block wall to the west. This space can serve many purposes - auditorium foyer, restaurant or nightclub.

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accommodation

Above: Axonometric view of residential strip to the south of the proposal.

Accommodation at the University provides separate flats for students. It is important that students feel as though they can retreat into their own personal living space at the end of each day.

Each flat has two large windows which stare into the various courtyard spaces, over the canal or out of the University altogether.

The flats work on an interlocking basis, where every second floor provides access to the flats, kitchen space and alterable autodidactic space.

This arrangement can be altered at any time with the removal of partition brick walls if required.

Full height glass walls can be installed at points to maximise autodidactic learning.

Accommodation Accommodation access, autodidactic space or kitchen.

Accommodation

Above: View of student accommodation overlooking the high street. London stock brick, red brick and conservation area sensitive variations are used throughout the University.

the architecture distillery/ drawings and explanations

Concrete slab with airbrick section to allow hot air to escape.

Large windows gaze defiantly out into the autodidactic courtyards.

Spiral staircase from entrance to main living area. Lower level provides a reflective space for students to think and watch their surroundings.

Exposed concrete slab helps the flats to be read with a human scale.

The concrete slabs are a constant, whereas the brick walls are available for manipulation.

Each flat is fitted with a reflective seating area, on the lower level of the accommodation. Reflection is an important part of study.

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Drawings and Explanations Medieval Drawing

Above: Medieval depiction of the Architecture Distillery.