The Creative Class

T H E C R E AT I V E C L ASS high school architecture after pandemic

JESSICA

architecture design studio 2

ARCH UPH’19

JESSICA UPH ARCHITECTURE 2019

4 6 20 36

introduction. architectural research & design studio 2 topic

the creative class.

8 what if school is all about transition?

10 final design - the creative class

design strategies.

24 26 30 32

centralized organization many types of transition space arragements transition space as the main connection transition space as an open study area

identifying problem.

38 42 44 58

COVID-19 pandemic situation student-centered pedagogy 3 student-centered school precedent 15 student-centered school precedent on indoor-outdoor connection

94 school problem on pandemic times

96 104 116 130

idea scenario 98 indoor and outdoor learning quality 100 transition space learning quality 102 conceptual design

experimenting prototypes 108 prototypes 112 final prototype

site analysis 118 124 126 128

physical aspect precedent on significant physical aspect non-physical aspect problem on site on non-physical aspect

epilogue. design evaluation and lessons learned

introduction.

4

In this year Architectural Design Studio 2, we are asked to design a school based on our research from the previous semester. To proposed how the world of education can be done in the future due to the consequences and problems that will occur because of COVID-19 pandemic in the world of architecture.

The first chapter consist of the proposed idea and design of a high school during pandemic, after pandemic, and in the future The second chapter will discuss about the strategies used to design the proposed school.

Starting from the third chapter, will be about the background and base of the proposed design.

The third chapter will focuses on identifying the problem that will be raised as the base of the project’s topic and it can be found with the help of precedent studies.

In the fourth chapter is about proposing the idea to respond to the problem raised, and as the main idea of the proposed design The fifth chapter will be about experimenting the prototype, strategies, and scenarios for the vision/ idea.

The sixth chapter is all about site analysis of the designated site for the school. Starting from the physical and non-physical analysis so that the design can adapt to the site.

5

one.

6

the creative class.

what if school is all about transition?

7

what if

sch

transi 8

hool

is all about

ition?

9

The Creative Class Learning situation in an open study area : Students are not confined in one classroom and the learning activities carried out can vary.

The auditorium is expected to invite students to be more daring to express themselves and communicate more.

10

11

12

A 20000

5975

8042

12145

12380

24429

13130

UP

OPEN STUDY AREA +3.00

5000

DOWN

1415

15935

5000

AUDITORIUM +0.20

ABSENT POST +3.30

UP

A

11388

27827

+ 14.00 + 12.60

+ 9.80

+ 9.20

+ 6.40

+ 6.70

+ 3.30 + 2.50

+ 3.00

+ 0.00

+ 0.00 - 0.90

- 5.00

// section A-A

8042

12145

12380

24429

20000

5975

B

13130

UP

OPEN STUDY AREA +3.00

5000

DOWN

1415

15935

5000

AUDITORIUM +0.20

ABSENT POST +3.30

UP

11388

27827

B

+ 14.00 + 12.60

+ 9.80

+ 6.70

+ 3.00

+ 0.00

- 5.00

0

2

6

12

// section B-B

13

14

15

12380

24429

12145

SPORTS FIELD -0.00

CANTEEN -0.80

LOADING DOCK -0.00

4857

5975

STUDY AREA -0.90

1313

0

397 03

+0.00

159 35

AUDITORIUM +0.20

+0.00

278 27

113 88

ADMIN’S ROOM +0.20

N

// site plan 0

16

5

15

30

24429

5975

5975

80

80 42

42

12145

12145

12380

12380

24429

LAB & ARTS ROOM +6.70

13130

UP

13130

20

20

00

00

0

0

CLASSROOM +6.70

OPEN STUDY AREA +3.00

50

50

00

00

DOWN

1415

1415

1593 5

1593 5

50

50

00

00

AUDITORIUM +0.20

TEACHER’S ROOM +6.40

ABSENT POST +3.30

DOWN UP

2782 7 11388

11388

2782 7

// floor plan level 2

// floor plan level 3

12302

24429

7551

5518

12145

12380

6455

6460

12099

80 42

BASEMENT -5.00

DOWN

118

5975

20

UP

13806

OPEN STUDY AREA +9.80

1415

1593 5

50

00

50

00

7388

13130

20

00

0

LIBRARY +9.80

11388

2782 7

// floor plan level 4

// floor plan basement

17

18

Learning in the classroom is not restrained by the existence of a solid wall.

The use of a wide glass can make learning activities in the classroom blend with the open study area without being distracted.

There is an open study area outside the main building near the field.

This space is lowered to create the impression of a space without walls, and creates a boundary with the field.

19

two.

20

design strategies.

centralized organization many types of transition space arragements transition space as the main connection transition space as an open study area

21

4 strategies of design

centralized organization centralized around the round transition space to emphasize the importance of transition in the school

22

many types of transision space arrangements

transition space as the main connection of the school

transition space as an open study area

23

centralized organization

Placing the transition space which is the main space in the school in the middle of the site to create a centralized and circular shape to strengthen the strategy.

This is so that the center of school activities can simultaneously become an integral part of all school activities.

void

solid

solid

void

This solid-void interaction in the school mass is the opposite of the existing solid-void state. The middle mass becomes a solid void mixed space that can emphasize the learning experience in a transitional space.

24

The classrooms in the main building are oriented according to the orientation of the sun, but can still capture sunlight optimally without feeling the time directly.

The center mass is raised by one floor so that the auditorium space remains on the 1st floor and gets optimal sunlight.

Other supporting buildings follow a circular shape from the main building classroom & library

In the design of this school, there are lifted parts and also lowered parts, to create more dynamic activities.

auditorium

lab

canteen

open study area

25

transition space arrangements

26

taking the arrangement of transitional spaces from existing precedents and integrate them into the spaces in the building.

indoor

transition

outdoor

27

ETFE sheets

Low-E glass

The use of ETFE sheet and low-e glass tectonics is used to support the transition feeling and also respond to the existing site.

Both of these materials are used in the main building. The combination of these two materials can create a feeling of transition and is supported by the low-e glass that opens at the bottom, so it can also get good air circulation.

28

aluminium cap seal

ETFE pillows aluminium base seal

2 layers ETFE 80% light transmittance low solar transmittance

light

solar heat air

pivot door hinge aluminium low-e glass

low-e glass aluminium pivot door hinge

outside heat reflected out

low e glass

visible light passes through UV light reflected vacuum gives great thermal performance with a gap of only 0.2 mm

29

transition as main connection

main stairs connecting basement, main building, outside areas.

ramp access as main entrance for pedestrians

30

ramp access connecting lab/arts room to the main building

the human circulation is centered on the main building.

basement

the vehicle circluation enters the site, rounds the main building, then outwards. entrance and exit placement in the middle also takes into account of the U-turn that is near the site.

ba

se

me

nt

car and motorcycle loading dock

31

transition as an open study area

open study area teachers room

library

absent post arts room

group discussion admin

laboratorium

classrooms lobby

individual studies

parent-teacher lounge auditorium

open study area

ENTRANCE canteen loading dock

parking EXIT LOADING DOCK ENTRANCE & EXIT

The transition space, which is an open study area, has the largest learning area compared to other learning areas, so that learning activities are more varied.

Learning activities at this school are not only in a transitional room, but are also carried out indoors and outdoors, so there are no fixed classrooms for studying certain subjects.

With this learning experience in school transition can be felt and with this creative class can be created, student creativity can also be increased.

32

open study area classroom and lab

33

transition as an open study area

34

35

three.

36

identifying problem.

what happen during COVID-19 pandemic? how does it affects school? what is student-centered pedagogy school? what’s the problem between pandemic and student-centered pedagogy?

37

The COVID-19 pandemic has changed many lifestyles of human life and this will continue even after the pandemic ends.

38

It is recommended that joint activities during the pandemic done mostly outdoors where we can get sunshine and good air circulation, while still doing physical distancing. if it is done in an indoor / closed room, the risk of spreading the virus is greater.

39

2020-2021

COVI D - 19

SCHOOL

C LOS ED

student 1

student

SCHOOL

te ache r

40

2

student

3

student 4

This pandemic has a huge impact on the world of education. As a result of this pandemic, activities in schools were stopped, there was no direct contact between students and teachers. The teaching and learning activities are carried out online.

41

teacher centered

21st century education is about giving students the skills that they need to survive in the present and future world.

Schools nowadays is shifting towards an education that’s authentic, student-centered, collaborative, and ICT-rich.

Many schools implement student-centered pedagogy, a pedagogy that shifts the focus of teaching from the teacher to the learning needs of each student.

There are four main skills for surviving in the 21st century, that is creativity, critical thinking, collaboration, and communication Communal area especially communal learning area is one of the important aspects of the 21st century education as it provides opportunities to develop 4C (four skills)

42

student-centered pedagogy

creativity

critical thinking

collaboration

communication

4C

43

precedent studies to find out the communality space in 21st century schools that implements student-centered pedagogy. also the privacy of those communality areas and how they connect with each other.

44

analog

Gökçeada High School Campus

1. 21st century

learning

digital

3. active and independent

analog-digital

2. student centered Nærum Amtsgymnasium

Lumion Amsterdam School

45

Gökçeada High School Campus

46

Gökçeada High School Campus consists of a high school, a vocational school, a dormitory, a sports center, a conference hall, and a library. The main aim of the project is to create an ‘open campus’ by an integrated life between educational-social spaces of the school and the urban environment. The school applies an innovative learning environment, interactive, student-centered participation. Several facilities such as library, conference hall, sports center, cafeteria, and open air facilities can be accessed by islanders. This social space deepens the sense of belonging, increases the use of open air, physical activity, as well as interactions with one another as well as with the local townspeople.

47

Gökçeada Island in Aegean Sea, Turkey Area : 17.500 m² Year : 2019

48

CONNECTEDNESS

PRIVACY

classroom

classroom

workshop painting class

music class cafetaria

classroom courtyard classroom lab

public

library

semi-public

≥ 5 connections 2 connections

private

3 connections 1 connection

the school’s courtyard and corridor has the highest connectivity level

COMMUNALITY

the schools differentiate private to public space with different floor levels. the classroom on the upper floor is more private to students, while the ground floor’s classroom is visually connected to the courtyard. some facilities can be used by public.

4 connections

high communality

outdoor communal area

communal learning area

low communality

the school’s courtyard is the main communal area for both students and public. the ground floor’s corridors are categorized as communal learning area, while the upper floor’s corridor is communal only for students

49

Nærum Amtsgymnasium

50

The main purpose of study and order rules is to promote study activity and contribute to an environment that promotes individual learning.

The teaching are more flexible so it develops the desire to learn and thus the respect for knowledge and skills. The school applies an environment that is academically, technologically, and socially relevant. The school consists of a large open space called the agora, with a library and communal study area surrounding it have a glass wall so that it still feels one with the agora.

51

Nærum, Copenhagen, Denmark Area : 12.400 m² Year : 2004

52

CONNECTEDNESS

PRIVACY

classroom

shared learning

library

library

shared learning

classroom

classroom

shared learning

classroom office

agora (main hall)

public

semi-public

≥ 5 connections 2 connections

private

3 connections 1 connection

communal learning area also acts as the school’s mian circulation

COMMUNALITY

public and private space can be seen from the centre toward the periphery. communal learning area connects the classrooms to the agora. the library is visually connected but accoustically separated from the agora (main square).

4 connections

high communality

outdoor communal area

communal learning area

low communality

the agora can be used for different kinds of activities, including the ones after the school hours. communal learning area are located between the classrooms and agora. there are no outdoor communal area

53

Lumion Amsterdam School

54

The first Kunskapsskolan type of education in the Netherlands that uses the KED Program which personalizes each student’s education according to their individual needs and abilities.

The students sets personal goals for all subjects together with personal coach. All learning activities can be accessed with a digital tablet.

4 focus of the school : 1. Research 2. Responsibility 3. Healthy online 4. Collaborate a lot

55

Amsterdam, The Netherlands Area : 14.100 m² Year : 2019

56

CONNECTEDNESS

PRIVACY

classroom shared learning spiral staircase

shared learning

main hall classroom

public

semi-public

≥ 5 connections 2 connections

private

3 connections 1 connection

the communal learning area and the spiral staircase have the highest connectivity level

COMMUNALITY

the open and transparant classrooms and teachers room’s doors increases student’s comfort at school.

4 connections

high communality

outdoor communal area

communal learning area

low communality

communal learning areas can be found on each floor. there is only a small outdoor communal area.

57

from the previous precedent studies, it shows that most communal spaces are indoor, there are only one school that actively uses the outdoor communal space, while the other schools only have a small space of outdoor or doesn’t have outdoor communal space.

precedent studies to find out the relationship between indoor and outdoor of student-centered schools

58

analysis parameter

1. space identification (indoor, semi-outdoor, outdoor) 2. indoor-outdoor connectivity 3. access and ownership 4. space function (learning / non learning)

[spaces]

[users]

[activities]

[layers]

direct access to outdoor

learning area (indoor)

students and teachers

teaching

semi-outdoor area (exposed to outdoor)

all school’s members

(self) studying

one layer to outdoor

outdoor area (actively used)

public (including outsiders)

gathering

two layers to outdoor

various activities (playing)

three layers to outdoor

outdoor area (passively used)

59

Gökçeada High School Campus 2019

60

61

Nærum Amtsgymnasium 2004

62

63

Lumion Amsterdam School 2019

64

65

Marlborough Primary School 2019

66

67

Vienna West High School 2019

68

69

Aichi Sangyo University Educational Centre 2015

70

71

Viettel Academy Education Centre 2019

72

73

Yoshino Nursery School and Kindergarten 2015

74

75

Fuji Kindergarten 2007

76

77

The Fantails Estate Childhood Centre 2020

78

79

Sobrosa Elementary School 2012

80

81

Yellow Train School 2013

82

83

Canterbury College 1987

84

85

Min Tu Won School 2017

86

87

Animo South Los Angeles High School 2015

88

89

Gökçeada High School Campus

Nærum Amtsgymnasium

Vienna West High School

Lumion Amsterdam School

Marlborough Primary School

Yoshino Nursery School and Kindergarten

Aichi Sangyo University Educational Centre

90

Viettel Academy Education Centre

Fuji Kindergarten

The Fantails Estate Childhood Centre

Yellow Train School

Canterbury College Sobrosa Elementary School

Min Tu Won School

space identification : 87% precedents main space is indoor indoor-outdoor connectivity : 87% precedents have high indoor-outdoor connectivity level

Animo South Los Angeles High School

all precedents have student-centered teaching approach and active learning system. almost all precedents are 21st century schools

access & ownership : 73% precedents have active outdoor space that is often used in daily school activities and can be used by all school members function : 73% of precedent’s outdoor space are not for learning, 27% precedent uses their outdoor areas for learning activities

91

the result of precedent analysis

92

the main space of most 21st century student centered schools is the indoor space, the outdoor spaces are considered minor spaces, and only a few have transition space. the outdoor area itself can be differentiated into non learning outdoor area which does not provides a space for learning, and there is also the outdoor area that supports learning activities. there are 3 types of indoor-outdoor relationship, namely the orientation that provides direct access from indoor to outdoor, the orientation that has a transitional space between indoor and outdoor, and there is one that combines direct access from indoor to outdoor and also has a transitional space between indoor and outdoor.

93

How can student-centered pedagogy learning activities in schools can be implemented in the pandemic, post-pandemic, and future periods?

SCH

94

OOL

2020-2021

???

???

COVI D - 19

P OST COV ID - 1 9

FUTURE

95

four.

96

idea scenario.

what if school is all about transition? why transition space?

97

indoor learning quality

+ direct and positive effect on improving students’ learning quality - drain students’ motivation and interest in learning

98

outdoor learning quality

+ increase student excitement and participation (interesting activities) - reduce student’s focus in learning

99

TRAN·SI·TION

(noun)

(between A and B) the process or a period of changing from one state or condition to another

Transition is an in between state, it is defined as a link or a connection between indoor and outdoor Transitional spaces are neither classified as indoor nor outdoors, it exhibit both characters from indoor and outdoor spaces and have both spaces characteristics.

Transparency, openness, clarity, and accessibility are the spatial experiences of a transition space.

100

transition space learning quality

expands the range of active learning opportunities and stimulate imagination, creativity, and improve student learning quality improve the quality of the 4 keys ofeducation (4C)

101

INDOOR

OUTDOOR

what if school is all about transition?

102

TRANSITION SPACE

103

five.

104

experimenting prototypes.

prototype experiment on the ideas of `high school after the pandemic

105

TRANSITION SPACE

The strategy is to make the transition space as the main space in the school. And it is used for learning activities as open study area which is the application of student-centered pedagogy. It also connects between the indoor and outdoor space of the school.

106

prototype parameter transition space acts as the main space in the school transition space is the center of the school all learning activities can be done in one main space (transition) transition space connects indoor and outdoor space horizontally and vertically

107

PROTOTYPES

indoor space : experimental learning

transition space : independent and lecture learning

outdoor space : physical learning

108

1

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

2

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

3

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

109

4

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

main space center of the school learning activities in one area connects indoor-outdoor horizontally

5

connects indoor-outdoor vertically

main space center of the school

6 110

learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

7

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

8

main space center of the school learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

main space center of the school

9

learning activities in one area connects indoor-outdoor horizontally connects indoor-outdoor vertically

111

FINAL PROTOTYPE

112

transition space : dominant and main space indoor : minor space outdoor : minor space

transition space is located between indoor and outdoor

transition space divided into two : main learning activities and filtering traffic indoor space not entirely inside the transition space nor be apart from it

113

transition space as a main space that unite indoor-indoor and indoor-outdoor even though indoor space are separated according to the learning activities

114

115

six.

116

site analysis

physical and non-physical aspect on site problem of those aspects

117

site location

PERMATA SPORTS CLUB FOOD COURT

SILOAM HOSPITAL

SITE

118

TOL JAKARTA-TANGERANG

SUPERMAL KARAWACI

UNIVERSITAS PELITA HARAPAN

N 0

100

300

600

Jalan Permata Sari Utara, Binong, Curug, Tangerang, Banten 119

// site size and the road ahead

12,3 m 24,4 m

39,6 m

14,4 m 13 m 27,9 m

36 m

4m

7,5 m

1,5 m

pedestrian road main road

// vegetation around site

120

houses

church

// buildings around site

houses shops

apartment restaurants & shops shops school

houses

public semi-public houses

private shops

// site boundary site is located in the transition between solid-void and public-private

residential (private) building (solid)

fence

trees and bushes (void)

gutter commercial (public)

121

sequence going to the site

N

122

// the difference between solid-void in the path towards the site is significant 123

Westland Town Hall Naaldwijk, The Netherlands

cars pedestrian

124

public semi-public

solid

private

void

public

solid

semi-public

void

private

the solid area in this building that functioned as a private space is used for meeting room and that solid space is inside a void. this precedent has a strategy for solid-void that is putting solid inside void. the void in this building is the public space, while the solid on the bottom level is a semi-public area and all the solid in the upper level is a private area

125

// sun movement

31°C

28°C

JAN

FEB

30°C

30°C

30°C

30°C

30°C

MAR

APR

MAY

JUN

JUL

AUG

60 db 30 db

50 db

30 db 40 db

30 db

50 db 30 db

60 db

40 db

OCT

30°C NOV

29°C DEC

// noise analysis

126

30°C

SEP

50 db

28°C

30°C

// wind analysis

0

0 DEC

5

NOV

25

OCT

10

SEP

50

AUG

15

JUL

75

JUN

20

MAY

100

APR

25

MAR

125

FEB

30

JAN

150

average rainfall days

precipitation (mm)

// rainfall analysis

127

// shadow analysis

128

the site was hot and there were not many places or trees for people to take shelter in. the site is not exposed to shadows for most of the year.

129

epilogue.

130

The proposed design is expected to be one of the sollution to the problem that we all experience right now, especially in the pandemic time. In the future, there will be bigger and more complicated problems, and that is our job as an architect to find an answer to all problems ahead.

The exploration doesn’t ends here. I learn that what we produce now is only us stopping the exploration process. Design process doesn’t have an end, we just have to know where to stop the process. I have created the final design for this project, but the final design of the school can be developed more in detail. The imperfection and reviews will only push us future architects to explore more about the architectural world.

This is not the end, but is the beginning of a new start.

131

THANK YOU.

T H E C R E AT I V E C L A S S architecture design studio 2

JESSICA