reimaginingkau the sustainable campus (25-12-2017)

STUDENTS: Ahmad Eid Mohammed Almarhabi Abdullah Alshihri SUPERVISORS: Dr.Ing Mohannad Bayoumi Dr. Turki Shoaib

REIMAGINING KAU Academic square

Acadmic square at kau Introdaction

Development studies

concept

The issues

Parking issue

the general concept

Buildings Use

Parking analysis

Social Concept

Case study

Education Concept

Parking Strategies

Economic concept

Pedestrian issue

Final concept

Pedestrian analysis

Master plan

Case study

Imagination

Pedestrian Strategies

selected zone

Team focus area Design approach

Facade issue Facade analysis

design response

Case study

Masterplan

Facade Strategies

3

CONTENT

Education zone

Section

Roof issue

Central transportation

Roof analysis

design response

Case study

Masterplan

Roof Strategies

Section

1.0

INTRODUCTION

1.0

Introduction site selection

The academic field is clearly central to the campus of King Abdul Aziz University. Despite this centralization, the academic field faces several obvious problems related to its design. In addition to its design for external corridors and external spaces, we will clarify these main problems in the academic field in the form of points

4

REIMAGINING KAU

Introduction

1.1 The issues

Through the previous problems that have been explained through analysis, this group focuses on the issues that are related to the movement of viewers on campus, and the quality of the spaces and corridors outside the campus.

3

2

1

As an input to solve the problem of dead corridors in the academic ďŹ eld, we will seek to implement solutions that help to revive the corridors, such as processing the corridors of the second round glass, and brushes corridors of the ground oor with sessions

5

REIMAGINING KAU

The university is full of special points of view for the visitors, between the old campus and the new campus. However, the assembly points for the old campus need to be developed and linked between these points in the new campus. The assembly points for .the new campus also lack human standards .

Introduction

1.1 Academic sqaure issues The academic field is clearly central to the campus of King Abdul Aziz University. Despite this centralization, the academic field faces several obvious problems related to its design. In addition to its design for external corridors and external spaces, we will clarify these main problems in the academic field in the .form of points

.

Teikyo Heisei University Nakano

6

.

REIMAGINING KAU

University Student Learning Centre,

The Cascade Project

0

100

300

N

500

m

Introduction

1.2 Buildings use

The completion of the new academic field in 1431. The field includes university colleges as well as institutes, deanships and the central library. The number of field visitors from students, faculty members, administrators and visitors reaches 15,000

m Aleulu

street

a Al'iidar

2

d Almirsa

street

street

Altaqnia s

treet

ŮĄŮĽ

6

1

5 3

eet

str yat i l u Alk

7

REIMAGINING KAU

Faculty of Economics.

Classrooms

Faculty of Science

Faculty of Environmental Designs

Central library

Faculty of Computer Science

Building Deanships

Reearch and Support Center

Faculty of Engineering

Deanship of Community Services

Faculty of Earth Sciences

Faculty of Meteorology

Introduction

1.3 focus area

The academic field is clearly central to the campus of King Abdul Aziz University. Despite this centralization, the academic field faces several obvious problems related to its design. In addition to its design for external corridors and external spaces, we will clarify these main problems in the academic field in the .form of points

.

G 2.0

8

REIMAGINING KAU

G 3.0

‫‪Design approach‬‬ ‫‪1.4‬‬

‫اﻟﻮاﺟﻬﺔ اﻟﺸﺮﻗﻴﺔ‬

‫اﻟﻮاﺟﻬﺔ اﻟﺸﻤﺎﻟﻴﺔ‬

‫ﺳﺎﺣﺔ اﻻﺣﺘﻔﺎﻻت‬

‫اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ‬

‫ﺗﻄﻮﻳﺮ اﻟﻮاﺟﻬﺎت اﻟﺨﺎرﺟﻴﺔ ﺑﺎﻻﺿﺎﻓﺔ اﻟﻰ اﻻﺗﺼﺎﻟﻴﺔ ﻣﻊ‬ ‫اﻟﻤﻮاﻗﻒ اﻟﻤﺮﻛﺰﻳﺔ وآﻟﻴﺔ اﻟﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ‬

‫ﺗﻄﻮﻳﺮ اﻟﻮاﺟﻬﺎت اﻟﺨﺎرﺟﻴﺔ ﺑﺎﻻﺿﻔﺔ اﻟﻰ اﻻﺗﺼﺎﻟﻴﺔ ﻣﻊ‬ ‫اﻟﻤﻮاﻗﻒ اﻟﻤﺮﻛﺰﻳﺔ وآﻟﻴﺔ اﻟﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ‬

‫ﺗﻔﻌﻴﻞ ﺳﺎﺣﺎت اﻻﺣﺘﻔﺎﻻت ﺑﺎﺿﺎﻓﺔ ﻋﻨﺎﺻﺮ ﺟﺬب ﻟﺰﻳﺎدة‬ ‫اﺳﺘﺨﺪاﻣﻬﺎ ﻣﻦ ﻗﺒﻞ اﻟﻤﺠﺘﻤﻊ ورواد اﻟﺠﺎﻣﻌﺔ‬

‫اﻻﺳﺘﻔﺎدة ﻣﻦ اﺳﻄﺢ اﻟﻤﻴﺪان ﺑﺎﺿﺎﻓﺔ ﻓﺮاﻏﺎت‬ ‫وﺧﺪﻣﺎت ﺟﺪﻳﺪة ﺗﺴﺎﻫﻢ ﻓﻲ رﻓﻊ ﻣﺴﺘﻮى اﻟﺘﻌﻠﻴﻢ‬

‫‪REIMAGINING KAU‬‬

‫‪9‬‬

2.0

DEVELOPMENT STUDIES

0

100

300

N

500

m

Development studies 2.1 Parking analysis The academic area is surrounded by a series of parking services and a transfer of students from the central parking to the academic field. However, some of these positions are relatively far from the entrance to the academic field, making the use of remote parking areas not favored by the user

١

٣

١

.

: SWOT ١

١

11

REIMAGINING KAU

٢

٣

٣

٣

General analysis

2.1 Roof case study

The Parking Garage that Moonlights Architects: White Arkitekter + Location: Piteå, Sweden Area 5000.0 m2 Project Year: 2015

The Swedish city of Piteå, located about 130 kms below the Arctic Circle, wanted a new parking garage but also got a sledding hill, an amphitheater and a large lantern. The project ‘Stadsberget’ (Swedish for ‘city mountain’) was designed by White Arkitekter in cooperation with Henning Larsen Architects and has become a unique meeting place and tourist attraction in the city centre.

12

REIMAGINING KAU

‫وﺗﺘﺴــﻊ ﻣﻮاﻗــﻒ اﻟﺴــﻴﺎرات اﻟﻤﻜــﻮن ﻣــﻦ‬ ‫ وﻟﻜــﻦ ﻣــﻦ‬، ‫ ﻣﻮﻗــﻒ‬٢٢٨ ‫ﺧﻤﺴــﺔ ﻃﻮاﺑــﻖ إﻟــﻰ‬ ‫ﻣﻬﺎﻣــﻪ اﻷﺧــﺮى اﻟﺘــﻲ اﺻﺒــﺢ ﺣﺪﻳﺜــﺎً ﻓــﻲ‬ ‫ اﻧــﻪ ﺧــﻼل ﻓﺼــﻞ اﻟﺼﻴــﻒ ﺗﻜــﻮن‬.‫اﻟﻤﺪﻳﻨــﺔ‬ ‫ﺑﻤﺜﺎﺑــﺔ ﻣــﻜﺎن اﺟﺘﻤــﺎع ﺷــﻌﺒﻲ ﻣــﻊ اﻟﺨﻀــﺮة‬ ‫ ﺗــﻢ ﺗﺼﻤﻴــﻢ‬.‫واﻟﺰﻫــﻮر اﻟﺘــﻲ زرﻋــﺖ ﻋﻠــﻰ اﻟﺘــﻞ‬ ‫اﻟﻤﻨﺤــﺪر ﻛﻤــﺪرج ﺣﻴــﺚ ﻳﻤﻜــﻦ ﻟﻠﻨــﺎس اﻟﺘﻤﺘــﻊ‬ ‫ وﻗــﺪ اﺳــﺘﺨﺪﻣﺖ ﺑﺎﻟﻔﻌــﻞ‬.‫ﺑﺄﺷــﻌﺔ اﻟﺸــﻤﺲ‬ .‫ ﻋﻠــﻰ ﺳــﺒﻴﻞ اﻟﻤﺜــﺎل‬،‫ﻟﻸﺣــﺪاث ﻣﻮﺳــﻴﻘﻴﺔ‬ ‫ ﻳﺼﺒــﺢ ﻣﻨﺤــﺪرا‬،‫وﻟﻜــﻦ ﻣــﻊ ﺳــﻘﻮط اﻟﺜﻠــﻮج‬ ‫ﻗﺎﺑﻞ ﻟﻠﺘﺰﻟﺞ ﻋﻠﻴﻪ‬.

This unique elevated park has seen a disused rail corridor running from Railway Square to Darling Harbour reimagined as a leafy, energised civic spine in the heart of Sydney’s most densely populated area.

General analysis

2.1 Parking Strategies

Different methods of facades of the facades of the academic building from one destination to another and from one building to another where we propose to work strategies contribute to the development of destinations taking into account the current situation so that the solution is more logical in terms of modification and cost and other things and we aim to find solutions and development is not replacing the current situation ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت ﻣﺒﻨﻰ اﻟﻤﻮاﻗﻒ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ ﻧﻘﺘﺮح ﻋﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت‬ ‫ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ‬ ‫اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‬ ‫اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ‬ ‫اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

13

REIMAGINING KAU

‫ﺗﻐﻴﺮ وﻇﻴﻔﺔ ﻣﺒﻨﻰ اﻟﻤﻮاﻗﻒ ﺑﺎﻟﻜﺎﻣﻞ‬

‫اﻋﺎدة اﺳﺘﺨﺪام ﺟﺰء ﻣﻦ ﻣﺒﻨﻰ اﻟﻤﻮاﻗﻒ‬

‫إﻋﺎدة ﺗﺼﻤﻴﻢ ﻣﻌﺎﻟﺠﺎت اﻟﻮاﺟﻬﺎت‬

‫ﺗﻐﻴﻴﺮ وﻇﻴﻔﺔ اﻟﻤﺒﻨﻰ ﻣﻦ ﻣﻮاﻗﻒ ﺳﻴﺎرات اﻟﻰ‬ ‫اﺳﺘﺨﺪام اﺧﺮ ﻳﺘﻔﺎﻋﻞ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ اﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻤﺤﻴﻄﺔ ﺑﻪ و ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺎﻫﺎت‬ ‫اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة اﻣﺎ اﺳﻔﻞ اﻟﻤﺒﻨﻰ او‬ ‫ﺑﻴﻦ اﻟﻤﺒﺎﻧﻲ ﺑﻄﺮﻳﻘﺔ ﺗﺴﺎﻫﻢ ﻓﻲ ﻛﺴﺮ اﻟﺮﺗﺎﺑﺔ اﻟﻤﻮﺟﻮدة‬ ‫ﻓﻲ ﻣﺒﻨﻰ اﻟﻤﻮاﻗﻒ واﺿﺎﻓﺔ ﻃﺎﺑﻊ ﻣﻤﻴﺰ ﺧﺎرج اﻟﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻟﻮاﺟﻬﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ دﺧﻮل اﺿﺎءة اﻟﺸﻤﺲ و‬ ‫ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﺗﺠﺎﻫﺎ اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

The function of the parking building has changed completely Change the function of the building from parking to other use directly interact with the surrounding area and the treatment of facades for the four directions and improve the materials used

Reuse part of the parking lot

Redesign of interface processors

Focuses on the addition of new spaces either below the building or between the buildings in a way that contribute to break the monotony in the parking building and add a distinctive character outside the academic field

Focuses on completely redesigned the facade using methods to reduce the entry of sunlight and facades for the four directions and improve the materials used

0

100

300

N

500

m

General analysis

٣

2.2 Pedestrian and nodes

The academic field is located in the middle of neighborhoods that may be important to the users of the field.

It is surrounded by the sports village and the south of the College of Man agement and Economics. It is also close to the university's research building complex, but these neigh borhoods are completely separated by four streets.

٢

٤

-

١

: SWOT

١

٣

14

REIMAGINING KAU

٢

٤

General analysis

2.2 Roof case study The Goods Line

The opening of The Goods Line in Ultimo brings the vision of a more connected, sustainable and innovative Sydney one step closer to reality.

The Goods Line, a NSW Government initiative and delivered by Sydney Harbour Foreshore Authority (now Property NSW), is the key strategic link and an important green space for this burgeoning part of the city.

It provides a connection through to the Devonshire Tunnel under Central Station and Chinatown and Darling Harbour,

‫ﻻﺣﻈﻨــﺎ ﻓــﻲ ﻫــﺬا اﻟﻤﺸــﺮوع ﺗﻌــﺪد‬ ‫اﻻﺳــﺘﺨﺪاﻣﺎت ﻣــﻦ ﻣﻨﻄﻘــﺔ ﻻﺧــﺮى وﻣﺤﺎوﻟــﺔ‬ ‫ﺟﻌــﻞ اﻟﻤــﻜﺎن اﻛﺜــﺮ ﺗﻔﺎﻋــﻞ ﻣــﻊ اﻟﻤﺒﺎﻧــﻲ‬ ‫اﻟﻤﺠﺎورة ﻟﻪ ﺑﺎﻹﺿﺎﻓﺔ ﻟﺘﻔﺎﻋﻠﻪ ﻣﻊ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬.

In this project, we noticed the versatility of the area and tried to make the place more interacting with the neighboring buildings in addition to its interaction with Users.

15

REIMAGINING KAU

General analysis

2.2 pedestrian Strategies

Different methods of facades of the facades of the academic building from one destination to another and from one building to another where we propose to work strategies contribute to the development of destinations taking into account the current situation so that the solution is more logical in terms of modification and cost and other things and we aim to find solutions and development is not replacing the current situation ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ واﺟﻬﺔ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ‬ ‫ﻧﻘﺘﺮح ﻟﻌﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت‬ ‫ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ‬ ‫ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ‬ ‫اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

16

REIMAGINING KAU

‫ﺗﻬﺌﻴﺔ اﻟﻤﺪاﺧﻞ ﺑﻄﺮﻳﻘﺔ ﺗﻌﻜﺲ ﻫﻮﻳﺔ اﻟﻜﻠﻴﺔ‬

‫إﺿﺎﻓﺔ ﺣﺪﻳﻘﺔ اﻣﺎﻣﻴﺔ‬

‫اﻳﺠﺎد ﻣﻨﻄﻘﺔ ﺗﻔﺎﻋﻠﻴﺔ ﻟﻠﻄﻼب‬

‫اﻋﺎدة ﺗﻔﻌﻴﻞ اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﺘﺼﺒﺢ ﻣﻌﺮض ﺧﺎرﺟﻲ‬ ‫ﻟﻠﻜﻠﻴﺎت ﻳﻌﻜﺲ ﻫﻮﻳﺔ ﻛﻞ ﻛﻠﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻔﺎﻋﻠﻴﺔ‬

‫اﻳﺠﺎد ﻣﻨﻄﻘﺔ ﺧﻀﺮاء اﻣﺎم اﻟﻜﻠﻴﺎت ﺗﻔﺼﻞ ﻣﻨﻄﻘﺔ‬ ‫اﻟﻤﻮاﻗﻒ ﻋﻦ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫اﻋﺎدة ﺗﻮﻇﻴﻒ اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﺑﺘﺼﻤﻴﻢ ﺟﺪﻳﺪ واﺧﺘﻼف ﻟﻠﻤﻨﺎﺳﻴﺐ‬ ‫ﻻﻳﺠﺎد ﻣﻨﻄﻘﺔ ﺗﻔﺎﻋﻠﻴﺔ ﻟﻠﻄﻼب‬

Configure portlets

Add a garden front

Reactivating the front area to become an external exhibition of colleges reflects the identity of each faculty in an interactive manner

Create a green area in front of the colleges separating the parking area from the academic field

Create an interactive area for students Re-employment of the front area of the academic field with a new design and different levels to create an interactive area for students

‫‪General analysis‬‬

‫‪2.3 Facade analysis‬‬

‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪Granite‬‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪Granite‬‬

‫ﻟﻮﺣﺔ ارﺷﺎدﻳﺔ‬ ‫واﺟﻬﻪ ﻣﺼﻤﺘﺔ‬

‫ﺟﺪار ﻣﺼﻤﺖ‬

‫ﻧﻮاﻓﺬ ﻣﺘﻜﺮرة‬

‫ﻛﺘﻠﺔ زﺟﺎﺟﻴﺔ‬

‫واﺟﻬﺎت زﺟﺎﺟﻴﺔ ﻓﻲ اﻻدارة اﻟﻌﻠﻴﺎ‬

‫واﺟﻬﺎت ﻣﺘﻨﺎﻇﺮة ﻣﺨﺘﻠﻔﺔ اﻟﻮﻇﺎﺋﻒ‬

‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪GRC‬‬

‫ﻋﻤﺎدة ﺧﺪﻣﺔ اﻟﻤﺠﺘﻤﻊ‬

‫ﻗﻤﻨــﺎ ﺑﺪراﺳــﺔ ﺣــﻮل اﻟﻌﻨﺎﺻــﺮ اﻟﻤﻌﻤﺎرﻳــﺔ‬ ‫ﻟﻠﻮاﺟﻬــﺎت اﻟﺨﺎرﺟﻴــﺔ ﻟﻠﻤﻴــﺪان اﻻﻛﺎدﻳﻤــﻲ‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ ﻟﺪراﺳــﺔ ﻋﻼﻗــﺔ ﻣﺴــﺎرات اﻟﻤﺸــﺎه‬ ‫ﺧــﺎرج اﻟﻤﻴــﺪان‪ ،‬وﻋﻼﻗــﺔ اﻟﻤﺸــﺎه داﺧﻠــﻪ‪،‬‬ ‫ﺣﻴــﺚ اﺗﻀــﺢ ان ﻣﺴــﺎرات اﻟﻤﺸــﺎه اﻟﺪاﺧﻠﻴــﺔ‬ ‫ﻓــﻲ ﺣــﺎل اﻓﻀــﻞ ﺗﺼﻤﻴﻤــﺎً ﻣــﻦ ﺗﻠــﻚ اﻟﻤﻮﺟــﻮد‬ ‫‪.‬ﺑﺎﻟﺨﺎرج‬

‫واﺟﻬﺎت ﻣﺼﻤﺘﺔ ﻟﻠﻔﺼﻮل اﻟﺪراﺳﻴﺔ‬

‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪Granite‬‬

‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪GRC‬‬ ‫ﻛﺘﻠﺔ ﺛﻤﺎﻧﻴﺔ ﺑﺎرزة ﻓﻲ اﻟﻤﺒﻨﻰ‬

‫‪We studied the architectural‬‬ ‫‪elements of the external facades of‬‬ ‫‪the academic field, in addition to‬‬ ‫‪studying the relationship of the‬‬ ‫‪trajectory of the trajectory outside‬‬ ‫‪the field and the relation of the‬‬ ‫‪sight within it, where it became‬‬ ‫‪clear that the paths of the internal‬‬ ‫‪mirrors are better designed than‬‬ ‫‪.those outside‬‬

‫‪: SWOT‬‬

‫ﺗﻜﺴﻴﺔ اﻟﻮاﺟﻬﺎت ﻋﺒﺎرة ﻋﻦ ﻋﻨﺎﺻﺮ اﻧﺸﺎﺋﻴﺔ ﻣﻨﻔﺼﻠﺔ‬

‫اﻻرﺗﺪاد‬

‫ﻟﻮﺣﺔ ارﺷﺎدﻳﺔ‬

‫اداء ﺿﻌﻴﻒ ﻟﻮﻇﻴﻔﺔ واﺟﻬﺎت اﻟﻤﻴﺪان‬

‫ﻧﻮاﻓﺬ ﻣﺘﻜﺮرة‬

‫ﻛﻠﻴﺔ اﻟﻌﻠﻮم‬

‫ﺗﻘﻴﺪ اﻟﺘﻄﻮﻳﺮ ﺑﺴﺒﺐ اﻟﻌﻨﺎﺻﺮ اﻹﻧﺸﺎﺋﻴﺔ‬ ‫ارﺗﺪاد داﺧﻠﻲ ﻓﻲ واﺟﻬﺎت اﻟﻜﻠﻴﺎت‬

‫ﺗﻜﺮار اﻟﻨﻮاﻓﺬ ﻓﻲ اﻟﻮﺟﻬﺎت‬

‫ﺗﺄﻛﻴﺪ ﻣﺪاﺧﻞ اﻟﻜﻠﻴﺎت ﺑﻜﺘﻠﺔ ﻣﻨﻔﺼﻠﺔ‬

‫اﻹﺳﺘﻔﺎدة ﻣﻦ اﺳﻄﺢ اﻟﻤﻴﺪان اﻟﺠﺎﻣﻌﻲ‬

‫ﻓﺮﺻﺔ اﺳﺘﺪاﻣﺔ واﺟﻬﺎت اﻟﻤﻴﺪان‬

‫‪REIMAGINING KAU‬‬

‫‪17‬‬

General analysis

2.3 Facade Literature review

Lawrence Public Library Location: Vermont St, Lawrence Architects: Gould Evans Project Year: 2014 ‫ﺗﻢ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻟﻤﻜﺘﺒﺔ ﻟﻤﻌﺎﻟﺠﺔ اﻻﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﺑﻌﻤﻞ ﻛﻠﺘﻠﺔ ﻣﻀﺎﻓﺔ ﻟﻠﻤﺒﻨﻰ ﻣﻦ اﻟﺨﺎرج ﻟﻠﺘﻄﻮﻳﺮ اﻟﺸﻜﻞ‬ ‫اﻟﺨﺎرﺟﻲ و اﻳﺠﺎد ﻓﺮاﻏﺎت اﺿﺎﻓﻴﻪ ﻟﻠﻤﺒﻨﻰ‬

‫ﻻﺣﻈﻨﺎ ﻣﻦ اﻟﻤﺜﺎل ﻓﻲ ﻃﺮﻳﻘﺔ ﻣﻌﺎﻟﺠﺘﻪ ﻟﻮاﺟﻬﺎت‬ ‫اﻟﻤﺒﻨﻰ اﻟﺴﺎﺑﻖ ﺑﺎﺳﺘﺨﺪاﻣﻪ ﻟﻠﻮاﺟﻬﺎت ﺑﻤﻮاد ﻣﺨﺘﻠﻔﺔ‬ ‫ﻗﺮﻳﺒﺔ ﻟﻠﻄﺒﻴﻌﺔ وﺑﺎﻻﺿﺎﻓﺔ اﻟﻰ اﺳﺘﺨﺪام اﻧﻈﻤﺔ‬ ‫اﻧﺸﺎﺋﻴﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻦ اﻟﻤﺒﻨﻰ اﻟﻘﺪﻳﻢ‬

We noted from the example in the way the former facade of the building, using the facade of various materials village of nature and in addition to the use of construction systems different from the old building

18

REIMAGINING KAU

General analysis

2.3 Facade Literature review

Elbphilharmonie hamburg Architects : Herzog & de Meuron Location : Hamburg, Germany Project : Year 2016 Site Area : 10.540 m2 An old 19th-century building dedicated to ships, reused in terms of function, adding a block at the top of the building with a different architectural and architectural design ، ‫ﻣﺒﻨﻰ ﻗﺪﻳﻢ ﻣﻦ اﻟﻘﺮن اﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻣﺨﺼﺺ ﻟﻠﺴﻔﻦ‬ ‫ واﺿﺎﻓﺔ ﻛﺘﻠﺔ‬،‫ﺗﻢ اﻋﺎدة اﺳﺘﺨﺪاﻣﻪ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻮﻇﻴﻔﺔ‬ ‫ﻓﻲ اﻋﻠﻰ اﻟﻤﺒﻨﻰ ﺑﺘﺼﻤﻴﻢ اﻧﺸﺎﺋﻲ وﻣﻌﻤﺎري ﻣﺨﺘﻠﻒ‬

‫ﻻﺣﻈﻨﺎ ﻣﻦ ﻫﺎ اﻟﻤﺜﺎل ﺗﺒﺎﻳﻦ ﺣﺎد ﺑﻴﻦ اﻟﺘﺼﻤﻴﻢ اﻟﻘﺪﻳﻢ‬ ‫واﻟﺤﺪﻳﺚ وﺑﺎﺳﺘﺨﺪام ﻣﻮاد ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺗﺼﻤﻴﻢ‬ ‫اﻟﻮاﺟﻬﺎت واﻳﻀﺎ اﺧﺘﻼف اﻟﻤﺪرﺳﺔ اﻟﻤﻌﻤﺎرﻳﺔ ﺑﻴﻦ‬ ‫اﻟﺘﺼﻤﻴﻤﻴﻦ اﺳﺘﺨﺪم ﻓﻲ اﻻﺳﻔﻞ اﻟﻄﻮب ﻓﻲ ﺗﻜﺴﻴﺔ‬ ‫اﻟﻮاﺟﻬﺎت وﻓﻲ اﻻﻋﻠﻰ اﺳﺘﺨﺪم اﻟﺰﺟﺎج‬

We noticed from this example a sharp contrast between the old and modern design and the use of different materials in the design of the facades, as well as the difference between the architectural school between the two designs, used in the bottom bricks in the cladding of the facades and the top .

19

REIMAGINING KAU

General analysis

2.3 Facade Strategies

Different methods of facades of the facades of the academic building from one destination to another and from one building to another where we propose to work strategies contribute to the development of destinations taking into account the current situation so that the solution is more logical in terms of modification and cost and other things and we aim to find solutions and development is not replacing the current situation ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻮاﺟﻬﺎت ﻟﻠﻤﺒﻨﻰ اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻣﻦ واﺟﻬﺎة ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ ﻧﻘﺘﺮح ﻟﻌﻤﻞ‬ ‫اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت ﻣﻊ ﻣﺮاﻋﺎت‬ ‫اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ ﻣﻨﻄﻘﻴﺔ ﻣﻦ‬ ‫ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ اﻻﻣﻮر وﻧﻬﺪف‬ ‫اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ‬ ‫اﻟﺤﺎﻟﻲ‬

20

REIMAGINING KAU

‫إﻋﺎدة ﺗﺼﻤﻴﻢ ﻣﻌﺎﻟﺠﺎت اﻟﻮاﺟﻬﺎت‬

‫إﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة ﻟﻠﻤﺒﻨﻰ‬

‫اﺿﺎﻓﺔ ﻧﻬﺎﻳﺎت ﻟﻠﻤﺒﻨﻰ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻟﻮاﺟﻬﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ دﺧﻮل اﺿﺎءة اﻟﺸﻤﺲ و‬ ‫ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺎﻫﺎت اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة اﻣﺎ اﻣﺎم اﻟﻤﺒﻨﻰ او ﺑﻴﻦ‬ ‫اﻟﻤﺒﺎﻧﻲ ﺑﻄﺮﻳﻘﺔ ﺗﺴﺎﻫﻢ ﻛﺴﺮ اﻟﺮﺗﺎﺑﺔ اﻟﻤﻮﺟﻮدة ﻓﻲ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ واﺿﺎﻓﺔ ﻃﺎﺑﻊ ﻣﻤﻴﺰ ﻟﻚ ﻛﻠﻴﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ اﺳﺘﺨﺪاﻣﺎت ﻟﻮﻇﺎﺋﻒ ﺟﺪﻳﺪة ﻟﻠﻜﻠﻴﺎت‬ ‫ﺑﺎﻋﻠﻰ اﻟﻤﺒﻨﻰ ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻤﻌﺎﻟﺠﺎت اﻟﻮﺟﻬﺎت‬ ‫اﻟﺨﺎرﺟﻴﺔ و ﻣﻮاد ﻣﺨﺘﻠﻔﺔ ﻋﻦ واﺟﻬﺎت اﻟﻤﺒﻨﻰ‬ ‫اﻻﻛﺎدﻳﻤﻲ اﻟﺤﺎﻟﻲ‬

Redesign of facade

Add new spaces to the building

Add the end of the building

Focuses on completely redesigned the facade using methods to reduce the entry of sunlight and facades for the four directions and improve the materials used

Focuses on adding new spaces either in front of the building or between the buildings in a way that contributes to breaking the monotony in the academic field and add a distinctive character to you College

It focuses on adding new functions to the top-level faculties using methods for external destination treatments and different materials from the facades of the current academic building

General analysis

2.3 Facade Strategies

ً‫اﺿﺎﻓﺔ ﻛﺘﻞ ﻏﻴﺮ ﻣﺮﺗﺒﻄﺔ اﻧﺸﺎﺋﻴﺎ‬

‫اﺿﺎﻓﺔ رﺑﻂ ﺑﻴﻦ اﻟﺪور اﻷرﺿﻲ واﻟﻤﻮﻗﻊ‬

‫ازاﻟﺔ ﺟﺰء ﻣﻦ واﺟﻬﺔ اﻟﻤﺒﻨﻰ‬

‫اﺿﺎﻓﺔ ﻛﺘﻠﺔ ﻣﻘﺎﺑﻠﺔ ﻟﻠﻮاﺟﻬﺎت‬

‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻟﻮاﺟﻬﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ دﺧﻮل اﺿﺎءة اﻟﺸﻤﺲ و‬ ‫ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺎﻫﺎت اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻟﻮاﺟﻬﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ دﺧﻮل اﺿﺎءة اﻟﺸﻤﺲ و‬ ‫ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺎﻫﺎت اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة اﻣﺎ اﻣﺎم اﻟﻤﺒﻨﻰ او ﺑﻴﻦ‬ ‫اﻟﻤﺒﺎﻧﻲ ﺑﻄﺮﻳﻘﺔ ﺗﺴﺎﻫﻢ ﻛﺴﺮ اﻟﺮﺗﺎﺑﺔ اﻟﻤﻮﺟﻮدة ﻓﻲ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ واﺿﺎﻓﺔ ﻃﺎﺑﻊ ﻣﻤﻴﺰ ﻟﻚ ﻛﻠﻴﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ اﺳﺘﺨﺪاﻣﺎت ﻟﻮﻇﺎﺋﻒ ﺟﺪﻳﺪة ﻟﻠﻜﻠﻴﺎت‬ ‫ﺑﺎﻋﻠﻰ اﻟﻤﺒﻨﻰ ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻤﻌﺎﻟﺠﺎت اﻟﻮﺟﻬﺎت‬ ‫اﻟﺨﺎرﺟﻴﺔ و ﻣﻮاد ﻣﺨﺘﻠﻔﺔ ﻋﻦ واﺟﻬﺎت اﻟﻤﺒﻨﻰ‬ ‫اﻻﻛﺎدﻳﻤﻲ اﻟﺤﺎﻟﻲ‬

Add blocks not structurally connected

Add a link between the ground floor

Cut part of the facade of the building

Add block to the facades

Focuses on completely redesigned the facade using methods to reduce the entry of sunlight and facades for the four directions and improve the materials used

Focuses on completely redesigned the facade using methods to reduce the entry of sunlight and facades for the four directions and improve th materials used

Focuses on adding new spaces either in front of the building or between the buildings in a way that contributes to breaking the monotony in the academic field and add a distinctive character to you College

It focuses on adding new functions to the top-level faculties using meth-ods for external destination treat-ments and different materials from the facades of the current academic building

21

REIMAGINING KAU

General analysis

2.4 Roof analysis

.

The academic field is located in the middle of neighborhoods that may be important to the users of the field.

It is surrounded by the sports village and the south of the College of Man agement and Economics. It is also close to the university's research building complex, but these neigh borhoods are completely separated by four streets.

65.8%

-

Built (65.8%) Not Built (34.2%) 1

‫ﺗﻮﻓﺮ ﻣﺴﺎﺣﺔ ﻛﺒﻴﺮة ﻟﻺﺳﺘﻔﺎدة ﻣﻨﻬﺎ ﻓﻲ‬ ‫اﻟﺴﻄﺢ‬ ‫ﺿﻌﻒ اﺗﺼﺎﻟﻴﺔ ﻓﺮاﻏﺎت اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ‬ ‫ﺑﺎﻷﺳﻄﺢ اﻟﻤﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان‬ 3

‫وﺟﻮد وﺣﺪات اﻟﺘﻜﻴﻴﻒ ﻓﻲ ﺑﻌﺾ ﻓﺮاﻏﺎت‬ ‫اﻟﺴﻄﺢ‬ ‫ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﻣﻌﻤﺎرﻳﺔ ﺧﺪﻣﻴﺔ ﺗﺤﻲ اﻟﻤﻴﺪان‬

22

REIMAGINING KAU

34.2%

‫ﻧﺴﺒﺔ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ ﻛﺒﻴﺮة‬ ٪٦٦ ‫ﺣﻴﺚ ﺗﺒﻠﻎ ﻧﺴﺒﺔ اﻟﻤﺒﻨﻲ ﻓﻲ اﻟﻤﻴﺪان‬

-

: SWOT

65.8%

General analysis

2.4 Roof case study

The New York High Line

In May ٢٠٠٣, James Corner Field Operations with Diller Scofidio + Renfro competed against ٧٢٠ teams from ٣٦ countries to win the infrastructure conversion project of the New York City High Line. More than half a decade later, the High Line’s transition to a public park is almost complete. On June ٨th, architects, elected officials, and advocates watched as Mayor Michael Bloomberg cut the ceremonial red ribbon, officially announcing the opening of the first of three sections.

‫ ﺗﻨﺎﻓﺴــﺖ ﺟﻴﻤــﺲ ﻛﻮرﻧــﺮ‬،٢٠٠٣ ‫ﻓــﻲ ﻣﺎﻳــﻮ‬ + ‫اﻟﻌﻤﻠﻴــﺎت اﻟﻤﻴﺪاﻧﻴــﺔ ﻣــﻊ دﻳﻠــﺮ ﺳــﻜﻮﻓﻴﺪﻳﻮ‬ ‫ دوﻟــﺔ ﻟﻠﻔــﻮز‬٣٦ ‫ ﻓﺮﻳﻘــﺎ ﻣــﻦ‬٧٢٠ ‫رﻳﻨﻔــﺮو ﺿــﺪ‬ ‫ﺑﻤﺸــﺮوع ﺗﺤﻮﻳــﻞ اﻟﺒﻨﻴــﺔ اﻟﺘﺤﺘﻴــﺔ ﻟﻤﺪﻳﻨــﺔ‬ ‫ وﺑﻌــﺪ أﻛﺜــﺮ ﻣــﻦ ﻧﺼــﻒ‬.‫ﻧﻴﻮﻳــﻮرك ﻫــﺎي ﻻﻳــﻦ‬ ‫ أﺻﺒــﺢ اﻧﺘﻘــﺎل اﻟﺨــﻂ اﻟﻌﺎﻟــﻲ‬،‫ﻋﻘــﺪ ﻣــﻦ اﻟﺰﻣــﻦ‬ ‫ وﻓــﻲ‬.‫إﻟــﻰ ﺣﺪﻳﻘــﺔ ﻋﺎﻣــﺔ ﻗــﺪ اﻛﺘﻤــﻞ ﺗﻘﺮﻳﺒــﺎ‬ ‫ ﻗــﺎم اﻟﻤﻬﻨﺪﺳــﻮن‬،‫ ﻳﻮﻧﻴــﻮ‬/ ‫اﻟﺜﺎﻣــﻦ ﻣــﻦ ﺣﺰﻳــﺮان‬ ‫اﻟﻤﻌﻤﺎرﻳــﻮن واﻟﻤﺴــﺆوﻟﻮن اﻟﻤﻨﺘﺨﺒــﻮن‬ ‫واﻟﻤﺪاﻓﻌــﻮن ﺑﺮﺻــﺪ اﻟﺸــﺮﻳﻂ اﻟﺒﻠــﺪي‬ ‫ ﺣﻴــﺚ أﻋﻠــﻦ اﻟﻌﻤــﺪة ﻣﺎﻳــﻜﻞ‬،‫اﻻﺣﺘﻔﺎﻟــﻲ‬ ‫ﺑﻠﻮﻣﺒﺮغ ﻋﻦ اﻓﺘﺘﺎح أول ﺛﻼﺛﺔ أﻗﺴﺎم‬.

Before the new landscape could take form atop the High Line, every component of the structure was tested and treated to ensure its structural strength. As each piece of rail was removed, it was marked and mapped so that later, it could be returned to its original location as an integrated planting piece.

Energy-efficient LED lights.

23

REIMAGINING KAU

General analysis

2.4 Roof Strategies

Different methods of facades of the facades of the academic building from one destination to another and from one building to another where we propose to work strategies contribute to the development of destinations taking into account the current situation so that the solution is more logical in terms of modification and cost and other things and we aim to find solutions and development is not replacing the current situation ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﺳﻘﻒ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﻦ‬ ‫ﺳﻘﻒ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ ﻧﻘﺘﺮح ﻟﻌﻤﻞ‬ ‫اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻻﺳﻄﺢ ﻣﻊ ﻣﺮاﻋﺎت‬ ‫اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ ﻣﻨﻄﻘﻴﺔ ﻣﻦ‬ ‫ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ اﻻﻣﻮر وﻧﻬﺪف‬ ‫اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ‬ ‫اﻟﺤﺎﻟﻲ‬

‫اﻧﺸﺎء ﻛﺘﻠﺔ ﻣﻌﻠﻘﺔ‬

‫إﺿﺎﻓﺔ ﻛﺘﻠﺔ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﻟﺨﺎرج‬

‫اﺿﺎﻓﺔ ﻛﺘﻠﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺪاﺧﻞ‬

‫ﺗﺮﻛﺰ ﻋﻠﻰ اﺿﺎﻓﺔ ﻛﺘﻠﺔ ﻣﻨﻔﺼﻠﺔ وﻣﻌﻠﻘﺔ اﻋﻠﻰ اﻟﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﺗﺴﺎﻫﻢ ﻛﺴﺮ اﻟﺮﺗﺎﺑﺔ اﻟﻤﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ واﺿﺎﻓﺔ ﻃﺎﺑﻊ ﻣﻤﻴﺰ ﻟﻚ ﻛﻠﻴﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﺧﺎرﺟﻴﺔ اﻋﻠﻰ اﻟﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ وﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺨﺎرج ﺗﺴﺎﻫﻢ ﻛﺴﺮ اﻟﺮﺗﺎﺑﺔ‬ ‫اﻟﻤﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫اﺿﺎﻓﺔ ﻛﺘﻠﺔ اﻋﻠﻰ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺪاﺧﻞ‬ ‫ﺗﺴﺎﻫﻢ ﻓﻲ اﻳﺠﺎد ﻋﻼﻗﺔ ﻓﻌﺎﻟﺔ وﺑﺼﺮﻳﺔ داﺧﻞ اﻟﻤﻴﺪان‬ ‫وﻣﺮﺗﺒﻄﺔ ﺑﻪ ارﺗﺒﺎﻃﺎ ﻣﺒﺎﺷﺮا‬

Create a suspended block

Add a block that has a relationship to the outside It focuses on the addition of external spaces to the top of the academic field and linked to abroad contribute to breaking the monotony found in the academic field

Add an inbound block

Focusing on adding a separate block and hanging above the academic field contributes to breaking the monotony of the academic field and adding a distinctive character to you altogether

24

REIMAGINING KAU

Adding a block to the top of the academic field linked to the interior contributes to an effective and visual relationship within the field and is directly related to it

General analysis

2.4 Roof Strategies

‫ﺗﻈﻠﻴﻞ ﺳﻄﺢ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﻻﺳﻄﺢ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻃﺮق ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ دﺧﻮل اﺿﺎءة اﻟﺸﻤﺲ و‬ ‫ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺎﻫﺎت اﻻرﺑﻌﺔ وﺗﺤﺴﻴﻦ‬ ‫اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﺒﺎﻧﻲ ﻓﻲ اﻛﺘﺴﺎب‬ ‫ﻃﺎﻗﺔ ﻣﺘﺠﺪدة‬ ‫ﺗﻄﻮﻳﺮ اﻻﺳﻄﺢ ﺑﺘﻔﻌﻴﻠﻬﺎ ﻓﻲ اﻧﺘﺎج ﻃﺎﻗﺔ ﻣﺘﺠﺪدة‬ ‫ﺗﺴﺎﻫﻢ ﻓﻲ رﻓﻊ اﻟﻜﻔﺎﺋﺔ اﻟﺒﻴﺌﻴﺔ‬

‫اﺿﺎﻓﺔ ﻓﺮاﻏﺎت ﻏﻴﺮ ﻣﺘﺮاﺑﻄﺔ وﻇﻴﻔﻴﺎ‬

‫اﺳﺘﻐﻼل اﻻﺳﻘﻒ ﻟﻠﻤﻌﺎﻣﻞ اﻟﺨﺎرﺟﻴﺔ‬

‫ﻳﺮﻛﺰ اﻟﻰ اﻋﺎدة ﺗﺼﻤﻴﻢ اﺳﻄﺢ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﺑﺎﺿﻔﺔ ﻓﺮﻏﺎت ﻣﻨﻔﺼﻠﺔ وﻇﻴﻔﻴﺎ ورﺗﺒﻄﺔ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‬ ‫ﻣﻊ اﻻﺳﺘﺨﺪاﻣﺎت اﻟﺴﻔﻠﻴﺔ ﻟﻠﻜﻠﻴﺎت‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﺒﺎﻧﻲ ﻟﻤﻌﺎﻣﻞ ﺧﺎرﺟﻴﺔ ﻟﻠﻨﺒﺎﺗﺎت ﻣﺜﻼ‬ ‫وﺗﻔﻌﻴﻠﻬﺎ ﻟﺘﺼﺒﺢ ﺟﺰء ﻣﻦ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ واﻟﺘﻄﻮﻳﺮﻳﺔ‬ ‫ﻟﻠﻜﻠﻴﺎت وذات ﺗﻔﺎﻋﻞ‬

Shading the surface of the academic field

Exploitation of building surfaces in the acquisition of renewable energy

Add functionally spaces

interconnected

Exploitation of the Bishop of foreign laboratories

Focuses on completely redesigning the surfaces using methods to reduce the entry of sunlight and façade treatment for the four directions and improve the materials used

The development of the roofs by activating them in the production of renewable energy that contributes to the enhancement of environmental efficiency

Focuses on redesigning the academic field surfaces by adding separate functional spaces and connecting directly with the lower uses of the faculties

Exploitation of buildings surfaces for external plants for example and activate them to become part of the educational environment and development of colleges and interaction

25

REIMAGINING KAU

3.0

CONCEPT

Concept 3.1

Current situation After studying the current situation and adding the possible strategies to raise the quality of life in the academic field, we have developed a basic tool for activating the academic field from the social point of view and involving the community in developing the educational environment.

Community Environment

Weak link

KAU Campus

Faculty

Academic square

No connection Proposal plan

Strong link Community Environment

KAU Campus

Filter Faculty

Academic square

27

REIMAGINING KAU

‫‪Concept #1‬‬ ‫‪3.1‬‬

‫‪New spaces‬‬ ‫‪for public‬‬

‫‪Taking public‬‬ ‫‪to academic‬‬ ‫‪roof‬‬

‫‪Academic square‬‬

‫‪P‬‬

‫‪After studying the current situation‬‬ ‫‪and adding the possible strategies to‬‬ ‫‪raise the quality of life in the aca‬‬‫‪demic field, we have developed a‬‬ ‫‪basic tool for activating the academic‬‬ ‫‪field from the social point of view and‬‬ ‫‪involving the community in develop‬‬‫‪ing the educational environment.‬‬ ‫ﺑﻌﺪ دراﺳﺔ اﻟﻮﺿﻊ اﻟﺮاﻫﻦ واﺿﺎﻓﺔ اﻻﺳﺘﺮاﺗﻴﺠﺎت‬ ‫اﻟﻤﻤﻜﻨﺔ ﻟﺮﻓﺠﻊ ﺟﻮدة اﻟﺤﺎﻳﺔ ﻓﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻗﻤﻨﺎ ﺑﻮﺿﻊ ﻣﻼح اﺳﺎﺳﻴﺔ ﺗﺴﻬﺎﻫﻢ ﻓﻲ ﺗﻔﻌﻴﻞ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﺷﺮاك‬ ‫اﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪1‬‬

‫‪1‬‬

‫‪1‬‬ ‫‪1‬‬

‫‪28‬‬

‫‪Concept #2‬‬ ‫‪3.1‬‬

‫‪Entertainment Spaces‬‬ ‫‪For students‬‬

‫‪Academic square‬‬

‫‪After studying the current situation‬‬ ‫‪and adding the possible strategies to‬‬ ‫‪raise the quality of life in the aca‬‬‫‪demic field, we have developed a‬‬ ‫‪basic tool for activating the academic‬‬ ‫‪field from the social point of view and‬‬ ‫‪involving the community in develop‬‬‫‪ing the educational environment.‬‬ ‫ﺑﻌﺪ دراﺳﺔ اﻟﻮﺿﻊ اﻟﺮاﻫﻦ واﺿﺎﻓﺔ اﻻﺳﺘﺮاﺗﻴﺠﺎت‬ ‫اﻟﻤﻤﻜﻨﺔ ﻟﺮﻓﺠﻊ ﺟﻮدة اﻟﺤﺎﻳﺔ ﻓﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻗﻤﻨﺎ ﺑﻮﺿﻊ ﻣﻼح اﺳﺎﺳﻴﺔ ﺗﺴﻬﺎﻫﻢ ﻓﻲ ﺗﻔﻌﻴﻞ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﺷﺮاك‬ ‫اﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪1‬‬

‫‪1‬‬

‫‪1‬‬ ‫‪1‬‬

‫‪29‬‬

‫‪Concept #3‬‬ ‫‪3.1‬‬

‫‪Business‬‬ ‫‪valley‬‬

‫‪multipurpose‬‬ ‫‪hall‬‬

‫‪Academic square‬‬

‫‪After studying the current situation‬‬ ‫‪and adding the possible strategies to‬‬ ‫‪raise the quality of life in the aca‬‬‫‪demic field, we have developed a‬‬ ‫‪basic tool for activating the academic‬‬ ‫‪field from the social point of view and‬‬ ‫‪involving the community in develop‬‬‫‪ing the educational environment.‬‬ ‫ﺑﻌﺪ دراﺳﺔ اﻟﻮﺿﻊ اﻟﺮاﻫﻦ واﺿﺎﻓﺔ اﻻﺳﺘﺮاﺗﻴﺠﺎت‬ ‫اﻟﻤﻤﻜﻨﺔ ﻟﺮﻓﺠﻊ ﺟﻮدة اﻟﺤﺎﻳﺔ ﻓﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻗﻤﻨﺎ ﺑﻮﺿﻊ ﻣﻼح اﺳﺎﺳﻴﺔ ﺗﺴﻬﺎﻫﻢ ﻓﻲ ﺗﻔﻌﻴﻞ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﺷﺮاك‬ ‫اﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪1‬‬

‫‪1‬‬

‫‪1‬‬ ‫‪1‬‬

‫‪30‬‬

‫‪Evaluation‬‬ ‫‪3.1‬‬

‫‪Economic concept‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫*‬

‫‪Education Concept‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫‪1‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫*‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫‪Soical Concept‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ‬

‫‪1‬‬

‫اﺷﺮاك اﻟﻤﺠﺘﻤﻊ ﺑﻔﺮاﻏﺎت ﺣﺮم اﻟﺠﺎﻣﻌﺔ اﻟﻤﻔﺘﻮﺣﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪1‬‬

‫اﺳﺘﻐﻼل اﻷﺳﻄﺢ‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت‬

‫‪3‬‬

‫‪2‬‬

‫اﺳﺘﻐﻼل اﺳﻄﺢ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﺗﻔﻌﻴﻞ ﻓﺮاﻏﺎﺗﻬﺎ‪.‬‬

‫‪1‬‬ ‫‪1‬‬

‫‪3‬‬

‫‪2‬‬

‫ﺗﻔﻌﻴﻞ اﻟﺴﺎﺣﺎت ﻣﻮﺟﻮدة ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ وﻣﺎﺣﻮﻟﻬﺎ‪.‬‬

‫*‬

‫رﺑﻂ اﻟﻤﺠﺎورات‬

‫‪3‬‬

‫‪2‬‬

‫رﺑﻂ اﻟﻤﺠﺎورات اﻟﻤﻮﺟﻮدة ﺑﻴﻦ ﻣﺒﺎﻧﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫‪1‬‬

‫*‬

‫‪1‬‬

‫‪1‬‬

‫*‬

‫‪1‬‬

‫ﻧﻘﺎط اﻟﻘﻮة اﻟﺨﺎﺻﺔ ﺑﺎﻟﻔﻜﺮة اﻟﺘﺼﻤﻴﻤﺔ‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪31‬‬

‫‪Concept‬‬ ‫‪3.2‬‬

‫‪Sport center parking‬‬ ‫‪walkers Park‬‬ ‫‪Central‬‬ ‫‪parking‬‬ ‫‪Entrance‬‬ ‫‪Park‬‬

‫‪Academic‬‬ ‫‪square‬‬

‫‪Faculty‬‬

‫‪No cars allowed‬‬

‫‪zone‬‬ ‫‪SportSocial‬‬ ‫‪center‬‬ ‫‪parking‬‬

‫‪multipurpose‬‬ ‫‪hall‬‬

‫‪Concept strategies‬‬

‫اﺿﺎﻓﺔ ﻋﻨﺼﺮ ﻣﻦ ﺧﺎرج اﻟﻤﻴﺪان‬ ‫اﻳﺠﺎد ﻋﻨﺎﺻﺮ ﺧﺎرﺟﻴﺔ ورﺑﻄﻬﺎ ﺑﺎﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﺣﻴﺚ‬ ‫ﺗﺮﻛﺰ ﻫﺬه اﻹﺳﺘﺮاﺗﺠﻴﺔ ﻋﻠﻰ اﻧﺸﺎء ﻋﻨﺼﺮ او اﻛﺜﺮ ﻳﺴﺎﻫﻢ‬ ‫ﻓﻲ اﻟﺘﺪرج ﻓﻲ اﻟﺪﺧﻮل ﻟﻠﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫اﺿﺎﻓﺔ ﻋﻨﺼﺮ ﻣﻦ داﺧﻞ اﻟﻤﻴﺪان‬ ‫اﺧﺬ ﻋﻨﺼﺮ او ﻣﻦ داﺧﻞ اﻟﻤﻴﺪان اﻇﻬﺎره ﻋﻠﻰ ﻣﺴﺘﻮى‬ ‫اﻟﻮاﺟﻬﺔ ﺣﻴﺚ ﻳﺮﻛﺰ ﻫﺬه اﻹﺳﺘﺮاﺗﺠﻴﺔ ﻋﻠﻰ اﺧﺬ اﻫﻢ‬ ‫اﻟﻌﻨﺎﺻﺮ ﻣﻦ داﺧﻞ اﻟﻤﻴﺪان واﻇﻬﺎرﻫﺎ ﻋﻠﻰ اﻟﻮاﺟﻬﺔ‬

‫‪After studying the current situation‬‬ ‫‪and adding possible strategies to‬‬ ‫‪raise the quality of life in the aca‬‬‫‪demic field, we have developed a‬‬ ‫‪navigator to help in activating the ac‬‬‫‪ademic field from the social point of‬‬ ‫‪view and linking it to the university‬‬ ‫‪environment, unlike the academic‬‬ ‫‪field in the current situation and‬‬ ‫‪trying to develop the educational en‬‬‫‪vironment‬‬ ‫ﺑﻌﺪ دراﺳﺔ اﻟﻮﺿﻊ اﻟﺮاﻫﻦ واﺿﺎﻓﺔ اﻻﺳﺘﺮاﺗﻴﺠﺎت‬ ‫اﻟﻤﻤﻜﻨﺔ ﻟﺮﻓﺠﻊ ﺟﻮدة اﻟﺤﺎﻳﺔ ﻓﻲ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻗﻤﻨﺎ ﺑﻮﺿﻊ ﻣﻼح اﺳﺎﺳﻴﺔ ﺗﺴﻬﺎﻫﻢ ﻓﻲ ﺗﻔﻌﻴﻞ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ورﺑﻄﻪ‬ ‫ﺑﺎﻟﻤﺤﻴﻂ اﻟﺠﺎﻣﻌﻲ ﺑﻌﻜﺲ ﻋﻼﻗﺔ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬ ‫ﻓﻲ اﻟﻮﺿﻊ اﻟﺮاﻫﻦ وﻣﺤﺎوﻟﺔ ﺗﻄﻮﻳﺮ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻣﻌﺎﻟﺠﺔ اﻟﻘﺸﺮة اﻟﺨﺎرﺟﻴﺔ ﻟﻠﻤﺒﻨﻰ‬ ‫ﻳﺮﻛﺰ اﻟﺒﺪﻳﻞ اﻻول اﻟﻰ ﻣﻌﺎﻟﺠﺔ اﻟﻮاﺟﻬﺎت اﻟﺨﺎرﺟﻴﺔ‬ ‫ﻟﻠﻤﺒﻨﻰ اﻻﻛﺎدﻳﻤﻲ واﻟﻤﻨﺎﻃﻖ اﻟﻤﺤﻴﻄﺔ ﺑﻪ واﻳﺠﺎد‬ ‫ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﻪ ﻟﻪ‬ ‫‪REIMAGINING KAU‬‬

‫‪32‬‬

Concept

3.2 master plan

The idea seeks to take the strong elements from every idea that was put forward to try to reach the idea of a president serving the academic field in an integrated manner

‫ﺗﺴﻌﻰ اﻟﻔﻜﺮة اﻟﻰ اﺧﺬ اﻟﻌﻨﺎﺻﺮ اﻟﻘﻮﻳﺔ ﻣﻦ ﻛﻞ‬ ‫ﻓﻜﺮة ﺗﻢ ﻃﺮﺣﻬﺎ ﺳﺎﺑﻘﺎ ﻟﻤﺤﺎوﻟﺔ اﻟﻮﺻﻮل ﻟﻔﻜﺮة‬ ‫رﺋﻴﺴﺔ ﺗﺨﺪم اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﺑﺸﻜﻞ‬ ‫ﻣﺘﻜﺎﻣﻞ‬

Central parking

Amphitheatre

Publ

Cars - bicycle and public transportation

ic pa

th

Parking building

Central Library

33

REIMAGINING KAU

Concept

3.2 Student open space

Entrance for Business vally

processing Facade Redesign the bridge

Commercial processing Facade

bicycle Exhibition for colleges

34

REIMAGINING KAU

Concept

3.2 Roof zone

Entrance for Business vally

shading element

Business tower

Business vally

processing Facade

Special entrance

bridge connects two buildings

35

REIMAGINING KAU

Open terrace

Concept

3.2 social zone

academic square filter Multi-use hall Amphitheatre

Special entrance

processing Facade

Public path (bridge)

36

REIMAGINING KAU

Public open spaces

Concept 3.2

Central transportation

Central Library New college Metro station

processing Facade Business vally

Special entrance

Central parking

37

REIMAGINING KAU

3.2

38

REIMAGINING KAU

‫‪Concept‬‬

‫‪Education Zone‬‬

‫‪3.3‬‬ ‫‪Site analysis‬‬ ‫‪Parking‬‬ ‫‪Amphitheatre‬‬

‫‪Proposed Research Center‬‬

‫‪Node from‬‬ ‫‪parking‬‬ ‫‪Parking‬‬

‫‪College of Engineering‬‬

‫‪Landmarks‬‬

‫‪Edges‬‬

‫‪Path‬‬

‫‪Nodes‬‬

‫‪Different methods of facades of the‬‬ ‫‪facades of the academic building‬‬ ‫‪from one destination to another and‬‬ ‫‪from one building to another where‬‬ ‫‪we propose to work strategies con‬‬‫‪tribute to the development of desti‬‬‫‪nations taking into account the cur‬‬‫‪rent situation so that the solution is‬‬ ‫‪more logical in terms of modification‬‬ ‫‪and cost and other things and we aim‬‬ ‫‪to find solutions and development is‬‬ ‫‪not replacing the current situation‬‬ ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ واﺟﻬﺔ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ‬ ‫ﻧﻘﺘﺮح ﻟﻌﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت‬ ‫ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ‬ ‫ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ‬ ‫اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

‫‪Parking‬‬

‫‪Student open space‬‬

‫‪walker bridge‬‬

‫‪Multi-use hall‬‬

‫ﺗﺘﻤﻴﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﺑﻌﻨﺼﺮ‬ ‫وﻣﻌﻠﻢ ﻣﻬﻢ ﻓﻲ اﻟﺠﺎﻣﻌﺔ‪ ،‬وﻫﻮ‬ ‫اﻟﺠﺴﺮ اﻟﺬي ﻳﺮﺑﻂ ﺑﻴﻦ ﻣﺒﻨﻰ اﻟﻘﺮﻳﺔ‬ ‫اﻟﺮﻳﺎﺿﻴﺔ و اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫‪Walkers area‬‬

‫ﺗﺤﺪ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ ﺑﻌﺪة‬ ‫ﺷﻤﺎﻻ‬ ‫ﻣﺒﺎﻧﻲ رﺋﻴﺴﻴﺔ‪ ،‬ﻓﺘﺤﺪﻫﺎ‬ ‫ً‬ ‫ﻣﻮاﻗﻒ ﺟﺎﺻﺔ ﻟﻠﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺗﺤﺪه ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺠﻨﻮب‬ ‫ﻟﻠﻤﻴﺪان‬ ‫اﻟﻤﻔﺘﻮح‬ ‫اﻟﻤﻤﺮ‬ ‫اﻻﻛﺎدﻳﻤﻲ اﻟﺬي ﻳﺮﺑﻂ ﻋﺪة ﻛﻠﻴﺎت‬

‫‪node from‬‬ ‫‪parking‬‬

‫ﺗﺤﺘﻮي ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﻋﻠﻰ ﻋﺪة ﻋﻘﺪ ﻣﺮﺗﺒﻄﺔ ﺑﺤﺮﻛﺔ‬ ‫اﻟﻤﺸﺎه اﻟﻤﻮﺟﻮدة ﻟﻠﺪﺧﻮل‬ ‫ﻟﻠﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬ﻣﻦ ﻫﺬه‬ ‫اﻟﻌﻘﺪ ﺗﺮاﺑﻂ ﻣﺪﺧﻞ اﻟﻤﻴﺪان ﻣﻊ‬ ‫اﻟﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺗﺘﻤﻴﺰ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﺑﺈرﺗﺒﺎﻃﻬﺎ ﺑﻌﺪة ﺷﻮارع‪ ،‬ﻣﻨﻬﺎ ﺷﺎرع‬ ‫ﻣﺮﺗﺒﻂ ﺑﻤﺮﻛﺰ اﻻﺑﺤﺎث اﻟﻤﻘﺘﺮح‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻹرﺗﺒﺎﻃﻪ ﺑﺸﺎرع ﻣﺆدي‬ ‫ﻟﻠﻤﻮاﻗﻒ اﻟﻤﺮﻛﺰﻳﺔ اﻟﺨﺎﺻﺔ‬ ‫ﺑﺎﻟﻤﻴﺪان‬ ‫‪ACADEMIC SQUARE‬‬ ‫‪REIMAGINING‬‬ ‫‪KAU DEVELOPMENT‬‬

‫‪39‬‬

‫‪Concept‬‬

‫‪Education Zone‬‬ ‫‪Design response‬‬ ‫‪Bridge to sport center‬‬ ‫‪Node from‬‬ ‫‪parking‬‬

‫‪Parking‬‬

‫‪Parking‬‬ ‫‪Proposed Research Center‬‬

‫‪College of Engineering‬‬

‫‪Landmarks‬‬

‫‪Edges‬‬

‫‪Path‬‬

‫‪Nodes‬‬

‫‪3.3‬‬

‫‪Different methods of facades of the‬‬ ‫‪facades of the academic building‬‬ ‫‪from one destination to another and‬‬ ‫‪from one building to another where‬‬ ‫‪we propose to work strategies con‬‬‫‪tribute to the development of desti‬‬‫‪nations taking into account the cur‬‬‫‪rent situation so that the solution is‬‬ ‫‪more logical in terms of modification‬‬ ‫‪and cost and other things and we aim‬‬ ‫‪to find solutions and development is‬‬ ‫‪not replacing the current situation‬‬ ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ واﺟﻬﺔ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ‬ ‫ﻧﻘﺘﺮح ﻟﻌﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت‬ ‫ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ‬ ‫ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ‬ ‫اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

‫‪Parking Building‬‬

‫‪Student open space‬‬

‫‪Bridge to sport center‬‬ ‫‪Node‬‬ ‫‪College of Engineering‬‬

‫ردة اﻟﻔﻌﻞ اﻟﺨﺎﺻﺔ ﺑﻬﺬا اﻟﺘﺤﻠﻴﻞ‬ ‫ﺗﻘﺘﻀﻲ ﻋﻠﻰ اﻟﺘﺮﻛﺰ ﻋﻠﻰ زﻳﺎدة‬ ‫ﻗﻮة ﺗﺎﺛﻴﺮ اﻟﺠﺴﺮ اﻟﺨﺎص ﺑﺎﻟﻤﺸﺎه‬ ‫ﻓﻲ اﻟﻤﻴﺪان اﻷﻛﺎدﻳﻤﻲ ﻋﺒﺮ ﻧﻘﻞ‬ ‫اﻟﻤﻔﺮدات اﻟﺨﺎﺻﺔ ﺑﻪ ﻓﻲ اﻟﻤﻤﺮ‬ ‫اﻟﻤﺰاوي ﻟﻪ‬

‫ردة اﻟﻔﻌﻞ اﻟﺨﺎﺻﺔ ﺑﻬﺬا اﻟﺘﺤﻠﻴﻞ‬ ‫ﺗﻘﻀﺘﻲ ﻋﻠﻰ ﺗﻌﺰﻳﺰ اﻟﺒﻴﺌﺔ‬ ‫اﻻﻗﺘﺼﺎدﻳﺔ ﻟﻠﻤﻨﻄﻘﺔ ﻋﺒﺮ ﺗﻮﻓﻴﺮ‬ ‫ﻣﺴﺎرات ﺗﺠﺎرﻳﺔ ﺗﺴﺎﻋﺪ ﻋﻠﻰ رﻓﻊ‬ ‫اﻟﻌﻨﺼﺮ اﻻﻗﺘﺼﺎدي ﻟﻠﻤﻨﻄﻘﺔ‬

‫ردة اﻟﻔﻌﻞ اﻟﺨﺎﺻﺔ ﺑﻬﺬا اﻟﺘﺤﻠﻴﻞ‬ ‫ﺗﻘﺘﻀﻲ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻋﺪة ﻋﻘﺪ‬ ‫ﻋﻠﻰ اﻟﻤﺴﺎر اﻟﺨﺎص و اﻟﻤﻮاﺟﻪ‬ ‫ﻟﻠﻜﻠﻴﺎت ﻟﺘﻌﺰﻳﺰ اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻜﻠﻴﺎت ﻋﺒﺮ ﺗﻮﻓﻴﺮ ﻧﺸﺎﻃﺎت ﻓﻴﻬﺎ‬

‫ردة اﻟﻔﻌﻞ اﻟﺨﺎﺻﺔ ﺑﻬﺬا اﻟﺘﺤﻠﻴﻞ‬ ‫ﺗﻘﺘﻀﻲ ﻋﻠﻰ اﻟﺤﺪ ﻣﻦ دﺧﻮل‬ ‫اﻟﺴﻴﺎرات ﺑﺸﻜﻞ رﺋﻴﺴﻲ ﻓﻲ‬ ‫ﻟﻜﻠﻴﺔ‬ ‫اﻟﻤﻮاﺟﻬﺔ‬ ‫اﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻬﻨﺪﺳﺔ وﺟﻌﻠﻬﺎ ﻣﻨﻄﻘﺔ ﺧﺎﺻﺔ‬ ‫ﺑﺎﻟﻤﺸﺎه‬ ‫‪REIMAGINING KAU‬‬

‫‪40‬‬

‫‪Concept‬‬

‫‪suggested solutions‬‬

‫‪.١‬ﺣﻠﻮل اﻟﻤﺸﺎه‬

‫‪Walking Solutions‬‬

‫‪EN‬‬

‫‪GE‬‬

‫‪RIN‬‬

‫‪G‬‬

‫‪3.3‬‬

‫ﺗﻮﻓﻴﺮ ﻧﻘﺎط ﺗﺠﻤﻊ واﺿﺤﺔ‬

‫ﺗﻮﻇﻴﻒ ﺧﺪﻣﺎت ﻟﻨﻘﺎط اﻟﺘﺠﻤﻊ‬

‫رﺑﻄﻬﺎ ﺑﻤﻤﺮات ﻣﺸﺎه ودراﺟﺎت‬

‫رﺑﻂ اﻟﻤﺸﺎه ﻋﻠﻰ اﻛﺜﺮ ﻣﻦ ﻣﺴﺘﻮى‬

‫ﺗﻮﻓﻴﺮ ﻧﻘﺎط ﺗﺠﻤﻊ واﺿﺤﺔ ﻋﻠﻰ اﻟﻤﺤﻮر‬ ‫اﻟﺨﺎص ﻣﻦ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ ﺳﻴﺤﻲ‬ ‫اﻟﻤﻨﻄﻘﺔ‪ ،‬ﺗﻢ اﻟﻐﺎء اﻟﺸﺎرع ﻟﻺﺳﺘﺨﺪام‬ ‫اﻟﺴﻴﺎرات و ﺧﺼﺺ ﻓﻘﻂ ﻹﺳﺘﺨﺪام‬ ‫اﻟﻤﺸﺎه و اﻟﺪراﺟﺎت‪ ،‬ﻳﻤﺘﻠﻚ ﻫﺬا اﻟﻤﺤﻮر‬ ‫اﻳﻀﺎً ﻋﻠﻰ ﻓﺮاﻏﺎت ﺧﺎﺻﺔ ﺑﺎﻷﻧﺸﻄﺔ‬ ‫اﻟﻄﻼﺑﻴﺔ‬

‫ﺗﻮﻓﻴﺮ ﺧﺪﻣﺎت ﺣﻮل ﻧﻘﺎط اﻟﺘﺠﻤﻊ‬ ‫ﺳﻴﺮﻓﻊ ﻣﻦ ﺟﻮدة اﻟﻤﺤﻮر و اﻟﻨﻘﺎط‪ ،‬ﺣﻴﺚ‬ ‫ﺳﻴﺘﻢ وﺿﻊ ﺧﺪﻣﺎت ﺗﺠﺎرﻳﺔ ﺣﻮل ﻫﺬه‬ ‫اﻟﻨﻘﺎط ﺑﺎﻹﺿﺎﻓﺔ ﻹﻧﺸﺎء ﻓﺮاﻏﺎت ﺗﺨﺪم‬ ‫اﻻﻧﺸﻄﺔ اﻟﻄﻼﺑﻴﺔ اﻟﺨﺎﺻﺔ ﺑﻜﻞ ﻛﻠﻴﺔ‪،‬‬ ‫ﻛﻤﺜﺎل ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ و ﻓﺮاﻏﺎت ورش‬ ‫اﻟﻌﻤﻞ‪.‬‬

‫رﺑﻂ اﻟﻤﺤﻮر ﺑﻤﻤﺮ ﻣﺸﺎه ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻹﻧﺸﺎء ﻣﻤﺮ ﺧﺎص ﺑﺎﻟﺪراﺟﺎت‪،‬‬ ‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻹﺿﺎﻓﺔ ﻋﻠﻰ إﺣﻴﺎء‬ ‫اﻟﻤﻨﻄﻘﺔ ﺑﺎﻟﻤﺮﻳﻦ ﻣﻦ اﻟﻤﻴﺪان‬ ‫اﻷﻛﺎدﻳﻤﻲ إﻟﻰ اﻟﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﺳﺘﺰﻳﺪ ﻧﺴﺒﺔ اﺳﺘﺨﺪام اﻟﻔﺮاﻏﺎت اﻟﺘﻲ‬ ‫ﺣﻮﻟﻬﺎ‪.‬‬

‫ﺗﻌﺪد اﻟﻤﺴﺘﻮﻳﺎت ﺳﻴﺠﻌﻞ ﻣﻦ اﻟﻤﺸﺎه‬ ‫اﻣﺮ ﻏﻴﺮ ﻣﻤﻞ‪ ،‬و ﺑﺎﻟﺘﺎﻟﻲ ﺳﻴﺴﺘﻄﻴﻊ‬ ‫اﻟﻄﺎﻟﺐ اﻹﻧﺘﻘﺎل ﻣﻦ ﻓﺮاﻏﺎت إﻟﻰ اﺧﺮى‬ ‫ﻋﺒﺮ اﺳﺘﺨﺪام ﻫﺬه اﻟﻤﻤﺮات دون‬ ‫اﻟﺸﻌﻮر ﺑﻤﻠﻞ او رﺗﺎﺑﺔ ﻫﺬه اﻟﻤﻤﺮات‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺗﻌﺪد اﻟﻤﺴﺘﻮﻳﺎت ﺳﻴﺎﻋﺪ ﻋﻠﻰ‬ ‫ﺧﻠﻖ ﻇﻼل ﻟﻤﻤﺮات اﺧﺮى‬

‫‪REIMAGINING KAU‬‬

‫‪41‬‬

‫‪Concept‬‬

‫‪suggested solutions‬‬

‫‪.٢‬ﺣﻠﻮل اﻟﻤﺠﺎورة و اﻟﻮاﺟﻬﺎت‬

‫‪3.3‬‬

‫‪Neighboring and facades solutions‬‬

‫ﺗﻮﺿﻴﺢ ﻫﻮﻳﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬

‫ﺗﻮﻓﻴﺮ ﻣﺴﺎﺣﺎت اﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ اﻟﺴﻄﺢ‬

‫ﺗﻮﻓﻴﺮ ﺑﻴﺌﺔ ﻋﻤﻞ ﻓﻮق اﺳﻄﺢ اﻟﻜﻠﻴﺔ‬

‫اﻗﺘﺼﺎص ﻓﺮاﻏﺎت ﻏﻴﺮ ﻣﻬﻤﺔ ﻓﻲ اﻟﻤﻴﺪان‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻹﺿﺎﻓﺔ ﻋﻠﻰ ﺣﻞ واﺑﺮاز‬ ‫واﺟﻬﺔ ﻛﻞ ﻛﻠﻴﺔ ﻋﺒﺮ اﻫﺘﻤﺎﻣﺘﻬﺎ‬ ‫واﻧﺠﺎزاﺗﻬﺎ‪ ،‬ﺳﻴﺘﻄﻴﻊ اي ﺷﺨﺺ ﺗﻤﻴﺰ اي‬ ‫ﻣﺒﻨﻰ ﺑﺮوح وﺑﺸﺨﺼﻴﺔ ﻣﺴﺘﻘﻠﺔ ﻋﻦ‬ ‫اﻻﺧﺮى‪ ،‬و ﺑﺎﻟﺘﻲ ﺳﺘﺴﺎﻋﺪ اﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬ ‫ﻋﻠﻰ ﺧﻠﻖ ﺧﺮﻳﻄﺔ ﻣﺴﻬﻠﺔ اﻟﻘﺮاءة ﻋﻠﻴﻬﻢ‬ ‫اﺛﻨﺎء اﻻﺳﺘﺨﺪام‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻹﺿﺎﻓﺔ ﻋﻠﻰ اﻹﺳﺘﻔﺎدة‬ ‫ﻣﻦ اﺳﻄﺢ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﻴﺔ‪ ،‬وذﻟﻚ ﻋﺒﺮ‬ ‫ﺧﻠﻖ ﻓﺮاﻏﺎت ﻣﻔﺘﻮﺣﺔ ﻳﺴﺘﻄﻴﻊ اي‬ ‫ﻣﺴﺘﺨﺪم اﻟﻮﺻﻮل ﻋﻠﻴﻬﺎ‪ ،‬ﺗﺘﻤﻴﺰ ﻫﺬه‬ ‫اﻟﻔﺮاﻏﺎت ﺑﺎﻹﻃﻼﻻت اﻟﻮاﺳﻌﺔ ﻋﻠﻰ‬ ‫ﻣﺤﻮر اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ اﻟﺠﺪﻳﺪ‪،‬‬ ‫ﺑﺎﻻﺿﺎﻓﺔ ﻟﻔﺮاﻏﺎت اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻹﺿﺎﻓﺔ ﻋﻠﻰ اﻹﺳﺘﻔﺎدة‬ ‫ﻣﻦ اﺳﻄﺢ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﻴﺔ‪ ،‬وذﻟﻚ ﻋﺒﺮ‬ ‫ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﺧﺎﺻﺔ ﺑﺎﻟﺸﺮﻛﺎت اﻟﺤﺎﺿﻨﺔ‬ ‫اﻟﺘﻲ ﺗﺴﺎﻫﻢ ﻓﻲ رﻓﻊ ﺟﻮدة اﻟﻤﻨﺎﻫﺞ‬ ‫اﻟﻤﻘﺪﻣﺔ ﻓﻲ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‪ ،‬و ﺑﺎﻟﺘﺎﻟﻲ‬ ‫اﻋﻄﺎء اﻟﻄﺎﻟﺐ ﻓﺮﺻﺔ اﻛﺒﺮ ﻋﻠﻰ‬ ‫اﻹﺳﺘﻔﺎدة ﻣﻦ ﺧﺒﺮات ﻫﺬه اﻟﺸﺮﻛﺎت‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ ﻋﻠﻰ ﺗﻘﻠﻴﺺ‬ ‫ﺗﻠﻚ اﻟﻔﺮاﻏﺎت اﻟﻐﻴﺮ ﻣﻔﻴﺪة او اﻟﻐﻴﺮ‬ ‫ﻣﺤﺴﻨﺔ ﺑﺼﺮﻳﺎً ﺑﺈﺳﺘﺒﺪاﻟﻬﺎ او ﻗﺼﻬﺎ ﻣﻦ‬ ‫اﻃﺮاف اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬و ﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﺳﺘﺎﻫﻢ ﻓﻲ رﻓﻊ ﺟﻮدة اﻟﻮاﺟﻬﺎت و ﺗﻤﻴﺰ‬ ‫ﻛﻞ واﺟﻬﺔ ﻛﻠﻴﺔ ﻋﻦ اﻻﺧﺮى‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪42‬‬

‫‪N‬‬

‫‪100m‬‬

‫‪50‬‬

‫‪20‬‬

‫‪0‬‬

‫‪Concept‬‬

‫‪3.3 Master plan‬‬

‫ﺻﺎﻟﺔ رﻳﺎﺿﻴﺔ ﻣﺠﻬﺰة ﻣﺘﺮﺑﻄﺔ‬ ‫ﺑﺸﻜﻞ واﺿﺢ ﻣﻊ ﻣﺤﻮر‬ ‫اﻟﻤﻴﺪان اﻟﺠﺪﻳﺪ ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﻟﻠﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‬

‫‪This area focuses on providing new‬‬ ‫‪spaces for the surface of the Faculty‬‬ ‫‪of Engineering. These spaces are the‬‬ ‫‪business valley, which will provide‬‬ ‫‪economic opportunities for the labor‬‬ ‫‪market, linking it with the Faculty of‬‬ ‫‪Engineering, in addition to providing‬‬ ‫‪spaces for open student activities.‬‬ ‫ﺗﺮﻛﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة ﻟﺴﻄﺢ‬ ‫ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‪ ،‬ﻣﻦ ﻫﺬه اﻟﻔﺮاﻏﺎت وادي اﻻﻋﻤﺎل‬ ‫ﻣﻨﻄﻘﺔ اﻧﺸﻄﺔ ﻣﻔﺘﻮﺣﺔ اﻟﺬي ﺳﻴﻮﻓﺮ ﻓﺮﻏﺎت اﻗﺘﺼﺎدﻳﺔ ﻟﺴﻮق اﻟﻌﻤﻞ‪ ،‬ﻣﻊ‬ ‫رﺑﻄﻪ ﻣﻊ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﺘﻮﻓﻴﺮ ﻓﺮاﻏﺎت‬ ‫ﺧﺎﺻﺔ ﺑﺎﻟﻄﻼب‬ ‫ﻷﻧﺸﻄﺔ ﻃﻼﺑﻴﺔ ﻣﻔﺘﻮﺣﺔ‪.‬‬ ‫واﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬

‫‪student zone‬‬ ‫وادي اﻻﻋﻤﺎل‪ ،‬واﻟﺘﻲ‬ ‫ﺳﺘﻮﻓﺮ ﻓﺮاﻏﺎت‬ ‫اﻗﺘﺼﺎدﻳﺔ ﻟﺴﻮق اﻟﻌﻤﻞ‬ ‫ﻣﻊ رﺑﻄﻪ ﺑﻜﻠﻴﺔ‬ ‫اﻟﻬﻨﺪﺳﺔ‬

‫‪REIMAGINING KAU‬‬

‫‪43‬‬

This area focuses on providing new spaces for the surface of the Faculty of Engineering.

These spaces are the business valley, which will provide economic opportunities for the labor market, linking it with the Faculty of Engineering, in addition to providing spaces for open student activities.

Concept

3.3 Isomatric

‫ﺗﺮﻛﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة ﻟﺴﻄﺢ‬ ‫ ﻣﻦ ﻫﺬه اﻟﻔﺮاﻏﺎت وادي اﻻﻋﻤﺎل‬،‫ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ ﻣﻊ‬،‫اﻟﺬي ﺳﻴﻮﻓﺮ ﻓﺮﻏﺎت اﻗﺘﺼﺎدﻳﺔ ﻟﺴﻮق اﻟﻌﻤﻞ‬ ‫ ﺑﺎﻹﺿﺎﻓﺔ ﻟﺘﻮﻓﻴﺮ ﻓﺮاﻏﺎت‬،‫رﺑﻄﻪ ﻣﻊ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﻴﺔ‬ .‫ﻷﻧﺸﻄﺔ ﻃﻼﺑﻴﺔ ﻣﻔﺘﻮﺣﺔ‬

student zone

business valley shading device College of Engineering metro station

engineering workopes

activity STUDENT CENTRE

44

REIMAGINING KAU

Concept

3.3 3D section

Business vally

activity spaces open space area

Business vally Shading device

STUDENT ACTIVITY CENTER

shading device that's make power

45

REIMAGINING KAU

view to the axis

3.3

46

REIMAGINING KAU

3.3

47

REIMAGINING KAU

‫‪Concept‬‬

‫‪Central transportation‬‬

‫‪3.4‬‬ ‫‪Path‬‬

‫‪Nodes‬‬

‫‪Site analysis‬‬ ‫‪Parking‬‬

‫‪node from‬‬ ‫‪parking‬‬

‫ﺗﺤﺘﻮي ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﻋﻠﻰ ﻋﺪة ﻋﻘﺪ ﻣﺮﺗﺒﻄﺔ ﺑﺤﺮﻛﺔ‬ ‫اﻟﻤﺸﺎه اﻟﻤﻮﺟﻮدة ﻟﻠﺪﺧﻮل‬ ‫ﻟﻠﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬ﻣﻦ ﻫﺬه‬ ‫اﻟﻌﻘﺪ ﺗﺮاﺑﻂ ﻣﺪﺧﻞ اﻟﻤﻴﺪان ﻣﻊ‬ ‫اﻟﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺗﺘﻤﻴﺰ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﺑﺈرﺗﺒﺎﻃﻬﺎ ﺑﻌﺪة ﺷﻮارع‪ ،‬ﻣﻨﻬﺎ ﺷﺎرع‬ ‫ﻣﺮﺗﺒﻂ ﺑﻤﺮﻛﺰ اﻻﺑﺤﺎث اﻟﻤﻘﺘﺮح‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻹرﺗﺒﺎﻃﻪ ﺑﺸﺎرع ﻣﺆدي‬ ‫ﻟﻠﻤﻮاﻗﻒ اﻟﻤﺮﻛﺰﻳﺔ اﻟﺨﺎﺻﺔ‬ ‫ﺑﺎﻟﻤﻴﺪان‬

‫‪Landmarks‬‬

‫‪Edges‬‬

‫‪Node from parking‬‬

‫‪Parking‬‬

‫‪Different methods of facades of the‬‬ ‫‪facades of the academic building‬‬ ‫‪from one destination to another and‬‬ ‫‪from one building to another where‬‬ ‫‪we propose to work strategies con‬‬‫‪tribute to the development of desti‬‬‫‪nations taking into account the cur‬‬‫‪rent situation so that the solution is‬‬ ‫‪more logical in terms of modification‬‬ ‫‪and cost and other things and we aim‬‬ ‫‪to find solutions and development is‬‬ ‫‪not replacing the current situation‬‬ ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ واﺟﻬﺔ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ‬ ‫ﻧﻘﺘﺮح ﻟﻌﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت‬ ‫ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ‬ ‫ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ‬ ‫اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

‫‪Parking‬‬

‫‪Central transportation‬‬ ‫‪walker bridge‬‬

‫‪Walkers area‬‬

‫‪Faculty of Administration‬‬

‫ﺗﺘﻤﻴﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﺑﻌﻨﺼﺮ‬ ‫وﻣﻌﻠﻢ ﻣﻬﻢ ﻓﻲ اﻟﺠﺎﻣﻌﺔ‪ ،‬وﻫﻮ‬ ‫اﻟﺠﺴﺮ اﻟﺬي ﻳﺮﺑﻂ ﺑﻴﻦ ﻣﺒﻨﻰ اﻟﻘﺮﻳﺔ‬ ‫اﻟﺮﻳﺎﺿﻴﺔ و اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫ﺗﺤﺪ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ ﺑﻌﺪة‬ ‫ﺷﻤﺎﻻ‬ ‫ﻣﺒﺎﻧﻲ رﺋﻴﺴﻴﺔ‪ ،‬ﻓﺘﺤﺪﻫﺎ‬ ‫ً‬ ‫ﻣﻮاﻗﻒ ﺟﺎﺻﺔ ﻟﻠﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺗﺤﺪه ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺠﻨﻮب‬ ‫ﻟﻠﻤﻴﺪان‬ ‫اﻟﻤﻔﺘﻮح‬ ‫اﻟﻤﻤﺮ‬ ‫اﻻﻛﺎدﻳﻤﻲ اﻟﺬي ﻳﺮﺑﻂ ﻋﺪة ﻛﻠﻴﺎت‬

‫‪Faculty of Administration‬‬

‫‪REIMAGINING KAU‬‬

‫‪48‬‬

‫‪Concept‬‬

‫‪Central transportation‬‬

‫‪3.4‬‬ ‫‪Path‬‬

‫‪Nodes‬‬

‫‪Design response‬‬ ‫‪Parking‬‬

‫‪Node from‬‬ ‫‪Library‬‬

‫‪Node from parking‬‬

‫ﺗﺤﺘﻮي ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﻋﻠﻰ ﻋﺪة ﻋﻘﺪ ﻣﺮﺗﺒﻄﺔ ﺑﺤﺮﻛﺔ‬ ‫اﻟﻤﺸﺎه اﻟﻤﻮﺟﻮدة ﻟﻠﺪﺧﻮل‬ ‫ﻟﻠﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬ﻣﻦ ﻫﺬه‬ ‫اﻟﻌﻘﺪ ﺗﺮاﺑﻂ ﻣﺪﺧﻞ اﻟﻤﻴﺪان ﻣﻊ‬ ‫اﻟﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺗﺘﻤﻴﺰ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬ ‫ﺑﺈرﺗﺒﺎﻃﻬﺎ ﺑﻌﺪة ﺷﻮارع‪ ،‬ﻣﻨﻬﺎ ﺷﺎرع‬ ‫ﻣﺮﺗﺒﻂ ﺑﻤﺮﻛﺰ اﻻﺑﺤﺎث اﻟﻤﻘﺘﺮح‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻹرﺗﺒﺎﻃﻪ ﺑﺸﺎرع ﻣﺆدي‬ ‫ﻟﻠﻤﻮاﻗﻒ اﻟﻤﺮﻛﺰﻳﺔ اﻟﺨﺎﺻﺔ‬ ‫ﺑﺎﻟﻤﻴﺪان‬

‫‪Landmarks‬‬

‫‪Edges‬‬ ‫‪Parking Building‬‬

‫‪Central library‬‬

‫‪Parking Building‬‬

‫‪Node from Library‬‬

‫‪Different methods of facades of the‬‬ ‫‪facades of the academic building‬‬ ‫‪from one destination to another and‬‬ ‫‪from one building to another where‬‬ ‫‪we propose to work strategies con‬‬‫‪tribute to the development of desti‬‬‫‪nations taking into account the cur‬‬‫‪rent situation so that the solution is‬‬ ‫‪more logical in terms of modification‬‬ ‫‪and cost and other things and we aim‬‬ ‫‪to find solutions and development is‬‬ ‫‪not replacing the current situation‬‬ ‫ﺗﺨﺘﻠﻒ ﻃﺮق ﻣﻌﺎﻟﺠﺎت اﻟﻤﻨﻄﻘﺔ اﻻﻣﺎﻣﻴﺔ ﻟﻠﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ ﻣﻦ واﺟﻬﺔ ﻻﺧﺮى وﻣﻦ ﻣﺒﻨﻰ ﻻﺧﺮ ﺣﻴﺚ‬ ‫ﻧﻘﺘﺮح ﻟﻌﻤﻞ اﺳﺘﺮﺗﻴﺠﺎت ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻮﺟﻬﺎت‬ ‫ﻣﻊ ﻣﺮاﻋﺎت اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺤﻞ اﻛﺜﺮ‬ ‫ﻣﻨﻄﻘﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺘﻌﺪﻳﻞ واﻟﺘﻜﻠﻔﺔ وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫اﻻﻣﻮر وﻧﻬﺪف اﻟﻰ اﻳﺠﺎد ﺣﻠﻮل ﺗﻄﻮﻳﺮﻳﺔ وﻟﻴﺴﺖ‬ ‫اﺳﺘﺒﺪال ﻟﻠﻮﺿﻊ اﻟﺤﺎﻟﻲ‬

‫‪Central transportation‬‬

‫‪Academic square‬‬

‫‪Faculty of Administration‬‬

‫ﺗﺘﻤﻴﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﺑﻌﻨﺼﺮ‬ ‫وﻣﻌﻠﻢ ﻣﻬﻢ ﻓﻲ اﻟﺠﺎﻣﻌﺔ‪ ،‬وﻫﻮ‬ ‫اﻟﺠﺴﺮ اﻟﺬي ﻳﺮﺑﻂ ﺑﻴﻦ ﻣﺒﻨﻰ اﻟﻘﺮﻳﺔ‬ ‫اﻟﺮﻳﺎﺿﻴﺔ و اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‬

‫ﺗﺤﺪ ﻣﻨﻄﻘﺔ ﻛﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ ﺑﻌﺪة‬ ‫ﺷﻤﺎﻻ‬ ‫ﻣﺒﺎﻧﻲ رﺋﻴﺴﻴﺔ‪ ،‬ﻓﺘﺤﺪﻫﺎ‬ ‫ً‬ ‫ﻣﻮاﻗﻒ ﺟﺎﺻﺔ ﻟﻠﻘﺮﻳﺔ اﻟﺮﻳﺎﺿﻴﺔ‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺗﺤﺪه ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﺠﻨﻮب‬ ‫ﻟﻠﻤﻴﺪان‬ ‫اﻟﻤﻔﺘﻮح‬ ‫اﻟﻤﻤﺮ‬ ‫اﻻﻛﺎدﻳﻤﻲ اﻟﺬي ﻳﺮﺑﻂ ﻋﺪة ﻛﻠﻴﺎت‬

‫‪Faculty of Administration‬‬

‫‪REIMAGINING KAU‬‬

‫‪49‬‬

‫‪Concept‬‬

‫‪suggested solutions‬‬

‫‪.١‬ﺣﻠﻮل اﻟﻤﺸﺎه‬

‫‪3.4‬‬

‫‪Walking Solutions‬‬

‫اﺳﺘﺒﺪال اﻟﺸﺎرع ﺑﻔﺮاﻏﺎت ﻣﻔﺘﻮﺣﺔ‬

‫اﺿﺎﻓﺔ ﻣﺒﻨﻰ ﻣﺘﺮو ﺟﺪة‬

‫اﻗﺘﺼﺎص ﺟﺰء ﻣﻦ اﻟﻤﻜﺘﺒﺔ ﺑﺘﺪرج‬

‫ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﻓﻮق اﻟﻤﻜﺘﺒﺔ اﻟﻤﺮﻛﺰﻳﺔ‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ ﻋﻠﻰ ﺣﻞ‬ ‫اﺷﻜﺎﻟﻴﺔ اﻟﻔﺼﻞ اﻟﻮاﺿﺢ ﺑﻴﻦ اﻟﻤﻴﺪان‬ ‫اﻻﻛﺎدﻳﻤﻲ و ﻣﻮاﻗﻔﻪ اﻟﻤﺮﻛﺰﻳﺔ‪ ،‬ﻋﺒﺮ ازاﺣﺔ‬ ‫ﻫﺬا اﻟﺸﺎرع إﻟﻰ اﻟﺨﻠﻒ و ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت‬ ‫ﻣﻔﺘﻮﺣﺔ ﺗﻤﻬﺪ ﻋﻤﻠﻴﺔ اﻟﺪﺧﻮل إﻟﻰ‬ ‫اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪.‬‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ ﻋﻠﻰ اﻳﺠﺎد‬ ‫ﻓﺮﺻﺔ ﻟﺘﻮﻓﻴﺮ ﻣﺤﻄﺔ ﻣﺘﺮو ﺟﺪة ﻗﺮﻳﺒﺔ‬ ‫ﻣﻦ اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬وﻫﻮ اﻟﻤﻜﺎن‬ ‫اﻟﻤﻘﺘﺮح ﻣﻦ ﻗﺒﻞ ﺷﺮﻛﺔ ﻣﺘﺮو ﺟﺪة‪،‬‬ ‫ﺳﻴﺘﻢ دﻣﺞ اﻟﻤﺤﻄﺔ ﺑﻤﻮاﻗﻒ ﻣﺒﻨﻴﺔ‬ ‫ﻣﺮﻛﺰﻳﺔ ﺗﺪﻋﻢ ﻣﺴﺘﺨﺪﻣﻲ اﻟﻤﻴﺪان‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ ﻋﻠﻰ ﺗﻘﻠﻴﺺ‬ ‫ﺗﻠﻚ اﻟﻔﺮاﻏﺎت اﻟﻐﻴﺮ ﻣﻔﻴﺪة او اﻟﻐﻴﺮ‬ ‫ﻣﺤﺴﻨﺔ ﺑﺼﺮﻳﺎً ﺑﺈﺳﺘﺒﺪاﻟﻬﺎ او ﻗﺼﻬﺎ ﻣﻦ‬ ‫اﻃﺮاف اﻟﻤﻴﺪان اﻻﻛﺎدﻳﻤﻲ‪ ،‬و ﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﺳﺘﺎﻫﻢ ﻓﻲ رﻓﻊ ﺟﻮدة اﻟﻮاﺟﻬﺎت و ﺗﻤﻴﺰ‬ ‫ﻛﻞ واﺟﻬﺔ ﻛﻠﻴﺔ ﻋﻦ اﻻﺧﺮى‪.‬‬

‫ﺳﺘﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ ﻋﻠﻰ اﻻﺳﺘﻔﺎدة‬ ‫ﻣﻦ ﺳﻄﺢ اﻟﻤﻜﺘﺒﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت‬ ‫ﺗﻘﻮم ﻋﻠﻰ دﻋﻤﻬﺎ ﻣﺜﻞ ﻓﺮاﻏﺎت اﻟﺪراﺳﺔ‬ ‫اﻟﻔﺮدﻳﺔ وﺻﺎﻻت اﻻﺟﺘﻤﺎﻋﺎت اﻟﺨﺎﺻﺔ‬ ‫ﺑﺎﻟﻄﻼب واﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ‪،‬‬ ‫ﺑﺎﻻﺿﺎﻓﺔ ﻟﻔﺮاﻏﺎت ﻣﻔﺘﻮﺣﺔ‪.‬‬

‫‪REIMAGINING KAU‬‬

‫‪50‬‬

‫‪Concept‬‬ ‫‪Selected zone‬‬

‫‪.٢‬ﺣﻠﻮل اﻟﻤﺠﺎورة‬

‫ﺗﻮﺿﻴﺢ ﻣﺪاﺧﻞ اﻟﻤﻴﺪان‬ ‫ﺗﻮﺿﻴﺢ ﻣﺪاﺧﻞ اﻟﻤﻴﺪان ﻋﺒﺮ وﺟﻮد ﻋﻨﺎﺻﺮ‬ ‫ﻗﻮﻳﺔ ﺗﻠﻔﺖ ﻧﻈﺮ اﻟﻤﺴﺘﺨﺪﻣﻴﻦ ﻟﻠﻮﺻﻮل‬ ‫إﻟﻰ ﻣﺪﺧﻞ اﻟﻤﻴﺪان‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺗﺮﻛﺰ ﻛﻞ‬ ‫ﻛﻠﻴﺔ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﻣﺪﺧﻞ ﻣﺴﺘﻮﺣﺎة ﻣﻦ‬ ‫ﻃﺎﺑﻊ وﺷﺨﺼﻴﺔ ﻛﻞ ﻛﻠﻴﺔ‬

‫‪3.4‬‬

‫‪Walking Solutions‬‬

‫اﻧﺸﺎء ﻣﺒﻨﻰ ﻟﻜﻠﻴﺔ ﺟﺪﻳﺪة‬ ‫ﺗﺤﺘﻮي اﻟﺠﺎﻣﻌﺔ ﻋﻠﻰ ﻋﺪة ﻛﻠﻴﺎت ﺗﻔﺘﻘﺮ‬ ‫إﻟﻰ ﻣﺒﺎﻧﻲ ﺧﺎﺻﺔ ﺑﻬﺎ‪ ،‬ﺗﺴﺎﻋﺪ ﻫﺬه اﻻﺿﺎﻓﺔ‬ ‫ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻣﺒﻨﻰ ﻳﻠﺒﻲ اﺣﺘﻴﺎﺟﺎت ﺑﻌﺾ‬ ‫اﻟﻜﻠﻴﺎت اﻟﻤﺠﺎورة‬

‫رﺑﻂ اﻟﺪﺧﻮل ﺑﺎﻟﻤﻮاﻗﻒ اﻟﺴﻔﻠﻴﺔ‬ ‫ﻳﺴﺎﻋﺪ اﻟﺮﺑﻂ اﻟﻤﻮاﻗﻒ اﻟﺴﻔﻠﻴﺔ ﻋﻠﻰ‬ ‫ﺧﺼﻮﺻﺎ‬ ‫إﻟﻴﻬﺎ‪،‬‬ ‫اﻟﻮﺻﻮل‬ ‫ﺳﻬﻮﻟﺔ‬ ‫ﻟﻤﺴﺘﺨﺪﻣﻲ اﻟﻔﺮاﻏﺎت اﻟﻤﻮﺟﻮدة ﻓﻲ‬ ‫اﺳﻄﺢ اﻟﻤﺒﺎﻧﻲ‬

‫‪REIMAGINING KAU‬‬

‫‪51‬‬

‫‪100m‬‬

‫‪50‬‬

‫‪20‬‬

‫‪0‬‬

‫‪N‬‬

‫‪Concept‬‬

‫‪3.4 Master plan‬‬

‫ﻓﺮاﻏﺎت اﺿﺎﻓﻴﺔ ﺧﺎﺻﺔ‬ ‫ﺑﺎﻟﻤﻜﺘﺒﺔ اﻟﻤﺮﻛﺰﻳﺔ‪،‬‬ ‫ﻛﻔﺮاﻏﺎت اﻟﺪراﺳﺔ‬ ‫اﻟﺠﺎﻣﻌﻴﺔ و ﻣﻨﻄﻘﺔ‬ ‫اﻹﺟﺘﻤﺎﻋﺎت‬

‫ورش ﻋﻤﻞ ﺧﺎﺻﺔ ﺑﻤﻨﻄﻘﺔ‬ ‫اﻟﻤﻜﺘﺒﺔ اﻟﻤﺮﻛﺰﻳﺔ‪ ،‬و اﻟﺘﻲ‬ ‫ﺳﺘﻮﻓﺮ ﻓﺮاﻏﺎت ﻳﺴﺘﻄﻴﻊ‬ ‫اﻟﻤﺠﺘﻤﻊ اﻻﺳﺘﻔﺎدة ﻣﻨﻬﺎ‪.‬‬

‫‪This area focuses on providing new‬‬ ‫‪spaces for the central library area.‬‬ ‫‪These spaces include spaces related‬‬ ‫‪to the students' meeting area, as‬‬ ‫‪well as a study area for groups and‬‬ ‫‪individuals. This area includes Jed‬‬‫‪dah's future metro station‬‬ ‫ﺗﺮﻛﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة‬ ‫ﻟﻤﻨﻄﻘﺔ اﻟﻤﻜﺘﺒﺔ اﻟﻤﺮﻛﺰﻳﺔ‪ ،‬ﻣﻦ ﻫﺬه اﻟﻔﺮاﻏﺎت ﻓﺮاﻏﺎت‬ ‫ﺗﺘﻌﻠﻖ ﺑﻤﻨﻄﻘﺔ اﻹﺟﺘﻤﺎﻋﺎت اﻟﺨﺎﺻﺔ ﺑﺎﻟﻄﻼب‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻟﻤﻨﻄﻘﺔ دراﺳﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻤﺠﻤﻮﻋﺎت‬ ‫واﻻﻓﺮاد‪ ،‬ﺗﺤﺘﻮي ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﻣﺤﻄﺔ ﻣﺘﺮو‬ ‫ﺟﺪة اﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬

‫اﻟﻤﺤﻄﺔ اﻟﺨﺎﺻﺔ ﺑﻤﺘﺮو ﺟﺪة‪،‬‬ ‫و اﻟﺘﻲ ﺳﺘﺮﺑﻂ اﻟﻤﻴﺪان‬ ‫اﻷﻛﺎدﻳﻤﻲ ﺑﺨﻄﻮط اﻟﻨﻘﻞ‬ ‫اﻟﻤﺤﻴﻄﺔ ﻓﻲ اﻟﻤﺪﻳﻨﺔ‬

‫‪social zone‬‬

‫‪REIMAGINING KAU‬‬

‫‪52‬‬

This area focuses on providing new spaces for the central library area. These spaces include spaces related to the students' meeting area, as well as a study area for groups and individuals. This area includes Jeddah's future metro station

Concept

3.4 Isomatric

workshops

‫ﺗﺮﻛﺰ ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﺟﺪﻳﺪة‬ ‫ ﻣﻦ ﻫﺬه اﻟﻔﺮاﻏﺎت ﻓﺮاﻏﺎت‬،‫ﻟﻤﻨﻄﻘﺔ اﻟﻤﻜﺘﺒﺔ اﻟﻤﺮﻛﺰﻳﺔ‬ ،‫ﺗﺘﻌﻠﻖ ﺑﻤﻨﻄﻘﺔ اﻹﺟﺘﻤﺎﻋﺎت اﻟﺨﺎﺻﺔ ﺑﺎﻟﻄﻼب‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﻟﻤﻨﻄﻘﺔ دراﺳﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻤﺠﻤﻮﻋﺎت‬ ‫ ﺗﺤﺘﻮي ﻫﺬه اﻟﻤﻨﻄﻘﺔ ﻋﻠﻰ ﻣﺤﻄﺔ ﻣﺘﺮو‬،‫واﻻﻓﺮاد‬ ‫ﺟﺪة اﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬

student zone

metro station shading device

public library

vertical circulation

53

REIMAGINING KAU

public lounge

Concept

3.4 3D Section

metro station

library spaces

open space area

metro station

university LIBRARY PUBLIC LOUNGE public library STUDENT ACTIVITY CENTER

Suspended building

54

REIMAGINING KAU

open space with levels

3.4

55

REIMAGINING KAU

3.4

56

REIMAGINING KAU