Singapore International School of Bangkok Phase II After the completion of its first phase, Singapore International School of Bangkok required an expansion for its secondary students. The expansion includes an auditorium building with a 400-seat multipur-pose hall and a creative art center. The second phase contains space for up to 750 students, two dormitory buildings, a sport complex, an eight-lane swimming pool, and a central football field surrounded by other facilities. The project is placed adjacent to the previous phase of the school. Each build¬ing has its own unique characteristics. The auditorium, the first build¬ing to be seen upon arrival, proposes to be a new landmark for the school. The design is intended to be a gateway that merges the project’s old and new phases. The long side of the audito¬rium is enclosed with an aluminum compos¬ite façade which folds into curved shapes, creating a pleasant atmosphere for the whole area. In addition, the front and back sides are made of various local concrete brick patterns that highlight a new method of bricklaying. The local bricks are also placed inside the auditorium walls, generating a mellow atmosphere inside the hall. For the second building, oversized steps at the entrance create a casual activity space for students. They also serve as a smooth transition between the classrooms and the outdoor field. Looking
2016 from the outside, the main stairs stand tall in the center of the building. As the primary circulation for students and teachers, the main stair brings life to the architecture. To the left of the secondary building is the twenty-five-meter-long swimming pool and sport complex. The sport complex consists of three basketball courts on two separate floors. The stylish saw-tooth façade is the main feature of the building that provides indirect light for the gym. To the right of the secondary building lie the two dormitory buildings, one for men and the other for women. With a large terrace beside each room that con¬nects directly to the open well inside, wind is able to flow through the building and provide natural ventilation for residents. The transparent skylight in the center court brings natural light into the common space and the corridors inside. The canteen on the first floor links the two buildings with food and activities. The new campus provides a unique design for each individual building that suits its particular function. Common space throughout the campus is essential to creating a better living environment for students. Even the spaces between build¬ings are designed to be used as areas for recreational activities.
Project Location: Pracha Uthit, Bangkok Area: 24,461 sq.m.
Plan Architect edu-arch-25012019.indd 68-69
Architect: Plan Architect Co.,Ltd. Interior Architect: The Beaumont Partners Landscape Architect: The Beaumont Partners Structural Engineer: ACTEC Mechanical Engineer: Plan Engineering. Contractor: Thai Nakano
International & Thai School
068-069 26/1/2562 BE 14:45
Singapore International School of Bangkok Phase II After the completion of its first phase, Singapore International School of Bangkok required an expansion for its secondary students. The expansion includes an auditorium building with a 400-seat multipur-pose hall and a creative art center. The second phase contains space for up to 750 students, two dormitory buildings, a sport complex, an eight-lane swimming pool, and a central football field surrounded by other facilities. The project is placed adjacent to the previous phase of the school. Each build¬ing has its own unique characteristics. The auditorium, the first build¬ing to be seen upon arrival, proposes to be a new landmark for the school. The design is intended to be a gateway that merges the project’s old and new phases. The long side of the audito¬rium is enclosed with an aluminum compos¬ite façade which folds into curved shapes, creating a pleasant atmosphere for the whole area. In addition, the front and back sides are made of various local concrete brick patterns that highlight a new method of bricklaying. The local bricks are also placed inside the auditorium walls, generating a mellow atmosphere inside the hall. For the second building, oversized steps at the entrance create a casual activity space for students. They also serve as a smooth transition between the classrooms and the outdoor field. Looking
2016 from the outside, the main stairs stand tall in the center of the building. As the primary circulation for students and teachers, the main stair brings life to the architecture. To the left of the secondary building is the twenty-five-meter-long swimming pool and sport complex. The sport complex consists of three basketball courts on two separate floors. The stylish saw-tooth façade is the main feature of the building that provides indirect light for the gym. To the right of the secondary building lie the two dormitory buildings, one for men and the other for women. With a large terrace beside each room that con¬nects directly to the open well inside, wind is able to flow through the building and provide natural ventilation for residents. The transparent skylight in the center court brings natural light into the common space and the corridors inside. The canteen on the first floor links the two buildings with food and activities. The new campus provides a unique design for each individual building that suits its particular function. Common space throughout the campus is essential to creating a better living environment for students. Even the spaces between build¬ings are designed to be used as areas for recreational activities.
Project Location: Pracha Uthit, Bangkok Area: 24,461 sq.m.
Plan Architect edu-arch-25012019.indd 68-69
Architect: Plan Architect Co.,Ltd. Interior Architect: The Beaumont Partners Landscape Architect: The Beaumont Partners Structural Engineer: ACTEC Mechanical Engineer: Plan Engineering. Contractor: Thai Nakano
International & Thai School
068-069 26/1/2562 BE 14:45
Plan Architect
Singapore International School of Bangkok Phase II International & Thai School edu-arch-25012019.indd 70-71
Left page: Facade element helps channeling indirect natural light into the gym’s space, the design also breaks up the monolithic mass of the elevation Right page: The vertical circulation acts as a transitional space between each level through the attentive stair design details
070-071 26/1/2562 BE 14:45
Plan Architect
Singapore International School of Bangkok Phase II International & Thai School edu-arch-25012019.indd 70-71
Left page: Facade element helps channeling indirect natural light into the gym’s space, the design also breaks up the monolithic mass of the elevation Right page: The vertical circulation acts as a transitional space between each level through the attentive stair design details
070-071 26/1/2562 BE 14:45
Arsomsilp Institute “Building a house, a community and a life.” Arsomsilp Institute is a non-profit organization providing bachelor and master’s degrees. Its teaching philosophy is based on students’ practical knowledge and a focus on community-based projects. Classes emphasize traditional and local knowledge as well as community living.
2006 Lan Chai Ban, a “multi-purpose ground,” is used for most of Arsomsilp’s official ceremonies and festivals. It is a courtyard at the center of all five buildings which means that everything that happens here can be heard from anywhere within the compound.
In a village, people have privacy within their own home, but they are also able to engage with activities happening in a communal area. Hence, Arsomsilp Institute consists of Arsomsilp began after Roong Aroon five separate buildings instead of one, School had been operating for ten to maintain the characteristics of a years. With similar beliefs, Arsomsilp’s village with shared space and smallteaching follows a Buddhist way of scale structures. learning. The goal of Arsomsilp Institute is to produce a “change agent,” that Unlike concrete, wood is a renewable will bring peace to society. material that is prominently featured in the project’s walls, floors, ceilings, The design objective is to be a “learn- and roof structure. Wood is not only ing community.” To achieve this, fifty used for aesthetic reasons, but it also percent of all built space is defined creates a closer connection to nature. as transition space that connects the In fact, Arsomsilp has allocated eighty five buildings together. These spaces percent of its land area for green are intended to create linkages and space and 3,200 square meters for relationships. tree planting. A community terrace is placed between levels one and two. It acts as a link for activities that happen on both floors as well as a central bridge between buildings. It allows people to interact both physically and visually.
Arsomsilp Community and Environmental Architect edu-arch-25012019.indd 82-83
Thatch is used as the roof cladding material because it can be found locally, and it fits with roofs often found in Thai villages. Thatch also provides good insulation and prevents over-heating in the buildings.
Project Location: Bang Khun Thian, Bangkok Area: 2,380 sq.m Architect: Arsomsilp Community and Environmental Architect Structural Engineer: Him Roongsattham Mechanical Engineer: Dussadee Chanapai Contractor: Building Department Roong Aroon School
Vernacular School
082-083 26/1/2562 BE 14:45
Arsomsilp Institute “Building a house, a community and a life.” Arsomsilp Institute is a non-profit organization providing bachelor and master’s degrees. Its teaching philosophy is based on students’ practical knowledge and a focus on community-based projects. Classes emphasize traditional and local knowledge as well as community living.
2006 Lan Chai Ban, a “multi-purpose ground,” is used for most of Arsomsilp’s official ceremonies and festivals. It is a courtyard at the center of all five buildings which means that everything that happens here can be heard from anywhere within the compound.
In a village, people have privacy within their own home, but they are also able to engage with activities happening in a communal area. Hence, Arsomsilp Institute consists of Arsomsilp began after Roong Aroon five separate buildings instead of one, School had been operating for ten to maintain the characteristics of a years. With similar beliefs, Arsomsilp’s village with shared space and smallteaching follows a Buddhist way of scale structures. learning. The goal of Arsomsilp Institute is to produce a “change agent,” that Unlike concrete, wood is a renewable will bring peace to society. material that is prominently featured in the project’s walls, floors, ceilings, The design objective is to be a “learn- and roof structure. Wood is not only ing community.” To achieve this, fifty used for aesthetic reasons, but it also percent of all built space is defined creates a closer connection to nature. as transition space that connects the In fact, Arsomsilp has allocated eighty five buildings together. These spaces percent of its land area for green are intended to create linkages and space and 3,200 square meters for relationships. tree planting. A community terrace is placed between levels one and two. It acts as a link for activities that happen on both floors as well as a central bridge between buildings. It allows people to interact both physically and visually.
Arsomsilp Community and Environmental Architect edu-arch-25012019.indd 82-83
Thatch is used as the roof cladding material because it can be found locally, and it fits with roofs often found in Thai villages. Thatch also provides good insulation and prevents over-heating in the buildings.
Project Location: Bang Khun Thian, Bangkok Area: 2,380 sq.m Architect: Arsomsilp Community and Environmental Architect Structural Engineer: Him Roongsattham Mechanical Engineer: Dussadee Chanapai Contractor: Building Department Roong Aroon School
Vernacular School
082-083 26/1/2562 BE 14:45
Arsomsilp Community and Environmental Architect
Arsomsilp Institute
3
2
Vernacular School
1
edu-arch-25012019.indd 86-87
1. Administration 2. Community space 3. Library
Left page: communal spaces are proposed through out the school, providing a learning opportunity and interaction among teachers and students.Â
0m
5m
15 m
086-087 26/1/2562 BE 14:46
Arsomsilp Community and Environmental Architect
Arsomsilp Institute
3
2
Vernacular School
1
edu-arch-25012019.indd 86-87
1. Administration 2. Community space 3. Library
Left page: communal spaces are proposed through out the school, providing a learning opportunity and interaction among teachers and students.Â
0m
5m
15 m
086-087 26/1/2562 BE 14:46
Pong Phrae Wittaya School
Pong Phrae Wittaya School in Chiang Rai was one of many schools that were severely damaged by an earthquake on May 5th, 2014. Since then, the students have been studying in temporary tents. Design for Disasters, a non-profit organization, has organized a network of nine architects to design nine schools for immediate use. Department of Architecture responded by designing an emergency structure for Pong Phrae Wittaya School. The entire design, from conceptualization to construction drawings, had to be completed in only two weeks. It had to be earthquake resistant, able to withstand hail storms, easy to assemble for local workers, economical, and properly proÂŹtected from heat in the summer, rain in the monsoon season, and freezing wind in the winter. The architect uses a rigid, cross-
Department of ARCHITECTURE edu-arch-25012019.indd 96-97
2015 braced steel structural system for light-weight, quick construction. The roof is designed as a double roof system. The material of the main roof is metal sheet that is able to withstand hail storms. An inexpensive HDPE shading net, a material usually used to shade plant nurseries, is installed here as an upper roof to protect the otherwise overheated metal sheet roof. The wall system consists of lightweight panels and slats for easy assembly and safety during earthquakes. The wood studs and the cross-bracing are flipped to the outside of the building, expressing
Project Location: Mae Lao, Chiang Rai Area: 215 sq.m. Architect: Department of ARCHITECTURE Co.,Ltd. Structural Engineer: Jet Structural Contractor: Ch.Karnchang
Vernacular School
096-097 26/1/2562 BE 14:46
Pong Phrae Wittaya School
Pong Phrae Wittaya School in Chiang Rai was one of many schools that were severely damaged by an earthquake on May 5th, 2014. Since then, the students have been studying in temporary tents. Design for Disasters, a non-profit organization, has organized a network of nine architects to design nine schools for immediate use. Department of Architecture responded by designing an emergency structure for Pong Phrae Wittaya School. The entire design, from conceptualization to construction drawings, had to be completed in only two weeks. It had to be earthquake resistant, able to withstand hail storms, easy to assemble for local workers, economical, and properly proÂŹtected from heat in the summer, rain in the monsoon season, and freezing wind in the winter. The architect uses a rigid, cross-
Department of ARCHITECTURE edu-arch-25012019.indd 96-97
2015 braced steel structural system for light-weight, quick construction. The roof is designed as a double roof system. The material of the main roof is metal sheet that is able to withstand hail storms. An inexpensive HDPE shading net, a material usually used to shade plant nurseries, is installed here as an upper roof to protect the otherwise overheated metal sheet roof. The wall system consists of lightweight panels and slats for easy assembly and safety during earthquakes. The wood studs and the cross-bracing are flipped to the outside of the building, expressing
Project Location: Mae Lao, Chiang Rai Area: 215 sq.m. Architect: Department of ARCHITECTURE Co.,Ltd. Structural Engineer: Jet Structural Contractor: Ch.Karnchang
Vernacular School
096-097 26/1/2562 BE 14:46
Department of ARCHITECTURE
Pong Phare Wittaya School Vernacular School edu-arch-25012019.indd 98-99
Left page: Simplify building and roof structure help reduce the construction cost while the open wall louver provides natural ventilation with large overhang to protect from the rain and heat gain from direct sunlight. Right page: Physical model of the proposed design.
098-099 26/1/2562 BE 14:47
Department of ARCHITECTURE
Pong Phare Wittaya School Vernacular School edu-arch-25012019.indd 98-99
Left page: Simplify building and roof structure help reduce the construction cost while the open wall louver provides natural ventilation with large overhang to protect from the rain and heat gain from direct sunlight. Right page: Physical model of the proposed design.
098-099 26/1/2562 BE 14:47
Panaya Kindergarten The scope of work for this project is to increase usable space for the school with an extension from the main building. The additional building will be located on a 600-squaremeter plot of land, connected to the school’s swimming pool and main activity area. The planning and layout maximize usage and connections between different buildings, while also repurposing the empty space around the school. The design proposes
2017 a flexible space at the ground level connecting to the school’s main access and circulation. The idea is to use the architecture for interactive learning and child development. A spiral ramp connects the ground floor to an open plan for children’s activities on the second floor. This upper floor is a semi-outdoor space with natural ventilation and indirect sunlight, and the interior design amplifies these natural elements for students to use, enjoy, and expand their creativity and imagination.
Project Location: Phattanakan, Bangkok Area: 820 sq.m.
AMA Design Studio edu-arch-25012019.indd 132-133
Architect: AMA Design Studio Landscape Architect: Urbanis Structural Engineer: Seiri Mechanical Engineer: Seiri Contractor: Topteam Construction
Kindergarten
132-133 26/1/2562 BE 14:48
Panaya Kindergarten The scope of work for this project is to increase usable space for the school with an extension from the main building. The additional building will be located on a 600-squaremeter plot of land, connected to the school’s swimming pool and main activity area. The planning and layout maximize usage and connections between different buildings, while also repurposing the empty space around the school. The design proposes
2017 a flexible space at the ground level connecting to the school’s main access and circulation. The idea is to use the architecture for interactive learning and child development. A spiral ramp connects the ground floor to an open plan for children’s activities on the second floor. This upper floor is a semi-outdoor space with natural ventilation and indirect sunlight, and the interior design amplifies these natural elements for students to use, enjoy, and expand their creativity and imagination.
Project Location: Phattanakan, Bangkok Area: 820 sq.m.
AMA Design Studio edu-arch-25012019.indd 132-133
Architect: AMA Design Studio Landscape Architect: Urbanis Structural Engineer: Seiri Mechanical Engineer: Seiri Contractor: Topteam Construction
Kindergarten
132-133 26/1/2562 BE 14:48
AMA Design Studio
Panaya Kindergarten Kindergarten edu-arch-25012019.indd 136-137
Left page: Interior design elements as a response to the indirect sunlight filtered through translucent material and natural ventilation. Right page: Rendering of the building’s elevation.
136-137 26/1/2562 BE 14:49
AMA Design Studio
Panaya Kindergarten Kindergarten edu-arch-25012019.indd 136-137
Left page: Interior design elements as a response to the indirect sunlight filtered through translucent material and natural ventilation. Right page: Rendering of the building’s elevation.
136-137 26/1/2562 BE 14:49
Prince Mahidol Hall This project began with A49 winning the competition to design a 2,000seat auditorium that would host Mahidol University’s graduation ceremonies and act as an iconic landmark on a national level. The idea for a multipurpose hall that could accommodate a range of activities from symphonic orchestras and performances to international conferences was proposed during the design development stage. With the help of theater consultants and acoustic specialists, the hall is designed to achieve the highest possible acoustic quality and now has one of the best sound systems
2014 in Southeast Asia with the Thailand Philharmonic Orchestra in residence. As Mahidol University is well-known for its medical school, the skeletal structure of the human body and the leaf serve as inspiration for the building’s form. In the lobby, the stairs and walkways are hung on steel rods from steel rafters in order to create a column-free space, and the glass curtain wall is designed to showcase these stairs and elevated corridors from both the exterior and interior views.
Project Location: Phutthamonthon, Nakhon Pathom Area: 35,000 sq.m.
Architects 49 edu-arch-25012019.indd 190-191
Architect: Architects 49 Interior Architect: Architects 49 Landscape Architect: Architects 49 Lighting Designer: 49 Lighting Design Consultants Structural Engineer: Architectural Engineering 49 System Engineer: M&E Engineering 49 Contractor: Christiani & Nielsen (Thai)
Facility / Others
190-191 26/1/2562 BE 14:50
Prince Mahidol Hall This project began with A49 winning the competition to design a 2,000seat auditorium that would host Mahidol University’s graduation ceremonies and act as an iconic landmark on a national level. The idea for a multipurpose hall that could accommodate a range of activities from symphonic orchestras and performances to international conferences was proposed during the design development stage. With the help of theater consultants and acoustic specialists, the hall is designed to achieve the highest possible acoustic quality and now has one of the best sound systems
2014 in Southeast Asia with the Thailand Philharmonic Orchestra in residence. As Mahidol University is well-known for its medical school, the skeletal structure of the human body and the leaf serve as inspiration for the building’s form. In the lobby, the stairs and walkways are hung on steel rods from steel rafters in order to create a column-free space, and the glass curtain wall is designed to showcase these stairs and elevated corridors from both the exterior and interior views.
Project Location: Phutthamonthon, Nakhon Pathom Area: 35,000 sq.m.
Architects 49 edu-arch-25012019.indd 190-191
Architect: Architects 49 Interior Architect: Architects 49 Landscape Architect: Architects 49 Lighting Designer: 49 Lighting Design Consultants Structural Engineer: Architectural Engineering 49 System Engineer: M&E Engineering 49 Contractor: Christiani & Nielsen (Thai)
Facility / Others
190-191 26/1/2562 BE 14:50
Architects 49
Prince Mahidol Hall Facility / Others edu-arch-25012019.indd 192-193
Left page (from top): Elegant landmark visible from Pinklao Nakornchaisri highway, Visible curved profile of the roof gradually emerges from the ground. Right page (from top): Building presented as an elevated lantern glowing in space at night from Mahidol’s campus, Levitated corridors are supported by steel rod hung from the roof structure allowing the space to be column-free.
192-193 26/1/2562 BE 14:50
Architects 49
Prince Mahidol Hall Facility / Others edu-arch-25012019.indd 192-193
Left page (from top): Elegant landmark visible from Pinklao Nakornchaisri highway, Visible curved profile of the roof gradually emerges from the ground. Right page (from top): Building presented as an elevated lantern glowing in space at night from Mahidol’s campus, Levitated corridors are supported by steel rod hung from the roof structure allowing the space to be column-free.
192-193 26/1/2562 BE 14:50
Faculty of Learning Sciences and Education Thammasat University Thammasat University is an academic institution that has contributed to the reform of Thailand’s socio-economic and political system throughout the eighty years of its history. The university has agreed to establish the Faculty of Learning Sciences and Education to support Thailand’s reform of the educational system. The faculty’s objective is to support and educate teachers who will be leaders and agents of change in the academic sector. Apart from pedagogical reform, the goal is to establish a community for social development, research, and innovation for long-term sustainable development. Thus, the building must fulfill the curriculum requirement and become a space to demonstrate, support, and improve teaching and learning methodology, while driving educational reform for the university and society.
2018 and academics to believe in social development and continuous learning, the overall design of the project creates a learning community. The educational space promotes interaction and learning exchange in a variety of styles, while encouraging a sense of community. The building also provides different learning environments, from private spaces for reflection, self-study, or small groups (“cave space”), to social spaces for learning through interaction (“watering hole”), to communal space where learning happens through discussion and conversation (“campfire”). The overall space is flexible enough to accommodate different types of learning activities and emphasizes the prayer room as an example of critical learning within the organization (“deep learning”).
With the intention of supporting and nurturing a new generation of teachers
Arsomsilp Community and Environmental Architect edu-arch-25012019.indd 284-285
Location: Rangsit, Pathum Thani Area: 6,112 sq.m. Architect: Arsomsilp Community and Environmental Architect Structural Engineer: Wasan Sangsri System Engineer: Petch Panyangam Contractor: Pathom Construction
University
284-285 26/1/2562 BE 14:54
Faculty of Learning Sciences and Education Thammasat University Thammasat University is an academic institution that has contributed to the reform of Thailand’s socio-economic and political system throughout the eighty years of its history. The university has agreed to establish the Faculty of Learning Sciences and Education to support Thailand’s reform of the educational system. The faculty’s objective is to support and educate teachers who will be leaders and agents of change in the academic sector. Apart from pedagogical reform, the goal is to establish a community for social development, research, and innovation for long-term sustainable development. Thus, the building must fulfill the curriculum requirement and become a space to demonstrate, support, and improve teaching and learning methodology, while driving educational reform for the university and society.
2018 and academics to believe in social development and continuous learning, the overall design of the project creates a learning community. The educational space promotes interaction and learning exchange in a variety of styles, while encouraging a sense of community. The building also provides different learning environments, from private spaces for reflection, self-study, or small groups (“cave space”), to social spaces for learning through interaction (“watering hole”), to communal space where learning happens through discussion and conversation (“campfire”). The overall space is flexible enough to accommodate different types of learning activities and emphasizes the prayer room as an example of critical learning within the organization (“deep learning”).
With the intention of supporting and nurturing a new generation of teachers
Arsomsilp Community and Environmental Architect edu-arch-25012019.indd 284-285
Location: Rangsit, Pathum Thani Area: 6,112 sq.m. Architect: Arsomsilp Community and Environmental Architect Structural Engineer: Wasan Sangsri System Engineer: Petch Panyangam Contractor: Pathom Construction
University
284-285 26/1/2562 BE 14:54
Arsomsilp Community and Environmental Architect
Faculty of Learning Sciences and Education, Thammasat University University edu-arch-25012019.indd 286-287
Left page: The communal courtyard space inside the building, integrating landscape design with filtered natural light Right page: View of the entrance stair with seating and indoor trees and planters. Also note the seating along the corridor handrail
286-287 26/1/2562 BE 14:55
Arsomsilp Community and Environmental Architect
Faculty of Learning Sciences and Education, Thammasat University University edu-arch-25012019.indd 286-287
Left page: The communal courtyard space inside the building, integrating landscape design with filtered natural light Right page: View of the entrance stair with seating and indoor trees and planters. Also note the seating along the corridor handrail
286-287 26/1/2562 BE 14:55
Interview: Somkiat Lo-chindapong Deputy Managing Director
Architects 49 edu-arch-25012019.indd 316-317
Q: Please describe your architectural design approach for school projects. Somkiat Lo-chindapong: The idea of “21st century learning” in which teachers are well-informed, classrooms are flexible, and corridors are more functional spaces for interaction, is actually something we have been exploring for some time. All of these points act as basic guidelines for us. Applying sustainability to a project is no longer questioned as we now automatically include it in our thought process. We always encourage teachers not to use air-conditioning if the weather is nice. We always actively promote cross ventilation and other similar strategies. Even practical issues of sun or rain protection, with current advances in technology, should adopt more aesthetically pleasing design solutions. There is a lot that we can continue to work on, even with simple spaces like corridors and walkways.
rooms, so students can sit and chat while waiting. Even concrete railings are finished with wood, which is much more pleasing to the touch and appeals to the soul. These are ideas that we apply to every project, not just schools. At A49, the five senses, sunlight, and wind, all come into play. Little details like this define our spaces and our design approach.
Q: So, to put it simply, the A49 approach, in terms of school design, is not form-based but rather emotional or sensitivity-based. SL: It might sound a little cliché, but we start working from what is practical, and then add sensitivity-based features. We have worked with this approach for quite a while now. In the past Mr. Nithi Sthapitanonda, Founder of A49, would suggest that we add a glimpse of light at the end of a dark corridor so that it feels a little less melancholic. We then have to think about how to let the light in and allow a breeze of wind to blow We also discuss a lot about emotional through. These kinds of subtle gesimpact. Corridors would be designed tures give the practicalities a more with space for students to sit and human touch. talk. The railings could allow students to lean on while having a chat. Stairs We also focus on the physiognomy of could also perform multiple funca school in our designs. Every school tions. They could have wider steps should have its own distinct charthat are convenient for people who acteristics – Roong Aroon School are on the phone while walking or (designed by Arsomsilp) is a good who are having conversations with example of this. An example from A49 friends. This is part of our design is the new Rajini School in Chachoapproach at Architects 49 (A49), engsao, where focusing primarily on which we would describe amongst the school’s heritage in the design ourselves as “sensitivity.” Mr. Prabwas only possible to a certain extent hakorn Vadanyakul, President and due to cost concerns. Thus, we went Managing Director at A49, stresses with a more contemporary design this idea of “sensitivity” or, in other while keeping the heritage through words, the emotional impact that the cluster of buildings that act as a comes with attention to the smallest community center. After researching details. Stairs are not only for moving into the school’s history, we picked from A to B. With some adjustments, up elements of its identity and deterlike lowering the steps or widening mined a particular school spirit that the landings, people will move at a should be kept. Every school needs slower pace. People who walk while to find its own personality, its own using their phones will feel more at character, or its own DNA that sets ease, because they won’t have to itself apart from other schools. With worry about falling. I talk a lot about Rajini School, we suggested that Thai phones, because they are embedded dramatic arts should be taught in a in our daily lives. We would add seating context that is similar to the tradiareas in front of the dormitory bathtional setting of a Thai pavilion with
a wooden floor on wooden structure that requires students to be mindful when taking steps. This is how our design details reflect the school’s spirit. On the other hand, if it is a science school, then it might be full of design elements that would provoke innovation and enthusiasm for creation. Students might be able to adjust or adapt classrooms to their own liking.
316-317 26/1/2562 BE 14:56
Interview: Somkiat Lo-chindapong Deputy Managing Director
Architects 49 edu-arch-25012019.indd 316-317
Q: Please describe your architectural design approach for school projects. Somkiat Lo-chindapong: The idea of “21st century learning” in which teachers are well-informed, classrooms are flexible, and corridors are more functional spaces for interaction, is actually something we have been exploring for some time. All of these points act as basic guidelines for us. Applying sustainability to a project is no longer questioned as we now automatically include it in our thought process. We always encourage teachers not to use air-conditioning if the weather is nice. We always actively promote cross ventilation and other similar strategies. Even practical issues of sun or rain protection, with current advances in technology, should adopt more aesthetically pleasing design solutions. There is a lot that we can continue to work on, even with simple spaces like corridors and walkways.
rooms, so students can sit and chat while waiting. Even concrete railings are finished with wood, which is much more pleasing to the touch and appeals to the soul. These are ideas that we apply to every project, not just schools. At A49, the five senses, sunlight, and wind, all come into play. Little details like this define our spaces and our design approach.
Q: So, to put it simply, the A49 approach, in terms of school design, is not form-based but rather emotional or sensitivity-based. SL: It might sound a little cliché, but we start working from what is practical, and then add sensitivity-based features. We have worked with this approach for quite a while now. In the past Mr. Nithi Sthapitanonda, Founder of A49, would suggest that we add a glimpse of light at the end of a dark corridor so that it feels a little less melancholic. We then have to think about how to let the light in and allow a breeze of wind to blow We also discuss a lot about emotional through. These kinds of subtle gesimpact. Corridors would be designed tures give the practicalities a more with space for students to sit and human touch. talk. The railings could allow students to lean on while having a chat. Stairs We also focus on the physiognomy of could also perform multiple funca school in our designs. Every school tions. They could have wider steps should have its own distinct charthat are convenient for people who acteristics – Roong Aroon School are on the phone while walking or (designed by Arsomsilp) is a good who are having conversations with example of this. An example from A49 friends. This is part of our design is the new Rajini School in Chachoapproach at Architects 49 (A49), engsao, where focusing primarily on which we would describe amongst the school’s heritage in the design ourselves as “sensitivity.” Mr. Prabwas only possible to a certain extent hakorn Vadanyakul, President and due to cost concerns. Thus, we went Managing Director at A49, stresses with a more contemporary design this idea of “sensitivity” or, in other while keeping the heritage through words, the emotional impact that the cluster of buildings that act as a comes with attention to the smallest community center. After researching details. Stairs are not only for moving into the school’s history, we picked from A to B. With some adjustments, up elements of its identity and deterlike lowering the steps or widening mined a particular school spirit that the landings, people will move at a should be kept. Every school needs slower pace. People who walk while to find its own personality, its own using their phones will feel more at character, or its own DNA that sets ease, because they won’t have to itself apart from other schools. With worry about falling. I talk a lot about Rajini School, we suggested that Thai phones, because they are embedded dramatic arts should be taught in a in our daily lives. We would add seating context that is similar to the tradiareas in front of the dormitory bathtional setting of a Thai pavilion with
a wooden floor on wooden structure that requires students to be mindful when taking steps. This is how our design details reflect the school’s spirit. On the other hand, if it is a science school, then it might be full of design elements that would provoke innovation and enthusiasm for creation. Students might be able to adjust or adapt classrooms to their own liking.
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Interview: Michael Farley Head Master
Q: Please describe your approach in managing school design and development Michael Farley: There are very specific requirements regarding the recommended space a child should have in a classroom, as children move through the phases, from early years to the sixth form, this changes. Children in early years need space in their classroom, but they also require a lot of outside space, to play of course but crucially for their extended learning. For a 16-year-old or 18-year-old, the space requirement is less because they are far more class-based and the teaching and learning follows a more formal type of pedagogical approach. Initially, it is these clear space specifications that guide an architect. However, I believe much more important, is to design schools that are fit for purpose in order to deliver the best teaching and learning in the 21st century. The traditional model of teaching, with one teacher at the front and 40 children sitting at desks facing forward - chalk-andtalk - is an industrial process. We still live with that legacy. What we know about children and how they learn has progressed an awful lot in the last 200 years. Children learn in many different ways; some children progress very well sitting still, making notes, whilst other children - often
Harrow International School Bangkok edu-arch-25012019.indd 324-325
boys – do not learn as well using this approach. So in a modern, contemporary learning environment, you need to try to provide for a range of learning styles. Therefore, in terms of design there should be lots of light, lots of space, plenty of opportunities to learn outside of the classroom, as well as areas for interaction and for discussion. Buildings that change the atmosphere, stir the emotions; which means using varied materials, unconventional shapes. That is what we are moving towards, that’s what you see in Harrow Bangkok. Actually, you can see this metamorphosis within our school. When the school was built, almost 20 years ago, it was to a traditional ‘chalk-and-talk’ design – straight corridors, rectangular classrooms. The designs coming from my team now are much more organic in terms of shape and include breakout spaces – giving students and teachers much more scope.
provide much more opportunity for children to work in big groups, small groups, individually, actively, passively, to allow for a much more individualized type of learning.
give you that. I am aware that Thailand spends an awful lot of money on its education. Compared with other ASEAN countries, Thailand allocates a large budget for school buildings. However, I am also aware that reports This is directly connected to the show that the Thai public educaconcept of flipping the classroom. tion system, unfortunately, has a lot With the advent of smartphones and of room for improvement. Compared the huge wealth of information and with Japan, where I was a Head knowledge that is out there on the Master for six years, Thailand has internet, the world of education has ample space for appropriate schools. changed forever, and it has hapWhat I would question is the design pened spectacularly quickly. Providof schools. I think Thai public school ing spaces where there’s access to design still reflects the traditional technology, spaces that are data-rich, teaching model, the industrial prois absolutely the future. cess. In my opinion, there needs to be a move towards building schools that cater for modern, progressive pedaThese two things married together are, I believe, the future of school de- gogical approaches. Maybe schools sign: flexible, versatile spaces set in a more like Harrow Bangkok? data-rich environment.
Q: How does the school design affect users? MF: My ethos as the lead educationQ: What are your thoughts on the alist of this organization, has changed relationship between the exterior and from when I first arrived in 2012. Now, interior of the school? I believe children need to be able to MF: It’s a simple answer: it all comes learn much more independently, exdown to money, to budgets. For plore their own interests and extend example, for the exterior of the new the depth of their learning. Our new boarding houses at Harrow Bangkok, Sixth Form Centre is a great example we would have loved to use woodof this type of independent learning effect cladding but we eventually space because it has breakout areas, we took the decision to paint them. large spaces inside and out, glassIt’s not our first choice but it works. fronted more formal teaching spaces However, when you go inside our as well as soft seating areas. It’s so boarding houses you’ll discover the different from the previous center interiors are the best in the region. which was basically a constrained It’s all down to priorities. If I have compact box. So absolutely, archito choose between spending more tecture empowers teachers to be money on the exterior or the interior, more flexible in how they teach. But it will be on the interior every time one thing I’ve found in my almost 20 because that’s what is in the learner’s years of building schools: you’ve got best interests. to be very careful with architects – they can get very carried away with Q: How do you foresee the future de- their own design – pushing creativity velopment of school design? to the next level. With school design MF: I see the future of school deit’s all about the learning opportunisign becoming much more fluid, in ties offered to the students, that’s order to provide teachers and stuwhat architects have to remember. dents with a lot more choice as to how they’re learning and how they’re Q: How would you describe school working. That means moving a long, design in Thailand? long way from fixed, rectangular MF: I’m not best placed to give anyclassrooms towards spaces that thing other than my opinion, but I will
324-325 26/1/2562 BE 14:56
Interview: Michael Farley Head Master
Q: Please describe your approach in managing school design and development Michael Farley: There are very specific requirements regarding the recommended space a child should have in a classroom, as children move through the phases, from early years to the sixth form, this changes. Children in early years need space in their classroom, but they also require a lot of outside space, to play of course but crucially for their extended learning. For a 16-year-old or 18-year-old, the space requirement is less because they are far more class-based and the teaching and learning follows a more formal type of pedagogical approach. Initially, it is these clear space specifications that guide an architect. However, I believe much more important, is to design schools that are fit for purpose in order to deliver the best teaching and learning in the 21st century. The traditional model of teaching, with one teacher at the front and 40 children sitting at desks facing forward - chalk-andtalk - is an industrial process. We still live with that legacy. What we know about children and how they learn has progressed an awful lot in the last 200 years. Children learn in many different ways; some children progress very well sitting still, making notes, whilst other children - often
Harrow International School Bangkok edu-arch-25012019.indd 324-325
boys – do not learn as well using this approach. So in a modern, contemporary learning environment, you need to try to provide for a range of learning styles. Therefore, in terms of design there should be lots of light, lots of space, plenty of opportunities to learn outside of the classroom, as well as areas for interaction and for discussion. Buildings that change the atmosphere, stir the emotions; which means using varied materials, unconventional shapes. That is what we are moving towards, that’s what you see in Harrow Bangkok. Actually, you can see this metamorphosis within our school. When the school was built, almost 20 years ago, it was to a traditional ‘chalk-and-talk’ design – straight corridors, rectangular classrooms. The designs coming from my team now are much more organic in terms of shape and include breakout spaces – giving students and teachers much more scope.
provide much more opportunity for children to work in big groups, small groups, individually, actively, passively, to allow for a much more individualized type of learning.
give you that. I am aware that Thailand spends an awful lot of money on its education. Compared with other ASEAN countries, Thailand allocates a large budget for school buildings. However, I am also aware that reports This is directly connected to the show that the Thai public educaconcept of flipping the classroom. tion system, unfortunately, has a lot With the advent of smartphones and of room for improvement. Compared the huge wealth of information and with Japan, where I was a Head knowledge that is out there on the Master for six years, Thailand has internet, the world of education has ample space for appropriate schools. changed forever, and it has hapWhat I would question is the design pened spectacularly quickly. Providof schools. I think Thai public school ing spaces where there’s access to design still reflects the traditional technology, spaces that are data-rich, teaching model, the industrial prois absolutely the future. cess. In my opinion, there needs to be a move towards building schools that cater for modern, progressive pedaThese two things married together are, I believe, the future of school de- gogical approaches. Maybe schools sign: flexible, versatile spaces set in a more like Harrow Bangkok? data-rich environment.
Q: How does the school design affect users? MF: My ethos as the lead educationQ: What are your thoughts on the alist of this organization, has changed relationship between the exterior and from when I first arrived in 2012. Now, interior of the school? I believe children need to be able to MF: It’s a simple answer: it all comes learn much more independently, exdown to money, to budgets. For plore their own interests and extend example, for the exterior of the new the depth of their learning. Our new boarding houses at Harrow Bangkok, Sixth Form Centre is a great example we would have loved to use woodof this type of independent learning effect cladding but we eventually space because it has breakout areas, we took the decision to paint them. large spaces inside and out, glassIt’s not our first choice but it works. fronted more formal teaching spaces However, when you go inside our as well as soft seating areas. It’s so boarding houses you’ll discover the different from the previous center interiors are the best in the region. which was basically a constrained It’s all down to priorities. If I have compact box. So absolutely, archito choose between spending more tecture empowers teachers to be money on the exterior or the interior, more flexible in how they teach. But it will be on the interior every time one thing I’ve found in my almost 20 because that’s what is in the learner’s years of building schools: you’ve got best interests. to be very careful with architects – they can get very carried away with Q: How do you foresee the future de- their own design – pushing creativity velopment of school design? to the next level. With school design MF: I see the future of school deit’s all about the learning opportunisign becoming much more fluid, in ties offered to the students, that’s order to provide teachers and stuwhat architects have to remember. dents with a lot more choice as to how they’re learning and how they’re Q: How would you describe school working. That means moving a long, design in Thailand? long way from fixed, rectangular MF: I’m not best placed to give anyclassrooms towards spaces that thing other than my opinion, but I will
324-325 26/1/2562 BE 14:56