Infant School - Lumie Okado (Design Studio 2.2)

LUMIE OKADO Group 6B

INFANT SCHOOL DESIGN STUDIO 2.2

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TABLE OF CONTENTS - DESIGN PHILOSOPHY

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- SITE ANALYSIS

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- PRECEDENTS

10 - 13

- DESIGN DEVELOPMENT

14 - 20

- 1.200 GROUND FLOOR PLAN

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- 1.200 FIRST FLOOR PLAN

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- 1.500 ROOF PLAN IN CONTEXT

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- INTERNAL PERSPECTIVES

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- EXTERNAL PERSPECTIVE

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- 1.200 ELEVATIONS

26 - 27

- 1.200 SECTIONS

28 - 29

- AXONOMETRIC

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- STRUCTURE

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- SUSTAINABILITY

32

- FINISHES PERSPECTIVES

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- POST-DESIGN ANALYSIS

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- REFERENCES

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DESIGN STATEMENT MY PHILOSOPHY

For this last Second Year project, we were asked to choose between an infant school and a community hall for the residents around the Firs Field in Bath, UK. We have already implemented two residential/social housing schemes on the site for Project One, along the Firs and the Avenue. Project Two will be located right at the corner of these two streets, which is an opportunity to bring them closer together.

The infant school was the obvious choice for me, as I am hoping to specialise in buildings for education in developing countries in the future. Education has played an important role in my life and I had the opportunity to exchange with pupils that did not have the same facilities as us in the West, which made me sensitive to how education should be in order to support children’s wellbeing in the long-term. The school will offer various types of rooms to give children enough space to reach their full potential. The library will be isolated to make sure children can have individual time for themselves, whilst the hall will be used by all years so children can get to know everyone in their school and socialise.

I will thus focus on three main elements for this scheme: Environmental Integration, Creative Learning and Community Feel.

These three elements will be assessed at the end of the design process as a mean to evaluate the success of my design.

I will make sure the site environment will be considered as part of the design rather than as a constraint.

Existing trees will be carefully acknowledged and relocation/replanting will be avoided, especially for mature trees on site.

ENVIRONMENTAL

CREATIVE

COMMUNITY

INTEGRATION

LEARNING

FEEL

As for the educational strategy for children in this school, I will make sure they are offered creative learning opportunities that will help them understand and connect with nature, their body and their creativity. Teaching will not only be focused on formal classes, but also on activities such as yoga classes, theatre and music. Passive design strategies will also be considered and exposed to children wherever possible, for them to become aware of the built environment and how construction works.

Finally, the school will help maintain the strong existing community around the site, not only by bringing families together on school days, but also by becoming a community hall on weekends and evenings. Activities such as group dance classes and individual music classes could happen in the school.

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SITE ANALYSIS CONTEXT Our site is right at the centre of the existing education buildings around Firs Field, which range from nurseries to private schools. As new dwellings were added in Project One, new families would settle around the field, therefore more children would be in need of education. Being able to have a school next-door will be advantageous and attract clients. The site has numbers of trees which I would like to consider in my design rather than relocating them, especially for mature trees.

HAPPY DAYS NURSERY PRIOR PARK COLLEGE

MULBERRY PARK ET PRIMARY SCHOOL

COMBE DOWN NURSERY COMBE DOWN PRIMARY SCHOOL MONKTON PREP-SCHOOL

EXISTING EDUCATION BUILDINGS AROUND THE SITE GOOGLE MAPS VIEWS WITH SITE TREES

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SITE ANALYSIS THE FIRS The Firs is along the South facade of our site, with a new housing scheme from Project One. The community feel was further developed and encouraged by closing half of the street so as to bring people together in a safe residential green area between the two rows of terraced houses, and restricting cars. The new school will respond to the context in material choices, height and by maintaining the local community feel.

1.500 SOUTH VIEW STREET SECTION

SOUTH WEST

PRODUCED BY AN AUTODESK STUDENT V

D BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

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SITE ANALYSIS THE AVENUE Along the Avenue, one can observe various architectural styles, with residential and community buildings of different sizes. The two new residential buildings from Project One will be seen from the North facade of the school, therefore privacy will have to be considered to avoid overlooking the residents’ private garden.

1.500 EAST VIEW SITE SECTION PRODUCED BY AN AUTODESK STUDENT VERSION

NORTH

PRODUCED BY AN AUTODESK STUDENT VERSION

EAST

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SITE ANALYSIS MATERIAL PALETTE The site displays a palette of mostly Bath stone, and Petersen Tegl bricks from the housing schemes of our first project. It feels legitimate to consider another type of brick from the same factory, perhaps a shade that brings the existing palette together, such as Petersen Tegl D78. The school will also have exposed structure with a timber frame and strawbale insulation, so as to raise awareness amongst people using the building.

PETERSEN TEGL D42

PETERSEN TEGL D71

PETERSEN TEGL D78

SAFELY “EXPOSED” STRAWBALE

EXPOSED TIMBER STRUCTURE

BATH STONE

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SITE ANALYSIS ENCOURAGING WALKING AND CYCLING A car park is accessible on the Firs, both for residents of the new housing scheme from Project One and for visitors. Besides, cars are allowed to park for a short-term stop along the Avenue. However, the site is accessible within less than 5 minutes by foot for local residents as well as bus users; it is therefore legitimate to encourage children to travel to school by foot.

4min

3min

CAR TRAFFIC

2min

1min

CAR PARKS

PEDESTRIAN JOURNEY LENGTH

PEDESTRIAN TRAFFIC

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1.1000 SITE PLAN EXTENDING THE SITE The existing Project One parking area was reduced to encourage walking on site.

Simultaneously, this site extention for the infant school will allow a better connection between children and Firs Field, helping them become sensitive to the environment and biodiversity.

PROJECT ONE SITE

PROJECT TWO SITE

PRECEDENTS LIBRARY TOONGNATAPIN SCHOOL THAILAND, 2017 Architecture Students from Silpakorn University This library project in Thailand matches my expectations of a learning space; open to nature, where children are free to read as they wish, how and where they desire to.

Leasure and play areas are adjacent to the reading space to underline how reading should always be seen as a pleasant activity. In the evening, this library shuts down, adding safety to the scheme.

ABILITY TO READ IN NATURE

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PRECEDENTS CASA DE LAS ESTRELLAS WALDORF SCHOOL, COSTA RICA, 2019 Sala Arquitectos This precedent is well-adapted to its environment, which is very different from the one in the UK. Still, its openness to the surrounding nature, almost like an extention outwards, is an aspect I would like to implement in my scheme. The inclusion of the surrounding trees, the open and multi-purpose halls and the focus on body awareness (yoga) will also be considered.

MULTI-PURPOSE OPEN HALL

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PRECEDENTS MAJIALONG VILLAGE ACTIVITY BUILDING, CHINA, 2019 Mix Architecture This activity building relates to its surrounding existing buildings through the use of a similar roof finish, yet as one gets closer to it, one will notice how modern the building is amongst older village houses. Natural light and large glass openings are used to help users feel connected with the surrounding nature whilst benefiting from natural light.

The overhang roof integrates the existing tree by giving it enough space to keep growing.

TREE INTEGRATION AND VIEW OUT

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PRECEDENTS BO MON PRESCHOOL, VIETNAM, 2019 Kientruc O The Bo Mon Preschool in Vietnam follows its context by adopting curves from the mountains and implementing them onto the roof. This also gives the school a very protective feel and allows existing trees to be considered as part of the design process.

The circulation corridor is used by children for recreational time as well, and extends outside, blurring the barrier between private and public space. This feeling of freedom will be considered in my design.

ROOF ADAPTATION TO THE SITE

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DESIGN DEVELOPMENT SPACIAL ORGANISATION The project development was purely inspired by the existing trees on site and a strong desire to integrate them in the design. Respecting the surrounding environment and being able to observe the growth of plants will be at the heart of my design ethos.

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CREATIVE LEARNING EDUCATION One aspect I have taken from my precedents is creative learning. Being able to educate children in ways that contribute to their overall well-being, focusing on mental health and environmental sensitivity is, I believe, the future of education. Giving children

NATURE

freedom to connect with their body, their mind and the nature around them is at the heart of this scheme.

MUSIC

BODY

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CREATIVE LEARNING ENVIRONMENTAL LEARNING

ENCOURAGING CREATIVE LEARNING

SCHOOL ACTIVITIES

Children at this school will be given numbers of opportunities to learn through different

GROUP ACTIVITIES

types of teaching. Those will include classroom/desk learning, year group activities, school activities (both groups mixed) as well as environmental awareness activities.

INDIVIDUAL LEARNING

RECEPTION CLASSROOMS WILDGARDEN

FOUNTAIN HALL

TERRACE PLAY AREA HALL

INFANT CLASSROOMS

LIBRARY 1.300 GROUND FLOOR DIAGRAM

LIBRARY 1.300 FIRST FLOOR DIAGRAM

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CREATIVE LEARNING ENVIRONMENTAL INTEGRATION When Firs Field underwent maintenance, the existing biodiversity on site was destroyed and left the park with only green grass. The city of Bath has since recognised the importance of biodiversity and has implemented a re-introduction scheme highlighted in green. Children at the new school would be aware of this as the topic would be part of their learning programme. Thus, the learning space would extend to the field.

ENVIRONMENTAL INTEGRATION

SUNPATH DIAGRAM

1.800 ENVIRONMENTAL TEACHING DIAGRAM

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CREATIVE LEARNING WILDGARDEN The new school will provide children with a WildGarden, where they will see the existing trees grow into mature trees for future generations. By then, tree swings or even a treehouse could be added to the site. Being sensitive to natural growth from a young age will subconsciously help them grow as individuals. Gardening activities, open-air reading, music, or theatre activities could happen in the WildGardens.

TREE SWINGS

GARDENING

OUTDOOR GAMES

FUTURE ADAPTATION

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COMMUNITY FEEL AFTER SCHOOL Another aspect I will be focusing on is the community feel which already plays an important role on site. Bringing people closer together after school by turning the building into a community hall for evening classes, exhibitions and events will help maintain the strong sense of community around Firs Field.

GROUP YOGA AND DANCE CLASSES

INDIVIDUAL MUSIC CLASSES

SCHOOL AND COMMUNITY EVENTS

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COMMUNITY FEEL GROUP CLASSES

EVENING TRANSFORMATION

INDIVIDUAL CLASSES

After the school day and on weekends, the school would transform into a community

SCHOOL AND COMMUNITY EVENTS

hall. Its location at the corner joining the Avenue and the Firs is ideal as local pedestrians walk past it on a daily basis. Exhibitions, community events and extra-curricular activities

EXHIBITION SPACE

could happen by adapting the various rooms and halls to different activities.

SMALL SIZED ROOMS WILDGARDEN

FOUNTAIN HALL

TERRACE MEDIUM SIZED ROOMS

1.300 GROUND FLOOR DIAGRAM

HALL

1.300 FIRST FLOOR DIAGRAM

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1.200 GROUND FLOOR PLAN

TERRACE GREEN SPACE

RECEPTION CLASSROOMS

WILDGARDEN

PLAN IN CONTEXT

WHEELCHAIR ACCESSIBLE

FOUNTAIN HALL

CLOAK HALL

EXHIBITION HALL

INFANT CLASSROOMS

LIBRARY

CLASSROOM EXTENSION

LIBRARY

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1.200 FIRST FLOOR PLAN

TOILETS

SHOWERS

TOILETS

PLAN IN CONTEXT STAFF ROOM

STORAGE

MULTI-PURPOSE HALL

KITCHEN

SICKBAY KITCHEN

SICK BAY

LIBRARY MEZZANINE OTHER HALL USES

LIBRARY MEZZANINE

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1.500 ROOF PLAN IN CONTEXT

PROJECT ONE FIRS FIELD

PROJECT ONE SMALL FAMILIES / INDIVIDUALS

LARGE FAMILIES

INTERNAL PERSPECTIVES

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EXTERNAL PERSPECTIVE

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1.200 EAST ELEVATION

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1.200 SOUTH ELEVATION

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1.100 A-A’ SECTION A

A’

UPPER HALL

CLASSROOM

LIBRARY WITH MEZZANINE

RESIDENTIALS

PLAYGROUND CAR PARK

1.200 CONTEXT SECTION

THE AVENUE

B

1.100 B-B’ SECTION B’

STAFF ROOM

CLASSROOM

STORAGE

FOUNTAIN HALL

SICK BAY

UPPER HALL

CLASSROOMS

PROJECT ONE RESIDENTIALS THE FIRS

1.200 CONTEXT SECTION

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AXONOMETRIC DRAWING

GREEN ROOF WITH HOLES FOR TREES TO GROW THROUGH

EXPOSED TIMBER STRUCTURE

FIRST FLOOR

GROUND FLOOR WITH TERRACE, PLAYGROUND AND WILDGARDENS

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STRUCTURE EXPOSED STRUCTURE The school will have a timber frame structure with locally sourced strawbale insulation and Petersen Tegl D78 brick cladding for external aesthetics, fitting with the existing buildings on site. Solar pannels will be introduced aside from the green roof. Exposing the structure will give children the possibility to understand building construction. Where strawbale structure will be “exposed”, the wall will be covered with a clear plastic cover so as to avoid infestation and moisture issues that would occur if it was fully exposed.

EXPOSED TIMBER FRAME STRUCTURE

ROOF

Vegetation Growing medium Drainage, aeration and water storage Insulation Roofing waterproof membrane Structural support: standing seam metal roof

“EXPOSED” STRAWBALE INSULATION

WALL

Timber structure Breather Membrane Strawbale insulation with wall ties Petersen Tegl D78 brick cladding outside Plasterboard where strawbale is not exposed OPPORTUNITIES TO CELEBRATE STRUCTURE

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SUSTAINABILITY PASSIVE DESIGN STRATEGIES The new school will explore environmental strategies and will make the children sensitive to architecture and passive solar design. The strawbale insulation will be visually exposed in some parts of the school with a clear cover to avoid degradation for instance, and the collected rainwater will be directly used by children to water the plants they have been growing in the WildGarden.

SUPER INSULATION

NATURAL CROSS VENTILATION

SOLAR SHADING

SOLAR PV ELECTRICITY

RAINWATER STORAGE

The building insulation is

The openings on both East

Canopy roofs will extend

Solar PV will be installed

Rainwater will be collected

made of blocks of strawbale.

and West facades will allow

above the windows for solar

to generate solar energy in

through the green roof and

This makes the school super-

natural ventilation to happen

shading, especially on the

the school, used primarily

used for toilets for instance,

insulated and prevents heat

throughout the building, and

West facade where numbers

for artificial lighting in the

and excess water will be

loss during the cold days in

will be controllable by the

of glazed openings are linking

classrooms and the halls.

stored for future use in the

this climate.

users of the building.

inside learning spaces with

green spaces around the

the exterior.

school.

FINISHES PERSPECTIVES

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POST-DESIGN ANALYSIS MY PHILOSOPHY My final design for the school integrates the existing trees on site, and even proposes further adaptations for the future as trees will mature. However, there is a point that could be improved, especially when looking at the precedents I chose. The roof of the school could be more inclined, if not, the school could even be one-storey high. That way, it could benefit from an increased angle and welcome the trees into its structure in a more visual and elegant way (fig. 1). Still, the school will be attended by 120 pupils, teachers and other staff members. With a restricted site area, the school would not be able to welcome everyone if it lost its second storey.

In terms of creative learning, children at school will be offered plenty of opportunities to spend time in nature, see trees and plants grow in the WildGarden, and be inspired by others thanks to the see-through aspect of the school. Being able to extend the classrooms outside but also together by opening the sliding division doors, children will socialise and be inspired by each other.

FIG.1 POSSIBLE IMPROVEMENT

The community feel will be maintainted, if not reinforced, as members of the general public will be able to use the building for their activities such as yoga and dance classes.

The school will also host exhibitions, school and community events, maybe even a Christmas market. Thus, current residents and new residents from our Project One design will be offered space to connect.

ENVIRONMENTAL

CREATIVE

COMMUNITY

INTEGRATION

LEARNING

FEEL

REFERENCES p.10: ArchDaily Articles, Abdel, H., 2020. Library Toongnatapin School / Student Committee, Faculty of Architecture, Silpakorn University [Online].

Available from: https://www.archdaily.com/940797/library-toongnatapin-school-student-committee-faculty-of-architecture-silpakorn-university?ad_ medium=gallery [Accessed October 31st 2020]. p.11: ArchDaily Articles, Ott, C., 2020. Casa de las Estrellas Waldorf School / Salagnac Arquitectos [Online]. Available from: https://www.archdaily. com/941565/casa-de-las-estrellas-waldorf-school-salagnac-arquitectos?ad_source=myarchdaily&ad_medium=bookmark-show&ad_content=currentuser [Accessed October 31st 2020]. p.12: ArchDaily Articles, Shuang, H., 2020. MaJiaLong Village Activity Building / Mix Architecture [Online]. Available from: https://www.archdaily. com/938514/majialong-village-activity-building-mix-architecture?ad_medium=gallery [Accessed October 31st 2020]. p.13: ArchDaily Articles, Abdel, H., 2020. Bo Mon Preschool / KIENTRUC O [Online]. Availble from: https://www.archdaily.com/938389/bo-mon-preschoolkientruc-o?ad_source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user [Accessed October 31st 2020].

p.15: Mohira Project, Unknown, 2017. Ibuku, le travail du bambou au XXIe siècle [Online]. Available from: http://mohiraproject.com.s120897.gridserver. com/2017/09/07/ibuku/ [Accessed November 24th 2020].

Green School, Unknown, 2020. Sane New World [Online]. Available from: https://www.greenschool.org/insights/sane-new-world/ [Accessed November 24th 2020].

East Cost Daily, Unknown, 2018. Yoga: the key to flexibility [Online]. Available from: https://www.eastcoastdaily.in/2018/01/04/yoga-key-flexibility.html [Accessed November 24th 2020].

p.19: SportsRec, Hauptman, N., 2018. Difference Between Hip Hop Abs & Zumba [Online]. Available from: https://www.sportsrec.com/439455-how-fastcan-zumba-whip-you-into-shape.html [Accessed November 17th 2020].

Tim Ward Mc DJ Host, Unknown, 2020. Giant Checkers Game [Online]. Available from: https://www.mcdjhost.com/giant-checkers-game.html [Accessed November 17th 2020].

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