MArchD in Applied Design in Architecture - Oxford Brookes University - Year 2 Design Portfolio Sem 1

St Catherine’s College DS1 Portfolio

19034760 Selin Ucar

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Content

Content 3 .................................................... Manifesto 4 .................................................... Brief 6 .................................................... Oxford Colleges 8 .................................................... The Collegiate Tradition in Oxford 10 .................................................. St Catherine’s College - History 14 .................................................. St Catherine’s College - Design 26 .................................................. Existing Buildings - Site Observations and Sketches 32 .................................................. Conceptual Collage and Site Plan 34 .................................................. The Bernard Sunley Building - Architectural Drawings, Model Views, Render 54 .................................................. Site Analysis 62 .................................................. Making Alterations to Listed Buildings 74 .................................................. Case Studies - Oxford Colleges 80 .................................................. Augmentation 1 - Addition 104 ................................................ Augmentation 2 - Subtraction 118 ................................................ Augmentation 3 - Relocation 128 ................................................ Augmentation 4 - Replication 144 ................................................ Augmentation 5 - Transformation

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Manifesto

Achievements The movement that created St Catherine’s is the trend that started for colleges in the 1800s. “Delegacy for Unattached Students”. The aim is that students do not have to be a college member while continuing their academic education. Although this provided financial convenience, it had negative consequences in terms of identity and belonging.

MANIFESTO

As an architect, I think this idea is valuable, and I aim to develop it and bring it back to college. With the design, non-members will also be able to benefit from the college and create a new community.

One of the privileges that college life offers to students and academics is to have an identity as being a member of a group. The way to maintain identity is to express, produce, and have a relation to a community that will recognize that identity.

In order to meet these needs, it is aimed to establish an independent media center and to draw attention to important issues. One of the important issues is the carbon footprint of the college. This project will be an opportunity for members to meet and make decisions, research and test new technologies, discuss and learn them in an academic environment, present and promote them through conferences, publish the situation for the communities, and make suggestions to the college administration to bring these technologies to the college. Bringing the college identity and preserving the tradition and the future is what I want to achieve in this project.

Motives

Opportunities

The fact that this movement has already been tried and some students left from other college memberships and joined the Delegacy demonstrates the preferability of this situation. Oxford colleges are open to experimental approaches as well as their tradition. This situation may start a new trend affecting university-college life.

Oxford University is the first institution where the concept of college and an education system focused on student life. For this reason, students should have more say about the environment that affects their own lives.

The other positive effect of having a media allows for information to be made easier to reach all members more quickly and to address personal responsibilities, especially in reducing energy consumption.

St Catherine's has taken radical decisions with its architecture and the concept of the college, followed a secular path, separated itself from traditional colleges with its differences. It is open to such revolutionary movements.

The Junior Common Room at St Catherine's College is an independent structure and works with the college administration to reduce its environmental impact. This approach is an indication that the college encourages an independent structure in this regard.

Another organisation, Cherwell, is an independent student newspaper founded in 1922, reporting national and local news as well as what happens at Oxford Colleges. This is an example of the achievability of the project.

Objectives and Principles The project should raise awareness of community and continue to follow a secular way.

The project should comply with sustainability principles and should encourage reducing the carbon footprint on fuel consumption and human behavior.

The project should be inclusive and create a collective environment.

The spaces to be created in the college should offer opportunities that allow re-using and re-production.

The project should raise awareness about identity by including others in the college.

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Brief

What is it?

Who is the client?

A Media Centre to publish college news and members' academic works. This is a facility where paper to be used for newspaper printing is recycled and having a department to focus on the energy consumption of the college. By publishing, the centre raises awareness on both students and managers to take action to reduce their carbon footprint.

Cherwell - Oxford's independent student newspaper is an existing example for this project. In collaboration with a local press (Oxford Mail, Oxford Times), the news can reach more people.

Who is it for?

Program of Spaces

The centre is for both college members and Non-Collegiate students. Also, this facility can be used by academics or guests who join conferences, lectures. There may also be a collaboration between the local press and the college. In this case, the facility is open to local press members.

- Editorial Office - Editing Room - Online Media Office - Photography Studio

BRIEF

What is the Purpose?

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The tradition and identity of the college has been conveyed to this day by oral transmission, and by preserving this method perhaps it should be used to serve a more important purpose from now on. The aim is to provide an opportunity for members and non-members to work collaboratively, raise their voices and have a word in making decisions about the future.

For sustainability responses, printing should be limited, instead, they can be more active online. For printing, there should be a paper recycling process. Other than having a media portal and publishing, in this centre, student communities can appoint representatives and distribute tasks among themselves to reduce energy waste. This centre, where new technologies will be researched, examines the energy consumption of the college, and makes suggestions for improvements. These studies may also be linked to the academic studies of the students. Having a special network would be beneficial for students to express themselves and have a chance to build a bridge between academic and professional life.

With the establishment of small scale systems, products such as paper and plastic can be recycled and encouraging areas can be created for the collection of recycled materials.

- Printing Room - Paper Recycling Area - Meeting Room - Storage - Archive - Reading Areas - Energy consumption monitoring department - Energy research and presentation room - Temporary Accommodation Rooms for Guests and Non-Collegiate Members

Oxford Colleges and

St Catherine’s College College History Design of the College Views from the Site

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Oxford Colleges

Oxford University is made up of more than 30 different colleges. Colleges are academic communities, where students usually have their tutorials. Each one has its own dining hall, bar, common room and library, and lots of college groups and societies (University of Oxford’ website).

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Oxford University Colleges

Oxford Colleges

Oxford offers 800 years of history: its 39 colleges are inextricably linked with the daily life of a busy city with beautiful buildings, neat quadrangles, cobbled lanes, turrets and spires (Bullen, 2008).

Catz is Oxford’s youngest undergraduate college and one of its largest and most diverse communities (University of Oxford’ website).

The vast majority of undergraduates live in college for three years. There are excellent facilities, including a large college library, well-equipped computer rooms and a spacious and comfortable Junior Common Room.

Sport, music, art and drama enjoy a high profile in the college; on site there are squash courts, a gymnasium, a punt house, a music house for practice and performance, and theatres for both indoor and outdoor productions (University of Oxford’s website).

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Oxford Colleges

The Collegiate Tradition in Oxford Undergraduate colleges were Oxford, with a college tradition that stretches back to the 17th century. It was possible to think that other universities to be democratic without small collegiate organizations, but not Oxford. Taking collegiate self-governance away, turning the colleges into dormitories, and giving university-wide lectures instead of tutorials would destroy the Oxford tradition.

The point of the universities in this perspective was to provide not only book learning and opportunities for research but a social life that encourages tolerance and civility, where members live together, dine together and participate in collective rituals that create a sense of belonging to an old community.

This common life was important for the student community and faculty.

Colleges were both the most sacred and, to adversaries, the most corrupt qualities of Oxford.

Colleges were the usual targets. For some, they were the root of all that is evil in Oxbridge life, and their autonomy had become indefensible. The Economist blamed the colleges for the university’s financial problems. Less frequently, Oxford’s colleges were considered by some politicians as a necessary aspect of proper university education.

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Oxford Colleges

Notes Conserving this architecture of Oxford required more than just stone, a more resilient resource, memory. It had to have many voices and narratives. The colleges performed their memorial function in a variety of ways. The lore was transferred from experienced ones to novice ones by oral transmission. The narratives ranged from the ongoing scandals to former famous members. Some colleges even had a specialised vocabulary that conveyed a sense of a particular and mutual identity (Soares, 2002).

Oxford colleges were private, enclosed, communal places with the best qualities of public space. The public space should have 3 qualities to its value to its society, “responsive, democratic and meaningful” (Carr et al., 1992).

In terms of being responsive, the place should meet the needs of the residents of “comfort, relaxation, active and passive engagement and, discovery”.

Being democratic meant being open and accessible to every member of society, providing “for freedom of action [and] for temporary claim and ownership.”

The upkeep of Oxford's architecture

The third criteria, as architects and urban designers defined, “Meaningful spaces are those that allow people to make strong connections between the place, their personal lives, and the larger world”

Memory (more resilient resource)

The colleges combined exclusiveness toward the outside world, even to the other colleges, with inclusiveness toward members, which could foster the paradoxical quality of snobbish sociability. These colleges were meaningful as particular places, open to all of their members and responsive to their needs, were vehicles of continuity and, mean innovation (Soares, 2002).

Narratives by oral transmission Elder don, Experienced Student

Stone

Voices

The novice

Famous former members Tales of ongoing scandals...

3 Qualities of Public Space 1. Responsive - Comfort - Relaxation - Active and Passive Engagement - Discovery 2. Democratic - Open and responsible to every member - For freedom of action - For temporary claim and ownership 3. Meaningful -Strong Connections between: Place

Vehicles of Contunity

Personal Lives

Larger World

Colleges were Means of innovation

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St Catherine’s College - History

The Creation of St Catherine’s Society Writing the history of Oxford colleges would require effort because each Oxbridge college was too complicated for a single person to know fully even one. Colleges were influential on the history of the university’s collegiate innovation with their directions. And the main factor that affected all undergraduate colleges after the second world war built an expression in the history of St Catherine’s.

For the older institutions, St Catherine’s development was a route and an initiator for what they would become soon with Oxford’s involvement in post-war British society. The college had to focus on tackling new challenges rather than advertising the historic strengths. And with its self-appointed role, it became the cutting edge of the Oxford Collegiate system.

St Catherine’s, Oxford’s youngest undergraduate foundation, opened its doors in 1962. Founding master Alan Bullock desired to build a medieval university structure with contemporary materials.

The college has become the new address of a new mix of academic subjects and student types (art and science). In the past, Oxford attracted its students from socially privileged schools and those who would work in arts subjects that excluded science.

In Bullock interviews (1986, 1987; Oxford University Gazette), he stated that St Catherine’s took the responsibility of developing a modern mix.

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The increased focus on higher education and science in the mid-1950s of the public opinion and government interest revealed that a new college was the best way Oxford could contribute. St Catherine’s was a non-collegiate community in the mid-1950s where hundreds of students worked for degrees but did not belong to any residential communities.

The creation of St Catherine’s Society in 1868 was a consequence of 2 major parliamentary debates and the Royal Commission on Oxford and Cambridge, and their combined effects to pull universities from the influence of the Church of England, opening their doors to the increased need for professional classes. The commissioners understood that the problem of Oxford stems from the oligarchic powers of the college heads, and they hoped to break the matriculation with the new class of non-collegiate students.

It took 16 years for this idea to take its legislative form, and it was even suggested that Oxford needed a version of a Scottish university. Everyday college life with boating, drinking was worrying to respectable middle-class families sending their sons to these colleges. However, the only surviving element of this conception of St. Catherine’s was its affordability.

It was the least expensive option for families who

wanted to register their son at Oxford (Soares,2002).

Nineteen students matriculated in October 1868 as Non-Collegiate students and were joined throughout the year by another forty, bringing the total number in the first year to fifty-nine, although a few did leave.

From 1868 to 1944, St Catherine’s stood as the poor man’s doorway into Oxford (Bullock 1956: 98).

According to Oxford standards, the “poor boys” were those who wanted a degree, could neither earn academic scholarships nor afford fees and college rent, and lived wherever they could live and worked to pass examinations. Although this idea worked academically, it was not satisfactory in other respects. (Soares,2002).

Students were isolated, and life was not like other undergraduate colleges (Weatherly 1879: 4).

St Catherine’s College - History

St Catherine's Society buildings, now Faculty of Music of Oxford University, St Aldate's, Oxford

Images taken from: Architectural Press Archive / RIBA Collections

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St Catherine’s College - History

Notes St Catherine's took the responsibilty of devoloping a modern mix academic subjects

types of students

(Art and Science)

St Catherine's Society

worked

was unsatisfactory

to gain an academical credential

St Catherine's represents: # Postwar British Society # The route to travel soon # Initiator # Focusing on new challenges (not advertising the historic strength) # Self appointed role

The life of an unattached student

isolated

unlike the life of the college undergrduate

virtually every other respect Disadvantages:

1868 - 1944

St Catherine's

Poor man's doorway into Oxford

by Oxford Standards

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has become the cutting edge of the Oxford Collegiate system

- inconsistent position - lacked the tradition of communal life - second-class position rised anxieties - under the jurisdiction of the university - The society didn't have its own endowment or quadrangles - It was not legally free to act without university consent

In 1884 the Delegacy for Unattached Students was renamed as the Delegacy for Non-Collegiate Students, but lack of an identifying name for social and sporting purposes continued to frustrate students. In response to this problem, the Boat Club and other groups began using the name St Catharine’s (sic) Club, taken from a hall used for club meetings. The spelling later changed to St Catherine’s and in 1931 the Delegacy was officially renamed the St Catherine’s Society – the origins of St Catherine’s College were well under way.

With scholarships from many Oxford colleges, the percentage of undergraduate students who accessed some financial assistance from a sponsoring body was above the national average. Before the Second World War, the proportion of British students was 41.1%, while Oxford students was 43.7%. With the Butler Act provision in 1947, the proportion of Oxford doubled to 82.1%, and Britain as a whole climbed to 67.9% (University Grants Committee 1984b: 105).

As Oxford began to be attracted by more admissible students, there was no room for everyone. When a suitable student could not secure a place at other colleges, this student applied to St Catherine’s. Alan Bullock found it reasonable to ask if a new college could solve the University’s problem, rather than a non-collegiate status that would inevitably offer less if the problem was due to shortage of places rather than poverty (Bullock 1956: 98).

The call for change came from the university.

While students’ formal academic status was equal, residential status was inferior to the other college students, expressing an urgent need for reform.

The college’s anomaly presented an affront to two traditions of Oxford; its democratic and collegiate principles. This position of the college had some other disadvantages, it was under the jurisdiction of the university and was not legally free to act without the consent of the university. The society didn’t have its endowment and quadrangles.

St Catherine’s College - History

Kersti Börjars Master of St Catherine’s College, Oxford (2020 - ) In 1952 the historian Alan Bullock became Censor (Head) of St Catherine’s Society. Bullock brought with him strong leadership and a vision to further develop the Society. In 1956, with University considering plans for expansion, Bullock obtained approval to transform St Catherine’s Society into a fully residential college – the search for a site and funding began. St Catherine’s had to raise the money to construct its buildings from private sources, mostly from International funds, American alumni of Oxford, foreign organisations’ donations. In 1960 almost eight acres of Holywell Great Meadow was acquired from Merton College and the College’s chosen architect, Arne Jacobsen of Denmark, began to implement his distinctively modernist design.

The selection of a non-British architect was another deviation from established practice for the new college. His modernist masterpiece was to become the most important 20th-century collegiate buildings in Oxford, and is now Grade I listed.

In 1962 St Catherine’s College opened its doors (while still under construction) with Alan Bullock as its Master. in 1974, staying true to its forward-looking ethos, it became one of the first colleges to admit women. The current master is Kersti Börjars, who took over the role in 2020 and is also the college’s first female master (catzconferences).

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St Catherine’s College - Design

Arne Jacobsen - Architect and Designer In the late 1950s, only academics who visited United State had a real understanding how modern architecture could encourage young generations to be receptives to new ideas. Between 1959 and 1964, when the higher education buildings in Great Britain were transformed into new buildings. Universities became the new patrons of modern architecture.

Alan Bullock had also traveled the United States, but an American architect seemed out of reach, then he turned to Denmark, a place closer to home (Harwood, 2015) Arne Emil Jacobsen was a well-known Danish architect and furniture designer. He is known worldwide for his contribution to architectural functionalism and simple but effective chair designs.

Alan Bullock and his sub-comittee visited the SAS Hotel and Munkegård School in Copenhagen in search of an architect for St Catherine's College.

They admired his attempt to design every detail and were soon convinced that he was the right choice for the new college. Also, Denmark’s social modernism symbolised the egalitarianism that Bullock stood for in Oxford.

Jacobsen's design created an integrated environment that is both beautiful and practical. That's why the college's design went much further than the buildings and grounds. Jacobsen designed every detail in the college and considered the project as a whole.

Furniture, lighting, cutlery, garden, even the selection of fish species for the pond were parts of his design.

“I have tried to convey the traditions that I encountered on my first meeting with Oxford, but have made an effort to translate them into a modern idiom. I do think that one can do anything else. As a foreigner, one has an obligation to follow the customs and traditions that prevail. On the other hand, I believe that one also has an obligation to transform them into a modern idiom so that one does not do what I believe is the worst thing: make pastiches and miserable copies of old things.” (Arne Jacobsen, 1969)

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St Catherine’s College - Design

The buildings follow the British university tradition and consist of repetitions with a strict module of squares. However, the buildings are not exactly alike. One of the buildings is clad all the way down, another is open with a brise-soleil, and a third is closed with brick. With its Scandinavian sensibility, it draws a lot of inspiration from Mies van der Rohe.

The college website has a detailed description of all the elements of the site. They begin by pointing out that, "...Unlike most quads, however, St. Catherine's is not closed off; instead, hedge-lined walks lead to other buildings, and to garden areas that are planted with a fascinating variety of trees, shrubs, and flowers. After fifty years, Jacobsen’s framework of paving and yew hedges remains, breaking up space into garden rooms and effective as windbreaks.

Jacobsen’s attention to every detail extended to the external planting. He produced a detailed planting plan in August 1962. Dr. Barrie Juniper from the Department of Botany acknowledged in 1996 that ‘Jacobsen forced us to think, as we had never been challenged before, in terms of shapes, textures, shades of green.’ However, Jacobsen’s planting scheme was more suited to dry, sandy Copenhagen conditions than the alkaline, waterlogged Oxford site, but the emphasis on contrasts of leaf shape, colour, and texture remained.

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St Catherine’s College - Design

According to Alan Bullock in an article, Jacobsen asked for the plans of all the colleges after he came to Oxford. He took away the designs of New College, the model that probably all colleges followed. After not being heard for about 6 months, he came back with the design. Alan Bullock was a classicist and this model was a classic scheme brought up to this day; brilliant proportions, circles within squares, the golden section and so on.

In the same article, Alan Bullock, who was responsible for choosing Jacobs, responded that, they did not have enough money to build as thoroughly as they might have. He said that if too much sun is coming from the large single-glazed windows, it is because they had to cut out the sun louvres Jacobsen designed. But he stated that over the years, they made improvements based on the original design and brought up to date.

Nikolaus Pevsner, a German-British art and architectural historian, described what the Danish architect designed as "... a perfect piece of architecture". But he found some flaws and criticized the design. Student rooms were too small, according to him, and perhaps the available money has been spent too much on furniture. He thought the stairwell was very generous and argued that if it was more modest, the rooms could be larger.

Despite all the financial difficulties and deficiencies, the design of the college was highly appreciated and set an example of British architecture with its modern elegance. "Everything was done with restraint, with a minimum number of elements and materials, everything was beautifully executed. Exceptionally refined. It showed that you don't need to show off to be recognized," says Lord Bennetts of Bennetts Architects in England. Bennetts Architects are the largest architectural firms.

Hearing that the College was listed as Grade 1 in 1993, John Simopoulus, St Catherine's philosophy don, harshly criticized the architecture of the college in an article he quoted for the Independent.

According to him, student rooms were far too small, there was almost no sound insulation, plumbing and heating was a disaster. Because of the acres of glass that run the length of the two main buildings, the temperature could rise to 120 F in summer, and thousands of pounds have been spent to strengthen the foundation, due to the wrong design by the architect and the engineer.

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The buildings and interiors haven't changed much since it opened in 1963, and the entire area received a Grade I listing, the UK's highest level of protection. ”A lot of contemporary architecture is at its best on completion and then progressively loses its sheen over time, while buildings like this mature,” says Rab Bennetts. And so Jacobsen was able to set the new modern standard for university buildings.

St Catherine’s College - Design

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St Catherine’s College - Design

Oxford Low + High Back Oxford Series - St Catherine’s College, Oxford Made by Fritz Hansen (1962) This series is the definitive signature of Arne Jacobsen’s collaboration with St Catherine’s College. The design evoled from an initial study for a chair for the tutors into a masterpiece of elegant simplicity. Its curves crown both the High Table in St Catherine’s College Hall and the Senior Common Room Long Dining Room.

Hall Table Light Made by Louis Poulsen (1959-1964)

Vola Tap (VOLA 111) Made by Vola (1968)

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To celebrate the 50th anniversary of St Catherine’s college’s existence, the exhibition placed in the Junior Common Room displays a selection of Arne Jacobsen’s designs by some of Denmark’s leading manufacturers. These modern objects made by using new materials and manufacturing techniques were in harmony with Jacobsen’s building project St Catherine’s, and now -50 years later- they are widely regarded as modern classics.

The Law Library Bernard Sunley Building

St Catherine’s College - Design

Swan Chair Made by Fritz Hansen (1956)

Gran Curtain Fabric Made by Kvadrat (1960) Jacobsen used flowers to explore compositions of contemporary colours and contrasting shapes. As these designs became more abstract, the flowers were transformed into geometric shapes and the colours turned into monochromes.

Arne Jacobsen introduced the library as a more open kind of library atmosphere that could be an informal meeting place for students. Swan chairs are arranged at a distance around the tables. You can share the same table with strangers without being disturbed, and still talk to colleagues and students.

Jacobsen’s focus on bringing people together in 1957, when women were not yet allowed to study at St. Catherines College, was quite eye-opening (Fritz Hansen, 2019).

Ashtray Made by Lygnby (1960) White glazed porcelain

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St Catherine’s College - Design

Series 7 Lecture Theatre Chair Oxford Series - St Catherine’s College, Oxford The Series 7 Chair (derived from the Ant Chair) was converted into a lecture theatre seating for St Catherine’s College in the Bernard Sunley Building Theatre in 1964.

AJ Flatware Silver / Stainless Steel Designed origanally as part of SAS Hotel commission, the flatware was also adopted

by St Catherine’s College which uses both a silver service example and the matte stainless steel.

Staircases in Residential Block Jacobsen’s designs for St Catherine’s showed the influence of Mies van der Rohe with the use of steel and glass, combining the elegance of details with the lightness of the touch.

AJ Handle Reproduction of a design originally made

by Carl F Peterson (1956)

2020

Room C with the Pot Chair Bernard Sunley Building

St Catherine’s College - Design

St. Catherine’s Easy Chair and Stool Made by Fritz Hansen (1963) Formed out of pressed oak and upholstered

AJ Lamp Made by Louis Poulsen (1957) The AJ Lamp furnished the desks of all student rooms at St. Cahterine’s College, Oxford. Blurring artificial and natural lighting was a central feature of Jacobsen’s interior landscapes.

Study Bedroom

Arne Jacobsen’s interior was specially designed to avoid migration. Instead, the room and fitted living items were the only focus and emphasis on the building project. At St Catherine’s College, this can be seen with constant reference to a unique grid formed by the proportions of each of the study bedrooms that anchor the building to the site. Jacobsen attempted to maintain continuity with the Oxford tradition and the sense of proportion found in other Oxford colleges he studied.

St. Catherine’s Study Bedroom desk and chair Made by Fritz Hansen (1963)

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College History

1884

1952

1964

Delegacy for Unnatteched Student renamed as Delegacy for Non-Collegiate Students.

Alan Bullock, Fellow of New College, appointed Cencor.

Ceremonial opening of the College by Harold Macmillan as Chancellor of the University.

2012 The College celebrates its 50th anniversary.

1956 1931 Delegacy for NonCollegiate Students renamed St Catherine’s Society

1852 Royal Commission proposes the creation of a category for NonCollegiate Students as part of its reccommendation to reform Oxford and Cambridge Universities.

1968

Cencor Bullock obtains agreement from the University to turn the Society into a fully residential college.

The Bernard Sunley Building opens

1962

1974

St Catherine’s College opened. Alan Bullock becomes master.

Women first admitted to the College.

TheCollege celebrates 150 years since its founding as the Delegacy for Unattached Students

2019

1963 1868 Delegacy for Unatteched Students formed. First Group of students allowed to matriculate.

1936 New building opened, designed by Hubert Worthigton.

1934 University offers St Catherine’s Society a plot of land in St Aldate’s, south of Christ Church.

2005

The college reveives its Royal Charter of Incorporation and HRH The Duke of Edinburgh becomes Visitor.

The Arumugam Building opens.

1993 1960

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2018

Eight acres of Holywell Great Meaadow acquired from Merton College. Arne Jacobsen appointed to design and furnish the College and design its gardens. Alan Bullock appointed first master. HM The Queen laid foundation stone in Holywell Great Meadow.

St Catherine’s original buildings are grade listed.

1982 The Mary Sunley and Alan Bullock buildins opened.

The Ainsworth Graduate Centre opened

College History (Arne Jacobsen) (Arne Jacobsen) (Knud Holscher)

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Views from the Site

1

The Ainsworth Graduate Centre

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Student Rooms 1

2

5 4

3

3

Student Rooms

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4

The Arumugam Building

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Bicycle Store

Masters House

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Views from the Site

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7

Residential Block

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Squash Courts

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Quad and the Residential Block

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9

10

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Bernard Sunley Building and Garden Walls

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11

Dining Hall

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Residential Block 25

Site Observations and Sketches with Questions to understand the design and develop ideas in later design stages

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Existing Buildings Site Observations and Sketches

Room heights are around 2.5 m and it gets shorter with beams. However, there is a spacious area inside due to the large windows and design proportions.

The building, where the common rooms are located, is designed with concrete, wood stone and brick in its interior design and has a planting area.

What are the benefits of having an indoor planting area?

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Existing Buildings Site Observations and Sketches

Before reaching the buildings from the main road, an area near the lodge and the sculpture in the middle create a symbolic spot. Students were gathering in this area and chatting.

The exterior of the Graduate Center design does not have brick or concrete structure as in other buildings.

Could the gathering area change or develop?

What are the features that make this area symbolic?

How possible is it to differ from the college’s architectural identity?

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Existing Buildings Site Observations and Sketches

In these accommodation units, which were built more recently than the mainbuildings, new materials such as metal were used for box-shaped bedrooms.

What other new materials and forms can be used?

Bridges have been added between the recently built building and the main buildings.

What is the function to connect additions to existing buildings? Or what it could be?

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Existing Buildings Site Observations and Sketches

The landscaping and design of the buildings are integrated with the structure seen on the facades of the buildings, garden walls, plantings and carefully placed trees.

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Existing Buildings Site Observations and Sketches

The buildings designed by Arne Jacobsen have brick walls on the ground floor, characteristic large columns, large windows, and cross-shaped columns.

How can this character be continued without being copied?

Outdoor design of the college

How did the existing land before the construction affect the creation of the outdoor design?

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Existing Buildings Conceptual Collage

Conceptual collage showing functions in college

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Existing Buildings Site Plan Site Plan

0

10

20m

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Existing Building

The Bernard Sunley Building Architectural Drawings Model Views Render

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The Bernard Sunley Building

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The Bernard Sunley Building

Upper Foyer Materials: Precast Reinforced Concrete Structure Brick Walls Plasterboard Walls Steel Ladders Wood Patterned Vinyl Flooring Vinyl Lighting Panels

Room D It contains original, large boardroom tables and chairs (designed specifically for the College by Arne Jacobsen in the 1960s). Conference and meeting organisers are asked to use this room with the furniture in situ as it cannot be (re)moved due to its historic design importance. This striking room can hold up to 40 guests around the tables.

Room C Primarily used during vacations as a breakout room in conjuction with the other Bernard Sunley facilities. It is usually set out in cabaret style with low coffee tables and chairs, but most other layouts are possible as the furniture is flexible / interchangable.

Room A Room A is a bright and airy room with two large windows and wooden floor. It is a highly flexible room that is perfect for breakout, streaming, exhibition / poster events or as an additional catering / reception area for larger events.

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Room B A small breakout room or an office. Often used by larger conference as their conference office. This room can act as a small breakout or meeting room and is set in a fixed boardroom style for up to 10 delegates.

Foyer Adjacent to the theater, it is an important area where registration can take place and food and beverage receptions can be catered for.

Bernard Sunley Lecture Theatre

The Bernard Sunley Building

The Theatre has 208 fixed tiered seats, but can be increased up to 250 with the additional seatings.

It has an intimate feel space for a large capacity theater and therefore works well for smaller events of around 100 people as well.

The theater is equipped with built-in AV equipment, including a stage with a lectern, large screen and data projector.

Materials: Precast Reinforced Concrete Structure Brick Walls Timber Wall Timber Doors Timber Lighting Panels Wood Patterned Vinyl Flooring Aluminum Sun-Shading Louvres

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Model Views

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The Bernard Sunley Building Architectural Drawings - Floor Plans

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The Bernard Sunley Building Architectural Drawings - Floor Plans

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The Bernard Sunley Building Architectural Drawings - Sections

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The Bernard Sunley Building Architectural Drawings - Sections

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The Bernard Sunley Building Architectural Drawings - Elevations

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The Bernard Sunley Building Architectural Drawings - Elevations

The brick walls on the north and south facades of the Bernard Sunley Building are covered with ivy. Not only this building, but many surfaces, including the Dining Hall's south facade, are covered with ivy. This pattern of the north wall is on the left in concept view.

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The Bernard Sunley Building Architectural Drawings - Structural Detail

Structural Foundation Detail

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The Bernard Sunley Building Architectural Drawings - Structural Detail

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The Bernard Sunley Building Render

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The Bernard Sunley Building Render

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Site Analysis Making Alterations to Listed Buildings Case Studies (Oxford Colleges)

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Site Analysis

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Site Analysis

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Site Analysis

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Site Analysis

Bicycle Lines

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Site Analysis

Site Access Map

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Site Analysis

Map of Terrain and Heights Heights on the map are shown with the lowest zone in the area as 0. It does not show the true altitude.

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Site Analysis

Flood Risk The soil is poor and heavilyalkaline. Most of the site was raised 5 feet (1,52 m) above flood level by tipping and the main buildings stand on a plinth at the level of the roadways to the north.

College’s connection with the River and Planting on the edge

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Making Alterations to Listed Buildings

Listed Buildings A Listed Building is identified and protected for its special architectural or historical interest, its close association with nationality important buildings or events, or its value as part of a group of buildings.

Listed Buildings are graded I, II* and II, but there is no legal difference in their protection: Grade I - exceptional interest Grade II* - particularly important buildings of more than special interest Grade II - special interest, warranting every effort to preserve them When a building is listed, all of the building itself, anything fixed to it, and also most buildings and structures in its grounds (the curtilage) are part of the listing. The inside, as well as the outside of a building, is listed.

*Oxford has around 1,500 listed buildings, with more than twice the national average of grade I and II* buildings.

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Layout of the Original Buildings

Making Alterations to Listed Buildings

Almost symmetrical layout with common rooms and attached hall to the north of the central quad.

Library and lecture theatres aligned to south of the hall.

Two residential blocks to the east and west sides of the podium.

Taken from: The Tradition Of Modern Architecture (McLaughin, 2011) 63

Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

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Making Alterations to Listed Buildings

Making Alterations to a Listed Building If a building is listed you must get consent to demolish, lter or extend it in any way that would affect its historical character.

The inside or the outside of the building Any object or structure fixed to the building

Listed Building Consent

Any object or structure that forms part of the land and has donr since before 1 July 1948

Special Architecture

Historic Interest

- Changes to the original layout -Loss of historic fabric -Changes to historic features “You are restricted over what changes you can make to a building’s interior and exterior.

Making changes without consent is against the law.”

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Making Alterations to Listed Buildings Regular maintenance and some relatively minor work might not listed building consent. If this is the case you can apply for a Certificate of Lawfulness.

Repairs to roofs: Use the same materials and construction methods Only removing demaged items Replacing windows: Using non-traditional materials such as uPVC or aluminium where it replaces traditional timber joinery, evenif it follows the same glazing pattern is not allowed.

Adding secondary glazing tht doesn’t involve the loss of original fabric Replacing single with double-glazing (not in more sensitive locations or where the traditional glazing bars are too narrow).

Using new materials: Painting, re-rendering, cladding, re-roofing, and changing windows and doors.

Energy saving and renewables: Draft proofing, loft insulation and boiler upgrades (minimal impact on the building but provide a big energy saving benefit) Adding renewable energy solutions: Solar panels or air and ground source heat pumps

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Case Study Oxford Colleges

Case Study St John’s College, Library and Student Centre Addition, Oxford Wright & Wright Architects, 2019

The building adds extra capacity to the college’s current libraries, which are housed in the grade I-listed Canterbury Quadrangle, described as one of Britain’s most significant baroque ensembles.

Founding partner Clare Wright said the St John’s project built on the practice’s “profound awareness” of integrating contemporary buildings within historic settings.

Wright & Wright said the new centre, which borders on a grade II-listed garden, was conceived as... ...“a series of overlapping planes of masonry and glass”

“a stone casket, with a complexsection and thickskinned walls that sculpt and moderate light, giving each space a distinct character”.

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Case Study Oxford Colleges

Case Study Exeter College Cohen Quad, Oxford Alison Brooks Architect, 2017

This project is a 21st century reinvention of the ‘collegiate quadrangle’, the basis of Oxford’s academic and urban fabric.

-Undergraduate and graduate living accommodation for 90 students -Auditorium -Seminar rooms -Social learning spaces -Archive -Café -Roof terraces -Offices -Fellows’ accommodation.

The s-shaped design is organised around two courtyards, retaining the original listed Victorian frontage alongside with contemporary facades, with the stainless-steel roof folding across wall providing a stylistic link between the two.

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Case Study Oxford Colleges

Case Study A new quad for New College, Oxford David Kohn Architects, 2015

The leafy semi-suburban site offers the opportunity to reimagine the quad as a model for a learning community for the twenty-first century - departing from the quad’s closed origins and seeking a contemporary interpretation that enjoys a fluid and open relationship with the surrounding city and nature.

-New student accommodation -Student study space -Music hall -New facilities for the adjacent New College School -Boys’ preparatory school

A tower and gatehouse complete the composition that Historic England has described as ‘one of the very few instances where contemporary design can be considered genuinely outstanding’.

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Case Study Oxford Colleges

Case Study St Antony’s College, The Investcorp Building for Oxford University’s Middle East Centre Zaha Hadid Architects, 2015 The Investcorp Building expands the Middle East Centre at St Antony’s College – one of the seven graduate colleges that comprise the UK’s oldest university – providing a new lecture theatre, library and archive.

Zaha Hadid designed the building to look contemporary but to also match the scale and massing of existing buildings on the historic campus, from the Victorian-era convent and library, to the 1970s Brutalist-style Hilda Besse building.

This resulted in a smooth curving form that gradually changes in height, and also turns to avoid the trunk and roots of a century-old Sequoia tree.

“The project maintains the detached character of the college’s current buildings, allowing them to be read as separate elements, while introducing a contemporary building that conveys the past, present and future evolution of the college, university and city,” said Zaha Hadid Architects in a statement.

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Case Study Oxford Colleges

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Case Study Analysis Oxford Colleges

1. St John’s College

Historical (Grade 1) Buildings

Quad

2. Exeter College

Listed Victorian frontage

3. New College

A new Quad and contemporary buildings

4. St Antony’s College

Historical Buildings The Investcorp Building

Reinvention of the Collegeiate Quadrangle Library Extension

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Augmentation 1

Addition

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Augmentation 1 - Addition

Mirrors The design of the college is extremely rigid and every detail has been carefully selected. That's why it displays itself as a whole, and it is very difficult to make alterations. Mirrors are the starting point to see this design from another perspective, to reflect the college to itself and to create new perspectives for users.

Flat Mirror It reflects the view as it is. The mirror gives a reflection of the design and creates different angles of the same view.

Deformed Mirror It shows straight lines as curves and gives a bent shapes of the buildings.

3 Dimensional Mirror Reflection is highly deformed and it is hard to recognise the shapes but still this view gives an opportunity to see materials, colours and proportions in a different way.

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Augmentation 1 - Addition 1 Site Mirrors

Using the Mirror as a Facade Precedent Study Museo Abierto (Open Museum), Mexico Reflection of identity

Fernanda Canales, 2018

Questioned roots Paused moment Self-participation

Embedded into surrounding No hierarchy with existing ones

A place for pause at the intersection, where passersby can enjoy the surrounding parkland.

-The museum is an open space where the participants are part of the exhibition.

Reflecting light and heat Constant creation MMXVII - I VΛCΛTION HOUSE Reeth / United Kingdom / 2017

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-In the reflective section, slender gaps in the walls offer glimpses to the park.

Augmentation 1 - Addition 1 Site Mirrors

Since the existing buildings were built in the 1960s, they don’t have enough insulation. There are very large windows in the buildings, and these two reasons play a role in the excess energy consumption of the building.

Also, the south, where natural daylight can be received directly, is blocked by walls in almost all buildings.

The reason for this may be to get the sunlight at an angle rather than directly.

Therefore, a second angle will allow the buildings to receive more light from the sun.

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Augmentation 1 - Addition 1 Site Mirrors

Augmentation 1 - Site Mirrors

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Iteration 1

Iteration 2

It consists of multiple parts and each can be rotated as desired.

This element is fixed and its heights and angles should be designed according to the desired dimensions.

Augmentation 1 - Addition 1 Site Mirrors

Iteration 3 It has a similar design to existing buildings and the vertical reflective parts can be rotated.

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Augmentation 1 - Addition 2

Addition 2 The idea of mirror was used as a facade as in the landscape. Mirror also can be used to prevent hierarchy that may occur with original buildings.

The area where this extension, is located is not listed and has a connection with the original buildings and all units that were part of the landscape.

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Augmentation 1 - Addition 2

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Augmentation 1 - Addition 2

There are two separate buildings and include accommodation, storage, socializing and meeting areas.

Ground Floor Plan

Section

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Augmentation 1 - Addition 3 Precedent Study

Precedent Study Hutong Bubble 218, Beijing MAD Architects, 2019

Restoration and reconstruction project.

Featuring metallic “bubbles” embedded on the rooftop of a 305 sqm traditional courtyard house.

“This is a micro-utopian ideal,”said Ma Yansong, the studio’s founder. “I hope that these bubbles will serve as vital newborn cells, giving the traditional hutong new life, and

revitalising the community.”

MAD has added two sculptural “bubbles” to the rooftop of the old courtyard house, which are not visible from the outside the hutong.

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Augmentation 1 - Addition 3

Addition 3 As in precedent study, metalic bubbles contrast with traditional design.

The aim of this design is to revive the small quad that is between the Lecture Theater Building and the Library and is not open to the outside.

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Augmentation 1 - Addition 3

Site Plan

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Ground Floor Plan

Augmentation 1 - Addition 3

The extension does not block the existing pedestrian line and allows passage through it.

There is no common room or socializing area near the Library and Lecture Theater, so it is a redesign of the garden between them for this purpose.

The vertical elements, and the windows for sunlight on the roof, have a similar design in the project.

First Floor Plan

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Augmentation 1 - Addition 3

Section 94

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Augmentation 1 - Addition 4

Specimen Trees in St Catherine’s College

Despite some minor changes to areas of planting and paving, the structure of the landscape survives almost entirely, along with much of the original planting scheme, which includes carefully sited

specimen trees.

Generally, any tree planted singularly as a focus of attention is considered a specimen tree. Some Factors are; Size Species

Flower Bark Form Rarity Well-placed tree with beautiful branching Unexpected

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*A London plane tree *Salix babylonica ‘Tortuosa’ (corkscrew willow) *Davidia involucrata (handkerchief tree) *Yew hedge *Cedrus libani (Cedar of Lebanon) *Mulberry *Liriodendron tulipifera ‘Fastigiatum’ (tulip tree) *Cercidiphyllum japonicum (Katsura tree) *Virginia creeper *Incense cedars (Calocedrus decurrens) *Tilia tomentosa ‘Petiolaris’ (weeping silver lime) *Metasequoia glyptostroboides (dawn redwood) *Taxodium distichum (swamp cypress) *Gingko biloba (maidenhair tree) *Quercus ilex (holm oak) *Chamaecyparis nootkatensis ‘Pendula (Nookta cypress) *Swamp cypress trees *Acer palmatum ‘Sango-Kaku’ *Eucryphia x nymansensis (Nyman’s eucryphia) *Koelreuteria paniculata (golden rain tree) *Red Acer capillipes (snake-bark maple) *Acer griseum (paperbark maple) *Prunus maackii (Manchurian cherry) *Liriodendron tulipifera (tulip tree) *Nymansensis, Acer palmatum ‘Osakazuki’ *Robinia pseudoacacia *Acer palmatum *Metasequoia glyptostroboides (dawn redwood)

Augmentation 1 - Addition 4

Locations of some specimen trees at St Catherine’s College

Sango-Kaku Nyman’s eucryphia

Koelreuteria paniculata Fastigiatum

Calocedrus decurrens Petiolaris Metasequoia glyptostroboides Taxodium distichum

Virginia Creeper Cedrus Libani Katsura Tree

Vines Swamp cypress trees

Yew Hedge

Gingko biloba Quercus ilex Chamaecyparis nootkatensis

Davidia involucrata Salix babylonica Mulberry Nyman’s eucryphia Osakazuki Robinia pseudoacacia Acer palmatum Metasequoia glyptostroboides

Red Acer capillipes Acer griseum Prunus maackii Liriodendron tulipifera London Plane Tree

Information is taken from: Historic England, Landscape at St Catherine’s College

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Augmentation 1 - Addition 4

Jacobsen’s plans for the college didn’t include a chapel, defining it as a secular college and setting the college apart from other Oxford colleged, most of which have a religious foundation.

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The Oxford quadrangle is an 800 year old pedagogical model that combines student rooms with teaching spaces, organised around landscaped courtyards. Every Oxford college is a variation of this typology.

Augmentation 1 - Addition 4

Addition 4 It is an idea to refer to the sculptural specimen trees of the college. College design has been controversial since its earliest times. Unlike other quads, Arne Jacobsen’s design has an open and modern Quad.

The project aims to take this idea one step further and, as in some case studies, it enables the members to use the Quad more effectively.

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Augmentation 1 - Addition 4

Ground floor is the area with information desk and access to upper floors.

Ground Floor Plan

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On the 1st floor, there are socialization areas and meeting rooms.

First Floor Plan

On the second floor, there are student rooms that students or guests can use temporarily.

Second Floor Plan

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Augmentation 1 - Addition 4

West View

Section 102

Augmentation 1 - Addition 4

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Augmentation 2

Subtraction

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Augmentation 2 - Subtraction Flood

new access alternatives natural abandonment

Flood Risk!

occupation of new life forms

The soil had risen approximately 5 feet before construction, which significantly reduced the risk of flooding.

But still the college and its surroundings are in the flood zone.

This study deals with the deformation of the original design as a result of subtracting landscape, quad and some parts of the buildings in the project.

Deformation is important to free up space, or to experience using space in different ways. It is a fair step for the extension, which will create its own identity among the original buildings whose integrity is broken.

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Augmentation 2 - Subtraction Flood

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This map shows the primary and secondary river networks in the area.

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EA Flood Zone3 - 1% Chance of Flooding EA Flood Zone2 - 0.1% Chance of Flooding

Augmentation 2 - Subtraction Flood

hire Flood Toolkit

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Printed from: https://www.oxfordshirefloodtoolkit.com/ © Crown Copyright and database rights 2016 100023343

Since the area is raised, the possibility of a flood from the surface does not pose a great risk to the original buildings except the music room.

EA Risk of Flooding from Rivers

0 0

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The possibility of a flood from the river increases the risk for the college.

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Augmentation 2 - Subtraction 1 Flood

If flood happens, and the surface becomes unusable, the ground and landscape are technically subtracted from the design.

In such a scenario, many things change, including access.

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Augmentation 2 - Subtraction 1 Precedent Study

Precedent Study The Basilica Cistern, Istanbul Byzantine Emperor Justinian I (527-565)

One of the magnificent ancient buildings of İstanbul is the Basilica Cistern located in the southwest of Hagia Sofia. This big underground water reservoir is called as “Yerebatan Cistern” among the public because of the underground marble columns. As there used to be a basilica in the place of the cistern, it is also called Basilica Cistern.

The cistern has 4.80 m high brick walls, and the floor is covered by bricks, and plastered by a thick layer of brick dust mortar for water tightness.

People used to have a boat tour in the Basilica Cistern, which can be crossed by bridges today.

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Augmentation 2 - Subtraction 1 Ground

Gardens, walkways and even ground floors of buildings becoming unusable Providing passages through tunnels

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Augmentation 2 - Subtraction 1 Ground

Subtraction 1 - Ground This subtraction is to give an idea of how circulation would take place if the ground was never used.

This is not a solution for the flood. The aim is to redesign the circulation through bridges and tunnels.

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Augmentation 2 - Subtraction 2 Ground

A possible flood causes gardens, walkways, and even ground floors of buildings to become unusable. The design provides passages through tunnels.

This is a simple alternative to what tunnels and bridges might look like.

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Augmentation 2 - Subtraction 2 Quad

Subtraction 2 - The Quad As in the material study, a cavity created by physical force may provide more than a flat circular area.

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Augmentation 2 - Subtraction 2 Quad

The hollow offers more surfaces and more levels. In this way, the area can be used more effectively. There may be social spaces, mini gardens and sitting areas in this space.

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Augmentation 2 - Subtraction 3 Precedent Study

Precedent Study Opus, Dubai, UAE Zaha Hadid Architects, 2019

The Opus is designed as two separate towers that coalesce into a singular whole— taking the form of a cube.

The cube is then ‘carved’, creating a central void that is an important volume within the building in its own right—providing views to the exterior from the centre of the building.

The free-formed fluidity of this eight-storey void contrasts with the precise orthogonal geometry of the surrounding cube.

One of the achievements in creating a space in the building is to maximize views and the absorption of natural light.

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Augmentation 2 - Subtraction 3 Melting

Subtraction 3 - Melting Some areas in buildings may *melt down* to make space for further developments, particularly for the extension design.

Material experiment for melting with using chocolate

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Augmentation 2 - Subtraction 3 Melting

The other melting / creating space idea is sculpting the facades of existing buildings for a student center to be designed in the small garden between the library and the lecture theater.

The entrance to the college, which connects to the original buildings and the quad, is through the river road, and slightly away from the main entrance.

This gate could be completed while other extensions and lodge were not designed.

In my personal experience, it is very difficult to notice the main entrance. Instead, it is more quick and easy to reach the quad through other buildings.

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Augmentation 3

Relocation

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Augmentation 3 - Relocation 1 Library - Bernard Sunley Building

Relocation 1 Library - Bernard Sunley Building

This replication experiments the explosion of units from the main buildings. The shapes of the buildings are quite rigid. The units that are divided into pieces in this way make the garden between the two buildings to be actively used in three dimensions.

Bernard Sunley Building

Library

Imaginary bridge that connects units and enables circulation

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Augmentation 3 - Relocation 1 Library - Bernard Sunley Building

Library Ground Floor Plan

Library Relocated Ground Floor Plan 120

Augmentation 3 - Relocation 1 Library - Bernard Sunley Building

Library First Floor Plan

Library Relocated First Floor Plan 121

Augmentation 3 - Relocation 2 Quad

Relocation 2 The Quad In the previous Augmentation task (Subtraction), there was a hollow formed in place of the Quad. In this study, the detached piece was raised and used again.

The large tree in the quad and its surroundings remained on the ground.

Section

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Augmentation 3 - Relocation 3 Music Room

Relocation 3 Music Room

The area where the music room is located is where the risk of flooding is serious.

One solution may be to relocate the building by moving up. The building can be reached with the bridge raised from the ground.

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Augmentation 3 - Relocation 4 Precedent Study

Smart Solar Blinds PANEL Combination of solar panels and blinds. SolarGaps smart blinds are the first blinds that automatically track the sun and generate electricity from its energy while keeping the space cool.

One average window (approximately 2 sq m) will generate around 1 Kilowatt per day, depending onthe location, season, building facing, etc. The auto sun tracking system ensures the most efficient sun energy is captured at all times.

The operating temperature: -20°C - 60°CIn the case of snow, blinds must be fully retracted (opened) to avoid freezing and the extra mass that snow can couse.

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• SUNPOWER SOLAR CELLS • EFFICIENCY 22.4% • 100W PER 1 SQM PER HOUR • SELF-CLEANING ETFE COATING • 25 YEARS LIFESPAN • SWISS ALUMINIUM SLATS The minimum size: W85 x H85 cm or (W33 x H33 in) The maximum size: W400 x H260 cm (13 ft 1 in x 8 ft 6 in)

Augmentation 3 - Relocation 4 Precedent Study

PROJECT EXAMPLE

Type of commercial property Location Window area Facing

Hotel Cyprus 250 m² South-East

Daily generation Project Cost

23 kWh € 130000

Annual Savings*

€ 44000

*Approximate estimations

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Augmentation 3 - Relocation 4 Sun Shading Existing Panels

Scale : 1/2

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Solar Blinds

Scale : 1/2

Augmentation 3 - Relocation 4 Sun Shading

Rolaction 4 Sun Shading A relocation idea for blinds located in the Lecture theatre building. Existing motionless panels changed with solar blinds panels.

These panels can generate energy from the sun and keep the space cold with shading when necessary.

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Augmentation 4

Replication

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Augmentation 4 - Replication 1 Sampling This study aims to see the elements individually and to generate possibilities for replication. The first sample is the structure.

Parts can take different shapes in many directions.

The second sampling is solar louvres.

These elements found on the exterior of the Lecture theatre building can also be replicated for other purposes such as separation.

1. Sampling The third sampling is on the roof and pathways to receive sunlight. It is possible to get sunlight through the openings in the flat surface even without window attachments. It can be replicated by simplifying it.

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Augmentation 4 - Replication Design Analysis

Design Analysis 3m Grids 3 meter square grids are one of the original design decisions. These grids are guiding while diversifying the location, direction and dimensions for the replication of structures. In a way, new grids are also replication of existing ones.

-Unusual and complete integration of ‘architecture landscape’ -The whole created on a 3m square grid -Unifies the buildings and landscape in scale and planning

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Augmentation 4 - Replication 1 Structure

Replication 1 Structure / 3m Grids The view on the plan of the replicated structures created by using these grids again. The idea of cross columns and placing the beams on these crosses have been preserved, but dimensions have been stretched and taken into new forms.

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Augmentation 4 - Replication 1 Structure

2. Form and Material

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The bare concrete structure of the college, visible from the exterior, is also distinctive. Large beams are joined by cross columns. Its replication is to understand whether it can preserve its existing identity as a result of repetitions and changes in the form.

Augmentation 4 - Replication 1 Structure

A perspective view of the replications of the structure elements assembled on the main quad. The aim is to understand whether structures can maintain their identity despite such changes.

The model shows only the columns and beams.

Units come together and form spaces. While the outer structures are more similar to the original ones, the dimensions increase as we go inside, and besides the bearing, they also create interior spaces.

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Augmentation 4 - Replication 1 Structure

Replications of the solar louvres used as separators.

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Two types of roofs that can and do not receive light from the top show how spaces can be formed. Since these units are conceptual, there is no plan or certain dimensions.

In an area where so many units repeat very often, as the users move, the perspective of each part will change simultaneously. Therefore, users on the move here witness the motion.

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Augmentation 4 - Replication 2 Garden Rooms

Replication 2 Garden Rooms All elements in college architecture are linked and related. These connections were made by walls, podiums and plants. Garden rooms are important parts for the replication of the layout design.

-Refined design (buildings and landscape as a single) -Overall concept in design, colours and materials -The landscape includes garden rooms linking the buildings

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Augmentation 4 - Replication 2 Garden Rooms

Garden rooms rearranged on replicated 3 meter grids

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The collage describes the design of the garden rooms together with the structure replication. Integrated design contributes to the continuity of identity in replication as in the original design. But unlike the original design, these gardens can be located not only on the ground but also on different upper levels.

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Augmentation 4 - Replication 3 Brick Pattern

Replication 3 Brick Pattern The sizes and colors of narrow buff sand lime bricks used in college buildings differ slightly from traditional bricks. The replication of this pattern also resembles the original material.

The individual movements of the bricks by breaking away from the wall provided a better understanding of the pattern and showed that it is possible to create fluid surfaces with this pattern.

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Augmentation 4 - Replication 3 Brick Pattern

Glazing option by using the brick pattern Two-layer glazing with the design Keeping the identity of the wall

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Augmentation 4 - Replication 3 Brick Pattern

Garden walls transformed with the brick pattern replication. It can take different forms to form fluid surfaces or offer new functions such as seating.

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Walls can offer new functions, such as seats, with new forms they take.

The collage brings together examples of glazing, garden wall, and fluid surface in pattern replication work. Especially the walls on the walkways can meet the needs of the users with the seating function.

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Augmentation 5

Transformation

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Augmentation 5 - Transformation 1 Moving Platforms

Brief - Media Centre A Media Centre to publish college news and members’ academic works. This is a facility where paper to be used for newspaper printing is recycled.

By publishing, the centre raises awareness on both students and managers to take action to reduce their carbon footprint.

For sustainability responses, printing should be limited, instead, they can be more active online. For printing, there should be a paper recycling process.

With the establishment of small scale systems, products such as paper and plastic can be recycled and encouraging areas can be created for the collection of recycled materials.

Cross Programming Media Centre

Transforming Platforms Product for News Music Performance Area Live Studio Terrace for Events (End of year, celebrations...)

Terrace for Second-hand sales

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Augmentation 5 - Transformation 1 Moving Platforms

1. The Ground Level When the platforms are on the ground, only the columns and beams are visible from the Quad. The ground remains as in Augmantation 4, with walkways and garden rooms.

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Augmentation 5 - Transformation 1 Moving Platforms

2. Performance Area The large fixed stage platform is located next to the dining hall. For the audience, the stage is at different angles and distance.

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Augmentation 5 - Transformation 1 Moving Platforms

3. Terrace for Events Platforms that come to the same level and approach each other in one piece are for organising collective events in this area. It can be used for times such as the end of year celebrations, special occasions or second-hand sales days.

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Augmentation 5 - Transformation 1 Case Study

Case Study California Gallery Architect: Tom Kundig Los Altos, California, 2014

The five-metre-high grid of windows is hooked up to a system of gears, pulleys and counterweights. To set them into motion, a pedal must be engaged to unlock the safety mechanism, before a hand wheel can be rotated to begin lifting or lowering the facade.

For the movement of these platforms using this system could be preferable as there will be no energy consumption.

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Augmentation 5 - Transformation 1 Shipping Container Architecture

Shipping Container Architecture Shipping Containers might be suitable for the fixed units of the media centre.

It is usually labeled as a green, sustainable, or ecofriendly form of building because it focuses on recycling, or upcycling used shipping containers.

- Less demand for brick, wood, and other building materials - Lowers the total embodied energetic cost - Shorter construction time - Steel conducts heat extremely efficiently - Needs more insulation - Needs to get rid of the Chemicals This idea came up with the 3m grid design.

Containers are also produced in standard sizes and it is possible to find approximately 3-6 meters.

Tomokazu Hayakawa Architects - TIMBER CONTAINER ‘CC4441’

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Augmentation 5 - Transformation 1 Shipping Container Architecture

St Catherine’s College The Quad and the Wolfson Library

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Augmentation 5 - Transformation 1 Floor Plans

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Augmentation 5 - Transformation 1 Floor Plans

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Augmentation 5 - Transformation 1 Sections

Section

Section

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Augmentation 5 - Transformation 1 Final Image

Final Image in Examples

Final Image in Progress

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Augmentation 5 - Transformation 2 Case Study

Case Study Parasite Workshop Project, Turkey

STANDARD

EXPLOADED

SEATING

CAT HOUSE

The workshop exploring the reuse potential of space within the urban texture; It produced alternative and sustainable scenarios by setting 45 pieces of 30x30x30 cubes within the framework of various needs.

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Augmentation 5 - Transformation 2 Case Study

Case Study Bloom - Plethora Project Winner WONDER SERIES Competition 2012 Alisa Andrasek / Jose Sanchez The project is interactive in an unusual way, as it can be designed, altered and dismantled by the crowd.

The participation of the public is really what makes Bloom come into life.

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Augmentation 5 - Transformation 2 Case Study

Case Study Plethora Project Academic Research - Discrete Economies

Credit: Samarth Syal

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Credit: Dionicio Ichillumpa

Augmentation 5 - Transformation 2 Wall - Furniture

Transformation Wall - Furniture The structures in the area are the storage for modular pieces that will be used for other purposes. Users can pull from the bottom of the wall as many parts as they want and start assembling.

This is for enabling users to design the place they use.

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Augmentation 5 - Transformation 2 Wall - Furniture

Assembling Modular parts should be easily assembled and detached and should take the desired shape in a short time.

Light The material must be light in order to be easily carried.

Strong It must be resistant to breaking, bending, even after it is assembled and seperated many times.

Sustainable The material should be recyclable and used for other purposes.

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Augmentation 5 - Transformation 2 Wall - Furniture

Safety There is a QR code on each piece. Users can access the instructions by scanning with their phone cameras. In this way, they can access safe construction ways of designs such as chairs, tables and shelves.

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Augmentation 5 - Transformation 2 Wall - Furniture

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Augmentation 5 - Transformation 2 Wall - Furniture / Material

Materials

Conceptos Plásticos Recycled plastic to create LEGO-like building blocks

Enis Akiev Marbled tiles from post-consumer plastic waste

Timber

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Augmentation 5 - Transformation 2 Wall - Furniture / Material

Material - Case Study

Material - Case Study

Waste Side Story Pavilion

Wishing Pavilion

Architect: Clood-floor, 2018, Bangkok

Architect: Daydreamers Design Hong Kong, 2020

Material Used: 1. Global Chemical(Gc) / Reprocessed Plastic Granules 2. Daiichi Plastic Company Limited / Plastic Moulding

Each of the blocks was made from a recycled-plastic material called High-Density Polyethylene (HDPE).

3. Wave Product Co.,Ltd. / Plastic Moulding

Coloured powder was added to the plastic pellets to give the material its vibrant hues.

4. Thai Prasit Textile / Plastic Mesh

Constructed from red, coral and yellow bricks to create a flame effect, the pavilion pays homage to traditional, brick burning towers.

5. Hi-Green / Plastic Film

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Augmentation 5 - Transformation 2 Wall - Furniture / Geometry

Geometry of Modules Many different shapes and angles can be tried to assemble and combine, but for this project, it is important to have shapes that can easily take functions such as seating, table, and shelf. This way, college members can easily turn the walls into whatever they want and use them whenever they need it.

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Technology The Impact of the Existing Building on the Environment

1- Energy Audit

According to the 2008 report, St Catherine’s operational rating for energy consumption is D. This is slightly better than the energy efficiency of a typical building.

While 22 percent of the annual energy consumed is electricity, 78 percent is other fuels.

Heating has a greater effect on total carbon dioxide emission than electricity.

There is no renewable energy use in college.

Technology - The Impact of the Existing Building on the Environment

The site model shows the different energy performances of the buildings in the college. Even though some buildings are lower than typical building performance, their efficiency has increased as a result of some improvements made over the years.

The one in green on the left is the last extension made in 2019.

Technology - The Impact of the Existing Building on the Environment

Recommendations Changes that pay themselves

in 3 years

- Alterations or upgrades on HVAC control systems - Setting up a ventilation servicing - Assessing the air conditioning systems - Setting up an air contioning servicing - Reviewing the overall air conditioning strategy - Upgrading and/or switching to alternative solutions

within 3 to 7 years

- Inspections on the building fabric - insulation - sealing measures - removal of accidental ventilation paths -Reducing hot water wastege - Energy efficent equipment precurement regime - upgrading existing equipment - renewing in a planned cost-effective programme

in more than 7 years

- Introducing or improving insulation of flat roofs - Replacing or improving glazing - Reviewing the overall heating strategy - upgrading and/or switching to alternative solutions - Installing building mounted solar water heating

The recommendations made to the college for improvements are categorised according to the years it will pay off.

According to these recommendations, improvements in ventilation and air conditioning give results in a short time.

Although insulation, equipment performance, glazing development, heating systems development, or solar heating system installation can profit longer, they are of high impact on energy efficiency.

Technology - The Impact of the Existing Building on the Environment

Large areas of the college such as the dining room are heated by in-slab heating, and small areas such as the student rooms are heated by recessed convectors integrated into the facade. In-slab heating is a hydronic system, provided by the fluid flowing through the pipes.

Technology - The Impact of the Existing Building on the Environment

Natural and mechanical ventilation is used in the college. The lecture theatre is ventilated with air conditioning and aluminium ventilation louvres.

Technology - The Impact of the Existing Building on the Environment

2- Consumption and Consequences

Technology - The Impact of the Existing Building on the Environment

3- Identifying Sources of Energy Waste or Leakage 1- In-slab heting with pipes under the floor heats the Lecture Theatre.

2- Aluminum louvers are placed under the seatings for ventilation.

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3- Most of the exterior in the theater is single-layer glass. It is consider as one of the biggest causes of the heat loss.

4- These buildings, built in 1960s, have cavities between the brick walls. Since no insulation material is used, walls may also cause heat loss.

5- Roof windows are beneficial in lighting with sunlight.

6- Due to the position of the hanged panels, very little sunlight reaches the theater from the roof.

7- The southern sides of the buildings are completely closed so they can’t get direct sunlight and heat.

8- Sunshade panels placed to reduce light from large windows can be useful in the summer, but are not useful for getting more sunlight and heat in the winter.

The diagram shows the heat leakage, ventilation, heating, natural lighting in the building. Heat loss in the building is generally due to the lack of insulation and single-layer glazing. The building, which has no illumination problem with its large windows, is also inadequate to receive direct sunlight.

9- Heat loss from roof windows is likely as a result of the lack of seals around opening windows, which is one of the common problems seen in buildings of this age.

Technology - The Impact of the Existing Building on the Environment

4- Addresing the Waste and Leakage with Technologies

Technology - The Impact of the Existing Building on the Environment

5- Human Behavioural Practices Student Awards

Human behaviour at the college has so far been recognized for its contribution to sustainability. College and students received awards and became one of 6 colleges that became platinum within the scope of student switch off. 13 students have been assigned as student switch off ambassadors and other students have received other awards.

‘Student Switch Off Ambassadors’

Bronze award in the NUS Green Impact programme

Rewards environmentally friendly policies and actions within colleges

one of only six colleges to reach this standard 2018 Green Impact Student Award

Also the college was awarded for; * a charge on plastic straws in the JCR * creating an online forum for students to publicise excess food they have going to waste

Sustainability Showcase at the Museum of Natural History St Catz students were rewarded for receiving a Platinum Award in Student Switch Off (intercollegiate energy saving competition).

Reduce energy usage in student accommodation and communicate this with others

Technology - The Impact of the Existing Building on the Environment

6- Proposing Changes to Human Behaviour These are some human behaviors that have an impact on energy waste. The list includes behaviors that will contribute positively (+) and behaviors that cause energy waste and should be avoided (-).

The current contribution of college students can also be continued for these behaviours, for example by assigning ambassadors.

+ Using motion-sensing light switches + Using automatic door closers

Improvements in building energy efficiency

+ Dusting and vacuuming convectors + Dusting light bulbs + Cleaning filters

Cleaning Staff

+ Taking chargers out of the wall socket + Switching sockets off

Student Ambassadors

- Leaving the tap running - Leaving electrical devices on standby

Placing informative signs for Individuals Responsibilities

- Using lifts instead of using stairs - Leaving doors or windows open - Keeping heaters or lights on unnecesarily - Use of disposable cups or containers at Dining Hall and Common Rooms

Charging disposables and asking people to bring their personal reusable cups / containers

Technology - The Impact of the Existing Building on the Environment The college and the junior common room, which is an independent structure, are active in reducing their environmental impacts. They have many projects and developments. For example, they changed the lights with motion sensor LED lights and with heating improvements, are trying to reduce their carbon footprint. The college also hosts many conferences on sustainability.

Summary and Design Development

Existing Building Drawings

Bernard Sunley Lecture Theatre Building

Residential Blocks

Library Building