Z10P3

A

CHI L D R E N ’ S

S TR E E TS C A P E

Emma Kate Burles

C O N T E N T S

Emma Kate Burles 140112171 Newcastle University School of Architecture, Planning & Landscape MArch - Stage 6 2020

1.0

A Brief Introduction

4

1.1

Locating the city

6

1.2

Edinburgh’s housing

10

1.3

Learning from the past

12

1.4

Tenements

16

1.5

Georgian Town Houses

22

1.6

Colony Housing

28

1.7

Bungalows

36

1.8

Tenements

40

1.9

The Singing Street

50

2.0

Investigating an Area

54

2.1

The Street as a Playground

62

2.2

Who is the facility for?

66

2.3

Precedents

70

2.4

Programme

72

2.5

Reclaiming Sunnyside

82

2.6

Building form

92

2.7

Final form

110

3.0

The Street as a Playground

122

3.1

Easter Road Entrance

142

3.2

Building and Making

146

3.3

Main courtyard

156

3.4

Horticulture

168

3.5

Pottery and Sculpture

190

3.6

Bothwell Street Entrance

208

4.0

Bibliography

218

5.0

Appendix

222

1.0

A A

B R I E F

Child ren ’s

I N T R O D U C T I O N

Streetsca p e

This project is an outdoor learning centre for children in the city of Edinburgh. This facility aims to encourage children to once again play outdoors without the need for technology. The increase in sedentary behaviour in children has been shown to impact on their creativity and imagination, but through this programme it will help children in the city of Edinburgh to once again discover their sense of wonder and ignite their imaginations through outdoor play and active and creative learning.

Streetscape: “The visual elements of a street, including the road, adjoining buildings, sidewalks, street furniture, trees and open spaces, etc, that combine to form the street’s character”.

4

Site axo 5

1.1

L O C AT I N G A

b ri ef

T H E

C I T Y PORT OF LEITH

h i story

Edinburgh has been the capital city of Scotland since the early 15th Century. The city is located in south-east

LEITH

Scotland, with its centre close to the southern shore of the Firth or Forth, within the counties of Midlothian and West Lothian. Edinburgh is the second largest city in Scotland, after Glasgow. Despite this, it is the second larg-

FIRTH OF FORTH

est economic centre in the UK after London. The city is renowned for medicine, literature, Scottish law, sciences, philosophy and engineering.

The city began as a fort, which endured many battles throughout the change in ownership of the land. The Old Town was built up in the middle ages at a time when the fear of an attack was constant. The buildings in the Old Town sit high on Castle Rock overlooking the New Town, which spreads out in a series of parallel streets with

Map of Scotland locating Edinburgh

Map of the UK locating Edinburgh

crescents and terraces. Edinburgh “followed a common European pattern by continually renewing itself on its original site, and the lack of space for outward expansion compelled each successive phase to conform to the original layout”1. Outside of the Old Town and New Town the city is “encircled by acres of individually distinct Victorian suburbs and finally by a ring of 20th-century construction that makes its way toward hills and sea”2.

Edinburgh today is home to over 4,500 listed buildings, which is higher in relation to area than any other city in the UK. Further to this, The Old and New Towns were listed as a UNESCO World Heritage Site in 1995.

LEITH

Edinburgh and Leith merged in 1920 into the city of Edinburgh. Leith was historically the port of Edinburgh,

STOCKBRIDGE & CANONMILLS

which developed a separate identity to the rest of the city, and that difference is still noticeable today.

NEW TOWN

NEW TOWN OLD TOWN

WEST

EAST

OLD TOWN

SOUTH

‘Edinburgh - Climate’, Encyclopedia Britannica, accessed 6 February 2020, https://www.britannica.com/place/Edinburgh-Scotland.

2 Ibid., 1

6

Map Edinburgh of areas districts in Edinburgh map

Map of Edinburgh 7

A reflection on the site visit

During the site visit to Edinburgh, as a group, we focused on two transects through the city. On these routes we recorded materiality, buildings and typog-

Material rubbing taken from the site collaged in the interior

1:100 Model of the Stockbrige Colonies

raphy.

The site visit resulted in finding the Colony Houses and was the starting point for my project. I became very interested in the variety of housing types in the city and how their approaches differed in terms of the

1:200 model of the Royal Exchange with Mary Kings Close located below

facilities they provided to the occupants.

1:20 Model of two houses in the Stockbrige Colonies

Staircases used to access the upper flats

Narrow walkways on the Royal Mile leading to large open, often green spaces with views of Arthurs Seat

Hidden Spaces

Materiality

Model of North Bridge showing section from Cowgate

Edinburgh’s Old Town is notorious for its narrow

Edinburgh’s buildings are made from a range of

Wynd’s and hidden courtyards. The Wynd’s are often

materials from the natural Scottish stone to concrete,

a dark tunnel, passing through archways that chan-

brick and timber cladding. The range of textures

nel you through into open green spaces, with some

displayed in this model were rubbings taken from the

very unexpected views. In this particular instance

site visit and create a very interesting piece when you

the courtyard revealed a very clear view of Arthur’s

can see the contrast in lines and patterns.

Seat, which was not visible from the Royal Mile. This Double-fronted properties in Stockbridge

Housing Whilst on the site visit I was particularly interested in the Colony housing that we stumbled across in Stockbridge. These houses represent a new way of

element of mystery of exploring the Wynd’s instils a childlike curiosity in the visitor to find the hidden secrets behind the city’s busy tourist streets.

Vaults located underground the city of Edinburgh

Layers Edinburgh is a city steeped in history, but does not reveal its past entirely on the surface. Hidden beneath some of Edinburgh’s buildings and streets are structures that reveal more of the city’s mysterious past.

thinking about housing in the city and had a very positive impact on the families that lived there.

8

Models presented in the October group review pin-up

9

1.2

E D I N B U R G H ’ S

Ho us ing

i ssu es

i n

H O U S I N G

Ed i n b u rgh

Edinburgh is rapidly growing at a rate far greater than most other UK cities1. The city has become increasingly

The UK now has the smallest homes in Europe

The increase in students has pushed out local residents to more peripheral locations and increased rent

1 in 20 Houses in Edinburgh are now Air BnB’s

Edinburgh has a young population

expensive to live in and is known for the least affordable housing in Scotland. Edinburgh’s house prices have

Existing and predicted population growth in Edinburgh

increased to 6.12 times the average earnings, whilst rent has also increased by 42.3 percent2. Although the residential properties have become more expensive, the quality of the buildings has declined, which is a trend evident across the whole of the UK, where new homes are the smallest in Europe. The decline in space and increase in cost is the most severe at the lower end of the market, further exacerbating inequality.

The city has also seen a large increase in the number of student properties, which is eroding access to affordable housing by rising rent and less onerous requirements. Alongside this, platforms like Air BnB have become increasingly popular, with 1 in 20 properties in Edinburgh listed on the site5. Despite the economic benefits, this is further exacerbating the housing issues and creating additional problems with amenity, repairs and maintenance.

Edinburgh’s housing is “relatively high density in character, with a large proportion of tenements and flats”6, with flatted accommodation covering a number of housing types in the city. Edinburgh has the highest proportion of households living in flatted accommodation compared to other cities in Scotland7. The flatted nature of the

Edinburgh’s population ethnicity

buildings, alongside the rising costs and declining availability has driven many families out of the city “in search of three and four-bedroom homes in areas with good public transport and road links”8 that is also more affordable.

Charlie Brinkhurst-Cuff, ‘Edinburgh’s Housing Crisis: A City Bids to Avoid London’s Mistakes’, New Statesman 147, no. 5423 (15 June 2018): 17, https://library.lincoln.ac.uk/items/eds/edsglr/edsgcl.544712285?query=edinburgh+housing&resultsUri=items%3Fquery%3Dedinburgh%2Bhousing%26target%3Deds%26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=eds.

4 Cliff Hague, ‘This Is What’s Causing Edinburgh’s Housing Crisis’, The Scotsman, 28 May 2019, https://www. scotsman.com/news/opinion/columnists/this-is-what-s-causing-edinburgh-s-housing-crisis-professor-cliffhague-1-4935333.

5 Ryan Capperauld, ‘New Data Revealing 1 Airbnb for Every 48 Edinburgh Residents Sparks Renewed Calls for Regulation on Short-Term Lets | CommonSpace’, Commonspace, 4 April 2019, https://www.commonspace.scot/articles/14069/new-data-revealing-1-airbnb-every-48-edinburgh-residents-sparks-renewed-calls.

6 ‘Housing---Topic-Report-for-Edinburgh.Pdf’, 4, accessed 27 January 2020, https://www.edinburgh.gov.uk/downloads/file/24256/housing---topic-report-for-edinburgh, 2.

7 Ibid., 2.

3

1 0

Collage of articles relating to Edinburgh’s housing issues

‘Housing Crisis “City Cannot Tackle Problem in Isolation”’, Evening News, 28 February 2008, 12, https:// library.lincoln.ac.uk/items/eds/edsgin/edsgcl.175567914?query=housing+crisis+%27city+cannot+tackle&resultsUri=items%3Fquery%3Dhousing%2Bcrisis%2B%2527city%2Bcannot%2Btackle%26target%3Deds%26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=eds.

8

Edinburgh has the most expensive homes in Scotland

Edinburgh’s building types

Edinburgh’s housing types

1 1

1.3

L E A R N I N G E dinburgh ’s

F R O M

p revi ou s

T H E

PA S T

typo l o g i es

Over the years Edinburgh has experienced many housing issues and dealt with them in a range of approaches. I started my investigation looking into the urban sprawl of the city with the housing types perceived to be the solution to issues at that time.

To move forward it was important to understand the successes and failures of past examples of housing and people’s lived experiences in relation to their homes. Through mapping Edinburgh’s history of housing I have investigated and presented five ex-

?

Level B01 1 : 100

amples of the most significant housing typologies in

South

South

1 : 100

1 : 100

South 1 : 100

Edinburgh’s history.

Tenements

I hoped that through investigating existing typologies

Georgian Houses

Colonies

Bungalows

Tenements

What is the next solution for Edinburgh’s housing issues?

I could understand the role housing has, how they support the local community, how they were built, how they were occupied and how they impacted the lives of children who lived there.

WHAT’S

NE XT?

Th e

t o

solu t ion

E d in b u rgh ’s h ou sin g

1

cu r ren t

issu es?

Section 1

1 : 50

Georgian town houses LEITH STOCKBRIDGE & CANONMILLS NEW TOWN OLD TOWN

Bungalows

WEST

EAST

SOUTH

Tenements Colony housing 1 2

Map of Edinburgh locating housing types

1 3

Looking into the past

New Tenements were the result of the 1924 Housing

1 : 100

1 : 100

South

South

1 : 100

1 : 100

?

?

Level B01

Level B01

Act. They were built with less flats, but more bed-

South

1 : 100

1 : 100

(A&DS) hosting

1 : 100

competition for a

Georgian houses were built as part of the New Town to deal with overcrowding inside the Old Town, to prevent a mass departure of the cities wealthy citizens to London.

1 : 100

Design Scotland

South

1 : 100

South 1 : 100

South

Architecture &

conditions compared to its predecessor.

South

South

Level B01

2020

rooms per dwelling to provide less cramped living

1 : 100

?

Level B01 1 : 100

1 : 100

pollution of the city

South 1 : 100

The Scottish government has pledged to ensure

South

South

1 : 100

1 : 100

South

on greenfield sites away from the

1 : 100

1 : 100

1 : 100

Exhibition.

?

house build programme. Many were

South

South

South

?

Level B01

Housing to 2040

Built as a result of a massive council

a ‘warm, safe,

1 : 100

Tenements built following a large growth in the population and an increase in the number of people liv-

1820

1862

1867

1919

1924

1940

1951

1960

West Princes

National average of

The City

The Government Housing Act aimed to im-

Housing Act

WW2 saw

43% of Scottish

House building

Street Gardens

5 people living in 1

Improvement Act

prove living conditions to allow everyone to

resulted in the

house building

households still

peaked with recon-

fully drained to

room

initiates the rebuilding

have access to running water, toilets, elec-

construction of

stop

did not have a

struction and con-

of the Old Town

tricity and more space.

new tenements

bathroom and

struction of new

33% shared a

peripheral towns

connect Old Town

ing in cramped conditions

with the New Town

in the Old Town.

1999

2001

Scotland

Housing Act

established their

stopped Right

own Parliament

to Buy Council

affordable and accessible’ for everyone in Scotland over the next

House Scheme in

20 years

Scotland

toilet

1 8 0 0

1900 Great Fire of Edinburgh (1824)

WW1

2000

Leith & Edinburgh merge to make one city

UNESCO World Heritage Status (1995)

WW2

1766

1820

1833

1861

1866

1920

1930

1945

1954

1970

1980

1991

Bedroom Tax

Competition held

Conditions of the

Edinburgh is

The population more

The Grassmarket

- Cramped,

- Construction boom

Overcrowding,

Housing Act forced

Decline in

Restoration of

The biggest recession in

introduced in the

to plan the New

Vaults deteriorat-

declared bankrupt,

than doubled from

Mission Charity was

unsanitary,

aiming to clear slums,

poor hygiene and

local authorities to

house building

houses in the Old

Britain since The Great

UK, which reduced

Town of Edinburgh.

ed, mainly because

partly due to the

82,560 at the turn

launched to provide

inadequate living

but when providing new

damp conditions

draw up plans for

Town leads to a

Depression of the 1930’s

the housing benefit

James Craig won

of damp and poor

development of

of the century to

better living condi-

conditions, with

houses the focus was

reached their peak. slum clearance

population in-

with his plan to

air quality. The

Leith Docks

168,121 by 1861

tions in the Grass-

large numbers of

on quantity not quality.

The Government

crease in the area.

create a simple

businesses left and

market and Lawnmar-

people sharing

- Large number of

called for 50,000

rectilinear arrange-

the very poorest of

ket area of the city.

toilets. This lack of sub-urban houses were

homes to be built

Right to Buy

ment of parallel

Edinburgh’s citi-

The area of the city

hygiene and severe built offering clean

per year to get

Housing Act gave

streets with a

zens moved in.

with the worst slums,

overcrowding

running water and

people out of the

council tenants

square at each

known for overcrowd-

caused diseases.

electricity.

slums and also

(55% of

end. Construction

ing, poor sanitation

- Most families

- Focus was still on

encouraged

population in Scot-

of the New Town

and alcoholism.

lived in just 1 or

quantity over quali-

construction of

land) the

providing better

2 rooms without

ty meant poor space

large housing

opportunity to buy

housing.

basic amenities.

standards, higher den-

schemes to relieve

their property at a

sity and less attractive

the problems.

significantly dis-

began in 1767.

1 4

locations.

social tenants re2007 Private led house building rose, but

ceived if they were deemed to have a spare room.

then dipped follow- Scottish Parliaing the economic ment focused on downturn

Fuel Poverty and

1 5

1.4

T E N E M E N T S Ty p o l o g y

Stu d y

1

The first housing typology studied was the Tenement, which was built following a large growth in the population and an increasing number of people living in cramped conditions in the Old Town. The increase in demand for housing from the growth of the population resulted in a housing typology that made use of limited space in the city. “Since private transport was very expensive and public transport in its infancy, housing was provided close to employment opportunities”9, resulting in the tenements being built in close proximity to the city centre.

Tenement refers to a building of multiple occupancy and is often associated with undesirable living conditions.

Many of the families would live in a flat that consisted of two rooms: a kitchen and a bedroom. The kitchen was considered to be the heart of the home, but the home was not only confined to the walls of the individual flat, it in fact extended into the stair, the street and the back yard.

The Tenements offered a sense of security, community and a “genuine feeling of comradeship, which was essential for survival in such difficult conditions”10. Despite the harsh conditions most endured whilst living in these buildings, records from books such as, Up Oor Close and She was Aye Workin’, have shown the fondness and joy people had recalling their memories. Some recalled memories from their childhood, how animated these buildings became through ambitious theatrical entertainment often using the recessed bed with curtains in the kitchen11, games, food and music. The buildings represent an expression of community and were the reason for close-knit families and neighbours. The environment the Tenements created allowed children to play with a large community of children, inside the flats using architectural features such as the box bed, on the stairs and communal landings, in the back yards and on the street.

To some “a forbidding, a blackened building, dilapidated and vandalized beyond repair”12, but for many they are places full of fond “memories of family closeness and a valuable community life”13. The tenement highlights many lessons we can learn in creating a successful community, enhancing family life and the fun childhood of children growing up here.

Raymond Young, Annie’s Loo: The Govan Origins of Scotland’s Community Based Housing Associations (Glendaruel, Argyll: Argyll Publishing, 2013), 19.

10 Prime Minister Rt Hon Helen Clark and Elizabeth Carnegie, She Was Aye Workin’: Memories of Tenement Women in Edinburgh and Glasgow, repr edition (Oxford: White Cockade Publishing, 2003), 125.

11 Jean Faley, Up Oor Close: Memories of Domestic Life in Glasgow Tenements, 1910-1945 (Oxford: White Cockade Publishing, 1990), 76.

12 Ibid., 17.

13 Ibid., 9

1 6

1:50 Section through a Tenement 1 7

A model recreating a childhood memory of a previous tenement occupant After looking into the tenement building history in Edinburgh and reading Up Oor Close and She was Aye Workin’ I became interested in investigating the typologies from the perspective of a child.

1 8

A colllage of tenement life for a child

The tenement and the street as a home and playground for children 1 9

O r Level i g i 00 nal Floorplans Level 00

M oLevel d e00r n A l t e r a t i o n s

Press

Cl o s et

P res s

S t o re

Cl o s et

Landing

Pantry

Sto re Bed Recess

W/C

Hall

Sto re

Bedroom B e d r o o m Bedroom B e d r o o m

Kitchen

Hall

Kitchen

Landing

Bedroom

Landing S t ore

Bathroom

Be d ro o m

Bathroom

La nding

Hall

B ed S t o r e R eces s

Kitchen

Bathroom

Bedroom

Bedroom

Sto re

Kitchen

Bathroom

Scullery

Bathroom

1 : 100

1 1 :: 100 100

Hall S t ore

St ore Hall

Bedroom

Store Pantry

Kitchen

Kitchen

B ed S t o re H a l l R eces s Press Store Cl o s et

B ed S t o re R eces s Hall

Cl o s et

P res s

South

Bedroom

Parlour

Bedroom

Store

S t o re

Store

S t o re

Room

Bedroom

Level 00 Original Plan

1 : 100

2 0

South 1 : 100

Street Elevation 1:200

Level 00 1 : 100

Living Room

Bedroom

Bedroom

Bathroom

Living Room

Living Room

Living Room

Level 01 & Upper Floors Modern Alterations

Living Parlour

Be d ro o m

1 : 100

Hall Hall

Be d ro o m

Level 01

Bedroom

S t ore

Kitchen

Bedroom

B at hro o m

Bathroom

Ki t ch en

Scullery

Be d ro o m

Scullery

Level 01 & Upper Floors Original Plan

1 1 :: 100 100

Scullery

Living Room

Kitchen

Bedroom

Pantry Hall

Bedroom

Bedroom B e d r o o m Bedroom

Hall

Hall

Bedroom

Bedroom

Bedroom

W/C Kitchen

Kitchen

Living

Living

Room

Room

Bathroom

Level Level 01 01

Bedroom

Bathroom

Parlour

Kitchen

S t ore

Bedroom

Bathroom

Parlour

Bathroom

Hall

Hall Hall

Store

Bedroom

Store Pantry

Store

Bathroom

Hall

Bedroom

Bedroom

Kitchen

Living Room

Level 00 Modern Alterations

Map of Edinburgh locating Tenements

Level 00 1 : 100

2 1

1.5

GEORGIAN HOUSES Ty p o l o g y

Stu d y

2

Georgian Town houses were built between 1767 and 1850 to deal with overcrowding inside the Old Town walls, to prevent a mass departure of the cities wealthy citizens to London14. These buildings were a response to the age of enlightenment that has arrived in Edinburgh (intellectual and philosophical movement that dominated the world of ideas in Europe during the 18th Century) and to house the professional and merchant classes15. The Georgian Houses were built when servants were essential to running a house and highlight the huge financial gap between the inhabitants of Georgian houses and the majority of the population that lived in over-crowded tenements. The Georgian houses are an elegant expansion to Scotland’s capital that follow the natural contours of the land on a simple axial grid. The Georgian houses today are still a symbol of elegance and remain homes for those wealthier in the city.

Robert Louis Stephenson, a famous Scottish author, was born in Edinburgh in 1850 and grew up in a Georgian House in Herriot Row16. Stephenson records his childhood experiences in his book ‘A Childs Garden of Verses’ where he reminisces about playing, often alone, in the safe confined outdoor area behind the railings of his home and the pocket parks17. This depicts a very secure and lonely environment compared to that of children living in tenements, demonstrating that despite the comforts these houses provided they resulted in a secluded and unfulfilled childhood.

‘BBC - History - British History in Depth: The Rise of Edinburgh’, accessed 6 February 2020, http://www.bbc.co.uk/ history/british/civil_war_revolution/scotland_edinburgh_01.shtml.

15 Ibid., 16 ‘Heriot Row History’, accessed 6 February 2020, http://www.heriotrow.org/history/growing-up-in-heriot-row/.

17 Robert Louis Stevenson, A Child’s Garden of Verses (London: Victor Gollancz, 1985), 73–86.

14

2 2

1:50 Section through a Georgian Town House 2 3

James Craig’s plan on the New Town, 1767

2 4

A colllage of Georgian town house life for a child

Map of Edinburgh locating Bungalows

Queen Street Gardens - Access for Georgian Property Owners 2 5

Level 02

Level 01

1 : 100

1 : 100

Original floorplans for a five storey Georgian House

Modern alterations on a four storey Georgian House Level 00 1 : 100

Level B01 Level 01

1 : 100

Level 01

1 : 100

1 : 100

Level 01

Level 03 1 : 100

1 : 100

Store

1 : 100

Level 03

Cook’s Room

Master Bedroom

Kitchen

Level 00

South

Dre ssing Room

1 : 100

B athro o m

Kitchen

Level 01

1 : 100

1 : 100

Study

1 : 100

Level 02

Store

Servants’ Hall with Bed Recess

Wine Cellar

Store

W/C

Inner Hall

Bedro o m / D res s i n g Ro o m

Ante room Bedro o m

Parlour

Servants’ Bedroom

Dining Room

Upper Servants’ Bedroom

Cellar

Bathroom

Level B01 1 : 100

1 : 100

Sto re Ha ll Closet

Ensuite

Hall Closet

Ensuite

B athro o m

Hall

Bedroom

Hall

Uti l i ty

Hall Bedroom

Store

Bedroom

Bedro o m

Bedroom

Level 00 1 : 100

Level 00

Level 00

Level 01 Level 01 1 : 100

1 : 100

Level 01

1 : 100

Level 02 1 : 100

Level 02

Bedroom/ Nursery

Level 03 Level 03 1 : 100

1 : 100

Level 03

Level 02

Level 01

1 : 100 Level Bed r o o m B01 Bedroom 1 : 100

1 : 100 D r a w i n g Room

Cellar

Level B01

Street Elevation 1:200

Cellar

Level -01

Level 00 1 : 100

Level 00

Level 01 01 Level 1 : 100 1 : 100

1 : 100

Level B01

Cellar

Level B01

B athro o m

Dining Room

B e d r o o m Hal l

Hall

Level 02 2 6

Level 00 Bedroom

Cellar

Level -01

Sto re

Bedro o m

Hall

Drawing Room Cellar

Bedro o m

Sto re

Scullery/ Store Store

Level 01

Level 02 02 Level 1 : 100 1 : 100

Street Elevation 1:200 2 7

Level 02

South 1 : 100

1.6

C O L O N I E S Ty p o l o g y

Stu d y

3

The Colony Houses adopted a very different approach to other typologies, with the owners of the houses constructing them under the Edinburgh Co-operative building company, for their working-class families. “The poor state of housing in the Old Town, and soaring prices in the New Town, meant that Edinburgh artisans were in desperate need of good quality, affordable housing”18. The Edinburgh Co-operative Building Company Ltd was formed of seven stone masons that used their skills to make reasonably priced homes that would improve the housing conditions of the working class19.

The Colonies were built between 1850 and 1910 and are located in 10 sites around the city20. The colonies were built depending on locations of industries in the city and were the first typology to branch out further from the city centre, often located on the periphery where “demand was high and land was cheap”21. This housing typology was very advanced for its time, having an indoor toilet and private garden, providing families with facilities only found in wealthy homes at this time.

This typology “broke with urban tradition and gave every family a front door and its own garden ground”22. The housing consisted of an upper and lower flat, with the lower flat on the ground floor and the upper flat on the first and second floor, accessed using external staircases. The colonies cottage style terraces are a quirky addition to Edinburgh’s architecture, but were by no means extravagant. They were substantially constructed using local building materials such as stone, lime and slate23.

The Colonies are conventional houses, built and used by local people that prioritised the wellbeing of families and the facilities that could be provided. The Colonies certainly created a community and a cosy neighbourhood for children to grow up in where they would be safe to play. Alongside this, each home had a small garden providing further space for children to play in the security of their own home and enlivening the local community.

‘How the Colonies Became an Edinburgh Institution | Edinburgh News’, accessed 10 February 2020, https://www. edinburghnews.scotsman.com/whats-on/arts-and-entertainment/how-colonies-became-edinburgh-institution-822938.

19 ‘Edinburgh Colonies, Photos, Colony Housing Edinburgh’, 4, accessed 6 February 2020, http://www.edinburgharchitecture.co.uk/edinburgh-colonies.

20 ‘Edinburgh Colonies, Photos, Colony Housing Edinburgh’.

21 Jack Gillon, ‘EDINBURGH COLONIES’, n.d., 5.

22 ‘Edinburgh Colonies, Photos, Colony Housing Edinburgh’, 3.

23 Gillon, ‘EDINBURGH COLONIES’, 5.

18

2 8

Section through a Colony House 2 9

3 0

A colllage of Colony housing life for a child

Balmoral Place, Stockbridge

VE Day Street Par ty, Stockbridge, 1945

Abbeyhill Colonies, 1977

Valentine family, Bell Place Stockbridge, 1914

Stockbridge Colony children 1976

Fyfe Family, Reid Terrace, 1985

Stockbridge Primar y School

Inverleith Park 1900

Balmoral Place, Stockbridge

3 1

Colony locations

3 2

Stockbridge Colony 1:100 model

3 3

Be dro o m

Store

Stockbridge Colony

Ba t hro o m

Slateford Colony

B e d ro o m

B e d ro o m Be dro o m

Level 01 Level 01

Level 02

1 : 100

Level 02

1 : 100

Level 02

1 : 100

1 : 100

D i n i n g

K i tc h e n

R o o m

Level 00 Level 00

Level 02

1 : 100 Lo ung e

1 : 100

Bedroom

Bathroom H a l l

Ha ll L i v i n g

R o o m

D ining Ro o m Kitchen

Level 01

Level 01 1 : 100

Level 01

Level 01

Level 02

1 : 100

Level 00

1 : 100

1 : 100

Level 00 1 : 100

Liv ing

Kit c he n

B e d ro o m

Ro o m

Bathroom

Ha ll

H a l l

Store

L i v i n g Be dro o m

Bathroom

R o o m K i tc h e n

Level 01 1 : 100

Le

Level 02

1:

1 : 100

3 4

Street Elevation 1:200

Street Elevation 1:200

Level 00 1 : 100

Level 00

Street Elevation 1:200

Street Elevation 1:200

Level 00 1 : 100

Level 00

3 5

1.7

B U N G A L O W S Ty p o l o g y

Stu d y

4

Post-1920 saw the introduction of the bungalow in Edinburgh. After “the First World War there was almost no resumption of private sector tenement building”24, with the majority of new owner-occupied homes being built as bungalows. This demonstrated the hostility towards tenement living at the time and a shift towards a family home. This was “the ‘golden age’ of the ‘bijou’ bungalow, ribbon development planning and suburban sprawl”25. Not only was this a change in the architectural scale, it also saw the decline in distinctive Scottish stone and replaced it with a cheaper alternative such as Portland cement, concrete and mass production brick.

The bungalows were the result of a massive council house build programme. Many of these houses were built on greenfield sites away from the pollution of the city but relied upon cars for transport to the city centre. The bungalow was a form of anglicisation of the Scottish townscape, but had strong appeal over the traditional tenement. The new bungalows were idealised by the ownership of a single-storey self-contained home with a drive and garden, moving away from flatted tenement living. Private gardens became the play space for children which offered security, but isolated children from the community. Further to this, the bungalows were set out on meandering streets with crescents and squares26, offering a wealth of green space, but sadly intensified social and spatial segregation creating a distinct lack of community relations, unlike the tenement.

Perception of the new bungalow in 1930 ANNETTE O’CARROLL, ‘Tenements to Bungalows: Class and the Growth of Home Ownership before “World War II”’, Urban History 24, no. 2 (1997): 234.

25 Douglas Niven, The Development of Housing in Scotland (London: Croom Helm, 1979), 30.

26 ‘Housing in Scotland’, in Wikipedia, 10 January 2020, https://en.wikipedia.org/w/index.php?title=Housing_in_Scotland&oldid=935168611.

24

3 6

1:50 Section through a Bungalow 3 7

South 1 : 100

Bungalows

South 1 : 100

South

South

Street Elevation 1:200

1 : 100

L i v i n g

Level 00 1 : 100

B ed room

B at h room

Di n i n g

R o o m

K i tc h e n /

R oom

1 : 100

D i n i n g

Bathroom B e d ro o m

R o o m H a l l

H al l B ed room

B ed room

A colllage of bungalow life for a child

Map of Edinburgh locating Bungalows

R o o m

B e d ro o m

G a r a g e

G arage

3 8

U ti l i ty

Ki t ch en

L i vi n g

R oom

Original floorplans - Level 00 Level 00 1 : 100 Level 00 1 : 100

S i tti n g

R o o m

B e d ro o m

Modern alterations - Level 00 Level 00 3 1 : 100

9

1.8

T E N E M E N T S Ty p o l o g y

Stu d y

5

“Tenements are particularly prominent in Scottish cities and have been a symbolic battleground in the long-running confrontation of ‘history’ and ‘modernity’ in the built environment”27. The traditional tenement has inspired various iterations of ‘new’ tenements that differ depending on the political views and priorities of the designers, Adam Horsburgh Campbell, Sir R.Rowan Anderson and Ebenezer MacRae, at the time28.

Some of the design variations include: five-storey sandstone tenements with balconies, low density four in a block tenements, three-storey high density rendered tenements, three-storey brick tenements, solid stone façade tenements with hidden walls using brick, two-storey brick crescent tenements, three-storey rendered linear tenements with projecting stone and three and four-storey stone south facing tenements with balconies29.

The 1924 Housing Act resulted in the construction of new tenements built with more bedrooms per dwelling, fewer flats and were cheaper and plainer than their predecessor. The new tenements are located around the city, with some extending into Leith. The new tenements had lower modern floor to ceiling heights and provided families with five rooms per flat including a bathroom of their own, which was not previously provided in the traditional tenement.

The new tenements, despite providing a less dense living arrangement, unfortunately created less sociable environments for children to grow up in. Fewer families lived in the new tenements compared to that of its predecessor, which when combined with larger apartments that families kept private, meant communities were never as strong as the original tenement.

‘The New Tenement: Tradition and Modernity’, The New Tenement Conference 2013 (blog), 18 April 2013, https:// thenewtenement2013.wordpress.com/2013/04/18/the-new-tenement-tradition-and-modernity/.

28 Municipal Dreams, ‘Edinburgh’, Municipal Dreams, accessed 12 December 2019, https://municipaldreams.wordpress.com/category/edinburgh/.

29 Municipal Dreams, ‘Edinburgh’, Municipal Dreams, accessed 12 December 2019, https://municipaldreams.wordpress.com/category/edinburgh/.

27

4 0

1:50 Section through a ‘New’ Tenement 4 1

Bedroom

Level 1

Bathroom

R e n d e r e d Te n e m e n t H al l

L i vi n g

K i t ch en

1 : 100

Bedro o m

Ro o m

Level 02

1 leveL

Level 1

001 : 1

Bedroom

Bathroom

1 : 100

Bedro o m

H al l

K i t ch en

L i vi n g Ro o m

Level 1 1 : 100 Level 1

Level 01

1 : 100

Level 0

Level B e d r o o0 m

Bathroom

1 : 100

1 : 100

Bedro o m

H al l

0 leveL 001 : 1

L i vi n g K i t ch en

4 2

A colllage of new tenement life for a child

South 1 : 100

Street Elevation 1:200

Level 0 1 : 100 Level 0 1 : 100

Ro o m

Level 00 4 3

C h a n g i n g I d e a s f o r t h e Te n e m e n t

The mini-tenement at Willowbrae/ Abercorn, 1920

The Pleasance, 1934 - 1938

-Hybrid between cottage and tenement.

-Solid stone tenements and shops.

-Known as ‘cottage flats’ or ‘four in a block’. The central door is an open close to the upper flats.

-Changed building planes, storey heights and

-High-quality, lower denisty housing and well-designed but expensive to build and to rent and

tall chimney stacks.

didn’t cater for the poorest in society.

H i g h S c h o o l Ya r d s , O l d To w n , 1 8 9 6 - 1 8 9 7 -Built under the 1890 Housing Act and the 1893 major Sanitary Improvement (slum clearance) scheme -Scheme by the Burgh Engineer, John Cooper -Viewed as a ‘sanitised’ version of the traditional tenement -Scots Baronial five-storey sandstone tenements -32 Flats with rear deck access balconies at a cost of £200 each -Shops built underneath

Craigmillar tenement,

Royston Mains Crescent

m i d 1 9 3 0 ’s

tenements, 1935

-One of MacRae’s denser developments,

-Post 1935 2-storey housing act

on a peripheral sites which failed

-Only inter-war Council housing built in

-A slum clearance estate on the very edge

facing brick.

of Edinburgh

-Utilised MacRae’s signature banding at

-2000 houses were built within three-sto-

first floor level.

rey tenements with a handful of shops and other amenities

19 0 0

1 9 1 0

1920

1930

1 9 4 0 Whitson Crescent,

Gorgie Road

1932

tenements, 1936

-MacRae’s first feature crescent

-Linear street block

-Brick before and after roughcast

-Projecting stone and canted bays.

Piershill, 1938 -Three and four storey tenements in stone and roughcast -South-facing with some sun balconies for the first (and last) time.

4 4

4 5

: Kitchen/ Living / Dining Space

Comparing typologies

: Bedrooms

I ndi v i dual

: Hall/ Circulation

uni t s

: Bathrooms : Servants Quaters : Garage : Garden/ Outdoor space

Interior: 85m2 Gardens (Shared): 199m2 T O TA L : 2 8 4 m 2

Ground Floor Flat

Interior: 62m2 Gardens (Shared): 199m2 T O TA L : 2 6 1 m 2

Interior: 53m2 Gardens (Shared): 199m2 T O TA L : 2 5 2 m 2

Upper Floors Side Flat

Upper Floors Central Flat

Te n e m e n t s 4 6

Interior: 533m2 Gardens: 151m2 T O TA L : 6 8 4 m 2

Interior: 54m2 Gardens: 32m2 T O TA L : 8 6 m 2

Interior: 92m2 Gardens: 30m2 T O TA L : 1 2 2 m 2

Ground Floor Flat

G e o r g i a n To w n H o u s e s

Interior: 141m2 Gardens: 325m2 T O TA L : 4 6 6 m 2

Interior: 60m2 Gardens (shared): 326m2 T O TA L : 3 8 6 m 2

Bungalows

‘ N e w ’ Te n e m e n t s

Upper Flat

Colonies

4 7

Design features that children responded to

Level 0 1 : 100

After the site visit I initially thought my thesis project would evolve into a residential project, responding to the housing crisis that awaits Edinburgh. However, after researching into five typologies I have since become very interested in the way children occupied the spaces they grew up in. The diagrams on this page represent the most successful features of each typology, recalled by the children who lived there.

South 1 : 100

South

South 1 : 100

1 : 100

Te n e m e n t s

G e o rg i a n To wn H ous e s

Co lo nie s

Bung a lows

‘ New ’ Tenements

Communal stairs were animated play spaces

Secure play spaces to allow play without observation

Animated play at different levels

Animated play at different levels

The street as a playground

1 : 100

Level 01 1 : 100

Level 02

Level 00

1 : 100

1 : 100

Level 00 1 : 100

Communal garden for children to socialise and play

4 8

Communal stairs were animated play spaces

Private garden for children to play

The street as a playground

The street as a playground

Communal garden for children to socialise and play

4 9

1.9

T H E

S I N G I N G

E xplo ri n g

S T R E E T

& Map p i n g th e L a n d sca p e

U rb a n

I decided to take this knowledge of the housing typologies located around the city and explore the urban landscape. To start this investigation I explored ‘The Singing Street’, a short film made in 1950 about the pupils of Norton Park School. The film documents pupils playing street games and singing traditional songs at various locations around the city30. The 1950’s were a time when the Edinburgh Corporation designated many inner city streets as “children’s play areas”31. The film captures part of children’s history before playing in the street began to decline with the advent of mass television ownership32. Further to this, slum clearance soon transformed the social surroundings in which most children grew up, but dissolved old communities which further reduced the number of children playing in the street.

The area captured on film around Norton Park School in the 1950’s was a more industrial place than it is today.

The film captures part of the city located between the New Town and Leith. Leith was historically the port of Edinburgh and subsequently developed a separate identity to the rest of the city. To some extent this difference still remains, with the area on the border of the city and Leith rich in diverse building types and uses. The area contained numerous industrial premises including two major printing works, a large engineering works, a timber merchants’ yard and a tobacco factory surrounded by tenement buildings built for artisans.

My investigation lead to mapping out the scenes filmed in the Singing Street. Through this mapping I was able to investigate particular clusters of areas used in the filming, both historically and today to find a place of interest to potentially locate my project.

N. McIssac, ‘The Singing Street’, Folklore 63, no. 4 (1952): 227.

‘The Singing Street’, in Wikipedia, 18 December 2018, https://en.wikipedia.org/w/index.php?title=The_Singing_ Street&oldid=874298066.

32 Ibid., 30 31

5 0

Still images taken from the film, The Singing Street

Mapping out scenes from the Singing Street

Identifying areas to analyse in greater depth

5 1

01

03

Streets of interest: Albion Road, Albion Terrace, Bothwell Street, Edina Place

Streets of interest: Victoria Terrace, Victoria Street

Industrial History: Steel Works, Engineering Works, Glass Works, Timber Yard, Edina Works, Gas Works, Water

Historic uses: St.John’s Church and Parish School, St.John’s Free Church and School, Assembly Hall

Factory Current uses: Hotels, Cafe’s/ Restaurants, Night Clubs, Residential flats/ tenements, St.Columba’s Free Church Current uses: Easter Road FC, Artist Studios, Residential houses/ flats/ tenements, Leitheatre Other: Part of the historic Old Town with towering buildings layered above one another, with small walkways Other: Location of Norton Park School, which is now Norton Park Business Centre

02

Streets of interest: Easter Road, West Norton Place Historic uses: Primary School, Petrol Station

and steps used to film children playing

04

Streets of interest: Calton Road Historic uses: Calton Jail, Calton Hill Brewery, Craigwell Brewery Current uses: Hotels, Cafe’s/ Restaurants, Scottish Government, Student Residences, Residential flats Other: Interesting topography, with railway lines and Waterloo Place crossing street from above

Current uses: London Road Gardens, Residential flats/ tenements, Shops, Offices Other: Location of road closures by Edinburgh Corporation to allow children to play in the streets

5 2

5 3

2.0

I N V E S T I G AT I N G

A N

A R E A

An a l ysi s

I chose this area to investigate as a result of mapping the scenes filmed in The Singing Street. This area has been expanded from previous drawings to incorporate a larger expanse of the city to investigate. This area, which is located to the east of the city centre, on the border of the New Town, includes two locations that were the most frequently used in filming The Singing Street and includes the building that was previously Norton Park School.

This area of interest also incorporates the most densely populated place within the city with lots of diversity, which has resulted in the mixing and overlapping of many lives. Due to this the area has no defining architectural style, with houses varying from listed Georgian properties to modern flatted apartments, tenements and detached housing. Within this there are a number of gap sites that could allow a built proposal that is in close proximity to the city centre. The map demonstrates three sites that have been explored to understand the potential for an intervention that would reintroduce playing in the street.

The area is on the border between the city centre and Leith, and as a result has had an ever changing appearance as it continues to evolve with the growing needs of the city. The area has a strong historical background of industrial work, however very little evidence of this still exists today. The city saw a shift from industrial work to technology and with it saw a drastic change in the types of buildings in this area. The previous adaptations this area has undergone demonstrates the leading role it has in changing the city to adapt to future circumstances, making it appropriate for a new scheme to improve the lives of the next generation.

5 4

Identifying Potential Sites

Locating the Area of Interest within the City

5 5

01

Former Central Station

St.Margaret’s Church

The first area is located to the South of London

Abbeyhill Colonies

Road and West of London Road Gardens. The site is the smallest of the three with just 1,340sqm and is located within the New Town conservation area. The site currently sits vacant, but was previously a petrol

Former Corn Mill

station. The site has access from both West Norton

Former Engineering Works

Place and Montrose Terrace, but has a level change,

Former Cork Factory

with Montrose Terrace a storey above West Norton

London Road Gardens

Place.

Former Chemical Works Former Saw Mill

L

Former Iron Foundry

O

N

D

O

Conservation Area: Leith

N

R

O

A

The site sits to the west of the former Regent Road

D

School, which was built in 1874 and is now listed,

Former Regent Road School

but has since been transformed into offices for a technology company. To the north and east of the

Former Timber Yard

K

Former Quarry: Quarry Holes

Former Steam Joinery Works

L

N

T

R

O

S

E

T

E

R

R

A

C

site there are a mix of tenements varying in age and

E

style, with some using the ground floor for commercial uses.

West Norton Place is a Street of particular interest due to its history of children playing there. Not only was this captured in the 1950’s film, The Singing

W

A

O

Former Militin Artillery Barracks Site

nated as a play area for children, up until the late

Norton Park Former Norton Park School

I

1960’s.

Former Water Factory Now Artists Studios

E

Former Goods Station

vehicles by the Edinburgh Corporation and desig-

Norton Park Conference Centre Former St Mungo’s Church

O

T

A

H

D

Former Copper Works

Street (as captured below), it was also closed off to

M

Easter Road Stadium

Despite the links to The Singing Street and history

R

Lochend Loch

of its designation to children playing in the street,

L Conservation Area: New Town

the site is perhaps too small to provide a facility on

Former Steel Works

R

Former Timber Yard

unsuitable.

L

O

N

D

O

N

E

R O A D

A

R

A

2

m

0 34

1,

D

T

E

R

R

A

C

E

S

T

R

O

E

A

E

S

T E R

C A R LT O N T E R R A C E

O

WEST NORTON PLACE

Former Gas Works

S

T

E

the scale I invisage and has therefore been deemed

LE I T H C E N T R A L D I SU S E D R A I LWAY L I N E

N O M

:

5 6

List ed

buildings

:

H ighest

densit y

are a

i n

E d i n b u rg h

Mapping the Site

Locating the Site

West Norton Place in The Singing Street 5 7

02

The second site investigated was to the east of Leith

Former Corn Mill

Walk, on the border of the Leith Walk conservation area. The site is an area of backland, which is currently vacant of buildings and only used as a car park for nearby offices33. The site is the largest of the

03

Former Militin Artillery Barracks Site

The third area under investigation is located to the east of Easter Road and south of Leith Central railway line, which is now disused. The site has access from Easter Road, with the potential for access from Bothwell Street if the level change is addressed. The

three, being 10,064sqm and has access from both

entrance from Easter Road passes between St.Mar-

Leith Walk and Halmyre Street.

garet’s Church and a stone tenement with its ground

Vehicle Repair Shop

K

St.Margaret’s Church

T

T

A

Crawford Foot Bridge

The site is currently home to a vehicle repair shop

O

tial apartments above. The northern half of the site

and a football club, which would be demolished as

Leitheatre

R

was previously an engineering works factory, which

part of the scheme. The site is also currently a small

has since been demolished. The lower part of the

road, named Sunnyside, which would be re-purposed

potential site is a former tram depot, which has been demolished but the significant level change from the

as a pedestrian only area as part of the scheme.

Former Timber Yard

E

residential flats to the south still remains.

S

I

Football Club

R

H

R

E

W

E

A

T

L

commercial on the ground floor, but typically residen-

With the Council’s plans to turn the Leith Central

T

Former Chemical Works

Y

a bingo hall34. The bingo hall and other buildings located to the north sit within the railway arches of

M

LEITH C EN TRAL D IS U S ED RAILWAY LIN E

A

R

mill, which has seen a dramatic transformation into

L

with the sites of a former timber yard and steel and glass works slightly further afield.

Despite the large area the site provides, the location

A

cycleway as a method of transport to access the site.

The area surrounding the site has an industrial past,

Manderston Street.

and dense surroundings is a drawback. The site is

H

have direct access to the green space and use the

E

L

Former Iron Foundry

railway line into a green cycleway, the scheme could

S

On the northern border of the site sits a former corn

E

E

floor commercial units.

D

The buildings between the site and Leith Walk are

Not only is this area the most significant in the film

not within close proximity to any green open space

The Singing Street, with numerous locations nearby

and access for a large number of children in such a

being used for filming (as captured below), it is also

busy location could be problematic.

the location of the former Norton Park School where

A O

T R

ES

E

T.

E

YR

T

T

M

AL

H

I

E

5 8

U

3,

N

23

N

Y

2m

S

ID

AL

2

Locating the Site

O BI

N

TE

CE

RO

AD

E

33

H A L M Y R E

L

E

.

ST

Mapping the Site

‘Leith Walk Halmyre Street Site Analysis Report March 2020.Pdf’, 1, accessed 13 March 2020, https://consultationhub.edinburgh.gov.uk/sfc/leith-walk-halmyre-streetsite-brief/supporting_documents/Leith%20Walk%20 halmyre%20Street%20Site%20analysis%20report%20 March%202020.pdf.

34 Ibid.,

S

A RR

S

10,064m 2

E

S T R E E T

W H

RE

R

N

NT

T

IO

OR

S

B

TH

N

AL

O

R

D

A

R

A

O

L

G

BOTHWELL

S

T

R

E

E

T

E

K

D

the children who were filmed playing attended.

Mapping the Site

Locating the Site

Bothwell Street in The Singing Street 5 9

Chosen site From the research I have undertaken into the three potential sites, I have decided that site 3 would be

Norton Park Conference Centre Previously St Mungo’s Church

Old Militin Artillery Barracks Site

the best for my project. The close proximity to green space, size of the site, rich history and ties with The Singing Street were contributing factors in making Remove Ve h i c l e repair shop

The site has been expanded from the previous investigation, to now include the land on the south of Block or restrict vehicular access to Sunnyside from Easter Road

chimney, that will be largely retained as part of the scheme.

Norton Park Previously Norton Park School

Albion Business Centre

Remove indoor Football shed

Leitheatre Amateur Theatre Group

Remove warehouse extension

This area has a very rich history of industries, which is a far cry from the uses of the buildings today.

The images below look at the history and map the

Warehouse

Old St. Andrew Steel Works Site

Old Timber Yard Site

A

change of urban development over the last one hun-

Artist Studios Previously Edinburgh Sculpture Workshop

D

Sunnyside. This includes an existing warehouse and

Easter Road Primary School Previously Easter Road Station

Create a safe place for children to once again play in the streets

this decision.

Easter Road Stadium

dred and thirty years and investigate what the area is

Edina Works Warehouse

R

my intervention.

R

tigation it would guide me towards massing ideas for

O

Block or restrict vehicular access to Sunnyside from the underpass south of Bothwell Street

home to today. It was hoped that through this inves-

E

Old Glass Works Site

Engineering Works

E

A

S

T

Initial plans for the existing buildings on the site

NEW R ES I DENT I A L DEV EL O P M ENT LEI TH CENTR AL DI SUSED R AI LWAY LI NE

2 0 1 9 6 0

1930

1900

1890

A closer site analysis 6 1

2.1

Ty p e s o f P l a y

T H E

S T R E E T

A S

A

P L AY G R O U N D

A place of learning that encourages being active and being outdoors is a “highly valuable resource that can support and enrich a school’s curriculum and the

A

C h i l d ’s

n eed

to

education of its pupils”35. Outdoor play is more than

P l a y

just fun, it is about helping children become aware and interested in the world around them. Different types of play are important in a child’s social development as well as helping them to become more creative and imaginative36.

Our childhood shapes the rest of our lives and the adults we become. As children it is important we experience play to support brain development and keep physically active. Despite the fact children’s lives have changed dramatically over the last one hundred and fifty years, with their childhoods now free of adult responsibilities “children now spend much less time on ‘real play’ than ever before”35. The overall engagement children have with the outside is significantly less than previous generations36. Unfortunately children today are living seden-

Active Play

Sensory Play

Encourages children to be physically active

Supports important brain development

tary lifestyles where they spend most of their time in front of a screen instead of being outside with their imagination.

The reduction in children playing outside cannot be solely blamed on the increase in technology, but also because as “the value of land increases, it can seem much more important to build new apartments or office blocks rather than leave open spaces for kids in cities to play in”37. Play England are a registered charity that believe play is an essential part of children’s lives and are actively encouraging children to participate in outdoor play.

My intervention will focus on encouraging children to once again play outside and introduce a scheme that

Creative Play

allows this play in a dense urban environment within the city.

Helps a child grow emotionally, socially and intellectually

‘Children Spend Twice as Long Looking at Screens than Playing Outside, Study Finds | The Independent’, accessed 12 January 2020, https://www.independent.co.uk/life-style/children-screens-play-outside-computer-phone-timehealthy-games-a8603411.html.

36 ‘Children Spend Half the Time Playing Outside in Comparison to Their Parents’, Child in the City, accessed 12 February 2020, https://www.childinthecity.org/2018/01/15/children-spend-half-the-time-playing-outside-in-comparisonto-their-parents/.

37 ‘Children Spend Half the Time Playing Outside in Comparison to Their Parents’, Child in the City, accessed 12 February 2020, https://www.childinthecity.org/2018/01/15/children-spend-half-the-time-playing-outside-in-comparisonto-their-parents/.

35

6 2

Great Britain. Department of Education and Science, The Outdoor Classroom: Educational Use, Landscape Design & Management of School Grounds, Building Bulletin (Great Britain. Department of Education and Science) 71 (London: HMSO, 1990), iii.

36 ‘ Important Types of Play in Your Child’s Development’, Verywell Family, accessed 13 March 2020, https://www. verywellfamily.com/types-of-play-2764587.

35

Photographs taken from The Singing Street

Imaginative Play

Play with Natural Elements

Promotes creative thinking and use of imagination

Expands a child’s interests and natural curiosity about the world 6 3

History of Childhood Upbringing

Parents were encouraged

The importance of nurturing

to shape their children into

young children became bet-

adults that society required.

ter understood and became

Children’s emotional needs

the focus of parenting

The Singing Street was

The 1960’s were a turning point in the lives of many

filmed documenting Children from Norton Park School playing in the

Playing in the Street declined due

streets of Edinburgh

were not a priority.

to mass TV ownership, the rise of the motor car and concerns about safety.

in the UK, particularly children. It represents a time when not only the dynamic of family life changed due to the mass TV ownership sweeping the nation, but it also resulted in the decline of children playing and switching to a more sedentary childhood. Streets in Edinburgh that had previously been designated as play areas for children by the Edinburgh Corporation were no longer required and were handed back as vehicular streets.

1900

Unfortunately the 1960’s was just the start of a mas-

2 0 0 0

sive downwards trajectory in sedentary lifestyles as

WW2

WW1

“‘Little children should be

“Treat them as though they

By 1960 most homes had a

seen and not heard’ they

were young adults...Never

television, which changed

were told at home” - Lark

hug and kiss them...Shake

the way families spend time

hands with them in the

together.

Rise to Candleford, 1880

a result of the increase in technology and its development. Whilst technology is an amazing resource for many careers and education, the same cannot be said for the health of children. Children in Scotland

morning” - John B. Watson,

were “ranked joint worst for exercise, and for the

Psychological Care of Infant and Child, 1928

amount of time children spend in front of screens”37 Government looking to remove desks in all classrooms below year 3 to encourage active learning

compared to children from countries around Europe, highlighting the need for change.

Families had more time to spend together playing board games and listening to programmes such as ‘Children’s Hour’ and ‘Listen with Mother’ on the radio

‘Scottish Children “among Least Active”’, BBC News, 16 November 2016, sec. Scotland, https://www.bbc. com/news/uk-scotland-37989247.

35

6 4

Articles, reports and journal headlines regarding the health of children in Scotland

6 5

2.2

W H O A

I S

T H E

C h i l d ’s

n eed

FA C I L I T Y to

F O R ?

Percentage of children playing computer games or games consoles for two or more hours a day

P l a y

The new facility will be for children in the city of Edinburgh, to encourage them to be more active and remove Scotland as one of the worst four countries for children spending time in front of a screen36.

“It is becoming harder and harder for creativity to survive in this technology-centred educational system”37 and the world we live in today. Everyday activities are usually reliant on some form of technology, and whilst this is not always a bad thing, it can have negative implications on young children. Children spending too much time in front of a screen can result in them losing touch with what is real. Not only this, but screens also have a negative impact on a childs social, creative and imaginative development. Whilst you cannot lose creativity, because it is innate, technology has taken away decision making and results in a lack of nurture and stimulation of our creativity.

The Scottish Government set up a ‘Play Strategy’ in 2013 to encourage children to be more active, believing play should be “a life-enhancing daily experience for all our children and young people”38. The strategy highlights the importance of play in the wellbeing of children across the country. The plan aims to ensure all children and young people can “access play opportunities in a range of settings which offer variety, adventure and challenge. They must be able to play freely and safely while learning to manage risks and make choices about where, how and when they play according to their age, stage, ability and preference”39. The new facility that I aim to propose will embody the beliefs and guidelines set out in the Governments’ Play Strategy, to become a facility that will enhance the quality of childrens lives in Edinburgh.

‘Scottish Children “among Least Active”’, BBC News, 16 November 2016, sec. Scotland, https://www.bbc.com/ news/uk-scotland-37989247.

37 Punya Mishra and Danah Henriksen, Creativity, Technology & Education: Exploring Their Convergence (Springer, 2017), VIII. 38 ‘Play Strategy for Scotland’, NHS GGC, 17 December 2017, https://www.nhsggc.org.uk/kids/resources/government-documents/play-strategy-for-scotland/.

39 ‘Play Strategy for Scotland: Our Action Plan’, n.d., 6.

36

6 6

Articles, reports and journal headlines regarding the decline of creativity of children in Scotland Play Strategy set up by the Scottish Government

6 7

A

C hild’s

E ducati on

Ti mel i n e

After discovering children in Scotland live some

Children meeting physical activity recommendations in Scotland (2017)

of the most sedentary lives in Europe I decided to investigate further to find an appropriate age group for a new intervention. The Scottish Health Survey of 2017 revealed that just under 50% of children aged between two and four are getting the recommended daily physical activity40. Whilst this figure is low, unfortunately that statistic only decreases as a child gets older, with a significant drop between the ages of five and twelve. Ages thirteen and above would understandably see a natural decrease due to a child progressing from primary to secondary school, where

N urse r y

P rima ry S c h o o l

3 - 5 Years

5 - 12 Years

Early Pre-School Learning through play- based activities

Secondary School

P1

English reading English grammar, punctuation Early and spelling, maths

12 - 16 Years

First

Second

Third & Fourth

Senior Phase

P2 to P4

P5 to P7

S1 to S3

S4 to S6

English reading English grammar, punctuation and spelling,maths

English reading English grammar, punctuation and spelling,maths

English, maths, Scottish Nationals science, history, geography, modern Compulsory: foreign languages, English, maths, design & technology, science art & design, music, physical education, Foundation: citizenship, computing, computing physical education, citizenship

Further Education 16 - 18 Years

there would be shift from active play to socialising.

Highe r Ed uc a t ion

From looking into the statistics and comparing them against the Scottish school structure I propose to create an intervention for primary school children between the ages of five and twelve. At this age you

18+ Years

can see a fast decline in physical activity, so by proposing an intervention it is hoped to slow that decline and instil an active mindset for the children to take

Statistics from the Scottish Health Survey report 2017

College

forward to secondary school. The new facility should therefore focus on combining active play, but also

University

active learning, to demonstrate learning should not always be sedentary, in the hope they can take this

Options:

knowledge forwards to help them in later education.

SCE Highers & Advanced Highers BTEC’s

The intervention will therefore need to accommodate the scale of a child between the ages of five and twelve. The facility will need to be flexible in its approach to learning to ensure its suitability for educating this broad range of abilities. Each learning space will provide activities for children under the same topic, but at different complexities.

Options: arts, design &

Daily access to outdoor play

Daily access to outdoor play, Weekly trips for Forest School, weekly physical education

Emp h a s i s o n p la y & a c t iv e le a r n in g 6 8

2 Hours weekly physical education

2 Hours weekly physical education

Independent physical education

Shift to static learning

Independent physical education

5 Ye a r s old

1 2 Ye a r s o ld

Female: 107.9cm Male: 109.2cm

Female: 149.8cm Male: 149.1cm

‘Scottish Health Survey 2017: Volume One - Main Report - Gov.Scot’, 259, accessed 14 June 2020, https:// www.gov.scot/publications/scottish-health-survey-2017volume-1-main-report/.

40

6 9

2.3

P R E C E D E N T S P lac es

to

L ea r n

th roug h

Exp l o ri ng

Offices Sciences Arts & Crafts

To understand the different types of active learning I

Gardening

Canteen

decided to look into three existing typologies. Each

Learning about plants, forest school, Scotland

Classrooms

typology focuses on different activities, whether that

ST E I N E R

Sports Music & Drama

is through full time education, a weekly activity or a one off school trip.

SC H OOL

Therapy Offices

After this investigation I have concluded that the

WA LDOR F

FORES T

Ladder course at PGL, Osmington Bay

ACTIVITY RESIDENTIAL

S CHOOL

CENTRE

- A type of School for children aged from 3 - 18

- 6 Hours per week

- Trips and number of visits dependent on School

- The first Waldorf School was opened in 1919 in

- Developed in Scandinavia in the 1950’s

attended by child.

Stuttgart, Germany.

- Aims to build a child’s self esteem, confidence,

- A place for outdoor learning through a number of

- Based on the educational philosophy of Rudolf

independence and creativity.

activities that aim to challenge a child’s mental and

Stewer, who believed education should develop a

- Complementary to the traditional indoor classroom.

physical agility.

child’s intellectual, artistic and practical skills in an

- Learner centred approach to learning.

integrated holistic manner.

- Children travel with teachers to a remote location

cal manner, similar to Steiner Waldorf schools. The

- Cultivates a child’s imagination and creativity.

usually by coach.

new proposal will look to adopt a similar principle to

- No hard corners or strong colours to carefully con-

- Allows children to instigate, test and maintain their

sider the impact on the senses of a child.

curiosity in the world around them.

- Predictable daily routines give the children a sense

- Strong belief that children have the right to play,

of security

access the outdoors, right to access risk and the

- Steiner School in Edinburgh has 300 pupils

vibrant reality of the natural world and to experience

facility I am going to create is perhaps the closest to a Steiner Waldorf and Forest school mix. The facility will be available to a number of schools in the local area, which they will be able to use on a weekly basis, similar to that of a forest school, but at less of a distance. However, the facility will also incorporate creative educational activities in a fun and practi-

the Waldorf schools, in having subjects in separate buildings to give them the space they require, both internal and externally.

S

P

Y

L

A

W

R

O

A

D

Edinburgh Steiner School, Edinburgh

Activities: high ropes, zipwires, abseiling, climbing, cycling & mountain biking, woodland survival, kayaking, buggy building.

Bird feeder making, forest school, Scotland

Assault course at PGL, Claythorpe

Insect finding, forest school, Scotland

Raft building at PGL, Liddington

a healthy range of emotions through challenges of Activities: baking, painting, handicraft, singing songs

social interaction, to build a resilience that will enable

& rhymes, music, drawing, cooking, cleaning, story-

continues and creative engagement with their peers.

telling, puppetry, outdoor play, Activities: art, den building, wildlife tracking, balancing & climbing, working with tools, cooking on a fire, story telling & singing.

7 0

Crafts at the Iona School, Nottingham

Cooking at the Iona School, Nottingham

7 1

I n itial

2.4

th ou gh ts

f or

a

p rogr am m e

P R O G R A M M E P lac es

to

L ea r n

th roug h

Exp l o ri ng

My initial thoughts towards the programme is documented below. In taking from this I pulled out four subjects: science, geography, arts and crafts and horticulture. These subjects provide a good balance between learning and activity that could be conducted both indoors and outdoors.

S CIENCE

When thinking about the topics in relation to the

The aim of the programme is to get children active, whether that is through active play or through active learn-

target audience of five to twelve year olds it became

ing. The programme should encourage a childs sense of wonder, allow them to ignite their imaginations and

clear that two of the subjects were less appropriate.

discover a passion they may never knew existed.

Science and geography would provide activities that would be a little too advanced for this age group.

Arts and crafts and horticulture appeared to be great topics in providing exciting and age appropriate activities for my target audience.

-

Microscopes Weather station Study of the sky Study of plants and animals Investigate insects and pollination Construct artificial habitats

A R T

F R O M 7 2

THIS. . .

GEOG RAPHY

TO

THI S...

-

&

CR A FT

Clay and pottery Building structures and models Drawing Painting Printing Photography Den building

- Study environments in miniature - Map reading - Sample collecting e.g. soil, rocks, plants - Mapping changes in the environment through the different seasons and weather

HO R TICULTURE - Growing fruit and veg - Re-potting plants - Learning about the different conditions plants need to grow - Learn how to care for plants - Creating protective support structures for plants 7 3

P ro gr amme The programme and services have been stated below. The programme allows for a wide range of activities that will enable children to explore their ideas and personal interests.

OU T D OOR

S ERVI C ES

BIKE

S TO R A G E

CA F E

&

KIT CH E N

BUI LDI N G

AC T IV IT IES

&

M ODE L

CRE ATIVE

H OR T I C ULTUR E

MAKI N G

Constructing of structures such as: - Support structures for the plants - Play dens - Bridges (for mini experiments- not human scale) - Small wood models

7 4

A CTIVITIE S

CR EATIVE RES EA RCH

- Growing fruit and veg - Re-potting plants - Learning about the different conditions plants need to grow - Learn how to care for plants - Creating protective support structures for plants

- Books - Magazines - Printers - Space for group work -Collage, drawing etc

S CULP TURE

S PA CE

CLAY

W OR K S HOP S

-

Bamboo models Papier-mache Mod roc Plaster of paris

W ORK S HOP S

PAINTING W ORKSHO PS

Clay: - Pots - Animals - People - Plants etc

Painting: - Portraits/ landscapes etc - Tie dye - Clay models from workshop - Sculpture models from workshop

7 5

S e a s onal

Ho r ti cu l tu re

Acti vi ti es

The programme for building and model making, sculpture, clay, painting and creative research will not be dependent on the time of year over what activities can take place.The activities might vary in terms of creating for example, lanterns for Halloween, Christmas decorations in December etc, but the activities will most likely take place inside, with the exception of warmer months.

However, horticulture will vary depending on the sea-

January

February

Ma rc h

Ap r il

Ma y

June

Worm & Bee exploration - Children will learn about life cycles by learning about worms and the ways they benefit the garden. The students will conduct a worm investigation and observe that the organisms (and other animals) need food, air and space to grow

Butterfly puddle - Children will make a butterfly puddle to make the garden even more attractive to these beautiful creatures by adding a special water and nutrient source for them

Nov e mbe r

December

son and weather during that time. This page outlines an example of some activities that could take place during the average weather conditions in Edinburgh througout the year.

Signs - Identify plants in the garden and make signs Soil exploration - learn about the properties of soil and carry out experiments observing plants

July Sow and plant vegetables and fruit Design a lunch menu

7 6

Soil amendments - learn about the benefits of soil amendments and spend time recording their garden observations Garden planning - Students learn about specific needs of particular plants and plan out and construct the garden.

August Build protective structures - Construct simple structures to support netting or fleece and cover to protect crops from pests and the cold weather

Soil temperature - using thermometers children will measure soil temperature and use the information to determine if the soil is warm enough to support plant growth

Se p t e mb e r Create bird feeders - Children will learn of the importace to feed the birds in your garden as the weather gets colder and in response make bird feeders

Seed starting - Students will observe germination of different types of seeds and learn how to transplant seedlings into soil

Oc t o b e r Make pumpkin lanterns Root study

Learn about parts of the plant and parts we can and cannot eat make a bug hotel

Create traditional victorian Christmas decorations and wreath making

7 7

D e s i g n

c har acteri sti cs

A building that is of a smaller scale compared to the larger urban block the site sits within

A library to encourage children to explore and learn on their own through their own interests

A range of outdoor environments for children to explore

Changes in topography to create steps, ramps, seats and places to climb

Narrow walkways that lead to open spaces in the hope to encourage exploration of the outdoor environment, much like the Wynd’s in Old Town

Buildings that create streets, closes and squares that allow children to explore

Gardening facilities to encourage a child’s interests and natural curiosity about the world

A design that caters for the scale of an adult and child

7 8

Rhythm of open and closed spaces and rooms that have a strong seamless connection to outdoors

Places for children to actively play, climb and explore to promote imagination and creative play

A research space for integrated classroom and independent explorative learning

Outdoor picnic seating to cater for children and teachers during warmer months

Large cafe to accommodate children and teachers

A design that allows for natural surveillance of the children

Hidden play spaces for children to find and encourage their imagination

A design that incorporates a variety of textures to stimulate children’s curiosity and engagement in the world around them

7 9

Routing the scheme into the context It is important that the new facility is easy to access

Trinity Primary School - 1.5 miles

for schools in the local area. Within a mile and a half of the site there are eleven primary schools in Edinburgh, which are located close to the new cycleway.

Trinity Primary School - 1.5 miles

The cycleway would provide a fun and active method of transport to the site (although not compulsory) from these schools and the new facility would provide

Holy Cross Primary School - 1.4 miles

suitable bike storage for those wishing to do so.

Access with bikes will be provided from the cycleway to the site via Bothwell Street. However, if students wish to use alternative methods of transport, such as

Pilrig Park Primary School - 0.8 miles

Leith Walk Primary School which is not located along the route without a detour, access is still provided to

Lorne Primary School - 0.7 miles

the site from Easter Road and Bothwell Street.

Leith Academy - 0.6 miles

Heritage Park Primary School - 0.7 miles

Broughton Primary School - 0.9 miles

Collage showing the new cycleway full of vegetation Drummond Community High School - 1 mile Saint Mary’s RC Primary School - 0.8 miles

Leith Walk Primary School - 0.4 miles

Abbeyhill Primary School - 1.1 miles

Mannafields Christian School - 1.1 miles

Royal Mile Primary School - 0.8 miles

8 0

View from Crawford bridge

View of Crawford bridge

View of Easter Road passing over the cycleway

View of the new cycleway

Schools in the surrounding areas that can access the new facility and make use of the new cycleway

8 1

2.5

R E C L A I M I N G Pl ace

to

L

A

Pl a y

N

O

I

B

A

O

R

D

A

D

A

S U N N Y S I D E

The street is currently home to a number of small businesses, which I propose to remove to create my propos-

L

O

al. The Vehicle repair shop (1) is one of a number of repair shops in the local area, which will be demolished as part of the scheme. The football club (2) is located next door to the vehicle repair shop and offers very little in encouraging local children to participate. I therefore propose to demolish the old building to create a larger area D

demolished as part of the new proposal, with it currently providing very little in terms of architectural value or

R

for children to play, not only football, but a number of activities. The extension to the warehouse (3) will also be

I

Vehicle repair shop to be demolished (1) T

H

C

Beauty Salon & Chinese Ta k e a w a y

E

N

T

R

A

L

D

N

use.

E

I

Ve h i c l e Repair Shop

W

The existing warehouse (John Cotton Business Centre) however, is of value both in terms of architectural value

R

and the use it can provide. This building will be regenerated as part of the new scheme as well as the large ex-

S

isting chimney located behind the warehouse.

G

Road entrance and also from the underpass from the South of Bothwell Street. By book-ending the site, I hope

2

Y

S

I

T

cess from both ends of the site, the level change on Bothwell Street will have to be addressed.

S

E

D

R

A

I

L

W

A

Y

L

I

N

E

D

B

E

A

3

I

John Cotton Business Centre

L

to create an area that allows children to play freely in the ‘street’ safely and freely. By providing restricted ac-

U

N

E

N

1

N

S t . M a r g a r e t ’s Church

S

Football Club

I

The approach I have taken to the site includes blocking vehicular access to Sunnyside from both the Easter

U

I

F

O

I

G

E

D

New residential development

Football club to be demolished (2)

V

S

C

R

A

W

R

R

D

T

A

R

E

Leitheatre

E

E

P

E

Existing buildings to be demolished 8 2

Site

R B

O

T

H

W

T E

L

L

S

N

The site

Analysing the area around Sunnyside

Warehouse extension to be demolished (3)

8 3

Locating images of site

12

1

4

7

10

2

5

8

11

3

6

9

12

11 1

4 2 3

7 5

6

8 10

9

Map of site showing image locations

1

Shops & Tenement on Easter Road

4

ABS Motor Company

7

Hibs Supporters Club

10

Crawford Bridge

2

St. Margaret’s Scottish Episcopal Church

5

John Cotton Business Centre parking

8

Hibs Supporters Club parking

11

Former Norton Park School - now Business Centre

3

Former Guthrie Memorial Church - now apartments

6

John Cotton Business Centre

9

Sunnyside underpass

12

Easter Road Football Club

8 4

8 5

Site Analysis

N

Main transport routes

8 6

Public Transport routes

Cycle routes

Main pedestrian routes

Public green spaces

Prevailing wind

June sun path

December sun path

8 7

Close-up Site Analysis

Proposed cycleway St. Margaret’s Church & day care Apartments

Site

Apartments

Cycleway

Apartments

East elevation

Existing John Cotton Business Centre Crawford bridge

Existing underpass

commercial

Albion Road

Sub station

Cycleway

Residential & commercial

Site

St. Margaret’s Church

Flats (former church)

Apartments

West elevation Main vehicular traffic 8 8

Site

Site access & potential access

Main traffic movement

Pedestrian density 8 9

I chose to explore the building heights in the local

Analysing scale of buildings around the site

area to get a sense of scale as well as ideas for

Materiality around the site

massing for a new development.

I discovered that the height of any new buildings in Edinburgh are determined by the tallest building in

1 Storey

that block. The buildings that form the perimeter of the block are typically of a larger scale and always

2

taller than any buildings inside the block.

3

This example demonstrates the outer buildings range from two to six storeys, but the buildings

4

on the inside of the block are only one storey.

5

The exterior block is perhaps less clear on my site

6

compared to the example above. Despite the slightly fragmented ‘block’ the buildings vary mostly from

7

Initial thoughts on materials

four to five storeys, with the two churches being the exception of two storeys. The buildings currently oc-

Looking into the materials in the local area revealed

cupying the site in the ‘inner block’ also follows the

8

there was little consistency in the colour or choice

trend of being of a smaller scale with the buildings

of materials. The materials vary from the traditional

being of one to two storeys, with the exception of

Scottish grey stone to more modern concrete and

the warehouse (John Cotton Business Centre). I have

cladding.

therefore concluded that the new proposal should respect the current trend in the city and be of smaller

For my proposal I am currently considering a palette

scale than the larger four/five storey buildings on the

of quite neutral colour with a focus on slightly warmer

perimeter of the site.

shades. In terms of the materials I think brick would be the most appropriate choice to be in keeping with the existing warehouse (John Cotton Business Centre) that is on the site.

Identifying the perimeter block around the site

9 0

Building heights surrounding the site of Sunnyside

Materials found in the area around the site of Sunnyside

9 1

2.6

B U I L D I N G F ro m

A typical Edinburgh massing block

9 2

v e h i cl es

to

F O R M

ch i l d ren :

A

cha ng e

i n

Broken down massing to provide secondary routes to green spaces

st reet

use

Central units pushed back to create a central square

Rotating central massing to create a defined courtyard

Central mass altered to create defined square & offset satellite buildings

massing pushed into street to create a meandering route through site

9 3

1: 200

Init ial

massi n g

I started off creating massing that was focused on creating large courtyards. The large blocks in the centre of the site represent the main building that would house a kitchen and cafe. This block would be the anchor for the site and would sit in the centre with the main courtyard. By creating a series of courtyards and outdoor spaces it encourages children to explore and roam, but within the security of an enclosed site.

9 4

9 5

Ini t i al

de sig n

th ou gh ts

A small water feature running through the site would allow children to really interact and have fun in the environment they are in

9 6

Buildings that allow for a seamless transition between the internal to the external

Buildings that have a close connection to outdoor space, with the outdoor space reflecting the use of the internal space

Hidden play spaces for children to find and explore, and perhaps creates a raised floor in the building to also create passive observation for teachers looking after students without being obtrusive

9 7

C re a ting

an

an i ma ted

street

Using materials to define spaces

Using materials to create interesting spaces

Using different scales of materials to create textures and details

Massing on site

9 8

9 9

B r i c k s

Sk y

INSPIRATION/ PRECEDENT

INSPIRATION/ PRECEDENT

Baas Arquitectura’s project for Silesia University’s Radio and TV department in Katowice, Poland is a striking

lig h ts

This project is something that I worked on in prac-

example of an experimental, yet beautiful way of using bricks. This project combines an existing building with

tice and is a project I have been really inspired by. I

a modern perforated brick facade extension. “Materials chosen for the building’s exterior match the existing

cannot name the project or provide any insight due

palette found along the street” , but have been used in an abstract manner to allow light to filter in during the 41

to confidentiality reasons, but the images demon-

day, but create a soft glow on the exterior at night. By using a traditional material such as brick it has allowed

strate how successful roof lights can be. In a dense

the design to sit harmoniously amongst the historic streetscape.

urban environment, such as the site I am working on, it seemed to be an appropriate choice to look into

The bricks have not only been used on the facade, but have been utilised throughout the building, using differ-

providing daylight from above.

ent bonds and colours. The use of brick in obscure locations, such as internal staircases creates an element of surprise to visitors and adds a delicate detail to the building, despite using such a robust material.

In thinking about this in relation to my own project I would like to bring in an element of abstract brickwork into my design. Perforated brick adds a very delicate, yet strong detail to a design and I believe it would work well in merging the interior with the exterior. The perforations would capture a glimpse of the internal materiality, whilst also providing views of the vegetation and animation from children playing outside.

*Please note this image is confidential

‘Department of Radio and Television Is Wrapped in “Net Curtain” of Blocks’, accessed 15 March 2020, https://www. dezeen.com/2018/05/28/architecture-university-silesia-department-radio-television-katowice-poland-grupa-5-architekci-baas-arquitectura-maleccy-biuro-projektowe/.

41

*Please note this image is confidential

1 0 0

baas arquitectura, Silesia University’s Radio and TV department, Katowice, Poland - Entrance & stairwell

Ideas for a perforated brick detail in my design

Sketch ideas for my design

*Please note this image is confidential 1 0 1

M e t a l

Ch im n e y s

INSPIRATION/ PRECEDENT

INSPIRATION/ PRECEDENT

The Loom, by Morris and Co was previously a wool warehouse, but has since been transformed into a creative

The site I am working with has an existing 20m tall

technology business. The “new development has successfully walked the difficult line between conservation and imagination that is the perennial goal when refurbishing our architectural heritage”

42.

chimney located behind the existing warehouse. For

The entrance cuts wide

the new proposal I have experimented with including

into the masonry facade to create presence, with metal detailing making reference to the loom and the historic

new ‘chimney’ style structures that will make refer-

use of the building.

ence to the existing chimney and also to the site’s industrial heritage.

Stanton Williams’ UAL Campus for Central Saint Martins is made up of largely new buildings, but is still home to some buildings left over from the areas industrial past. The renovations are sympathetic, yet modern in

Charter House School’s new Science Centre has

approach, rejuvenating the buildings for another generation to use. Like Morris and Co’s The Loom, Stanton Williams have carefully inserted dark steel and glass into existing features of the building to highlight their importance and beauty.

three large pitched roofs imitating the form of a Current idea to remove parts from the existing building to create entrances with metal panels

T O

L E A DI NG

V I E W I NG

P L AT F O R M

now stands as a focal point of the entrance to the site drawing attention to the forgotten history of the

I decided to look into examples of renovating old warehouse buildings to get an idea for an approach for the

school43.

existing building on my site. The materials used in the two examples not only give a nod to the industrial past of the building, but also a modern and fresh, yet respectful approach to renovating an existing building. The

Morris and co’s Sylvan Heritage in Kent is a devel-

approach Stanton Williams and Morris and Co have taken is a style I really like. I am a firm believer in respecting

opment of five retirement villas located in a wooded

old buildings and celebrating their previous use and would like to take an approach similar to that of the two

landscape of Sevenoaks. The building consists of

examples given here in renovating the warehouse on the site.

42

building that once stood on the site. The modern form

S TA I R CA S E

lattice brickwork, balconies and dormer windows. The large chimneys anchor the buildings into the site and

‘Morris+Company’, accessed 15 March 2020, https://morrisand.company/work/loom.

add more detailed brickwork to the gable ends of the villas.

For my project I have experimented with the shape of new ‘chimneys’ that could be included in the design to reference the heritage, similar to the ideas behind

Design Engine Architects, Science Centre, Charter House School, Kent

Charter House School. With this in mind I decided to experiment with ways in which the brick tower could appear to be a chimney, but provide an alternative

S T O R E

F O R

use. The chimneys could provide useful storage and

G A R DE NI NG

also become a fun viewing tower for children to climb

E Q UI P M E NT

up and explore.

‘Charterhouse Science & Mathematics Centre / Design Engine Architects | ArchDaily’, accessed 15 March 2020, https://www.archdaily.com/909321/charterhouse-science-and-mathematics-centre-design-engine-architects.

43

Morris & Co, The Loom, Whitechapel 1 0 2

Stanton Williams, UAL Campus for Central Saint Martins, London

Chimney design section

Chimney design axo

Morris & Co, Sylvan Heritage, Kent 1 0 3

C re a ting

a

ne w

streetscap e

Through massing at 1:200 I decided to test out different approaches to creating a new street. Each of the different iterations shows a different layout to provide a variety of spaces. However, all options focus on keeping the main building to the centre of the site and to the north to draw people in from both entrances and along the street to the main central area.

RE

For all of these iterations visitors would access the site from either Easter Road or Bothwell Street. The massing looks at keeping some identity of the ex-

TAI N

ING

SU

NN

YS

IDE

isting street of Sunnyside, but manipulating it to become a pedestrian only area with landscaping for children to play in,

1:200 Massing 3

1:200 Massing 2

1:200 Massing 4

Main building (cafe, kitchen & horticulture)

1 0 4

Main courtyard

Winter garden (and in some instances

The new ‘street’

Clay and sculpture workshops

Access to courtyards

Painting and creative research space

Entrance to buildings

Building and model making workshop

Access to site

Bike storage

1:200 Massing 5

ACCESS FOR STUDENTS BY FOOT OR VEHICLES

K e y

1:200 Massing 1

horticulture)

1:200 Massing 6 1 0 5

A p p roac h

t o

si te

BUI LDIN G MO DE L

&

B UI L DI NG

M AK IN G

M O DE L

CO UR TYAR D

&

M A K I NG

CO UR T YA R D

MAIN

C OU R TYAR D M A I N

H OR TIC U LTU R E

HO R T I CULT UR E

GAR D E N

CLAY

G A R DE N

&

CL AY

SCU LPTU R E

CO UR T YA R D

The existing warehouse has been extended to create a larger mass and form the boundary of the central courtyard. The buildings and adjoining external spaces are

This iteration was focused on creating courtyards along the street, with the boundaries of each area defined by the buildings. The main building has been pushed to the

accessed from the new ‘street’. In some instances, for example access to the clay and sculpture courtyard, the entrance is narrow before opening up into the courtyard,

site boundary to create a large courtyard, which will become the focal point for the new street at it meets in the centre. Each subject has its own building, to give it the

taking precedent from the Wynd’s in the Old Town. This is to encourage the children to roam the site and explore the areas that are concealed, to ignite their imaginations

space and identity required, taking precedent from Steiner Waldorf Schools. As the buildings move away from the central point they become smaller in scale to enforce

in finding hidden play spaces.

the sense of hierarchy within the site.

1 0 6

Main courtyard

The new ‘street’

Access to courtyards

&

S CUL P T UR E

CO U R TYAR D

K ey

CO UR T YA R D

Entrance to buildings

Access to courtyards

Access to site

Main building (cafe, kitchen & horticulture)

Winter garden

Clay & sculpture workshops

Painting & creative research

Building & model making workshop

Bike storage 1 0 7

S k e t che s

t est i n g

massi n g

on

sit e

Flat elevation street with public space centred

Small cluster of residential units creating internal courtyard

Stepped elevation street with units at varying scales

Clustered residential units creating internal courtyard

Stepped street to introduce more private green areas

Stepped elevation street with larger public space

Massing on site

1 0 8

1 0 9

2.7

F I N A L 1:2 0 0

F O R M

Ma ssi n g

mo d el

Cluster with entrance to the east

1 1 0

Cluster with entrance to the south with entrances for upper units from walkway

View from Crawford Bridge 1 1 1

S e r v i ces

&

accessi b i l i ty

E n v iron m e n tal

d e s ign

ACCESSIBILITY The ground floor plan has flat topography to accommodate accessibility. The places marked in pink are accessible with entrances marked with a red arrow.

There is a clearly visible lift located in central area of all of the three buildings with upper floors.

SERVICES The service lines and the risers have been marked Accessibility diagram - Level 02

on the plans below. The services line up through the

Services diagram - Level 02

floors to consolidate lines.

ROOF DESIGN & LIGHTING The floor to ceiling heights of the buildings have been designed to match the existing warehouse building on the site. The large floor to ceiling heights therefore allow in more natural light, deeper into the space without increasing the number of openings .

ENVIRONMENTAL DESIGN The asymmetrical roof maximises the roof space on the south side and also allows for a softer slope of the roof into the courtyards to reduce shading. For maximising the roof areas to the south and to the

Accessibility diagram - Level 01

east in some cases, it allows for photovoltaics to be

Services diagram - Level 01

fitted to the roof and reduces the roof space to the north.

The buildings are of narrow plan and where possiBuilding servicing core

ble have openings on both sides to allow for natural cross ventilation from the prevailing wind.

Photovoltaic diagram

Cross ventilation diagram

Accessible core Fire escape stair Accessible core Building servicing core Fire escape core Accessibility diagram - Level 00 1 1 2

Services diagram - Level 00 1 1 3

M a t e rial

t e st s

Ch os e n

m ate r iality

Roof: Dark grey zinc standing seam with dark grey aluminium roof lights with safety laminated glass Red brick in English Garden Wall bond, red perforated

Red brick in English Garden Wall bond, red perforated

Red brick in English Garden Wall bond, red perforated

Red brick in English Garden Wall bond, red perforated

brick, buff brick in English Garden Wall bond, buff

brick, buff brick in English Garden Wall bond, buff perfo-

brick, Scottish Larch cladding & light grey dressed

brick, grey standing seam & light grey dressed

perforated brick & light grey dressed finished concrete

rated brick & light grey dressed finished concrete

finished concrete

finished concrete

Upper floors: Red brick in English Garden Wall bond with perforated red brick

Ground floor: Cast in situ light grey dressed finish concrete, concrete columns, red brick in English Garden Wall bond and perforated red brick

Red brick in English Garden Wall bond, red perforated

Buff brick in English Garden Wall bond, buff perforated

Red brick in English Garden Wall bond, red perforated

Red brick in English Garden Wall bond, red perforated

brick, grey standing seam & dark grey dressed

brick, red brick in English Garden Wall bond, red perfo-

brick, buff perforated brick & light grey dressed finished

brick & light grey dressed finished concrete

finished concrete

rated brick, & light grey dressed finished concrete

concrete

1 1 4

1 1 5

U s i ng

mat er ial s

to

d ef i n e

sp aces

INSPIRATION/ INFLUENCES Dimitris Pikionis’ pathway to the Acropolis was built between 1954 to 1957. The meandering pathway is made from reclaimed stones, clay tiles and concrete

The following materials have been chosen to define spaces and create a sense of hierarchy within the site. The

shapes. Whilst some of the path is whimsical and

diagrams show the locations of those materials on each of the building types.

artistic, the rest of the path is defined by functionality. Pavers are used specifically for their size and use.

The drainage channels have been brought into sight and become a visual feature for the path. In a similar

PAVERS

way, I wanted to use the principle of changing the

Entrance from Easter Road

size and type of material to define areas.

1

INSPIRATION/ INFLUENCES The landscaping has been partly inspired by the Wynd’s of the Old Town. The narrow closes squeeze you through until you reach the opening, which in some cases is quite the surprise. There are a number of green courtyards that reveal themselves upon

TIMBER

exploration.

Building and model making external space

2

With this in mind I wanted to instil this childlike curi-

Calçada Portuguesa is a traditional form of paving in Portugal, most commonly found in Lisbon. It is made from small flat stones and is used on pedestrian areas. The stones are places to form patterns, images and geometric shapes in mosaic form. In this particular image I was interested in recreating pathways for

Initial sketch showing areas defined by different materials

children as a way of reigniting their curiosity in the world around them.

osity into the landscaping and the visitors of the site.

The children will be able to explore for themselves and find the hidden play areas.

COBBLES Main building courtyard

The ground material of the five areas

3 Paving on Pikionis’ path to the Acropolis GRAVEL Horticulture external space

4 HERRINGBONE RED BRICKS Pottery and sculpture courtyard

5 1 1 6

The site split into five areas

Narrow walkways on the Royal Mile leading to large open, often green spaces with views of Arthurs Seat

Sketch looking at initial landscaping ideas

Calçada, Portuguesa 1 1 7

N e w

and

E x isti n g

B u ild in g

m ate r iality

R OOFI N G

EXTER I OR - N EW

EXTER I OR - M OD I FI ED EXI S TI N G

INT E RIO R

The existing warehouse on the site will be largely retained as part of the new scheme. The building will be renovated to give it an entirely new purpose and a fresh aesthetic that respects the history of the building, but has a slightly more contemporary feel.

GREY ZINC STANDING SEAM A hard and modern looking material that fits in with the colour palette. The hard material has been chosen to complement the brickwork and steel facade pan-

Existing to be renovated

els, whilst also responding to the industrial heritage of the site.

New proposal

Existin g

P rop os e d

Existing to be removed

RED BRICK IN ENGLISH GARDEN WALL BOND & DARK GREY STEEL FACADE CLADDING The steel cladding is a modern addition to the existing building, yet also reflects the industrial heritage, in particular the steel works site which was originally located not far from the site.

1 1 8

Existing vs new

Existing warehouse

RED BRICK IN ENGLISH GARDEN WALL BOND,

WHITE POLISHED CONCRETE, WARM TIMBER

PERFORATED BRICK & WHITE DRESSED CON-

& DARK GREY METAL

CRETE

A mix of soft warm timber floors and white polished

The red brick has been selected to reflect the exist-

concrete on the interior provide a neutral colour pal-

ing warehouse, but also taking a more decorative and

ette accessorized with dark grey metal to give a more

elegant approach with perforated brickwork.

robust aesthetic. The floor choice varies depending

The light conrete is a soft addition to complement the

on the use of the space internally.

brickwork.

1 1 9

1 2 0

Site axo 1 2 1

3.0

T H E

S T R E E T A

Pl ace

to

A S

A

Pl a y

Access to the site

1 2 2

P L AY G R O U N D

Street hierarchy

The street 1 2 3

T h e

sit e

-

o v ervi ew

Water feature

1 2 4

Five areas the site is split into

New vs existing

New cycleway

1 2 5

1 2 6

Level 00 at 1:500

Level 01 at 1:500 1 2 7

1 2 8

Level 02 at 1:500

Site plan at 1:500 1 2 9

1. Buildings that are of a smaller scale compared to the larger urban block the site sits within.

2. Large cafe to accommodate children and teachers.

3. Outdoor picnic seating to cater for children and teachers during warmer months.

4. Rhythm of open and closed spaces and rooms that have a strong seamless connection to outdoors.

5.Places for children to actively play, climb

and explore to promote imagination and creative play.

outdoor environment, much like the Wynd’s in Old Town.

6. Gardening facilities to encourage a child’s interests and natural curiosity about the world.

10. Changes in topography to create steps, ramps, seats and places to climb.

7. Buildings that create streets, closes and squares that allow children to explore.

11. A library and creative research spaces to encourage children to explore and learn on their own through their own interests.

8. A design that incorporates a variety of textures to stimulate children’s curiosity and engagement in the world around them.

9. Narrow walkways that lead to open spaces in the hope to encourage exploration of the

2.

1.

1. Buildings that are of a smaller scale compared to the larger urban block the site sits within .

2. A range of outdoor environments for children to explore.

6.Places for children to actively play, climb and explore to promote imagination and creative play.

3. Large cafe to accommodate children and teachers.

8. A design that incorporates a variety of textures to stimulate children’s curiosity and engagement in the world around them.

12. Hidden play spaces for children to find and encourage their imagination.

4. Outdoor picnic seating to cater for children and teachers during warmer months.

13. Bike storage for visitors using the cycleway.

5. A design that allows for natural surveillance of the children.

3.

4.

5.

1.

6.

10. Changes in topography to create steps, ramps, seats and places to climb.

11. A library and creative research space to encourage children to explore and learn on their own through their own interests.

7. Gardening facilities to encourage a child’s interests and natural curiosity about the world.

Hidden play spaces for children to find and encourage their imagination.

12.

13. Bike storage for visitors using the cycleway.

9. Rhythm of open and closed spaces and rooms that have a strong seamless connection to outdoors.

2.

3.

4.

5.

6.

7.

7.

8.

1 3 0

9.

10.

11.

12.

13.

8.

9.

10.

11.

12.

13.

1 3 1

S t re e t

1 3 2

sect io n

-

N orth

Long street section - North 1 3 3

S t re e t

1 3 4

sect io n

-

Sou th

Long street section - South 1 3 5

S t re e t

1 3 6

cro s s

secti on

Cross section 1 1 3 7

S t re e t

1 3 8

cro s s

secti on

Cross section 2 1 3 9

S t re e t

1 4 0

cro s s

secti on

Cross section 3 1 4 1

3.1

E A S T E R D ea l i n g

R O A D w i th

si te

E N T R A N C E a ccess

The entrance from Easter Road provides access to the site from the west. The entrance is only a wall to provide a secure boundary for the site, which was important to create to allow the children within the site to roam and play freely without supervision or concern over their safety.

All schools in the local area would have a key to access the site via both Easter road and Bothwell Street entrances, to provide them with a facility to allow children to enhance their creativity and encourage active behaviour.

The entrance puts visitors directly onto the new ‘street’, which runs alongside a small water feature. The water feature is a fun addition to the street that allows children to engage with the environment they are in, whether that is jumping over, creating boats in the model making workshop to race or sit in during the warmer months.

The entrance is also home to plenty of space for vegetation and climbing plants that can grow through part of the entrance wall’s perforated brick.

1 4 2

Ground materiality - Pavers

Entrance from Easter road located on site 1 4 3

1 4 4

Entrance from Easter road at 1:200

Entrance from Easter road

View of the street from the en1 4 5 trance at Easter Road

3.2

B U I L D I N G A

p l ace

to

&

M A K I N G

ma ke

The Building and model making workshop is a single storey building that sits amongst plenty of external space, suitable for ambitious group projects or dens that can be displayed and played in. This building aims to get children hands on and creative, from design, to building, to playing.

The internal space has a warm feel with red brick, perforated red brick and timber internal finishings. The polished concrete floor continues the trend of warm hues, but also offers a practical option for a space that will inevitably become messy with creative experiments. The building offers plenty of storage space for materials and equipment, which can be kept away from children and brought out when necessary. This was important when dealing with an audience of children between the ages of five and twelve. The abilities and tasks will differ greatly and those of a younger age will not have access to all equipment and for some things will require greater supervision. This allows a greater level of control and safety for the children and their supervisors.

The external space is also home to a ‘chimney’ viewing tower, which children are free to climb to the top of to view the site from above. Access to the ‘chimney’ is available from the courtyard at the ground level.

The material chosen for the external groundwork is timber, due to the links with the buildings use and softer feel. Some of the outdoor display areas use wood chippings for an even softer space for children to play amongst the creations.

BUILDI N G

&

M O D EL

M AKI N G 1 4 6

Ground materiality - Timber

Building and model making located on site 1 4 7

B U I L DI NG MAK I NG

Building and model making workshop axo 1 4 8

&

M O DE L

W O R K S HO P

Building and model making workshop exploded axo

Building and model making at 1:200 1 4 9

Places to display work and for children to interact with

External space for building

1 5 0

Building and model making external space

Examples of a large structure made by the children that they can then interact with

1 5 1

EQUIPMENT STORE BUILDING & MODEL MAKING WORKSHOP MATERIAL STORE

1:200 Level 00 plan

Perforated brick details are used throughout the site to create a subtle transition from interior to exterior.

This detail represents the perforated brick wall being used in front of half a window opening.

1 5 2

1:20 Plan detail of glazing with perforated brick

View of the Building and model making external space from the street 1 5 3

1 5 4

Building and model making workshop

Building and model making external space 1 5 5

3.3

M A I N Ca f e

C O U R T YA R D &

Ki tch en

The central building has been split into two uses: Cafe with kitchen and horticulture. This section focuses on the cafe and kitchen with the central courtyard.

The cafe and kitchen are located on the ground floor of the building, providing a close connection to the external spaces. The main courtyard offers seating for the cafe and during warmer months can be used for a BBQ. The courtyard also offers a small amphitheatre lined with planters, for children to play on and can also be used as an external meeting point/ discussion area. The central courtyard marks the centre of the site and has a more formal appearance compared to other external areas. Despite this there are still places for children to explore, such as the raised courtyard with planters and ‘chimney’ viewing tower.

The chosen material for the external ground work is cobbles. The cobbles will be smoothed to provide a surface that is accessible for all, but will still provide an interesting level of detail.

CAFE 1 5 6

&

K I TC HE N Ground materiality - Cobbles

Main courtyard and building (cafe and kitchen) located on site 1 5 7

CA F E

Main building axo 1 5 8

&

K I T CHE N

Main building (Cafe and kitchen) exploded axo

Main courtyard and building (cafe and kitchen) at 1:200 1 5 9

STORE

KITCHEN

FOOD

STORE

C A F E & S E AT I N G

1 6 0

Servery in the cafe

SERVICES

H O R T I C U LT U R E POTTING ROOM

1:200 Level 00 plan 1 6 1

Outdoor seating for summer BBQ’s

1 6 2

The street meeting in the middle to create a central courtyard

Mini amphitheatre

The main courtyard 1 6 3

The courtyard is the point at which the narrow water feature that runs through the site opens up to become a larger shallow pool for children to play in. The water has been included to provide a very sensory feature that children can engage with throughout the site, but particularly in the large pool in the central courtyard.

1 6 4

Water feature opening up to become large shallow pool for children to play in

Water feature meeting at the central courtyard

Water feature in the central courtyard 1 6 5

Section through cafe and kitchen

1 6 6

Cafe seating 1 6 7

3.4

H O R T I C U LT U R E A

Pl a ce

to

G row

The Horticulture internal areas are located within the central building, occupying part of the ground floor and all of the upper floors. The building controls light depending on the use of the room, for example in the seed germination room there are limited openings to allow the plants that prefer darker conditions to thrive, before being planted outside when they are ready. The roof lights have been placed on the larger roof slope which gently slopes into the courtyard below.

The level 01 workshops have direct access to the raised courtyard. The courtyard is home to seating and planters, where children can observe and grow plants. The raised walkway also provides an interesting place for children to observe what is going on in the site below.

A light coloured small gravel has been selected for the external ground material because of its permeable qualities. The gravel will soak up and drain excess water run off from the planters and rainwater, meaning plants will not lie in excess standing water.

H OR TI C U LTU R E 1 6 8

Ground materiality - Gravel

Horticulture located on site 1 6 9

‘ SE C R E T’ SPAC E TO

&

P L AY

ACCE S S

V IE WIN G

T O W E R

H OR TIC U LT UR E SE E D

GE R MINAT I O N

SMALL WOR K SH OPS

&

POT T I NG &

E L E VAT E D

C OU R TYA R D

H OR TICULT UR E POTTIN G

1 7 0

W O R K S HO P

Horticulture exploded axo

Horticulture at 1:200 1 7 1

STORE

KITCHEN

FOOD

STORE

C A F E & S E AT I N G

Main building (with horticulture) axo 1 7 2

SERVICES

H O R T I C U LT U R E POTTING ROOM

1:200 Level 00 plan 1 7 3

STORE ‘SECRET’ P L AY S PA C E & TOWER

H O R T I C U LT U R E

H O R T I C U LT U R E S E E D

SMALL PLANT

G E R M I N AT I O N R O O M H O R T I C U LT U R E R A I S E D

POTTING ROOM

C O U R T YA R D H E R B G A R D E N

1 7 4

1:200 Level 01 plan

1:200 Level 00 plan 1 7 5

The ‘chimney’ viewing tower, which is visible from the cycleway is accessible via the level 02 ‘secret’ play space in the horticulture building. The ‘secret’ play space located above the level 01 horticulture seed germination room is accessed via a hidden staircase behind the plant pot storage. The viewing tower allows children to climb to the viewing platform to view not only the site, but also the cycleway and parts of the city.

The Horticulture building provides access to the cycleway via the ground floor potting workshop. However, the access to this external space is restricted and is only permitted under the supervision of a teacher or supervisor. The access would be used for investigations of the plants and vegetation present on the cycleway as part of the activities in the horticulture

1 7 6

Chimney detail axo

Steps to the new cycleway

building.

1 7 7

Section through Horticulture potting workshops 1 7 8

Section through elevated courtyard and steps to new cycleway 1 7 9

The ground floor potting workshop has direct access to the horticulture garden via steps, however an accessible route is available too. This connection is important in creating a fun educational space that combines the interior with the exterior.

The room is large to allow movement, storage of plants and also accommodate the activities that go on within. The large windows allow newly potted seedlings to be stored in the warmth of the sunshine before they will be transferred outside once strong 1 8 0

Horticulture potting workshop on level 00

enough.

1 8 1

The horticulture area is home to a number of surprises for children to find and explore. One such surprise are the hidden play spaces located below the ground floor of the main building’s potting workshop. The hidden play spaces are of a small scale, appropriate for the heights of the children between the ages of five and twelve. The play spaces allow children to be creative and imaginative and were influenced by the box beds located in the tenement houses, which were often used for play. The placement of the play spaces not only help the building deal with the sites level changes, but also allows teachers to naturally observe children in the horticulture garden, but without being obtrusive.

1 8 2

Hidden play space detail at 1:50

Hidden play spaces

View of the Horticulture building from the garden 1 8 3

Flat bed planters

1 8 4

Raised planters

Place for climbing plant structures made by children

Winter garden for plants that prefer a warmer climate

Horticulture garden at 1:200 1 8 5

Another hidden play space is located in the centre of the horticulture garden. The wooden trellis separates the level change and use of space. The structure allows climbing plants to grow up for support, but also creates a hidden play space for children. The trellis is home to a number of ropes for climbing and swings to play on. Access is available via the pathway between the winter garden and the horticulture building, but also from stepping stones on the main ‘street’.

1 8 6

Hidden walkway

Hidden walkway accessed by stepping stones

View of the Horticulture garden from the street 1 8 7

The horticulture garden is also home to a winter garden, which is used for plants that are more accustomed to warmer climates. The winter garden is only a small building, but has been positioned on the site to get plenty of sunlight from the south. The building also offers storage for gardening equipment for the horticulture garden.

The garden is also home to a ‘chimney’ viewing

WINTER GARDEN

tower, where children can climb up to view the site from above. Access to the tower is available from the garden on the ground floor.

EQUIPMENT STORE

1:200 Level 00 plan

1 8 8

Winter garden axo

Winter garden

Winter garden exploded axo 1 8 9

3.5

P O T T E RY A

Pl ace

& to

S C U L P T U R E Crea t e

The Pottery and sculpture area is home to the large existing building, which has been renovated as part of the scheme. The new extension to the existing building has been added sympathetically and joined using glazing to highlight the difference between new and old. The new buildings are of a smaller scale to the existing warehouse, to give the historic building the space and recognition it deserves in the site.

The area is also home to the new clay workshop, kiln, and sculpture satellite building. The buildings have been positioned to create a courtyard that is mostly hidden from the new ‘street’. The courtyard can be utilised by the buildings as an outdoor creative space for clay, sculpture and painting. The external space is also home to the existing chimney, which has now be utilised as the kiln for the clay workshops.

Herringbone brick has been chosen for the external ground material because of the links to ceramics. The red brick complements the tone of the new and existing building, whilst also adding another level of detail in the choice of bond.

CREATIV E RE SE ARCH

1 9 0

SPACE

PAIN TI N G WO R K S H O P S

C L AY

W O RK S H O P S

S C U LP T U R E W O R K S H O P S

Ground materiality - Herringbone red brick

Pottery and sculpture located on site 1 9 1

CR E AT I V E S E A R CH G R O UP

R E-

S PA CE

W O R K

&

A R E A

PA I NT I NG W O R K S HO P S &

DI S P L AY A R E A

CL AY W O R K S HO P S &

1 9 2

Pottery and sculpture building axo

K I L N

Pottery and sculpture building exploded axo

Pottery and sculpture at 1:200 1 9 3

STO

RE

C L AY STORE

SERVICES

C L AY W O R K S H O P

S

E TUR OP SH RK

ENTRANCE

LP CU WO

AT R I U M

CLEANING STORE

FIRE ESCAPE S TA I R

C L AY W O R K S H O P

C L AY STORE

KI

LN

S CUL P T UR E W O R K S HO P

1 9 4

Sculpture workshop axo

Sculpture workshop exploded axo

1:200 Level 00 plan 1 9 5

GROUP

G R O U P PA I N T I N G

WORK

AREA

C L AY M O D E L D I S P L AY A R E A

AREA SERVICES

FIRE ESCAPE

SERVICES

FIRE ESCAPE

PA I N T I N G W O R K S H O P

S TA I R

S TA I R

STORE

STORE

STORE

1 9 6

C R E AT I V E R E S E A R C H S PA C E

STORE

1:200 Level 01 plan

1:200 Level 02 plan 1 9 7

Street elevation of the Pottery building 1 9 8

Section through the Clay workshop and upper display space 1 9 9

2 0 0

Clay workshop on level 00

Pottery and sculpture courtyard 2 0 1

The creative research space is perhaps the most tranquil internal space on the site. It allows for children to explore and realise ideas or methods for their own creation, whether it is for an individual or group project. The space allows children to engage in the physical, rather than relying on the internet to find information. There are however a small number of computers for printing work, but exploration of books and magazines is the main focus. There are a number of group working areas for children to work on

Section through Pottery building 2 0 2

Creative research space on level 02

projects together.

2 0 3

The sculpture and pottery courtyard is accessed using a small bridge from the street to get to the narrow walkway. The walkway was inspired by the Wynd’s in the Old Town that provide a slight glimpse of vegetation from the street, but do not fully reveal the true beauty until you walk right through. The pottery and sculpture courtyard opens up to reveal a very green space and an added surprise of a historic existing chimney that has now been transformed into a kiln.

The sculpture workshop is a small scale satellite building. Despite the scale, it is very light and provides ample space for creative experiments. Again, like other creative spaces on the site there is plenty of storage for work, supplies and equipment.

2 0 4

External space for pottery and sculpture

Narrow walkway to access the Pottery and sculpture courtyard

Sculpture workshop on level 00 2 0 5

Hidden play spaces amongst vegetation

Similarly to the horticulture garden, the pottery and sculpture garden is also home to some surprises for children. Firstly, there is a hidden walkway located behind the existing building, to address the narrow distance between the building and the boundary and to provide a fun and interactive element for children.

The walkway is a mixture of wooden stilts, plinths and jumping rings aimed at getting children active.

A further play space for children is located to the left of the existing building. The small circles are located amongst dense vegetation and can be found using stepping stones off the narrow path. It is hoped that these spaces can be used imaginatively by children

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‘Secret’ walkway behind the Pottery and sculpture building

‘Secret’ walkway behind the Pottery and sculpture building

to become their own miniature playgrounds.

Hidden play spaces 2 0 7

3.6

B O T H W E L L Bike

Storage

&

S T R E E T L ocker

E N T R A N C E

Ro o m

The entrance from Bothwell Street is once again a book-end for the site to ensure children can play freely and safely. However, not only does this building secure the site boundaries, it also provides a solution to the level change in a way that is useful to visitors. Children and teachers visiting the site using bikes on the new cycleway will be able to store their bikes here and leave and bags, helmets or coats in the locker room on the ground floor.

Whilst storing bikes on a floor a level above was initially very impractical, it was necessary to be able to store a larger number of bikes. The building is very narrow and sits between two existing buildings so the solution was to add an additional floor above the entrance level. The solution to transporting bikes up a floor was to implement a large lift to accommodate an easy movement of bikes within the building.

BIK E 2 0 8

STO R AGE Ground materiality - Gravel

Bike storage located on site 2 0 9

BIKE STORE

BIKE STORE

LOCKER ROOM

1:200 Level 00 plan

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1:200 Level 01 plan

1:200 Level 02 plan

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B I K E

S T O R A G E

E N T R A NCE

&

B I K E

S T O R A G E

L O CK E R

2 1 2

Entrance from Bothwell Street

R O O M

Bike storage exploded axo

Bike storage axo

Bike storage on level 01 2 1 3

Diagram showing entrance sequence from Bothwell Street to the new ‘street’ on site

Section through Bike storage and entrance from Bothwell Street 2 1 4

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4.0

B I B L I O G R A P H Y

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sultsUri=items%3Fquery%3Dedinburgh%2Bhousing%2Bmarket%2Bslows%26target%3Deds%26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=eds.

‘Bricks: Their Property and Use. - Newcastle University’. Accessed 19 May 2020. https://libsearch.ncl.ac.uk/primo-explore/fulldisplay?vid=NEWUI&id=990000478130102411&inst=44NEW_INST&context=L. Brinkhurst-Cuff, Charlie. ‘Edinburgh’s Housing Crisis: A City Bids to Avoid London’s Mistakes’. New Statesman 147, no. 5423 (15 June 2018). https://library.lincoln.ac.uk/items/eds/edsglr/edsgcl.544712285?query=edinburgh+housing&resultsUri=items%3Fquery%3Dedinburgh%2Bhousing%26target%3Deds%26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=eds.

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Hague, Cliff. ‘This Is What’s Causing Edinburgh’s Housing Crisis’. The Scotsman, 28 May 2019. https://www.scotsman.com/news/opinion/columnists/this-is-what-s-causing-edinburgh-s-housing-crisis-professor-cliff-

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hague-1-4935333.

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son-to-their-parents/.

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‘Housing Crisis “City Cannot Tackle Problem in Isolation”’. Evening News. 28 February 2008. https://library.lincoln.ac.uk/items/eds/edsgin/edsgcl.175567914?query=housing+crisis+%27city+cannot+tackle&resultsUri=items%3Fquery%3Dhousing%2Bcrisis%2B%2527city%2Bcannot%2Btackle%26target%3Deds%26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=eds.

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2 2 1

5.0

A P P E N D I X Init ial

w ork

exp l ori n g

Edi nb urg h Leith Links

A Green City Edinburgh was ranked as the greenest city in 2019

Royal Botanic Garden

by the National Geographic. The city is home to 112 parks and more trees per head of population than any other city in the UK.

Inverleith Park

PORT OF LEITH

The geography of Castle Rock, Arthur’s Seat and South Loch defined how the city centre could expand

Lochend Park

in the earlier years and still remain today as some of the most notable features of the city. The control the

CITY CENTRE

green spaces have on the city has resulted in clusters of housing types and concentric rings of develop-

NEW TOWN

ment spreading outwards towards the shore of the Firth of Forth.

Carlton Hill

Princes Street Gardens

OLD TOWN Holyrood Gardens

The Meadows 2 2 2

How geen spaces have defined the city

Green spaces defining the city 2 2 3

A

C I T Y E xplo ring

O F

L AY E R S

Ed i n b u rgh

On the site visit we worked in groups to carry out an in-depth analysis of the city. Rob, Charlotte, Tara and I were interested in analysing two transects of the city, one from west to east and another from north to south. At this point we were looking into the ideas set out by Guy Debord in Psychogeography in that the city should be viewed as a site of mystery and we should seek to unravel the hidden layers. The routes were planned around interesting parts of the city that contained a layered history, such as areas that were previously Loch’s or buildings that have been built ontop of a previous development. The routes began and finished with green spaces in the city, so that we could understand how the city works harmoniously with the green spaces it is notorious for.

The following images are the result of the findings from the site visit. After this point each member of the group found a topic they were interested in to pursue for their individual projects.

Planning routes for the site visit through historic research

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Group topography model with Charlotte’s site sketches

Wall pin-up showing research findings, sketches, photographs and routes taken on site visit

October group review pin-up 2 2 5

Rob’s analysis of routes taken on the site visit

Rob’s sketches of the routes taken on the site visit 2 2 6

Rob’s analysis of routes taken on the site visit

Tara’s analysis of materiality in the city

Tara’s material rubbings from routes taken on the site visit in the city 2 2 7

H O U S I N G T he

S c o tti sh

T O

2 0 4 0

G over n men t’s

Vi si o n

Over the next 20 years the Scottish Government aims to deliver more of the right homes in the right places to meet the housing needs and aspirations of the people of Scotland. New Housing is deemed to be vital in “eradicating child poverty and homelessness, ending fuel poverty, tackling the effects of climate change and promoting inclusive growth”10. The Government have an ambition to make Housing to 2040 a “lasting legacy that is not just about new homes, but that takes into account the people, place, environment and communities in which our homes, both new and old, are located”11. Housing is significant in impacting on people’s lives, it has the ability to improve the quality of life for the people and communities living there.

Alongside the Scottish Government’s vision for Housing to 2040, the Architects Journal are encouraging designers to rethink of housing in Scotland in a way that is innovative and inclusive. A competition by Architecture and Design Scotland (A&DS) has been advertised on behalf of the Scottish Government to “create a travelling exhibition exploring the future of housing”12, promoting vital changes to our current approach to housing.

The Scottish Government’s Housing to 2040 vision and exhibition design competition highlights just how relevant the issue of housing is, not only in Edinburgh, but in Scotland as a whole. Edinburgh’s housing issues are predicted to escalate following the expected population increase and should therefore form the start of Scotland’s response to its housing crisis. In order to understand Edinburgh’s housing issues I have looked into past examples of houses perceived to be the solution to housing issues at their time on construction.

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The Scottish Government’s housing plan

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