Lanka Learning Center

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LANKA

LEARNING

CENTER Taking the next Steps

2013


Fieldstudies

Lanka Learning Center


Introduction

Preface Prof. Markus Allmann

A few months ago the Sri Lankan aid organisation “S.T.E.P.S.” contacted the IRGE of the University in Stuttgart and asked if the students would like to develop a concept including a realizing strategy for an education and meeting place in eastern Sri Lanka, called “LANKA LEARNING CENTER”. Both sides aimed to work together in the long way, in which the students go through all steps of the building process, from the first few sketches, the designing of models and plans, up to the realisation.

Preface Generally speaking, architecture is a reactive art form. Architecture reflects social conditions and social evolution with a time delay. At the same time, architecture has the power to not only mirror changes, but to initiate development, invite choices, show proof of appreciation and facilitate compassion. All this is possible through thoughtful and provocative spatial intervention. Thus architecture assists, in its highest calling, to eliminate prejudice and equalize sociocultural differences. What can this art form achieve at the most tangible levels? That is the question posed by 17 students of architecture at the “IRGE Institut fuer Raumkonzeption und Grundlagen des Entwerfens” at the University of Stuttgart in the summer semester of 2013. A project in Sri Lanka started it all. The country had been haunted by years of civil war and devastated by a tsunami in 2004. The vision was to create a place for education and encounter that would be open to people of all ages, ethnicities and religions. In cooperation with the Sri Lankan charities “S.T.E.P.S. of forgiveness” and the “People helping People Foundation”, the students endeavored to conceive of a learning center (“Lanka Learning Center”, also known as LLC), located in Batticaloa on the east coast of Sri Lan ka. Depending on available financing, the students also intend to manifest this center, step by step, starting this next semester. Interdisciplinary cooperation being the fundamental prerequisite for a convincing and lasting solution, introductory guest lectures about the principles of development aid, ecological conditions, do-ityourself construction, climate-conscious construction and project management were made available. A building program outline was not provided, since the students were encouraged to design by themselves the project on the basis of a comprehensive

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needs analysis. They would suggest their own solutions for possible applications and coordination of proposals. The goal was to create a coherent architectural project uniting the different thematic approaches, by the end of the semester. Having gained much knowledge from the lectures, discussions and workshops, the students went on a 14-day excursion to Sri Lanka. The main purpose of the excursion was to view the property already purchased by the charity organization, as well as the implementation of workshops with the future users of the learning center. Thus the students were able to gain information about available resources, identify local specifics, and collect user requests and visions. The result: multiple creative and highly diverging solutions that take into account the complex social, economic and ecological aspects. STEPS is thus empowered to use the projects as a basis for the next steps in evaluating different approaches and potential solutions of further development. The students bonded deeply with the task at hand in the course of the semester, as evident by tremendous empathy and passion during the unfolding of the project. I am grateful to Vincen Francis Jesudasan of STEPS who made this project happen, and to the guest lecturers Thomas Auer, Christian Frenzel, Prof. Antje Stokman, Prof. Peter Hübner, Martin Rath, Tobias Schill, Karl Heinz Sachsen maier and Leslie Koch. Special thanks go to the deeply involved participants of the concept and our tutors Noemi Thiele, Matthias Both, Valentin Ott and Felix Yaparsidi, who managed the project at their own expense. Additional gratitude goes to Carolin Lintl who assisted the project as graphic designer. Prof. Markus Allmann.

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The theory

The theory

The Idea

- supporting an aid project by self initiative - communicating over barriers and documentation on the same project base for sharing and saving knowledge on both sides - g oing through the participative planning process from the beginning of the strategic and demand planning, up to the built object with experiences in all planning stages - direct contact with the construction team and users

By getting a plot of land S.T.E.P.S. of forgiveness e.V. and “People Helping People Foundation” created the foundation for the “Lanka Learning Center” project. A place of promoting freedom through meeting and education should be founded here, where people of all ages, ethnicity and religions can come together peacefully. The famous children’s festival, which has taken place since 2010, is said to be the key project that can convince all people of the meaning and feasibility of this inter-cultural and interreligious idea. A place should now be built, that can be a Symbol, where it is celebrated, played and worked, where kids take lessons and youths get an education, where many further education and language courses take place or conflict training and discussions can be held. Additionally, a rehabilitation centre for the psychological treatment of traumatised people can be offered.

Through the setting of the task it is possible for the students to connect many functional and factual aspects with a social level and strengthen the belief and the significance of their own discipline by this. Architecture can make a difference.

The participants Aid-organisation “S.T.E.P.S. of forgiveness” e.V. the association “S.T.E.P.S.” is an initiative by students for sustainable support of educational projects for children and youths in Sri Lanka. Since 2010 more than 1.000 kids in 23 different education centres are taught in all subjects. The union assists by the proven principle of “helping people help themselves” and provides school materials and uniforms, clothes, a warm meal, rooms, facilities, teacher-training and everything else that is needed for a good learning atmosphere. Unique to this project is the fact that children are not only taught in their own language, but also in the other one (Tamil and Sinhala).

The project shall be designed from the beginning by the students, together with the people in Sri Lanka. In order to succeed, it is important that all participants can identify themselves with the project through their input of knowledge and abilities. The aim is to make as much as possible out of local motivation and ideas and to work with the villagers, as well as with local materials, methods and techniques. This serves as acceptance and identification: the project shall not be “completely imported”, but evolve out of societies middle. A defined aim is that the project starts from state zero, “Programming”, up to the finishing and usage stage, accompanied by the locals, the future users, the volunteers and students. The project with such a long duration guarantees high learning possibilities for the students as well as a responsible use by the early integration of the future users.

Aid-organisation “People Helping People Foundation” in Sri Lanka The civil “People Helping People Foundation” is the local “sister organisation” of “S.T.E.P.S.” in Sri Lanka. The active members there are responsible for the training and further education of the teachers, choosing the topics of the classes together with the requirements of the governmental curriculum, and leading the 23 education sites. The “People Helping People Foundation” will be responsible to manage the proposed education and meeting centre organisationally and financially.

Working on this international aid-project offers a lot of possibilities to develop and deepen political and individual skills: - facing relevant political and social backgrounds and analysing the effects on direction and planning of the project - searching for particular sustaining architectural solutions due to few available resources - developing responsible awareness for architectural adequacy and quality - r esearching and using of regional materials and their new interpretations Lanka Learning Center

IRGE Department of space planning and basics of designing, University Stuttgart The doctrine and research by the IRGE under the direction of Prof. Markus Allmann concentrates on the core capabilities of an architect, designing. Designing is a creative process, that looks for answers on changes in society, absorbs various needs, handles manifold tasks and con5

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verts them into “tangible” oder “overarching” concepts and qualities. The interplay of the complex aspects which comprise an architectural design work, shapes the operating stages and working steps: area and context, sustainability and economy, sociology and psychology, place and atmosphere, aesthetics and effect. The department cooperates with four young and dedicated architects, who were essential for that project. The participating students will benefit through their knowledge and experiences from work in the various stages of designing. The architects Noemi Thiele, Matthias Both, Valentin Ott and Felix Yaparsidi lead and moderate the project. Students The students form an international group of 17 students and visiting students from China, Korea, Spain, Romania and Switzerland. Locals Residents and future user from the Batticaloa region. Besides the responsibility of both organisations “S.T.E.P.S. of forgiveness” and “People Helping People Foundation” a heterogeneous group of local actors, such as children, youths, widows, teachers, artisans, officials as well as religious and governmental representatives came together, who belong to different social groups and ethnic milieus.

Lanka Learning Center

Workshop participants, Batticaloa, Sri Lanka, May 2013

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The theory

The theory

The concept

Building in developing countries Mr Karl-Heinz Sachsenmaier, Zurich Mr Sachsenmaier, who already accompanied many projects for the organisation “Grünhelme” e.V., provided an insight into making projects in foreign countries and awakened the students to many factors, which were not yet considered in the plan, to successfully make a construction project within the developing countries’ existing cutbacks.

Phase 1

Investigation, collecting knowledge, learn to use the tools of analysis The students started the plan with a discussion of the critical factors which influence and shape that place. Along with topics like “war”, “peace”, “crisis” and “religion” the situation in Sri Lanka was investigated and an understanding developed. After this, topics and aspects, whose research should have given a good basic knowledge for the student’s plan, was collected through brainstorming in an internal workshop. This acquired knowledge is grounded on four core topics:

Ecology and climate Ms Prof. Antje Stockmann, Stuttgart Prof. Antje Stockmann, leader of the department for landscape planning and Ecology from the University Stuttgart, was able to enrich the designing basis with an excursion into Sri Lankas climatic and topographic conditions, as well as an estimation of the impact of the tsunami on the agricultural usability of the coastal region.

Program: Functions, brief, conceptual and strategic models, user concepts, construction stages

Programming Mr Martin Rath, Stuttgart

Architecture: Local building tradition, specific building in Sri Lanka today, tsunami and monsoon safety, practicability, cost estimate and deadline dependency through local conditions

Martin Rath works as an architect in the sector of programming and site development. With programming one can analyse by a close and methodical evaluation the coherent values, aims, facts and needs of the constructor, the users and the affected public. This process takes place in the so-called “Phase 0”, immediately at the start of a project. It serves to confront the complexity of the task and to weigh up the potentials in preparation. In his speech Mr Rath conveyed some of the workshop techniques to the students and discussed the structure and contents of the planned workshops in Sri Lanka together with the students.

Ecology: Climatic circumstances, regional sustainability and ecological concepts, rainwater collection and utilisation, integration of agriculture for sub-subsistence farming Workshop: Workshop strategies, participation methods, communication and representation media Guest lectures: Alongside this a “roundtable” workshop with guests was organised. The relevant topics for the project were presented through spontaneous lectures and discussed afterwards. Through this, the students were awakened to all stages and aspects of the project with the first requisition through participative methods, along with ecological concepts, construction principles and material science.

Lanka Learning Center

Building techniques and construction Ms Leslie Koch, Stuttgart Being initiator and responsible for the aid project “Ukugala” for the “village of hope” in Grabouw near Cape Town, Leslie Koch presented the projects for “Village of hope”, which she realised together with students of the department of public buildings from the University Stuttgart under the theme “build together, learn together” between 2010 and 2013. The lecture provided an insight into the different stages within the project, from conception and 9

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planning up to the realisation. It showed a picture of the different challenges that are within such a task.

Participative building Prof. em. Peter Hübner, Stuttgart Peter Hübner showed by using the particular examples of kindergartens, schools and churches, the involvement and continuous exchange with the future users. The participation process goes from the first common sketches and models up to involvement in the building process. “Every house has to satisfy emotional demands, therefore every architect has to believe in his/her own abilities and has to discuss with the future users of the building to include their wishes and needs” states Hübner.

Climatic building Mr Thomas Auer and Mr Christian Frenzel, Transsolar Both instructors debated different climatic conditions and their impact on the architecture together with the students in workshops. Through that discussion of the location, the type of the building and its direction, up to choosing the materials of construction and surface, a balanced proportion and interaction between sustainability and user comfort can develop.

PHASE 2

Learning to know the building culture, visiting the location, workshops, determining the requirements

Discussions during the workshop

The excursion provided a route from the historical sites of earlier generations that are claimed to be a world cultural heritage to incunabula of the local modernity, where the students learned to know the local building tradition and take it as an inspiration. The various objects were presented by the students through short presentations. As preparation to phase 3 of the plan insights into the building process and the material conversion in local craft enterprises were gained. By experiencing the local building tradition the students gained an understanding for scaling, materiality and coincidence and carried these skills forward in their plans. Producibility in terms of local personal contribution plays a major Lanka Learning Center

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role. The construction of the building and the dimensioning of the buildings’ elements have to be geared to a human scale and be chosen so that all local participants are able to construct the buildings without any great previous knowledge or additional technological efforts. The students moderate the workshops with 80 representatives of all ethnic and social groups in Batticaloa. By intensive preparation of the different topics, which are discussed in small groups to overcome inhibitions, all members can take place in the workshops and can partake in very personal talks, partly in very excited discussions which enrich the knowledge and understanding of the students and to answer questions as well as verify and contemplate theoretical researches. The stated aim of the workshops to include all groups within the region, if possible additionally on the state level, so they can express their needs and ideas, can be called successful. By realising their own skills within a planning and designing process the participants were strengthened and developed the motivation to become responsible for the transformation and conversion of the chosen ideas.

PHASE 3

Developing the concept, designing stage, working it out and presentation After coming back from Sri Lanka the gained insights and experiences were structured and worked up. From the knowledge they collected the different concepts and spatial projections were “distilled�. Through the things they experienced and found out, an emotional and by that a very deep discussion of the wishes and needs of the users occurred and shaped the approach to the design task. In weekly reviews the stages of the development from every single project were discussed, from the first usage concept of the area, the master plan, the spatial design with statements to materiality and construction up to the financial aspects of the management, the stages of realisation and sustainable energy concepts.

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The results are eight projects, of which every single one transfers the defining factors of the context and the wishes of the users into a place appropriate architecture. This appropriation means not only the sensible use of resources, but also the standard of practicability, by understanding the local motivations and capacities.

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Vielen Dank für Ihre tolle Unterstützung! Prof. Dipl.-Ing. Antje Stokman, Universität Stuttgart; Prof. Dipl.-Ing. Peter Hübner plus+ Bauplanung II; Tobias Schill, Stiftung Entwicklungs-Zusammenarbeit (SEZ) Baden-Württemberg; Dipl.-Ing. Martin Rath; Dipl.-Ing. Thomas Auer, Transsolar Energietechnik GmbH; Dipl.-Ing. Christian Frenzel, Transsolar Energietechnik GmbH; Dipl.-Ing. Karl Heinz Sachsenmaier, Grünhelme e.V.; Dipl.-Ing. Ursula Hartig, Technische Universität Berlin; Dipl.-Ing. Leslie Koch, Universität Stuttgart; Prof. Dr. Horst Krist, Ernst-Moritz-ArndtUniversität Greifswald, Institut für Psychologie; M.Sc. Alanus von Radecki, FraunhoferInstitut für Arbeitswirtschaft und Organisation IAO, Dipl.-Ing. Steffen Braun, Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO, Dipl.-Ing. Steffen Raiber, Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO; Silvia Steinmaier Optiplan GmbH, Kopie + Medientechnik Stuttgart, Walz MC Packaging II Ritter Sport Schokolade; Stadt Stuttgart; Baden-Würtemberg Stiftung; Geoffrey Bawa Trust, Colombo; Department of Architecture - University of Moratuwa, Colombo, Vielen Dank auch an die vielen freiwilligen Helfer, die uns unterstützt haben!

IMPRESSUM Lanka Learning Center Seminardokumentation Sommersemester 2013 Entwurf Herausgeber Lanka Learning Center Professor Markus Allmann Vorname Nachname IRGE Intstitut für Raumkonzeptionen Vorname Nachname und Grundlagen des Entwerfens Vorname Nachname Universität Stuttgart

Seminarleitung Professor Markus Allmann Dipl.-Ing. Matthias Both Dipl.-Ing. Noemi Thiele Dipl.- Ing. Valentin Ott Dipl.-Ing. Felix Yaparsidi

Redaktionelle Leitung Spela Setzen Gestalterische Leitung Carolin Lintl

Redaktionelle Beiträge Vincen Francis Jesudasan Prof. Markus Allmann S.T.E.P.S. of forgiveness e.V Noemi Thiele Valentin Ott

Übersetzung Hannes Schewe Uki Mac Isaac Emmet Kenny Jenny Poincloux

Abbildungs- und Fotonachweis Philipp Bauer, Lisa Brinks, Qiuwen Chen, Ileana-Roxana Dan, Eileen Dorer, Ju-Hyung Han, Yun Hou, Christian Kampik, Johanna Koehler, Yuanyuan Li, Carolin Lintl, Yahui Lu, Esther Jiménez Ruiz, Veronika Schubach, Heiner Wolfsberger, Long Xu, Felix Yaparsidi, Yifan Zhang, Juliane Zindel und S.T.E.P.S. of forgiveness e.V-Archiv Für den Inhalt der Beiträge sind die jeweiligen Verfasser verantwortlich. IRGE | Institut für Raumkonzeptionen und Grundlagen des Entwerfens Universität Stuttgart | Architektur und Stadtplanung Keplerstr. 11 | 70174 Stuttgart | Germany Fon +49 711-6858-3260 sekretariat@irge.uni-stuttgart.de www.irge-uni-stuttgart.de


S.T.E.P.S.

Lanka Learning Center


Preface

We are STEPS

When I was a child I always dreamt of having a peaceful home in Sri Lanka, and now, with the great support from everybody, we will one day be able to make exactly this dream, that I share with many people, become true. Additionally we want to give traumatized children and youths a place of coming together, of peace and security and open them a door to a better future. The situation at home concerns me while living here in Germany. In eastern Sri Lanka, in Batticaloa, live thousands of half- and full-orphans, whose parents died during either the Tsunami or the civil war. Additionally lots of children come out of extremely poor conditions, where the parents aren’t even able to give them a simple education. To help these children I founded, together with the help of my friends, the project S.T.E.P.S. of forgiveness e.V.

Dear Readers, my name is Vincen Francis Jesudasan. I’m from Sri Lanka and I study psychology at the university of Greifswald. In my childhood and youth I witnessed the civil war in this country. A German family, that survived the Tsunami in 2004 together with my family and me, gave me after that natural disaster the chance to study in here in Germany. I was given that great gift to a better future, what means a lot to me. Now I have the chance to share what was given to me. I can give a child the hope for a brighter future, I can lead him and give him a place full of security.

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S.T.E.P.S.


We are STEPS

We are STEPS

S.T.E.P.S. – Singhalese – – Tamil – – Education – – Peace – – Sri Lanka – Lanka Learning Center

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We are STEPS

We are STEPS

Since 2010 STEPS has been able to educate 1000 children at 23 educational centers throughout Sri Lanka in every subject free of charge. We help the Sri Lankan people pay for school materials, uniforms, clothing, a warm lunch, the classrooms, equipment, and the teachers’ training, all of which creates a good atmosphere for studying. But above all else, we aim to help the Sri Lankan people help themselves. By providing free school in now 28 villages, we do not only support children, but also women and widows by giving them an education and work as a teacher. The uniqueness of our project is that the children are taught in both languages, Singhalese and Tamil, to encourage the dialogue between both ethnies and help the process of reconciliation to build a peaceful and respectful society.

Thanks to the donations 1545 children are supplied with schoolbags filled with school material, that their parents often aren’t able to afford.

Sports equipment such as Frisbees and cricket clubs are donated to the schools of Sri Lanka. One approach of STEPS is to promote a rapprochement between children of different ethnic groups by playing.

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We are STEPS

We are STEPS

At the Children’s fair the kids spend time together, playing games and laughing without thought of one’s ethnic or religious differences. The students helped as volunteers during their visit in Batticaloa. Lanka Learning Center

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We are STEPS

We are STEPS

Playing together at the yearly Children’s fair, the kids of the various regions get to know each other.

Lanka Learning Center

In addition we organise for now three years festivals with over 2000 kids. Every year, the children from the different education centers get together for a children’s festival. It is a fun day for every child, that they spend playing games and laughing together without thought of one’s ethnic or religious differences. The fair greatly encourages the communication between the different cultures and religions and we hope it will build a solid foundation to a life free of conflicts in their generation. Due to this commitment we recognise that there are already many friendships have been made.

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We are STEPS

We are STEPS

People helping People Foundation In our workshops at schools in Germany we try to inform in a playful way and explain the cultural differences to the children.

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In Sri Lanka, we cooperate with the nonprofit organization “People helping People Foundation� which organises educational centers, supports our projects and confirms that the purpose of our organization is fullfilled. STEPS does not only support children in Sri Lanka, but also aims to inform about the culture and daily life in Sri Lanka, which is rather exotic and unknown to most Germans. To achieve this, our volunteers and helpers created public presentations, cooking events and workshops in parishes and schools in Germany to show german children the Sri Lan kan way of life. Communication and advertisement Informations about STEPS are available in English and German.

We distribute brochures to schools, fundraisers and parishes as well as catering traditional Sri Lanka dinners for presentations and other occasions, such as international weeks in schools. We advertise for our fundraising campaigns by putting informational posters in public buildings and stores. Presentations and dinners are promoted with personal invitations. Every year around Christmas STEPS organizes a donation campaign to raise money for school bags and material. For allready twelve Euros we can equip a child with a proper bag and all the school material, that is needed for a whole year. Last year we achieved that for 1545 children.

S.T.E.P.S.


We are STEPS

We are STEPS

The organisation

Taking the next S.T.E.P.S. – The Lanka Learning Center

S.T.E.P.S. of forgiveness e.V.

People helping People Foundation

Headquarter Greifswald, Deutschland

Headquarter Colombo – Ragama, Sri Lanka

Direction

Direction

Vincen Francis Jesudasan Director

Dicnapiyance Gonsalvas Co-Director

Ute Kolp Committee Member

STEPS now has got 32 active members and 60 helping hands

Clarence Samuel Director

In the past, many projects and events have already taken place. We were able to give children school equipment, we had Lectures and information events, as well as cooking classes and project days. With our help, young people became friends with members of completely different ethnic and religious groups and people in Germany do more and more understand what living in Sri Lanka is like. But STEPS still tries to find sponsors which can for example, by giving 30 Euro per month, support a single teacher. We do not only try to give education to the Sir Lan kan people, but we also try to improve their daily life, for example by buying fishing equipment for ten fishermen, so they can earn a living for themselves and their families.

Jayaraj Derrence Co-Director

PHPF works with over 38 members and over 100 active helpers in 28 villages.

Our next step is the construction of an education center building in Batticaloa which will hold enough space for children classrooms as well as trainee programs for women. With the help from all the friends and all the sincere donators our work will still evolve in the future. With the support of IRGE Institute, the department of space-

Greifswald Hamburg Köln Team Ulm Lörrach Rostock Walkendorf Leichingen

Bretten Schwabach Heidelberg Weinsberg Perouse Zürich (CH)

Stuttgart In Cooperation with IRGE, Institut für Raumkonzeption und Grundlagen des Entwerfens, Universität Stuttgart

Lanka Learning Center

Colombo (Headquarter PHPF) Batticaloa Puttalam Trincomalee Arugambe Ampara Badulla-Bandaravela Talawakelle

conception and basics of designing of the University in Stuttgart, STEPS will come the Lanka Learning Center as a training- and meetingplace in Sri Lan ka a little closer. At this point I’d like to thank Prof. Dr. Markus Allmann very much. He set so much value on this project and made it possible to all my friends Noemi, Valentin, Matthias, Felix, Carolin, Spela and all the students to create something that is so incredible and wonderful. In the name of all children and all colleagues from S T E P S and PHP Foundation I also want to thank all of you, with all my heart, for your commitment and generous support. Thank you very much! Vincen Francis Jesudasan

The “Stepies” from Greifswald and the members and helpers of People helping People Foundation

Kandy Plonaruwa Sigirya Dampulla Anuradhapara Jaffna Vavuniya Mannar Kilinochchi

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Contacts These people are always happy to help, if you need special information about S.T.E.P.S. of forgiveness e.V., People need people helping Foundation and our work. The RESPONSIBLES of

THe RESPONSIBLES of

S.T.E.P.S. of forgiveness e.v

People helping People Foundation

Managing Director

Communities

Director

Vincen Francis Jesudasan

Luise Höhne

Clarence Samuel

Francis.Jesudasan@steps-online.org

Luise.Hoehne@steps-online.org

clarence@php-foundation.org

0176/40 258 333 Schoolprojects

Co-Director

Co-Director / Head of Finance

Lydia Pietsch

Jayaraj Derrence

Dicnapiyance Gonsalvas

Lydia@steps-online.org

Joy@php-foundation.org

Companys

Responsible for finances

Werner Widmaier

Shathrak Ganeshan

Werner.Widmaier@steps-online.org

Shathrak.Ganeshan@php-foundation.

Dicna.Gonsalvas@steps-online.org

0176 / 20 336 464 Commitee member Dipl.- Med. Ute Kolp Ute.Kopl@steps-online.org

0381 511552

org

International Experience Josua Schradi

Cash Audit

Josua.Schradi@steps-online.org

Eardley Stephan, Vincen Peter Francis, N.

Cash Audit Franziska Krüger

Sponsorship

Anton Robert

Franziska.Krueger@steps-online.org

Ulrike Boruschek

anton@php-foundation.org

Ulrike.Boruschek@steps-online.org

Juliane Hübner Juliane.Huebner@steps-online.org

Advice for donations and Finance David Leist (Steuerberater) David.Leist@steps-online.org

Marketing Management

Marketing Management Events

Kohilanath Suppiah

Vincen Francis Jesudasan

kohilanath.suppaih@php-foundation.org

Francis.Jesudansan@steps-online.org

Press Responsible for finances

Elizabath Shathrak

Thomas Johann

Eliza@php-foundation.org

Thomas.Johann@steps-online.org

Bettina Phleps-Thiele Bettina.Phleps-Thiele@steps-online.org

Schoolprojects Secretary

Thiyagaraja Subramaniam

Franziska Krüger Media

Franziska.Krueger@steps-online.org

Sponsorship

Carolin Lintl

Mariya Jesintha Derrence

Carolin.Lintl@steps-online.org

Jesintha@php-foundation.org

Press

Events

Karola Fischer

Nishanthan Nallamuthu

Karola.Fischer@steps-online.org

Nishanthan@php-foundation.org

Thomas Junghanns

Project coordinator for Polonarua

Thomas.Junghanns@steps-online.org

A.M.V.R. Anasly Andrady Anasly.Andrady@php-foundation.org

Secretary Stephan Thiyagaraja Stephan.Thiyagaraja@php-foundation.org


SRI LANKA RESEARCH

Lanka Learning Center


Research Sri Lanka

Research Sri Lanka

Sri Lanka – The pearl of India

AVERAGE ANNUAL RAINFALL iri.columbia.edu/–mahaweli

Within a mere area of 65,610 kilometres lie 8 UNESCO World Heritage Sites, 1,330 kilometres of coastline - much of it pristine beach - 15 national parks showcasing an abundance of wildlife, nearly 500,000 acres of lush tea estates, 250 acres of botanical gardens, 350 waterfalls, 25,000 water bodies, to a culture that extends back to over 2,500 years.

Climate Few places in the world can offer such a remarkable combination of stunning landscapes, pristine beaches, captivating cultural heritage and unique experiences within such a compact location. Due to its proximity to the equator - set in the Indian Ocean in South Asia – Sri Lanka prevail on the island of warm and tropical with high humidity (often 90%) identified climate. Nevertheless, the climate is bearable; coastal blowing a refreshing sea breeze, in the hill country is pleasantly cool temperatures. Sri Lanka is tropical, with distinct dry and wet seasons. The seasons are slightly complicated by having two monsoons.

SRI LANKA

INDIA

SRI LANKA 7° 42’ N, 81° 42’ O

Batticaloa

Colombo

SRI LANKA

Batticaloa is the capital of the district in the east of Sri Lanka and is located on the Bay of Bengal. The name means in Sinhalese “muddy lagoon”

area / 65,000 km2 population / 20.2 mil. language / Sinhalese / Sri Lankan / Tamils / Moors / Indian Tamils / aboriginal Vedda religion / Buddhism / Hinduism / Islam / Christianism

86 % 14 %

URBAN

500-1000 mm 1000-2000 2000-3000 3000-4500 4500-6000

Population Sri Lan ka has a population of 20.277.597 people, which is equal to a quarter of the German. The population density is with 303 citizen per km 2 similar to the state of Baden-Württemberg. The history of immigration, trade and colonial rule of the island has a significant impact on the diversity of ethnic groups and religions. The majority of the islanders lives outside of the cities. The hope for a better life attracts more and more people to urban settlement places. However, this trend is quite small compared to other countries like China. Sri Lan ka is a with the average age of 31,1 years a very young country, in opposite to Germany where it is 10 years higher than there. But the average age in other developing countries is mostly even lower than the Sri Lankan.

From May to August the Yala monsoon brings rain to the island’s southwestern half, ETHNIC COMMUNITIES while the dry season here lasts from Debellum.stanfordreview.org POPULATION DENSITY cember to March. The southwestSinhalese, has the low country iri.columbia.edu 1976 highest rainfall – up to 4000m m a year. Sinhalese, Kandyan >200 /km2 The Maha monsoon blows from October to 200 /km2 Tamil, Ceylon January, bringing rain to the North and 100/km2 Tamil, Indian East, while the dry season is from May to >50 /km2 CeyloncomparaMoor September. The North and East are tively dry, with around 1000mm of rain annually. There is also an inter-monsoonal period in October and November when rain can occur in many parts of the island. Within a mere area of 65,610 kilometres lie 8 UNESCO World Heritage Sites, 1,330 kilometres of coastline - much of it pristine beach - 15 national parks showcasing an abundance of wildlife, nearly 500,000 acres of lush tea estates, 250 acres of botanical gardens, 350 waterfalls, 25,000 water bodies, to a culture that extends back to over 2,500 years. AGE DEMOGRAPHICS www.indexmundi.com

age

100+ 95-99 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-4

RURAL

950 760

Lanka Learning Center

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36

570

380

190

0

0 190 380 (thousand)

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760 950


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The sea offers a variety of fish and crabs. Since the tsunami disaster there are more fishermen than before, as motivated with donations and a lack of work, more people want to earn their living as fishermen.

The black tea from Sri Lanka is considered to be the best in the world. For now many years it is been sold under the name “Ceylon-Tea�.

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Research Sri Lanka

Research Sri Lanka

Popular, local building materials are brick and wood.

Lanka Learning Center

During the british leadership the Sri Lankan architecture got heavily influenced by the european architecture,

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that is still visible next to the buddhist influences like the stuba of Ruvanvelisaya in Anuradhapura.

Sri Lanka Research


Research Sri Lanka

Research Sri Lanka

A moving history

Recent archaelogical discoveries prove that Sri Lanka was already inhabitated by gatherers and rice farmers during the Neolithic period, before the island split from the Indian subcontinent (about 60003500 B.C.).

During the 5th century B.C Dravidian Migrants from the south of India landed on the north shore of Sri Lanka. They are the Tamil‘s ancestors

By 247 BC the Mauryan emperor sent his son and his daughter to Sri Lanka, where they spread the teachings of Theravada Buddhism. About 200 BC Buddhism became the state religion.

In 1505 the first Portugues fleet arrived in Sri Lanka

Dutch Colonial Era (1658-1796) Under the Dutch rule coffee, pepper and cinnamon cultivatoin and trade was intensified.

JAFFNA Jaffna

Tamil

Anuradhapura Polonnaruwa Sigiriya

Singhalese

KANDY COLOMBO

ANURADHAPURA

Sri Lanka was populated by Aryan Settlers from northern India during the same time. The settlers called themselves Sinhalese, meaning “Sons of the Lion.”

Lanka Learning Center

British Colonial Era (1796-1948) In 1796 the English conquered Ceylon and made the island 1802 a crown colony. At the time numerous coffee, tea, rubber and coconut plantations were established. The British rule lasted until 04.02.1948.

From the sixth century BC to the eleventh century BC the capital of the Sinhala kingdom was located at Anuradhapura. Until the 14th century the capital was moved several times, to Polonnaruwa and Sigiriya. Before the 13th century, there was a Tamil kingdom with its capital in Jaffna. The Chola Dynasty dominated the entire island in the eleventh century for several decades.

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On the 4th of February Sri Lanka finally became independent within the British Commonwealth. On the 22nd of May 1972 Ceylon became a republic with the name Sri Lanka.

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Research Sri Lanka

Research Sri Lanka

THE VARIOUS ETHNIC GROUPS AND THEIR NONVIOLENT CONFLICTS HIIK, April 2013

From ethnical conflict to civil war From 1983 to 2009 a civil war between the hinduistic tamil minority and the buddhistic Sinhalese government took place in Sri Lanka. After 25 years this conflict ended on 18th May 2009 with a victory for the government troops over the rebells. The small group of Tamils, who live mostly in northern and eastern parts of the country and represent only 10 percent of 20 million people, feel discriminated by the Sinhalese. Both ethnic groups immigrated originally from India to Sri Lanka. The Sinhalese came in the 5th century BC, while the Tamils settled over from southern India later in multiple waves. For more than 2000 years Sinhalese and Tamil Kingdoms existed parallel to each other. In contrast to the public thesis, that they stood in conflict all the time, both groups lived together mostly in peaceful coexistence. Only as the british conquerers combined the island to “Ceylon”, the first conflicts started. In 1948 the brits gave the right to build a government to the United National Party (UNP), which consisted of western oriented representatives from both ethnic groups. When the Sinhalese was declared as the official language, this was followed by severel riots with 400 dead tamils. Tensions became a civil war until July 1983. Since then more than 70 000 people died. These conflicts were fought Lanka Learning Center

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mostly between the tamil separatists „Liberation Tigers of Tamil Eelam” (LTTE) and the govern ment troops. Even after the Sri Lan kan-Indian armistice in July 1987, where Sri Lanka made concessions to the Tamil and gave them more autonomy, again and again fights, bomb attacks and massacres occurred. However in May 2009 the Sri Lan kan president Mahinda Rajapaksa declared the „Liberationtigers” to be defeated and the civil war to be over. The number of victims within the civil war is estimated up to 100 000, while huge areas are still mined and thousand of people are yet traumatized by the massacres and war crimes. The Tsunami and its consequences On 26th December 2004 a seaquake released 85km northwestern from Sumatra a Tsunami wave, which caused enormous destruction to wide parts of Asia and Africa. All in all about 230 000 people died, many more lost family members, friends and their complete existence. In Sri Lanka two thirds of the coast were affected by the tidal wave, mainly in the northern and southern parts of the country. A missing early warning system and the fact, that numerous were still sleeping costed many people’s life. The solidarity of the civil society after the great wave was so high, that even the tensions between Tamils and Sinhalese seemed to be overcome. Worldwide people were shocked and willing to donate money and other things, additionally plenty of relief organizations took part a the rebuilding. TSUNAMI DEATH TOLL 2004 NDMC 2005

5000-10500 >2000 >500 >1 0

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ETHNIC COMMUNITIES bellum.stanfordreview.org

70%

Sinhalese, low country Sinhalese, Kandyan

13%

Tamil, Ceylon

HINDUISM

Tamil, Indian

BUDDHISM

Ceylon Moor

10%

ISLAM

7%

CHRISTIANITY

Religion and Society The Sinhalese are mostly Buddhists, the Tamils often Hindus and Moors only Muslim. Among Tamils and Sinhalese there are Christian minorities and the everyday life is influenced by Buddhism. Beside ethnicity and the caste system the family form the families are often forced to live in extremely small spaces, every woman keeps her own cooking area as a sign for the family’s independence and center of home.

left: Negobo Lichterfest

above: A colourfull streetparade by bike on the way from Talalla to Tangalle

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The Sri Lankan architecture, sculptures and frescos are mostly shaped by buddhism.

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Sri Lanka Research


Research Sri Lanka

Research Sri Lanka

Education system Due to the intensive efforts of the government Sri Lanka takes, compared to other nations with a similar structure, educationally an outstanding position. More than 90% of all islanders can read and write, among the 15 to 24 year olds even 96 %, though there is a compulsory school attendance for 6 to 11 year old children and the public schools as well as kindergartens are free. The education system is based on the tripartite British model, which is divided in Primary, Junior Secondary and Senior Secondary School. You are only allowed to go to the university, if you pass the qualifying examination, which is composed of a quota system, the talent and the inhabitants and development level of each district. The best and most popular among the 13 universities in the country is the Peradeniya University near Kandy. In Sri Lanka the instruction languages are Sinhala and Tamil, while English is a compulsory subject for everybody.

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Research Sri Lanka

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Tourism as a chance 2011 more than 750,000 tourists visited Sri Lanka - as many as never before in the history of the country. Since the almost thirty years of civil war between radical Tamils ​​ and the Sinhalese government ended in 2009, the government trys to make the country more attractive for travelers. By 2016, 2.6 million visitors are expected. To cope with this rush there is need for some effort. This developement must be as sustainable as possible on an island like Sri Lanka to allow future generations the life besides tourism allow.

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Sri Lanka Research



Bamboo


Introduction

Location

bamboo A self-sustaining and independent project Before starting to design a building we thought about the overall concept for the project. Which are the most important implementations and rules we should mention before thinking of architecture? Our intention is to create a self-sustaining and independent project, of which the the locals in Sri Lanka a really aware of and stand for. The support of the people is fundamental for us, because from start of the building process we depend on the help from numerous people. They stand for the success of the project, because by convincing the local population, others from all over Sri Lanka are attracted. We would like to focus on the vocational training center because we see an extreme need for Sri Lanka of certificated workers. The concept we thought about consist of workshops. The trainees will stay there for about three weeks and do kind of a compact course where the locals can learn a profession.

Location of the plot with the surronding landscape

SRI LANKA BATTICALOA

After this time they will get a certificate, which will label them as officially recognised workers in their profession. Furthermore the people get to know each other during this common, intense education time.

ERAVUR

Sea

The second important point is to offer holiday camps for families and young people, where they can spend their free time together. Additionally we would like to offer seminars which they can attend. These seminaires should serve to inform and discuss about daily problems: political, sexual and other actual problems. In addition we would like to offer daily classes tuiton and health care, for example a monthly dentistry service.

Plot

Lagoon BATICALOA

All in all we would like to create a social Meeting Center in Batticaloa which will bring the Sri Lan kan hope through work, activities and a positive environment together. Waterzone Building Settlement

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Bamboo


Analysis

Facts about Bamboo

The basis research

Why Bamboo? Bamboo that is a natural material which is very versatilely. It is very ecological because it belongs to the familiy of grasses it is a very fast growing resource. You can eat it, you can construct with it, you can build furniture, walls and a lot of other things out of it. This means, it could be directly used as the construction material for the new Lan ka Learning Center and the sale of the single culms and self-made design products are in the same time a source of income. Furthermore the plants provides shade, which is a very important point in the hot climate of Sri Lanka. Bamboo has got a high potential for the future because it is ecological, renewable and easy to grow. At the moment Bamboo a sub-used resource in Sri Lanka even if the conditions to grow bamboo on the island are very good. Especially at the plot in Batticaloa, which is close to a lot of water and a has a fertile ground.

Problem Only four years ago, the civil War ended in Sri Lanka. This conflict took place between the two big ethnical groups: Sinhaleses and Tamils. The Tamils fought for their own country and the Sinhalese wanted to keep the power. Right now the conflict has calmed down but the problem is not entirely solved, it is more like a cease-fire. The two ethnics live mostly separated from each other and there is not a real approach. S.T.E.P.S. S.T.E.P.S. of forgiviness e.V. is trying to bring the Sinhalese and Tamils closer. ST E P S etablished classes all over Sri Lanka, where the children can also learn the language of the the other ethnical group. In their philosophy this is the first step to peace.

Distribution of Bamboo The sub-use originates of the opinon of a lot of people who think bamboo is a rural and post-modern material. Therefore it is particulary important to strenghten the role of this valuable resource. Bamboo grows in the subtropical and tropical regions of the world. In the two different climatic regions you will find different types of bamboos, because of the hot and humid climate in one zone and hot and dry climate in the other. Sri Lanka is located right in the middle of the tropics.Within the bamboo cutivation regions there are many differences of using this resource different countries. The concentration is here on the regions, where people construct their buildings out of bamboo. Especially in Central- and South America a lot of things are done out of bamboo, also in Southeast Asia and China.

LANGUAGE COMMUNICATION FRIENDSHIP FORGIVENESS PEACE

Vision The vision of an united and peaceful Sri Lanka will begin with communication, which is only possible when people understand the language of each other. Therefore STEPS already made the beginning. Only when people communicate, friendships can grow and if the people know and understand each other they are able to forgive.

Lanka Learning Center The goal of STEPS is to create a center where communication is the most important thing. People from Sri Lanka, no matter which ethnical group they belong to, meet and get to know each other. The center will have additional usages where space is needed for, what attracts other people to come there. The idea of the Lanka Learning Center (LLC) could be a role model for the whole island.

Lanka Learning Center

Distribution of Bamboo Main building areas 55

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Bamboo


Facts about Bamboo

Facts about Bamboo

Giant Bamboo - Dendrocalamus Giganteus For the site we suggest to plant the Giant Bamboo, that is officially called Dendrocalamus Giganteus. This is the biggest tropical type of bamboo. The Giant Bamboo plant grows in radial clumps, where every clump originates out of one rhizome. The rhizome is a horizontally spreading shoot of which sprout the single culms.

The bamboo plant is fully-grown after approximately eight years, then you can start to harvest. After this you can continuously harvest for about 100 years. Always cut the full developed culms out of the clump will also help the new culms to grow faster.

Rhizome

Year 1-4

Year 5

Year 6

Year 7-8

Growth of a Giant Bamboo starting with a Rhizome

25-30 m

In the beginning the bamboo is growing very slowly, but the roots have to accumulate first. During this periode, which can last up to four years, the bamboo needs a lot of water and maintenance. In a perfect scenario the plant would grow in a plant pot, looked after by a responsible person To save money for gardeners we propose giving the plants to families who cultivate the bamboo for STEPS until they are ready to be repotted. After that the bamboo grows very fast, up to 30cm a day.

10-15 m

5m 20-25cm

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The single culm will reach a diameter of 20-25cm and the wall thickness is about 2-2,5cm. The culm can be harveted if its colour turns yellow, because then the lignification process is completed.

The full grown plant reaches a size of maximum 30m and a diameter of aproximately 5m at the ground. The crown can have more than the double size, if there is no other plant directly next to it.

Bamboo


Architecture

The Master Plan

The Architecture of the Bamboo Lanka Learning Center

Water tower

Staff village

Water tank

Cultivation area Fountain

Storages

Lanka Learning Center

Guest houses

Parking

Ring road

LLC

First of all we flooded the whole site with a Bamboo forest to cut out glades for the buildings afterwards. We spreaded the different uses within the bamboo. The Lanka Learning Center including the public uses as learning, working, meeting and celebrating on the one hand and the private villages (guest and staff villages) on the other hand. As well there are some necessary services as a water tower, a fountain, storages and parking lots. Around the forest there is a ring road with several acceses to the particular uses.

P

P

P

P

Lanka Learning Center

left: Plantation right: Path Network 59

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Bamboo


A vision of the Lanka Learning Center

Visualization

The yearly Chilren’s fair is celebrated in the big court inside the main building. Lanka Learning Center

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Bamboo


Architecture LLC

Architecture LLC

LLC Main Building Base and Roof Because of the floods during the rainy season all buildings is based on an elevated floor slab. The LLC stands on a 60 cm high ring built out of local bricks with 3 steps on the inside and outside that offer lots of seats under the big overhanging roof. The rooms are as open as possible, only the rooms that definitely need to be separated are designed as a closed box. The roof protects the building from water and the large cantilever spends a lot of shade. The walls of the boxes are not connected to the roof, they stand separately so the wind can flow through the gap and take the heat away.

7

8 6

9

5 P

0

1

2

12

3

1

1

4

P

12

2

1

13

A

A

Outside and Inside Circle Like the Bamboo itself the LLC is a circle. The middle Circle is a sandy court with 1200m² that offers enough space for the children’s festival. The middle circle is moved out of the middle so that the ring is made up of a wider and a smaller part.

26 4

1

1

3

5, 0

1

5 9

6

8 7

Lanka Learning Center

10m

above: The Lanka Learning Center foot print below: The main Building’s section

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Three Sections The wider Part of the Ring offers enough space for up to 250 people. It is used for daily meals and has a stage for events, like weddings. In case of big events with up to 1500 people the whole room can become the stage with the audience sitting on the middle-court or on the stages around. The smaller part is used for the practical education with mainly woodworking machin. In the left part we have the theoretical education in classes. Kitchen and bathrooms are in the right part of the ring.

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Bamboo


Architecture Village

Construction and Material

In detail: construction and material

The Village Staff Village and Guest Village To provide more privacy, we separated the bedrooms and livingrooms from the main building and created two small villages. One for the pupils and guests and one for the permanent staff. Each village includes a house with kitchen and sanitary installations. Every House surrounds a Bamboo tree that overhangs the the roof and spends shade.

P

P

Connections To make the construction easy to imitate, we used similar connections on the whole building. Vertical trusses are always made as twin constructions working as a bracket to hold the horizontal beams in the middle. The horizontal beams are connected by steel bolds and tied together with ropes. The low end of the frames have metal bars embed in concrete to connect them to the concrete foundation.

x10M

Staff Village

bamboo columns 20cm

steel bolts

rope articulated support

concrete fundament B

Short term Accommodation

B

Fountain 10m

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Case Study: Bamboo Village Una Aruna is an existing Bamboo Park in Sri Lanka that is located in Amarasinghe Mawatha, Arukwatta in Padukka. There are many varieties of Bamboo trees available in this park. Una Aruna is mainly the work of Mr. Chandana Maitipe who inherited this land from his parents. Throughout many years, he dedicated his free time to build this park. There is also a museum and a small gallery that shows household equipments made out of Bamboo.

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Material Building with bamboo looks back on an ancient tradition. It is stronger than any other common building material when used in pure tension or compression and more sustainable due to its speed of growth and rate of carbon sequestration. Additionally it’s a cheap, fast reproducing Material that provides shadow.

Bamboo


Bamboo Lanka Learning Center Heiner Wolfsberger Juliane Zindel


THE VILLAGE One for all

Lanka Learning Center


About the project

About the project

Sri Lanka was praised as a pearl in the indian ocean. The name Sri Lanka means paradise and prosperous land in Sinhala. But due to the civil war, that lasted lasted 30 years, and the indian ocean tsunami, a lot of people lost their lives, families and homes. Years of civil war and tsunami has brought Sri Lanka’s economic development huge losses, additionally different nationalities, different languages, and different political environment have hindered its progress in culture. Disadvantaged groups increase and universal lag becomes a local desperate to be resolved. Because children are the future and education ist the hope, we think about what kind of architecture helps the most. After the civilwar the country is deleoping rapidly and the people have a real thirst for knowledge. During the 14 days of researching in Sri Lanka, we summarised the urgent demands of the people for a LLC in Batticaloa and de-

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veloped the basic units and a certain units combination rule so that different users can do different projects according to their requirements. Relative to a normal building the characteristic of this project is the possibility of unlimited growth and free combination. This combination form is applicable in other regions. Single buildings with their different possible compositions and forms became a village. The size determined by local needs can be expande depending on growth. In order to make sure that the construction process is not stopped because of economic reasons, we have done a marketing plan: village hall and the plantations are always first to be built and the next stage of construction is partly supported by planting crops and the hall rental income. The village is formed on the premise of self-sufficiency.

As architects we don’t want to build a luxurious palast, we only want to offer displaced people a safe place to live and help them getting self-confident as well as beeing able to help and develop themselves on their own. We think it is better to teach a person who is hungry how to fish, than to give him some fish. The social significance of our project is that the process of the design and built of LLC is also a part of the education of LLC. We hope the people, who take part in the LLC building process, will get more self-confidence and learn the construction technology, so that the technology will be popularised all over Sri Lanka. The simple form, free combination possibilities, the chance of unlimited growth that serve the different requirements and functions of the building regardless of location, is the main principles of this project.

ONE for all


Concept

site plan

One for all all the place, all the time, all the functions There are many problems: not enough classrooms or specialised educational institutions for pupils to take after-school classes. Workers rarely have the opportunity to get education in their free time and women can mostly not get a training after marriage. Local residents have neither the opportunity nor the suitable venues to exchange their experiences with others. There is not enough space for widows, orphans or seniors to live and by the Tsunami traumatised people rarely get the chance of a psyhological treatment. All these problems require architectural space and its classification summarises learning, living and communication. We plan the combination of this subjects in one building – the Lanka Learning Center – to achieve the purpose to the users’ demand.

All the place, all over Sri Lanka

All the functions in one space

Requirements Tutoring in classroom

Room Classroom

Small Unit Apartment

Apartment

Classroom Workshops

Communication (small room)

Teaching Room

Adult education

Workshops

Culture Center

Library

Communication (big room)

Aula

Psychological Treatment

Prayer Room

Guest house

Guesthouse

Internet

PC School

Vocational Training

6m

The masterplan for the area in Batticaloa Lanka Learning Center

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ONE for all

24m


Concept

Concept

Spacial develpoment in several steps

Different Buildings and their Criteria

1.PHASE Radiated The hall is the core of composition and the center of the community. Other buildings, such as classrooms and apartment, spread from the hall to the surrounding onesand complement each other in function. Being the only large public building the hall is accessible for everybody in the village.

In the first phase only a multi-function hall and the infrastructure is built. The workers can learn (Construction technology), eat and sleep in the hall and don't need to pay for anything.

2.PHASE

Instead of paying for anything the workers build in the second phase specialised classrooms and departments for the LLC for free. Additionally the plantation will be realised in this phase. Widows, who want to live in the LLC for free, can work at the plantations or as housekeepers at the LLC. The income from the plantation will be invested in the third.

Distance

TYP A : Multi- Hall

TYP B : Flexi classroom

To achieve a pleasent dimension between the building we make space of 0.75meters between road centerline and roof projection on the ground so that an image of an alley is created. This fixed coefficient makes buildings easy to combine with each other. That combination form is applicable in other regions.

3.PHASE Outdoor The buildings form a number of different squares according to size and position they have different uses such as meeting friends, chatting, eating and washing your hand or feet.,hand and foot washing ect.

In the third phase more classrooms and apartments are built. The classrooms can be used as workshoprooms, as library, etc. The apartments can be used as guesthouse, so that the LLC will gets more income to invest in next phase.

WIND DIRECTION In the local climatic conditions, ventilation is one of the most important architectural design criteria. The main wind direction is north-east, in order to adapt with the wind, the pitched roof tilt to northeast in seven degrees.

4.PHASE

In the forth phase the canteen, the prayer room and the playground is built.

TYP C : Courtyard Appartment

Special D : Mini Box

In the fifth phase the locals can shape the LLC by their needs.

5.PHASE

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ONE for all


Axonometry

Typ A Aula – Hall

Elevation Hall

The concept “one for all” means a concept to create a space that combines learning units, living units and communication units. This simple form makes its free combination and unlimited growth possible and serves the different requirements concerning different functions of the building independant in which region of Sri Lanka the Learning Center Village is settled. MULTI AULA

AXONOMETRY

FLEXI CLASSROOM

Variant 1 Apartment /Workshop/Classroom

Variant 2 Library/ Media Room

Variant 3 Exhibition Hall/ Cinema

HOF APPARTMENT

AXONOMETRY AXONOMETRY AXONOMETRY

PROJECT OVERVIEW

MULTI AULA MULTI AULA MULTI AULA

Typ A Aula – Hall

Typ B Learning-Classroom

Lanka Learning Center

FLEXI CLASSROOM FLEXI CLASSROOM FLEXI CLASSROOM

HOF APPARTMENT HOFHOF APPARTMENT APPARTMENT

Typ C Living-Apartment

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ONE for all


Typ B

Learning Classroom

Typ C Living Apartment

Elevation Classroom Elevation Living Appartment Basic structure

Variant 1

2-er Apartment Plan

Variant 2

Lanka Learning Center

Guesthouse Plan

Variant 3

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ONE for all


Architecture

Architecture

The construction in detail

Lanka Learning Center

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ONE for all


A vision of the village

Lanka Learning Center

Vissualization

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ONE for all


The village – One for all LANKA LEARNING CENTER Yun Hou Yuanyuan Li Qiuwen Chen


Mix & Match

Lanka Learning Center


Introduction

Introduction

Our experience and observations in the field as starting point

Teamwork– Together we can build a better world!

Stuttgart meets Sri Lanka

To get an impression of Sri Lanka and to learn about culture and traditional architecture we travelled all together for two weeks to Sri Lanka. On our journey we collected a lot of information and so we got closer to the local circumstances.

dren often have got very long ways to get to school. Sometimes parents prefer that their children stay at home because of the long way and so the children can help at home. Another fact is that there are almost no education centers for adults in Sri Lan ka, so people don‘t

Learning from each other

We learned that one of the problems is a big lack of education centers in Sri Lanka We arranged a workshop with the future stakeholders of the Lanka Learning Center. This workshop was very important for our continuing line of action. The main results for us from the workshop were the following facts: One circumstance is that parents have to pay a lot for their childrens‘ private classes. In consequence education depends on the social class. It is also a problem, that chil-

Lanka Learning Center

have the possibility to learn a profession. Normally young persons learn their profession from their fathers. But now there is a lack of good skilled workers especially in the service sector, since previously had little need in Sri Lanka.Due to Sri Lanka’s high tourist potential it is obvious to strengthen the professional education in this touristic sector.

A great opportunity to experience and learn on site: Mutual exchange of knowledge and skills

Tourism –Enjoying culture, nature and food! 85

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Mix & Match


Conditions

Financing Concept

Initial conditions

Finanial concept Sell – Move – Settle

catastrophe

Civil war 1983-2009

Tsunami 2004 78.529 destroyed houses 38.000 dead people

area claimed by the “Tamil Tigers” and 100.000 people were killed

29.000 houses were destroyed in Batticaloa, which equals 36,9 % of all destroyed houses in Sri Lanka Batticaloa 36,9 %

buy new site at the sea

2800m way to seaside

site 1

SOLD

sea

Site LLC Tourists

owned by S.T.E.P.S

Sri Lanka total 63,1%

site 2

800m way to seaside

change

SOLD

$

AGRI CULT LEASE URE

$

construction of food&fairtrade Lanka Learning Center

recurrent costs

Build 2 vocational centers for l.525.000 people in Batticaloa District

Rebuild schools

With the knowledge of all these facts we generated our concept for the future Lanka Learning Center in Batticaloa. Our aim is to combine the tourism sector with a tourism school and educational center. Furthermore we want to reach a mutual exchange between the local people and the tourists. Because of this wish Sri Lankan people get the chance to begin a formation in the tourism sector, while tourists have the possibility to learn in workshops traditional Sri Lan kan art, cooking, ayureveda etc. The workshops are held by the local families on the site.

after Civil war and the tsunami a lot of puplic schools and buildings have still to be rebuilt l

Tourist Areas

chance

potential developed

Lanka Learning Center

Until now the tourism is very developed on the west and south coast of Sri Lanka. There are already lots of hotels. But on the east coast around Batticaloa the touristic infrastructure isn’t evolved so far, because of affections by the tsunami in 2004.

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So in the Lanka Learning Center there are rooms for the professional education and for the workshops are being provided. The space in the learning center will be also used for private classes for children in the afternoon. Besides these facts the site and the concept of financing plays an important role. The organisation STEPS already bought two sites near Batticaloa. But both sites don’t work for our puropose, because of their distance to the sea. For our concept it is very imporant to be in an exposed site near the sea to attract the tourism.

So we suggest to sell site one totally and to sell the half of site two. The rest of the site can be used for agriculture and another part can be leased. With the gained money it can be ensured to buy a new small site at the beach. In the last years the number of tourists in Sri Lanka increased constantly. The tourism helps to develop the region and also gives employment to the local people. Thus this potential is a big chance for the whole east coast and the city Batticaloa.

Mix & Match


The concept

The concept

The principles of MIx & Match

Teachers

Families

r tu

cu l

$

e Teachers

k

$

$ sh

sh na

$

an

e

fi n

n

Tourists

ge

sses cla

ese hal ng si

wo r

no

tu it

tamil

a

tamil $

ts

io

a

ex

$

v

a

si

uc

en int

fi n

n

Tourists t

a

am

or

ex

cl a

holiday classes sp

le

t

/

lit

l mi

ho

es

exam prep

ks

ss

am

og y

ta

es

ex

ol

or

es

ts

fe

ps

uc

ec

classes sp

ss

Education

n io

big

tio

ed

$

$

ma

nc

m e

Children

e

ent id

n

$

er

Children $$

ed

ext

exchange exchange & & connect connect nc

cts

ge

pr

al

bje

tou r

ter el

e

an

dr i

ice

act

ent

m ge

su

na

e

MIX & MATCH

tif ion

ent

cer

at

le

m

r

TOURISM

gu

ib

ge

ve

ion

flex

ma

ch

tif

at

ion

co

ok

cer

y

EXTERNAL

GASTRO

na

or

tou r

r Volunteers lte

ge

e

ag

ng pi

gu

tif

the

cer

ex

ft

MIX & MATCH

at

ser

ce

ra

ic

vi

dc

n

ism

dr i

l ow -

ge

be

coo

la

ic

ion

cl a

da

ic

at

ma

Singhalese

ism

ic

gu

e

Volunteers

cu l

ch

ecology

n

op

tif

Vocation TOURISM id

te

ha

ve

ur

sh

ay

ts

or

cer

a

workshops

recreation

sp

r ve

g

e

Tourism

in

r tu

an

s

h

rt

ac

pa

e

h xc

Singhalese

Families

$

cology

ch

$

holiday lasses

Trainees

widows

an

ge

$

ex

ch

Trainees Development with tourism During our stay in Sri Lanka we also visited lots of restaurants, bars and hotels to enjoy the local food. There we also observed many times that the staff often was overcharged with the service and the know how in the tourism sector. This is the consequence of missing professional education. Due to Sri Lanka’s high tourist potential it is obvious to strengthen the professional education in this touristic sector. Lanka Learning Center

widows

Symbiosis of tourism and education in a concept of exchange an connection 89

90

Mix & Match


The Architecture

The Architecture

The Architecture The use of space in mixed zones

double deluxe

nov apr

jan double

holiday classes

may okt

feb

double deluxe

double

double

little exam preparation

community kitchen

prayer room

apr

dorm

Air cleaning garden

Agricultural garden

Because of the local landscape the monsoon has got different seasons on each coast of Sri Lanka.

mar

double deluxe

volunteer

swimming pool

aug

jul

jun

may

dorm

sep

Multipurpose space

holiday classes backoffice

storage

laundry

llc vocation

llc workshop

llc vocation

llc workshop

staffroom

llc vocation

llc workshop

llc vocation

llc workshop

office

library

drivers

bar

storage

restaurant kitchen

Agricultural garden

Monsoon

low season washing

housing widows

housing family

housing family

housing family

Focus EDUCATION

The season as messure for the space programme

holiday classes

feb

mar

little exam preparation

apr

may

jun

jul

aug

holiday classes

sep

okt

nov

housing family

housing family

shop

info

Arrival square

high season

Parking

Tourists area

The use of the space depends on season and demand

high season

Lanka Learning Center

Vocational area Focus TOURISM

Locals area

E

holiday classes

low season

Focus TOURISM

The demand transferred on the site space

dec

little exam preparation

low season

Focus EDUCATION

no

l p

Education area

jan

okt

Focus EDUCATION

91

92

The daily routine of the various stakeholders is different between low season and high season. The classes for tourism trainees are the whole year.

In the low season we expect less tourists so the workshop rooms can be used for additional private classes for the children. Furthermore the pupils can also sleep in the tourist accomodations.

Mix & Match


The Architecture

SEA

The special SiteSEA

bar / storage / restaurant

community kitchen / prayer room volunteers / backoffice / drivers

lanka learning center I

The cores provide a structure and a modular expansion

housing locals

new site at the sea SEA new siteSEA at the sea

double rooms

dorms

double rooms

new site at the sea

housing locals

library

lanka learning center II

community kitchen / prayer room volunteers / backoffice / drivers

lanka learning center I

housing locals

information center / shop

double rooms

bar / storage / restaurant

laundry / storage

lanka learning center II

Development step by step

laundry / storage

housing locals

information center / shop

housing locals

housing widows

new site at the sea

view view

view view

Tourists zone Tourists zone

Phase II double rooms During the second phase tourist and local family accomodation are added lanka learning center II to spatial programme, as well as auxiliary functions such as laundry facilities, drivers`rooms and the comhousing locals munity kitchen. A bar and a restaurant are also added to attract more external tourists, who can visit the new information center and shop.

Phase I double rooms dorms The Lanka Learning Center is the core unit of all functions, thus it will laundry / storage bar / storage / restaurant be constructed in the first stage, but community kitchen / prayer room backoffice / drivers only asvolunteers half / of the total capacity, to provide vocational training and tuihousing locals information center / shop tion classes for local youth and children.

Tourists zone Tourists zone

double rooms

library

housing locals

housing locals

Privacy

housing widows

Privacy

Community gardens as a pufferzone between locals and tourists

Buffer zone Buffer zone Locals zone

schnitt aa 1_200 double rooms

schnitt bb 1_200

Between the stripes with the public faclities and the locals there are arranged some community gardens, where the families plant some vegetables and fruits. The plantings also have got the function of a bufferzone and give the families’ houses more privacy.

schnitt cc 1_200

In the stripe of the local families there is an info point located. So arriving tourists can inform themselves about the location and the Lanka Learning Center. To emphasise the stripe with the public facilities we design its roof higher than the rest stripes.

library

Privacy

Phase IV The last phase initates the construction of the last pieces of the overall spatial concept. More guest rooms, an additional family house and a house for widows are added. A library with a reading garden will provide some space and quiet to the now busy site.

double rooms

lanka learning center II

Privacy

Phase III double rooms In the third construction stage the tourist and the local facility expand. library To correspond with the increased needhousing of space the LLC space will be locals doubled, to host more workshops, housing widows tuition classes and vocational classes.

Locals zone Buffer zone Buffer zone Locals zone

housing locals

housing widows

Locals zone

Public zone Public zone

Public zone Public zone Lanka Learning Center

93

94

Mix & Match


Projektteil

Material

waterproof roof construction In detail: The Tsunami Safe ventilation space House – Learning from tradition porose roof covering

We use local and easy handable materials

waterproof roof construction waterproof roof construction waterproof roof construction ventilation space ventilation space ventilation space porose roof covering porose roof covering porose roof covering

waterproof roof construction porose wall segments ventilation space

porose roof covering

corrugated metal roof

Corrugated metal roof sun & rain protection

porose wall segments porose wall segments porose wall segments

waterproof roof construction

bamboo covering

space concrete brickventilation cores

porose wall segments

brick cores concrete brickconcrete cores concrete brick cores

bamboo frame structure

waterproof roof construction

elevated platform porose wall segments

porose roof covering elevated platform elevated platform

1.20m

Core function

Stability

1.60m

flood

elevated platform

concrete bricks

Core grid

rebars

3.60m

flood

elevated platform 3.60m

3.20m

3.20m

3.60m

3.20m

1.60m

flood

3.20m

elevatedelevated platform platform flood

elevated elevated platform platform elevated flood platform

Lanka Learning Center

concrete bamboo beam bricks concrete footing

Timber framed bamboo roof covering for ventilated roof covering Timber framed porose bamboo walls for ventilated walls

Conrete Bamboo oncrete block core walls for a tsunami resistant construction Concrete footing punctual and in strips

steel rebars

flood

concrete

concrete bricks bricks

95

bamboo timber floor bamboo substructure

concrete bricks concrete bricks

elevated platform concrete

bricks Due to the fact that the plot is very close to the sea,a tsunami safe construction Ventilation Core combination Elevated plattform plays an important role. The ground floors are structured through concrete block The Harvard Graduate School of Design in collaboration partitions to create a porous or ventilated skin and a cores. Only these cores reach the fundawith the SENSEable City Laboratory at MIT began a protraditional from coconut wood raft-VENTILATION CORE FUNCTION CORE GRID roof structure made CORE COMBINATION TSUNAMI FLOOD STABILITY ment. The floor is spliced on a platform. CORE FUNCTION CORE GRID CORE COMBINATION VENTILATION TSUNAMI FLOOD STABILITY ject to investigate the development ersGRID and either tin roofingCORE materials or tiles. The housingVENTILATION CORE FUNCTIONof technological CORE COMBINATION TSUNAMI FLOOD The walls between the coresSTABILITY are made of strategies that could allow families to return and guardesign was tested through structural modeling and bamboo meshwork. It is also possible to use CORE COMBINATION VENTILATION TSUNAMI FLOOD STABILITY antee future safety at a lower cost. Guided by high-tech analysis by London-based engineers Buro Happold. The palm leaves instead of bamboo. There a lots modeling systems, the team developed Safe(R) House, major test was to find deformations caused by pressure of differnt types of bamboo or palm leaf a dwelling designed to resist the force of a tsunami as on the walls. meshworks. So every single family can crewell as flooding. By creating a series of smaller core blocks the scheme ate their bamboo meshwork. CORE FUNCTION CORE GRID CORE COMBINATION VENTILATION TSUNAMI FLOOD own designed STABILITY The designers emphasized the use of locally available was found to be five times more resistant than that of The bearing structure is made of bamboo. materials and building methods to make the house both traditional structures. The team has also used this sysBamboo is a local material in Sri Lanka. cost effective and easy to replicate. The house is made tem to create a series of options for community buildThe most widespread type there is “bamboo up ofCORE fourCOMBINATION main elements; a raised platform to facilitate TSUNAMI ings that can be expanded from a basic STABILITY house. AlternaVENTILATION FLOOD vulgaris“ and is cultivated in plantations water drainage, concrete core structures that provide tively through different configurations, core units can on the whole island. The “bamboo vulgaris“ higher resistance without blocking the flow of water in create a free-standing unit that can be built for larger is suitable for different kinds of concase of incoming tsunami, bamboo or traditional woven public meetings and events. struction. BINATION VENTILATION TSUNAMI FLOOD STABILITY

flood

steel rebars

concrete strip footing

steel steel rebars rebars

3.60m

3.60m 1.20m

steel rebars steel

concrete brick cores

elevated platform

Timber

timber framed bamboo porose walls

elevated platform

1.20m

concrete block core walls

steel rebars

1.60m

1.60m

1.20m

as lightweight structure

porose wall segments 1.60m

1.60m

timber framed bamboo roof covering substructure Bamboo

elevated platform

concrete brick cores

Bamboo frame structure as lightweight structure Bamboo timber floor ventilated floor construction

ventilation space

concrete brick cores

1.60m

Bamboo Bamboo covering for insulation

porose roof covering

1.60m

Metal

96

While wood has got a hard core, bamboo is outside very hard and inside weak. This is the reason why the material is very robust. At the same time bamboo is because of its hollow center very elastic and light. The bamboo fibres are strictly arranged axial and parallel. The behaviour of bamboo in terms of shrinking and swelling resembles that of conventional building timbers. The mechanical, technical properties of bamboo are extremely good. Sometimes they are even compared to those of steel. Only simple tools are needed, most operations can be carried out by hand. So bamboo is also very suitable for constructions with laymen.

Mix & Match


double deluxe

double

dorm

dorm

Architecture

Architecture swimming pool

A location with a special character

prayer room double

volunteer

storage

backoffice

dorm

laundry

llc vocation

llc vocation

1 Tourism stripe The stripe closer to the sea is dedicated to the tourists. It contains all the tourists utilizations as accomodations and recreation space. According to the desire of comfort and the budget visitors can choose between double bed rooms or dorms.

llc vocation

dorm

workshop

swimming pool drivers

staffroom

vocation

workshop

vocation

2 Public stripe The middle stripe contains all the public utilizations and should serve as a meeting point. It is built wider then the other stripes to show its importance and holds the Lanka Learning Center as its main use. Other uses such as the reception, the restaurant with it big teraces towards the waterfront are also located here.

office

workshop

library

bar

storage

restaurant kitchen

1 1 Infinity pool All rooms enjoy a great view to the see and have their own terrace. The rooms are built modularly so that they can be extended. The tourism stripe ends with a big open swimming pool; it should serve as a meeting point and provides an atmosphere of relaxation. The pool is adjecent to a large open space that provides room for different activities as beach volleyball, camp fire and the big children’s party that is hold ones a year as special event. This open area is bounded by a lecture garden infront of the library. Palm trees an hammocks provide shadow and a calm environment. double deluxe

volunteer

storage

backoffice

laundry

double deluxe

double

double deluxe

double

double deluxe

double

double deluxe

double

housing family

double deluxe

double deluxe

double

double

dorm dorm

dorm dorm

swimming pool swimming pool

llc vocation

llc vocation

llc vocation

workshop

staffroom

drivers

housing family

double double deluxe

2

vocation

workshop

vocation

office

workshop

library

3 housing family

bar

community kitchen

housing family

prayer room

shop

info

volunteer

backoffice

storage

laundry

llc vocation

llc workshop

llc vocation

llc workshop

staffroom

storage

llc vocation

llc workshop

llc vocation

restaurant kitchen

llc workshop

office

library

drivers

community kitchen

prayer room

volunteer

bar

storage

backoffice

laundry

llc vocation

llc vocation

storage

restaurant kitchen

llc vocation

workshop

staffroom

vocation

workshop

vocation

office

workshop

drivers

double deluxe

double

double

washing

dorm

housing widows

dorm

housing family

housing family

housing family

housing family

housing family

shop

info

swimming pool

housing family

housing family

housing family

3 Community kitchen The middle stripe ends in the west with a community kitchen that is used by the local families. They have a covered space for cooking and eating but also an open garden infront. Different activities and events can be held such as weddings. washing

widow_child

widow_child community kitchen

shop

prayer room

volunteer

info

4

backoffice

housing family

storage housing family

laundry

llc vocation

llc vocation

housing family

llc vocation housing family

housing family workshop

widow_child

Lanka Learning Center

widow_child

drivers

staffroom

shop

vocation

workshop

vocation

info

workshop

office

4 Local stripe The local families that work and live in the complex have their own houses. Depending on the number of children, the houses can easily extend providing more room. The end of the stripe is demarcated by an information point and a little shop that is run by the families. bar

97

98

Mix & Match

storage

restaurant kitchen


Impressions

Impressions

Community kitchen The community kitchen is use by the local families. They have a covered space for cooking and eating but also an open garden infront. Different activities and events can be hold there such as weddings and birthdays. Also the mass

Children’s party The children’s festival is being held once a year. It is located at the place in front of the public stripe. Children from allover parts Sri Lanka come together and get to know each other.

Lanka Learning Center The Lanka Learning Center combines rooms for teaching and rooms for workshops. The trainees atent to classes in the morning and work in the afternoon in the hotel. In the afternoon children from the community come to the Learning Center to have tuition hours, which

Lanka Learning Center

Lecture garden The reading garden connects the library with the beach. It located infront of the library. Palm trees an hammocks provide shadow and a calm environment. People enjoy, while reading, a wonderful view on the see.

are held in the teaching rooms. In high season the workshops rooms are used to held seminars, workshops or different activities such as massages and ayurveda for the tourists. In low season this rooms are used to prepare the children for their big exam.

99

100

Mix & Match


MIX & MATCH Lanka Learning Center Veronika Schubach Yifan Zhang Eileen Dorer


HANDS UP!


Analysis

Concept

HANDS UP is the architectural idea to build with local materials a simple and cheap construction as a community centre for living and learning.

Cricket

The concept is action - reaction. The idea is to recognize problems and to act in order to get a positve reaction.

Coconut

Cashew

Bodhi Tree

Shadow

Banana Mango

LOCATION One of the main problems in Sri Lan ka is the poverty. More than 42% of the population earns less then two US-Dollars per day. However with a literacy rate of 91.2% it is not the primary education which is the problem in the education system, but the next step - the apprenticeship.

Highlights

Housing

The second problem is the large amount of widows and orphans. After years of civil war and the Tsunami in 2004 in which cost about 38.000 lives just in Sri Lanka, many women and children were left alone.

Cooking Playground

Hall

Sanitary

Parking

School

Batticaloa

Additionally as a third problem, which is also a conclusion of the first two problems, is the poverty among old people. The vision evolved to have a community centre for all generations: the orphans, the widows and people who need a job training and old people. A place where everybody can get food for free, a place to live and a playground for the time after the lessons. Also enough space for agriculture and plantations for the food.

Building programme

Site plan

The financing for this program can be a combination of donations and volunteers and students from the University of Stuttgart, who could build this complex step by step with the participation of local people and the organisations STEPS and People helping People.

The planning should include: leisure, living, learning

SITE PLAN 1_500

Lanka Learning Center

CONCEPT 1_1000

Wind Cars Pedestrians

Main paths 103

104

Hands up


Masterplan

Site

plan

The phases should be divided in 4 Steps:

Step 1: the opacity and planting vegetation Step 2: multi - functional hall Step 3: living and cultivating Step 4: training center and reaping

The main entrance could work as follows: Materials which are produced during the classes (like clothes during tailoring class) could be sold, the multifunctional hall could be rented for events (weddings), workshops could be offered during holidays. A redemption for the job training as soon as someone finds a job would make the concept financeable for both, the teaching and the learning part. Realisation By trying to find a solution for all three generations, a model evolved, which works like a small rural village. All facilities are organised around a square, outside the village are plantations and a playground. The part of the plot which is flooded during the monsoon time is planted with bamboo, which could be used or sold. In the northern part of thesquare are the accommodations for the seniors, widows and orphans and students. In the east are the sanitary buildings and the kitchen.In the south is the school building which will host all the classes. In the east is the multifunctional hall, which can host with a size of 400sqm. nearly everything, from a wedding up to a small market.

Lanka Learning Center

105

106

Hands up


Housing

Sections and Elevation

In the sections and the floor plan you can see how the the three different building types are arranged around the square. Each function has a clear style, lin ked directly to its requirements. The accommodations with their private terraces to the back and their entrance terraces with space for shoes, which stay in the Sri Lankan culture out of the house. The two floor school building with teaching rooms in the ground floor and open teaching areas on the first floor and the vast stairs, which can be used as observation decks. And the public buildings (multifunctional hall and kitchen hall), as completely open and inviting buildings with their grand arches made of brick.

8.00 6.50 4.50

3.75

1.00

1.00

Section

As the only ways of natural cooling in tropical countries are shading and ventilation, all the buildings are built as very light or open constructions which mainly protect from rain and sun and allow a natural ventilation

Housing

Education

Housing

Extensibility

Drainage

Lanka Learning Center

Ventilation

Refrigeration

107

Detail of the Housing area

108

Hands up


Housing area

Housing area

The design of the housing is influenced by different aspects. First of all comes the extensibility. It was very important to allow a slow growing of the whole project. Once a new house is needed it can be added to the old construction. The second point was to give the inhabitants of theses houses a little bit of privacy, and its own private terrace which is not seen from the next house. Another point was the idea of collecting rainwater for the dry time. This combined with a natural ventilation designed the roof, which on the one hand allows to collect water, on the other hand it allows to use the venturi effect for a natural airflow in the house. The decision to make a double roof is for reasons of cooling the “inner box”.

A vision of the Housing Area in the Lanka Learning Center

A grid of 4 x 4 m was used which is rotated by 45°, so that the the private terraces could be build in a way, which allows privacy without interfering with the grid for the extensibility. In the north and the south is frame over the whole facade, which are filled with a very light woven material, which allows the wind from the north to go through the house. In each unit live between 2-4 persons, depending on age and wether they live on the campus or just stay during school. The columns are made of brick filled with concrete, the walls between the units are also made of brick. The facade towards the terraces are made of a metal frame filled with a woven material, floor and roof of the inner boxes are made of wood, while the upper roof is a corrugated iron roof.

East elevation

Floor plan Lanka Learning Center

South elevation 109

110

Hands up


Education area

Education area

North elevation

Education

Extensibility

3 classrooms

cross ventilation

drainage

observation deck

The design of the education centre was influenced by the aspects of the housing complex: - Extensibility, that enables a continuous growth, - natural ventilation, to have a good climate in the classrooms - collecting water.

cross ventilation

cooling

Floor plan

The education centre needs different requirements, it was also kept in mind that in this building children are going to play the main role. So an observation deck was designed which is at the same time the staircase for the first floor. From this observation deck they will be able to watch their friends playing football or other games. The floor plan is designed in a way, that all different kind of lessons can take place. Beginning from a teacher-centred teaching up to teamwork teaching or partner work. On the ground floor there are in every unit three classrooms each with a size of about 35sqm. On the first floor are open classrooms, which connect the whole complex.

Upper floor Lanka Learning Center

111

112

Hands up


Multi-functional hall

Multi-funtional hall

Multifunctional Hall

Extensibility

Extensible construction

Multi-functional

The Multifunctional Hall was also designed with the aspect of extensibility and simplicity. So it is build on a grid with the dimensions of 4 x 4 meters. The columns are made of brick, filled with concrete and the bracings, which spread between the columns, are arches also made of bricks. The grid allows a very simple roof construction, and the height, ventilation and shadow create a comfortable climate inside this open hall. Due to the many arches a representative building arises, which forms on the first sight the centre of this new complex. Lanka Learning Center

113

114

Hands up


The Nulti-funtional hall

Visualizationa

The eyecatching ceiling and position, which forms on the first sight the centre of this new complex.

North elevation

A very simple roof construction, the height, ventilation and shadow create a comfortable climate inside this open hall. East elevation

South elevation Lanka Learning Center

115

116

Hands up


hands up! Lanka Learning Center Christian Kampik


Building the future

Lanka Learning Center


Introduction

The concept

Describe–Imagine–Plan– Participate–Build–Maintain

Step 1 Poverty

Step 2 Finance

As the title already brings to your attention, this project’s scope is creating a future, a better and promising future for the population of Sri Lanka. This project is a complex action, that needs more than a couple of days or weeks. We stand here with a well-structured and organized project that will take an extensive timeframe so that all the needs of creating an independent culture facility are covered. Flexibility is one of the main words in the progress of achieving our goal as the needs keep changing and, at every single phase of the process, new ideas, needs and objectives arise and need to be dealt with.

The large number of orphans and widows, the hard life conditions and daily misfortune and despair they are facing every day calls for an initiative. It is our initiative to create a culture center, a living and gathering facility that will create the opportunity and conditions for the locals to take part in various classes and activities.

After a detailed study over the social, cultural and financial problems Sri Lanka is facing nowadays, we have created, while following all the necessary steps, a rather utopic, ideal project – an innovative culture center. For the course of our description, I have created a comparison between the steps of development of the project and a tree.

Oliver Wendell Holmes Sr.

Lanka Learning Center

“Man’s mind, once stretched by a new idea, never regains its original dimensions.” We could see this social and cultural context similar to the earth, the soil on which, if seed is spread, this seed will grow into beautiful trees. The young forest is as well a symbol for the LLC. Once the seeds is spread over the soil, a beautiful forest will grow, with healthy and strong

trees. We talked about the seed and we dare to appreciate that it would be the financial part of the project, the funds needed for getting the work at the culture center started. Funds will be procured with the help of FSJ but in the biggest part by the work of volunteers from all over the world. Digging the whole for the seed to be put in the earth is the next step, and in our course of action this would identify itself with the active participation of the people involved in the process. Hereby I think of the local people, who will have the biggest part in this step, together with the S.T.E.P.S of forgiveness e.V and the other volunteers who will proactively contribute to the evolvement of the project.

Step 3 Participation

Step 4 Phases

Due to the harsh weather conditions, the first phase of the project will be creating an area where sun does not reach directly, with shadow that will allow the people to work, to plant the trees and build the sanitary buildings. 119

120

Building the Future


The concept

The conept

The first steps include the building of the facilities, that are needed for the good course of the didactic and educational activities. This is followed by the construction of the buildings dedicated for living. We will continue our project in different steps, according to the actual need of the people who are involved.

Step 6 Cultivation and maintenance

All this phases achieved, the facility will have to find ways of financially sustaining itself. Right from the beginning we can notice that due to weather conditions agriculture is not a way of obtaining the needed resources for assuring the continuity of the center. Therefore, it is my opinion that the culture center could gain by hosting different educational events, summer schools, conferences, seminars and workshops. The center could even host other types of cultural activities, such as festivals or weddings for instance.

Step 7 Vision

As to the project itself, it all started from the idea of an enormous roof, that would house under it all the necessary facilities, whether already established at this point or future, whose utility will arise as time will pass. This unique roof will host the culture center, the houses of the people who live and work within the center and obviously all the exterior spaces connected to the previous mentioned ones: the gathering places, the buildings dedicated for learning activities, the housing buildings. As an reputed architect from Sri Lanka, Joefrey Bawa, once said “ Life in the tropics is about living out-of-doors�. Living in that climate means spending a big part in the open and the air is much more breathable under a place in the shadow, but left free to breathe.

Center

It is my belief that reaching a point where the income of the center might exceed the needs of it seems utopic at this point. Still, I would consider the project to be a success if it achieves the means of supporting itself without sponsorships, as its ultimate purposes are not connected to profit, but to investing in the people who attend the courses and classes of the center, creating an efficient communication among Tamils and Sinagals, them collaborating into reaching the idea of a community.

Step8 Development

Roof geometry

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The site

The site

The layout of the site has been created by taking into account various factors such as the ideal distance from the railway, the electric power supply system, the frequent floods during both the monsoon period and the rest of the year. All these issues have lead us to the conclusion that the center will be placed in the back of the site, and the remaining part of the land will serve as a plantation of coconut trees, cashews, mango and bamboos, as well as other types of plants that would grow easily in the natural environment of the area.

The site

The acces to the site shall be made by taking over an existing road on the site which can be found in old maps of land. This road, which crosses the center draws a boundary inside the building between the space intended for the study and the other one of housing.

Jackftuit bamboo

This road leads to the wide and clear place where different types of events shall be organized, such as weddings, parties for children and any kind of meetings attended by many people. All around the roof space, the area will remain unplanted, creating the context both to expand the center and to be able to perform all sorts of games and activities with children. Another important aspect about the site would be the demarcation of the land, and because of its cultural importance, we reached the idea of something that will be done by a natural border, such as a impenetrable bamboo fence.

The existing road

Site map Lanka Learning Center

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The architecture

The architecture

Air circulation throuh the building

“It is a really fundamental question how architecture is different from nature, or how architecture could be part of nature, or how they could be merged...what are the boundaries between nature and artificial things.� Sou Fujimoto

One thing that should not be neglected in these weather conditions is constructing a building with a very well finished climatic concept. The wish for a cold airflow, which comes from the sea, is embodied, because in the the buildings are not stuck together, therefor they create the possibility for the cold air to penetrate between them and to be afterwards pushed out through

Interior perspective Lanka Learning Center

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the hole in the roof. The cold air can circulate between the two roofs of the buildings, creating by these means a very pleasant atmosphere inside. The roof does not penetrate buildings directly and therefore not implying much power, it makes the inhabitant to perceive the high temperatures much easier to bear while in the large classrooms or houses. Building the Future


The Footprint

The architecture

1. Reception 2. Teachersroom 3. Deposit 4. Kitchen 5.-8. Classroom 7. Library 9. Prayingroom 10.-11. Toilettes 12-14.Dormitories

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10 7

12 8

6

Even though separated by the access road, the two functions of the center – the living area and the studying area – are strongly connected as they form a whole, whose parts could never exist and develop properly without the other existence. The living area consists in four living buildings and a bathroom. This facility reunites 14 persons, generally orphans and widows, where each widow nurtures 2/3 children. The widows are in charge of the household, including cleaning and cooking, but also some practical classes for the small ones, such as cooking or gardening.

13 5 1

2

4 9

3 14

The studying facility counts five classrooms, the teacher’s room, a bathroom, a reception and a chapel for praying. Among the classrooms there is a library, where private classes are offered to the children, the teaching kitchen where the gastronomy classes take place, the foreign languages room and the tailoring room. Within the center we have two highly different types of yards. The first one, circular shaped and bordered by the classrooms is a well-ordered and clear area dedicated to the breaks, to the gatherings during and after the classes. The second type of yard, located in the back of the living area is dedicated to cooking, doing the housework and playing for the children, being a less formal place where no restrictions are brought up on the children.

Floorplan 1:200 Lanka Learning Center

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The architecture

The architecture

Elevation

Section

One aspect that was carefully taken into account in this project was the choice of materials. All materials must be of local provenance, making it easy for the locals to contribute actively in raising the buildings. Using local materials is cost efficient, as - if everything is manufactured on site - production, transport and import costs are greatly diminished. The roof structure is made of bamboo. Nine bamboo sticks are tied together in order to form a pole, beams are made of two bamboo sticks and are caught in a pincer type. The substructure itself is made of bamboo and the roof covering is made of shingles. On the inside, the buildings are made of clay bricks and their woodwork is made of lightweight panels of woven twigs. Lanka Learning Center

This type of woodwork contributes to creating a chilly climate in the inside, where th air can easily circulate. The flexibility we took as a starting point in the project is – in this phase materialized through a modular structure of the buildings. All the buildings are rectangular with an interax of 4 m or 5.30 m. All the buildings are built in groups of two and communication between them is made through a door, or in some cases even a wider opening, allowing the two areas to work together. This modular system is easily controlled both in terms of construction and in terms of the ordering of buildings under roof.

Bamboo roof structure

As materials for construction are used house-bricks and woven wings, roof-bamboo sticks and shingles. Bamboo detail

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Impressions

Lanka Learning Center

Impressions

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Building the Future


Building the Future Lanka Learning Center Dan Ileana-Roxana


THE FUSION OF HOPE

Lanka Learning Center


Intention

Intention

The Fusion of Hope – Lanka Learning Centre Our aim is to design a building, that combines a students learning center with a public and cultural meeting point, where people are able to interact. There are social, educational and public needs that have to be in focus.

According to the current condition of the site, such as the wind, weather, traffic, floods, surrounding ect we got the idea that a huge enough building with all kinds of public spaces inside is an effective and economic method to satisfy all the needs of the students.

So we designed the building complex in two steps: First we did some carefull prestudies according to the building’s container. Second is the space program for the different functions of the center.

After the research of Sri Lanka we felt that the civil war, the tsunami catastrophe and the historic problems still left a big gap inside people's hearts. We wish that our project can apply a special environment, that can cure the wounds. We hope that in future time people can talk to each other without fear and work together with sincere trust…

After the pre-studies, we intended to respond to the relationship of the people who arrive from different areas and who have different religions. We decided to make a place that can increase the relationship of them.

After the workshop in Sri Lanka, we classified the architecture in three main parts: normal classrooms for kids, agriculture classrooms, skill rooms.

The site has different zones. An education zone including a huge building and a playground near by, a living area including a dormitory, and a pray room. The space between these areas is a large, calm garden that seperates the revived main building from the quiet enviroment of the dormitory. The garden is relaxing for students and enhances the holiness of the pray room.

We created a system of communication between these three types of space. In the first level there are three public places between every two classrooms. These are for green spaces, workshops and a lecture hall. Up to the second level we apply a whole open public space, that includes a public library and is connected to these three other areas. Lanka Learning Center

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Lanka Learning Center

Culture Center

Education Area

Lanka Learning Center

This is the main education building in this project. Not only its powerful form shows us the admirable confidence in the people’s heart, but its huge holes immitate the open attitude prove us an open attitude of people in Sri Lanka.

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Footprint

Ground Floor

The six huge circles, cut in the walls, supply a variety of possibility of use. There are green spaces, entrance halls, lecture halls, workshops for kids and main workshop. Based on these different circles inside, the space gets an special atmosphere. Lanka Learning Center

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The Fusion of Hope


Footprint

1.Floor

From the bottom to the roof of the building we want to use local materials to make it effective building which suits to the environment of Batticaloa.

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The Fusion of Hope


Elevation

Culture Center

The elevation of the main building

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The Fusion of Hope


Culture Center

Separate Buldings

The levels of the main building

The pray room

The pray room is located in a very quiet place and increases the sacred experience for the prayers. It is the highest building in this plot of land and stands for the spiritual belief.

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The Architecture

The Living Space

Lanka Learning Center

Area 3: The Living Space

You can find a distinct public space in the dormitory, that is totally different from the learning part. The round-circle building creates a central public garden for people to meet, talk or eat in their sparetime.

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Fusion of Hope Lanka Learning Center Long Xu Yahui Lu


Open Platform 1.0

Lanka Learning Center


On May 16th 2009 the civil war was declared to be over. Afterwards S.T.E.P.S started supporting the communication between the ethnic groups by Teaching Tamil and Singhalese. S.T.E.P.S also began organising an anual childrens party, where children of all ethnic groups come together, play games together and become friends. As well there is a program of sport activities to bring people together.

Concept

The philosophy of S.T.E.P.S. mixed with optimal climatic conditions as base for the spatial concept of the Lanka Learning Center.

Organisation and Financing

LLC

Light

Light

Concentration

Materials & Machines Materials

& Machines

nance

nance

DONATOR

LLH

o te

m

e

EXPORT PRODUCTS

pr

MAMAS

Easy Sustainability Construction

Easy Construction

The Development of S.T.E.P.S.

Economical Economical - Use -of Use Space of Space (multifunctional) - Run of Building

The Lanka Learning Center will be the first building in the further development of S.T.E.P.S. Afterwards Lanka Learning Houses will be built to spread the idea of S.T.E.P.S. Being a smaller version of the LLC they will be run by one House-Mama who offers tuition for a few students.

- Run of Building

Extensive ExtensiveClimate Climate Concept Concept

The concept of this project is based on two main parameters: The philosophy of STEPS and the climatic conditions in Sri Lan ka. Experiencing the heat and humidity ourselves we early saw the instancy of planning a building which is well adopted to this tropical climate. We started with analysing different tropical architecture. By integrating simple but effective expedients, such as an open structure for good ventilatation and by providing enough shadowed spaces we tried to create the best climatic atmosphere as possible.

pro vid e

AGRICULTURAL PRODUCTS

om

Sustainability

1. Phase

As mentioned in the beginning, the second main parameter of this project is integrating the philosophy of STEPS.

2. Phase

3. Phase

LLC

We are convinced of the idea, that a process of education and the understanding of each other is the right way to establish peace in the longterm. The open platforms should provide the space for communication, education and getting together in a pleasant environment.

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4. Phase 2. Building Phase

Lanka Learning Center (LLC)

Lanka Learning House (LLH)

LLH AND

2. Building Phase

Lanka Learning Center

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Ventilation

Theoretical & Practical Concentration

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CommunicaCommunication tion

Ventilation Shadow

Prototype

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Pleasureable Occasion

Theoretical & Practical

Prototype

STUDENTS

co

Sozialising Zones Pleasureable Occasion

Shadow

Educational Space

Teaching and educating students and trainees will be the main task of the LLC and the LLHs. Educated craftsmen from the LLC will be able to build LLHs to spread the idea over Sri Lanka.

be

Sozialising Zones

Educational Space

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Social Structure

Atmosphere Atmosphere & Comfort& Comfort

TRAINEES/ CRAFTSMEN

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Social Structure

EDUCATION EDUCATION

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OUR CONCLUSION

GET-TOGETHER GET-TOGETHER

- MAMAS - TEACHER - STAFF

The building of the LLC will be financed by donations. Once the LLC is established export products produced in the LLC should support the financing of the projects as well as promoting to gain new donators.

produce

The opportunity to get tuition for the rough the know-how of the other preparation of exams is a very important nguage, the idea of S.T.E.P.S is to enable mmunication between Singhalese and Concept point in the career of a lot of Sri Lankan mil. students. But a lot of families can not us friendships can be made which help to afford the tuition costs. S.T.E.P.S. organizes free tuition for those plent forgiveness and will lead, in the in need, as well as distributing school ng term, to a sustainable peace process. material for students to help them studying properly.

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Open Platform 1.0


Masterplan

The Site

The site

Our masterplan organises different activities and functions which are supposed to take place in the Lanka Learning Center. Once again, we considered the climate as the most important aspect to organise the site: Therefore, a wind path allows the wind from the sea to reach the building and the activity zones. Areas which are flooded during monsun and the zone underneath the high voltage line are defined as No-Build areas.

OPEN PLATFORM 1.0 OPEN PLATFORM 1.0 THE SITE OPEN PLATFORM 1.0 THE SITE OPEN PLATFORM 1.0 THE SITE OPEN PLATFORM 1.0 MASTERPLAN MSITE 1:500 SECTION M 1:200 THE OPEN PLATFORM 1.0M THEM MASTERPLAN MSITE 1:500 SECTION M 1:200 1:200 MASTERPLAN 1:500 SECTION OPEN PLATFORM 1.0 THE SITE MASTERPLAN M 1:500 SECTION M 1:200 GROUND LEVEL M 1:200 ELEVATION M 1:200

MASTERPLAN MM 1:500 SECTION MM 1:200 GROUND LEVEL 1:200 ELEVATION 1:200 GROUND LEVEL M 1:200 ELEVATION 1:200 THEM SITE MASTERPLAN 1:500 SECTION MM 1:200 GROUND LEVEL M 1:200 ELEVATION 1:200 UPPER LEVEL MM1:200 MASTERPLAN 1:500 SECTION MM 1:200 GROUND LEVEL M 1:200 ELEVATION M 1:200 UPPER LEVEL M 1:200 1:200 UPPER LEVEL M GROUND LEVEL M 1:200 ELEVATION M 1:200 MASTERPLAN M 1:500 SECTION M 1:200 UPPER LEVEL M 1:200 GROUND LEVEL M 1:200 ELEVATION M 1:200 UPPER LEVEL M 1:200 UPPER LEVEL M 1:200 Water Areas Water Areas GROUND LEVEL M 1:200 ELEVATION M 1:200 Water Areas During the monsun During the monsun time time During the monsun time UPPER LEVEL Water M 1:200 Water Areas Areas the water water flouds the site site the water flouds the site the the During the theflouds monsun time monsun time at certain areas. Water Areas certain areas. certain areas. UPPER LEVEL atatDuring M 1:200 the water water flouds flouds the the site site the

2. Building Building 2. Phase Phase 2. Building 2. Building Phase Phase 2. Building Phase 2. Building Phase 2. Building 2. Building Phase Phase 2. Building Phase 2. Building Phase

During the monsun time Water Areas at certain areas. No-Build Area at certain areas. No-Build Area the water flouds the time site During the monsun Water Areas A high voltage line crosses crosses No-Build Area A high voltage line No-Build Area at certain areas. the water flouds the site No-Build Area During the monsun time the site. Therefore Therefore building site. building Athe voltage line crosses Water Areas A high voltage line crosses athigh certain areas. the water flouds thecrosses site A high voltage line underneath is forbidden. forbidden. No-Build Area underneath is the site. Therefore building the site. Therefore building During the monsun time at certain areas. building the site. Therefore A high voltage line crosses No-Build Area underneath is forbidden. forbidden. Water Areas the water flouds site Path underneath isthe forbidden. underneath is Path the site. Therefore A high voltage linebuilding crosses No-Build Area at certain areas. 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A voltage line crosses lot of space for sports activities A lot of space for sports activities which connects the zones. on stilts, which connects Children Festival / Sports Sports Area site, we desiged a path on stilts, To reach the other areas on the Children Festival / Area the site. Thereforefestival, building and the children children festival, which is is and which Path which the zones. A lotthe ofconnects space for sports activities the zones site, we desiged asports path on stilts, underneath isevent forbidden. A lot of space for activities an important event of S.T.E.P.S. S.T.E.P.S. Children Festival /festival, Sports Area an important of To reach the other areas on the and the children which is which zones. and theconnects children the festival, which is A lot of space for activities Children Festival Sports Area site, we desiged path on stilts, an important event of S.T.E.P.S. S.T.E.P.S. Path Building Zone II a/sports an important event of Building Zone II Children Festival / the is and the children which which the zones. A lot ofconnects for sports activities Children Festival /festival, Sports Area To reach the other areas on there isspace some more indoor IfIfan there is some Building Zone IImore important event ofindoor S.T.E.P.S. Sports Area and the children festival, which Building Zone II site, we desiged a path on stilts,is A lot of space for sports activities space needed needed for for the the activities activities space Children Festival /for Sports Area acIfan there ischildren some more indoor important of S.T.E.P.S. which connects the zones. and the festival, which is Aof lot of space sports Ifof there is some more indoor S.T.E.P.S., weevent offer another place Building Zone II S.T.E.P.S., we offer another place space needed for sports the activities A lot ofneeded space for activities an important event ofactivities S.T.E.P.S. space for the for the 2. building phase. tivities and the children fesfor the 2. building phase. IfChildren there some more indoor Building Zone of S.T.E.P.S., weIIoffer offer another place Festival /festival, Sports Areaplace and theischildren which is of S.T.E.P.S., we another space needed the activities tival, is an important If there some more for the 2.is building phase. Building Zone IIfor an important event ofindoor S.T.E.P.S. A lot ofwhich space for sports activities for the 2. building phase. of S.T.E.P.S., wefor offer place needed theanother activities event of S.T.E.P.S. Ifspace there ischildren some more indoor and the festival, which is for theneeded 2. Zone building phase. Building IIoffer of S.T.E.P.S., weevent another place space for the activities an important of S.T.E.P.S. the 2.is building phase. Ifforthere some more indoor place of S.T.E.P.S., we offer another Building Zone II Building IIfor the space activities for theneeded 2.Zone building phase. IfIfofthere there iswe some S.T.E.P.S., offer another place is some moremore indoorindoor for theneeded 2. building phase. space for for the activities space needed the activiof S.T.E.P.S., we offerwe another place ties of S.T.E.P.S., offer anfor the 2. building phase.

other place for the 2. building phase.

P

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Playground Playground Playground During break of learning During the thethe break of learning During Playgroundbreak of learning Playground the children children can can play to to go to go the children play the can play go During the break of learning During of learning back to the classbreak refreshed. Playground back to class refreshed. back to class refreshed. the children can play to go the children can play to go

During of learning Playground back to the classbreak refreshed. Agricultural Area back to class refreshed. Agricultural Area the children can play to go During the break of learning Playground Besides growing some plants Agricultural Area Besides growing some plants Agricultural Area back to the classbreak refreshed. the children can play go to Agricultural Area During of learning the habitants habitants have the theto option the have option to Besides growing some Playground Besides growing sometoplants plants backchildren to growing class refreshed. the can play go Besides some keep some chicken and bees. bees. Agricultural Area keep some chicken and the habitants have the option to plants the habitants have During the break of learning backhabitants to class refreshed. the have the option to Besides growing some Agricultural Area keep some chicken and bees. Playground the children can play toplants go Tree Bracket keep some chicken and bees. the option to keep some Tree Bracket the have the option to Besides growing some plants Agricultural Area backhabitants tothe class refreshed. During break of The both sides ofbees. thelearning site is The both sides of the site is chicken and Tree Bracket keep some chicken and bees. the children habitants have the option to Tree Bracket Besides growing some plants the can play to go enclosed with some narrow enclosed with some narrow Agricultural Area The both sides of the the site is to keephabitants some chicken and bees. the have the option The both sides of site is back to class refreshed. trees give some privacy. Tree Bracket trees to give some privacy. enclosed with some narrow Besides growing some plants keep some chicken and bees. Tree Bracket enclosed with some narrow The both sides of the site is to Tree Bracket trees to give give some privacy. Agricultural Area the habitants have the option Well and Water Tower trees to some privacy. Well and Water Tower The both sides of the enclosed with some narrow The both sides ofsome the site is site is Tree Bracket keep some chicken and bees. Besides growing plants Close to give thewith building the Close to the building the trees to some privacy. enclosed narrow trees Well and Water Tower enclosed with some narrow The both sides of the site is Well and Water Tower the habitants the option habitants can have find some some water to habitants can find water Tree Bracket trees to some privacy. Close to give the building thebees. to give some privacy. enclosed with some narrow keep some chicken and Close to the building the for their daily routine. Well anddaily Water Tower for routine. Thetheir both sides of the sitewater is habitants cansome find some water trees to give privacy. habitants can find some Close to daily the building the Well and Water Tower Tree Bracket enclosed with some narrow for their routine. Wind Path for their daily routine. Wind Path Well Water Tower habitants canbuilding find some water treeswind to give some privacy. Close toand the Well and Water Tower The both sides of the site is The at the the site isthe coming The wind at site is coming Wind Path for their daily routine. Close to the building the habitants can find some water Wind Path enclosed with some narrow Close to the building the from the the north-east. north-east. Through Through from Welltheir and Water Tower The wind at the site is coming coming for daily routine. trees to give some privacy. habitants can find some water habitants can find water for The wind at the site is the agricultural zone wind is Wind Path the agricultural zone wind is from the north-east. Through Close to daily the building the for their routine. from the north-east. Through guaranteed. their daily routine. guaranteed. The wind at the sitesome iswind coming Wind PathWater the agricultural zone is Well and Tower habitants can find water the agricultural zone wind is from the north-east. Thetheir wind at the site isThrough coming guaranteed. Wind Path for routine. Close to daily the building the guaranteed. the zone wind is fromagricultural thePath north-east. Wind The wind at sitesome isThrough coming habitants canthe find water guaranteed. Wind Path the agricultural zone wind is is comfrom the north-east. for their daily routine. The wind at the Through site guaranteed. The wind at thezone site iswind coming the agricultural is ing from the north-east. Wind Pathnorth-east. Through from the guaranteed. Through agricultural the agricultural is The wind atthe the zone site iswind coming guaranteed. from the north-east. Through zone wind is guaranteed. the agricultural zone wind is guaranteed.

Open Platform 1.0


The Building

The Building

Upper Level 1:200

The overlapping of the floors

TEACHING AID

The two stories of the building organize the different functions in the LLC: The ground floor provides space for practical working and the cafe with the welcome area. The upper floor is initially designated for studying and living. Communication, get together and leisure time can take place all over the platforms. Balconies and two-storey high spaces are communication areas to invite all people to have a chat. Espacially the patio is the center for meeting each other.

PATIO

TEA

CH

ING

AID

LIVING _SLEEPING

BOOKS

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Open Platform 1.0


The Building

The Building

Elevation and Section 1:200

Elevation and Section of the Lanka Learning Center

These drawings illustrate the open structure of the building. All the activities of the LLC - learning, working, eating, chatting - take place on the platforms in the outside, under the protection of a big roof.

Elevation (above) and Section (down) Lanka Learning Center

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Climate Concept

Climate Concept

The substantial climate concept provides pleasant atmosphere

Construction By lifting the lower platform to a level of 80cm above the ground we ensure that potential flooding water during monsun season doesn’t impact the daily life in the LLC. Material The use of timber should support the local economy and thus is a sustainable choice for the environment. Shadow We decided to offer as much shadow as possible by providing a big roof with big overhangs. The heat of the sun should be held away by a roofing of local tiles. Trees provide additional shadow and facilitate a nice atmosphere. Rain shield The monsun causes heavy rainfall in short times. By forming the roof with its lower sides to the outside, the water is lead away from the important center. Ventilation The open floor plan, the lifting of the lower level and the light construction allows optimal ventilation throughout the whole building. Activities take place under pleasant climatical conditions.

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Open Platform 1.0


This furniture also functions as a library and storage space for teaching and learning material. Bookshelfs can be integrated to the sides of more private zones,. Trainees can use these areas to study, tuition for students can take place here.

Patio

W

The LLC is supposed to apWelcome Area_Café

This furniture also functions as a

libraryArea_Café and storage space for Welcome

Patio

teaching and learning material. Bookshelfs can be integrated to The LLC is supposed to appear open and the sides of more private zones,. friendly for arriving trainees, students and Trainees can use these areas to visitors. study, tuition for students can The entrance is created with generous and take place here. prominent stairs which directly lead to the counter and the café or down to the patio. The café is orientated to the center to allow communication with the other areas. It also contains the selling of the products which are produced on the site.

Patio Welcome Area

The big and open space on the lower back side of the building is the designated practical learning zone. We imagine an open workshop with the possibilties of storage in the function box aside. The zone changes from a one-storey to a two-storey open spaces. From this area, there is another stairs to the patio.

Campus_Patio

contains the selling of the products which are produced on the site.

Working Area_Practical The Working Area The center of the Learning building, theThe pation, isand open space on big Working Area_Practical the lower back side ofon the the most important The big and open space the lower Learning building is the designated connection and back side of the building is the

Campus_Patio The center of the building, the pation, is the most important connection and communication space. Welcome Area_Café We imagine a campus with a big tree in the middle to create The LLC is supposed to appear open and an shadyand resting friendly for arriving trainees,nice, students area. visitors. The entrance is created with generous and prominent stairs which directly lead to the counter and the café or down to the patio. The café is orientated to the center to allow communication with the other areas. It also contains the selling of the products which are produced on the site.

practical learning zone.

designated learning zone. We communication space. practical imagine an on open The bigWe and openan space theworkshop lower with the imagine open workshop We imagine awith campus thebuilding possibilities of back sidepossibilties of the is the storage in the box function box with a designated big tree inpractical the in of storage the function learning zone. We aside. aside. zone changes middleimagine to create an The an open workshop with the The zone changes from to a from a one-storey to aa one-storey twonice, shady resting possibilties of storage in the function box storey openopen space. two-storey spaces. From this area, area. aside. there is another stairs to the patio.

Working Area_Practical Learning The big and open space on the lower back side of the building is the designated practical learning zone. We imagine an open workshop with the possibilties of storage in the function box aside. The zone changes from a one-storey to a two-storey open spaces. From this area, there is another stairs to the patio.

Welcome

The zone changes from a one-storey to a two-storey open spaces. From this area, there is another stairs to the patio.

Campus_Patio The center of the building, the pation, is the most important connection and communication space. We imagine a campus with a big tree in the middle to create an

pear open and friendly for arriving trainees, stuThe LLCand is supposed to appear open and dents visitors. friendly for arriving The entrance is trainees, createdstudents and with generous and prominent visitors. stairs which directly lead The entrance is created with generous and The LLC is supposed to appear openthe and café to the counter and prominent stairs which directly friendly for arriving trainees, students and lead to the or down to the the patio. counter and café or down to the patio. visitors. The café is orientated to The café is orientated to the center to allow The entrancethe is created with and center to generous allow commucommunication with the other areas. It also prominent stairs which directly leadother to the arnication with the contains the selling of the products which a counter andeas. the café down to the patio. It or also contains the produced on the site. The café is orientated center to which allow selling to ofthe products are with produced onareas. the site. communication the other It also

Welcome Area_Café

Research Area

Welcome Area

Working Area_Practical Learning

Lanka Learning Center

Patio

The Welcome Area

Campus

On the upper platform there are zones that can be used for teaching classes and seminars. Therefore we are planning a kind of furniture which seperates these zones from the patio. Like that we create a calmer learning space and can still guarantee a nice climate with good ventilation.

The patio in the center of the building as meeting and communicaton space.

This libra teac Boo the Trai stud take

Welcome Area

The Patio

Learning Area

Working Area

Two sleeping boxes mark and embrace the more private living area where LLH Mamas on the one hand and trainees, who are staying for the workshops, on the other can withdraw from the more public spaces. Therefore the boxes create a bigger open space to the outside area than to the inside. This zone is seperated through private stairs.

Working Area

The zone changes from a one-storey to a two-storey open spaces. From this area, there is another stairs to the patio.

Living Area

Welcome Area

The center of the building, theThe patio, is the most im-on the lower big and open space portant connection and comback side of the building is the munication space. We designated practical learning zone. We imagine a campus with a big imagine open workshop tree in thean middle to createwith the a nice and shady resting possibilties of storage in the function box area. aside.

Working Area

Working Area_Practical Learning The Campus

zones. Trainees can use these areas to study. Additionally tuition for students can take place here.

Re

Patio

Research Area

An open space under the roof

On the upper platform there are zones that can be used for teaching classes and seminars. Therefore we are planning a kind of furniture which seperates these zones from the patio. Like that we create a calmer learning space and can still guarantee a nice climate with good ventilation.

Areas

The Research Area Welcome Area

Learning Area

Two sleeping boxes mark and embrace the more private living area where LLH Mamas on the one hand and trainees, who are staying for the workshops, on the other can withdraw from the more public spaces. Therefore the boxes create a bigger open space to the outside area than to the inside. This zone is seperated through private stairs.

seperates these zones from the patio. Like that we create a calmer learning Functional space and can still guarantee a nice climate with good ventilation.

Welcome Area

Living Area

The Living LLCAreais supposed to appear open and friendly for arriving trainees, students and visitors. The entrance is created with generous and Learning Area prominent stairs which directly lead toThe thefurniture of the Research counter and the café or down to the patio. Area also functions as a library and storage The café is orientated to the center tospace allow for teaching and communication with the other areas. Itlearning also material. Bookshelfs can be integrated to Research Areacontains the selling of the products which are Research Area the sides of more private produced on the site. Learning Area

Living Area

Functional Areas

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Open Platform 1.0

The LLC is supp friendly for arriv visitors. The entrance is prominent stair counter and the The café is orien communication contains the se


Impression

Projektteil Impression

Education and Getting together in an open, pleasant space Interaction of learning, working and communication is concentrated in the patio of the LLC, the campus.

Lanka Learning Center

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Open Platform 1.0


Open Platform 1.0 Lanka Learning Center Lisa Brinks Johanna Kรถhler


STEP On(E)


Analysis

Analysis

A design project to develop a country, to encourage community and to give faith...

To get a idea of the demand we were visiting the location in Baticaloa together with local people.

Sri Lanka is a country of diversity. Its topography is characterised by various habitats, from wildlife refuge to urban anthroposphere. The population is marked by ethnic, religious and linguistic diversity. Despite this diversity, however, the islanders have one thing in common: the need for development and peace.

Until 2009, during the great civil war, people have experienced suffering and the destructive impact a divided country can have on their lives. People do not want this to happen again, but want to change the situation to the better. They are simply looking for a chance to change something. Attention During our time in Sri Lanka, especially during the workshop, we became aware of an issue that was not known to us before arriving there. Despite an obvious lack of perspectives and economic possibilities, it was impressive to see the people’s immanent wish to change their country to the better. Motivated by nothLanka Learning Center

ing but the interest and willingness to help from people from Europe, the locals immediately expressed their desire to participate in this project - although they did not even know what we were actually planning to do. All in all, this shows that attention can be a powerful tool to engage local communities.

also should inspire people and create identification with the design; this has to be achieved in order to create a corporate feeling which unites people despite differences in language or ethnic origin. This is why, instead of merely planning the project, we need to take on a more active and inspiring role.

Obligation In the beginning we were slightly scared when Francis told us that the locals had great expectations in our project. Therefore we tried to learn from them during the workshop and recognized that taking their problems seriously was of utmost importance. The concept for this project

Sustainability If a building is suitable to its user can only be seen when it is already in use. However, by developing a building stepwise and in active collaboration with the future users, feedback can be integrated into the design immediately.

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STEP ONE


Analysis

Projektteil

Don’t give us money. We need faith... and a plan!

DROP OUTS SECONDARY SCHOOL GCE (O/L)

grade 10

no certification low space low quality exoensive land

Textile worker at the workshop in Batticaloa 5.0%

9.2 % grade 9

grade 5

26.3 %

Where are the Problems and the ancles to solve them?

grade 6

51.6 %

0.4%

UNEMPLOYMENT RATE BY LEVEL OF EDUCATION

2.3%

GRADE 5-9

GCE

(O/L)

GCE

Certification Space quality Cheap land

LOCAL COMPANYS

MINISTRY OF EDUCATION SRI LANKA 2008

5.2%

In a first step we analysed the Problems to define our Target Group and find solutions.

(A/L)

Long way to school No food Bad outlook Dirthy clothes Parents need their help for agriculture or household

grade 7

grade 8

19.4 %

Short ways Lunch Perspectives Strong community spirit

Let us help them to speed things up.

SCHOOLS Tuition fee No books and material Low education level No electricity No space High drop out quote

YOUTH UNEMPLOYMENT www.cia.gov

Private teaching Library Good education Space Less school drop outs

PUPILS

Education 51.6 percent of Sri Lankan pupils in secondary school drop out before ordinary level graduation due to family needs or high tuition fees. Altogether this leads to an unemployment rate of almost one-fifth among people aged 18 to 24. Many of them dream about working overseas, although some already returned due to bad working conditions in countries like Bahrain or Dubai. Surprisingly 19% of unemployed people belong to the academic sector, thereby representing the biggest part. Concluding it is safe to say that this is a paradox paradox, since there is a reasonably high educated Lanka Learning Center

workforce on the one hand and a lack of jobs on the other hand. Additionally the quality of education is a big problem. The English language could be a great chance for getting a job and participating in cultural exchange, but most people do not speak English. It is obvious that the majority cannot escape the situation in Sri Lanka, which necessitates them to take care of their country. Step one - the youths needs more opportunities. Offering opportunities leads inevitably to this strategy, which includes supporting vocational training to improve efficiency and helps pro-

moting the competitive abilities of Sri Lankan companies. Those opportunities could help the youths to take responsibility for their country and their future.

New Perspektives New Family Jobs and income

No husbands Need outlook Need jobs

WIDOWS

Strategy Using existing structures such as schools and vocational training centers can help to make quick progress in a developing country. Therefore we even want to use existing companies for practical training and lease parts of the sites for agricultural development. This system of quid pro quo shall make it easy to engage community and build a Lanka Learning Center. 169

Different languages High youth unemployment Bad language skills No money Civil war

Learn language Employment Money Good education

Target Group Pupils who dropped out of school: no secondary education, students who dropped, out of college: no higher education, no certification of VTC Widows are trainees who are highly educated but have no job. Workers, who are engaged in a job but need professitional training.

COMMUNITY

Certification Fair payment Good Training

No certification Low payment Bad Training

TEACHER 170

STEP ONE


The concept

The concept

LLC

The timeline

LLC

LLC LLC

LLC

Build

Get Funds and Support

LLC

Get

Steps of Forgiveness

The Lanka Learning Center in Baticaloa

Experience, Feedback and Spirit

LLC

LLC

Do

Buy in

Spread

Research Workshops Concept and Design Marketing

Encourage the Community and transform an existing school into a small Learning Center

...more schools which are in Cooperation with “People helping Peolpe� into Learning Centers

Develop Lanka Learning Centers all over Sri Lanka

Opportunities for development and fast help English, Sinhala, Tamil lessons Private teaching Strong community Employment Vocational training and continuous education Certification People helping people

LLC

Certification Training

Library Private Teaching Food

Buy in school Classroom Plot to Build Children

Buy in The pupils in primary school have no kitchen in school and often have to walk a long distance to get to their school. To follow the idea of STEPS we want to use existing classrooms in the afternoon for private teaching to keep distances short, support the children and especially teach in language classes to improve communication between Sinhalese and Tamil children.

Step on The Lanka Learning Center (LLC) has different users who meet there. The LLC unites the people`s wish for a better future in one location. Teacher can improve their skills and get a certification. Companies send their staff to the LLC for new knowledge and the staff can test it in the companies. Widows from tsunami and war now can overtake a new role in community life. Children get private teaching and get in touch with local companies. At last the whole community gets a new spririt of living together.This characteristic community life works as social catalyst.

Certification Vocational Training

LLC

A new place in the community

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Private Teaching

STEP ONE

Language Teaching New Possibilities


The architecture

The architecture

The building’s position on the Plot

The constructiv evolution of our Lanka Learning Center in Baticaloa

Kitchen & Restaurant 87.5m2

animal husbandry, poultry, cattle

Er

Ba y Ba tt ic al oa to

1

LLC Lanka Learning Center

al

2,5

12,5

25

Step 3.1 Carpenty builds the third part of the LC and the company part 3 with their pupils Step 3.2 Carpentry moves to the company part 3 Step 3.3 Company part 2 could be devided for other new companies & shops: vocational outsourcing

62,5

Space Programm Office, Reception, House for volunteers, a big class room or two small class rooms, Kitchen, Sanitation (Step 1) Class room, House for teachers & widows, Nursery, Prayer room, Sanitation (Step 2)

3

classroom 3 75.0m

classroom 3 75.0m2 library 75.0m2

2

sanitaion 3 50.0m2 company 4 270.0m2 company 270.0m 2 2 exhibition & shop3 42.5m

3

3

dormitory 62.5 m2 classroom 3 75.0m2 library 75.0m2

3

2 dormitory 62.5 m2 exhibition & shop 42.5m dormitory 62.5 m2

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4

company 4 270.0m2

4 4

company 4 270.0m2

exhibition & shop 42.5m2 dormitory 62.5 m2

Dormitory, Exhibition, Shop for local products (Step 4)

company 4 270.0m2

exhibition & shop 42.5m2

4

Step 4.1 Carpenty builds the fourth part of the LC and the company part 4 with pupils Step 4.2 Carpentry moves to the company part 4 Step 4.3 Company part 3 could be devided for other new companies & shops: vocational outsourcing

Library, class room, Sanitation (Step 3)

50.0m2

2

library 75.0m2

oa

sanitaion

3 pupils nursery 18.5m2 2 class room2 75.0m2 2 Step 2.2 Carpentry moves to company 2 house2 62.5m2 3 270.0m sanitaion2 50.0m player room 18.5m2 the company part 2 sanitaion 3 50.0m2 company2 270.0m2 1 nursery 18. ² 2 50.0 m5m Step 2.3 Company part 1 could Office & Reception classroom 3 75.0m2 house2 62.5m2 company 3 270.0m2 be devided for other new comclass room2 75.0m2 sanitaion 3 50.0m2 library 75.0m2 panies & shops: vocational outplayer room 18.5m2 2 sourcing company 3 270.0m2 2 nursery 18.5m2 house2 62.5m2

ic

Kitchen & Restaurant 87.5m2

Place for events 650.0m2 sanitaion2 50.0m2 company2 270.0m2 50.0m2

1

Company complex

tt

50.0m2

1

Garden & Lake: various species of tree

Ba

Kitchen & Restaurant 87.5m2

Place for events 650.0m2

Sanitaion1 2 Office & Reception 50.0 m² House 1 32.5m sanitaion2 50.0m2 2 Company1 270.0m class room2 75.0m2 company2 270.0m2 ² 2 room 18.5m2 Office & Reception 50.01mplayer Class room 93.8m Step 2.1 Carpenty builds the sanitaion2 50.0m2 18.5m2 House1 32.5m2 nursery class room2 75.0m2 second part of the LC and the house2 62.5m2 2 company 270.0m 2 company part 2 with it’s first player room 18.5m2 Office & Reception 50.0 m²

agriculture: coconut, banana, cashew

garden

50.0m2

1 Step 1.1 Build company part 1: Class room1 93.8m2 2 carpentry Company1 270.0m House1 32.5m2 Step 1.2 The carpenty builds Class room1 93.8m2 Sanitaion1 the first part of the Learning 2 House 32.5m Center (LC): minimum space 1 Company1 270.0m2 program, in & outsourcing proClass room1 93.8m2 gram

sports & children’s festival

ur

Lanka Learning Center

events 650.0m2

Company1 270.0m2

Sanitaion

av

Masterplan There is a big lake on the site which contracts, gets smaller tin arid season and which wides out in humid times. Especially during rainy times it becomes very big. Therefor this lake is like a beating heart of the site. Respectively the main strip is pushed away from the railway and sets development to the north east. A big green belt chills the wind and refreshes the air. Right in the middle of the site there is the place for children`s festival, weddings or sportive events. To supply the site with fresh water there are two big wells located in the green belt. To ensure food supply there are some plants intended to produce crops like cashew, coconut, mango or banana. Widows, companies and staff take care of the site together.

Place 50.0m for 2 Sanitaion 1

Progress scenario

greenzone: palm tree

wa y

The site is located in the North East of the railway leading to Batticaloa city center. The small town Eravur itself is seperated from the site by this railway and it looks like the railway prohibits the town to grow further to the north. By occupying the site with the LLC the whole town can get a impulse of development futher north.

Place for eventsKitchen 650.0m2 & Restaurant 87.5m2

STEP ONE


The masterplan

The masterplan

Step on(e) b-b

volleyball

office

prayer room

meeting place

Library

cricket

dormitory

house

a-a

a-a

water tower

house place for events

reception class room class room

well

exhibition

class room

nursery

main entrance company_ capentary

Batticaloa Bay

b-b

two stripes connecting. Actually this is the most important 1 5 10 25 space. This street is the social interface of the complex. Chilled fresh air is streaming through it and different users meet each other. At every patio of the education strip there is also a water supply station. Need for water leads to casual communication and invites exchange of knowledge at those places.

The main entrance of the building is in the south west near to the railway. A big mango tree highlights the small square near the entrance. The building is separated into two stripes and the whole program is distributed to them. Accordingly on the one hand there is an educational strip with office, classrooms, dormitory etc. and on the other hand there is space for local companies who can settle there. Inspired from arabian market`s suq, a street is between the Lanka Learning Center

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STEP ONE


The elevations

The elevations

Street In Sri Lanka the street means to the people infrastructure, movement, business and the place to be. Therefore the Sri Lankan road is in the main focus of people’s daily life. The building itself repeats this image of daily life and provokes social interaction by its density of different users. The length of the building creates a bandwidth among a simple joining element to an urban symbol. Companies on the one side of the building occupy the street and provoke also movement besides the building.

North West Elevation North West Elevation North West Elevation North West Elevation

South East Elevation

South East Elevation

South East Elevation South East Elevation

+5.50 +1.50 +0.20 +5.50

Section a-a

+1.50 +0.20 +5.50

+5.50

1

5

10

25

Section a-a +1.50

+1.50 +0.20

+0.20

1

5

10

25

Section a-a

Section a-a

1

+1.50 +0.75 +-0.00

Section b-b

+1.50 +0.75 +-0.00

5

10

25

The Climate Due to the hot climate and the burning sun, shadow is the primary condition for progress. Thus the big roof gives shelter to the people. Furthermore the plants nearby are very important for working conditions outside the building. Inside the building the small water channel chills the air. In addtion to this the heated air flows up under 10 off in the 2 5 the roof and1 can5 pass middle of the street. Generally the lifted roof allows the wind to go through the building and to refresh the air.

Section b-b

+1.50 +0.75 +-0.00

Section b-b +1.50 +0.75 +-0.00

Section b-b

Lanka Learning Center

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STEP ONE


Impressions

Construction detail

The Construction armoring steel

brick walls wooden roof structure

wooden frame

brick/concrete basement wooden pillars wooden platform

frame construction

spotted basement

The most common building material in Sri Lan ka are burned clay bricks. To create appropriated compactness and durability the strip for the companies is build of them. The other side consists of a wooden skeleton construction. This lightweight strip allows flexibility in use and fast construction time. To increase quality of habitation the floor is lifted to allow the air

A small gap between the roof of both stripes reveals the sky and repeats the water channel in the middle of the street. Reflections of light in the water lighten the atmosphere. After training people can sit down on the left wall or on the benches placed in some reveals of the brick construction and exchange their ideas. Lanka Learning Center

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flowing through the floor up to the roof. The roof is simply covered of corrugated sheet iron. It is a fast and simple way to deflect the sun and to protect from rain. Some patios create lighten places in each strip and mark the places with water supply stations. On the companies strip the roof construction is made by welded armouring steel.

STEP ONE


STEP on(E) Lanka Learning Center Esther JimĂŠnez Ruiz Ju-Hyung Han Philipp Bauer