Pranav Gaud Masters of Architecture Thesis Portfolio.

STUDENT CITIZENSHIP INCUBATOR. A public building for aspiring urban creatives and innovators.

Architectural Thesis Project. Pranav Gaud.

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Author name: Gaud Pranav Jitendra.

Thesis title: Student citizenship incubator: a public building for urban innovators and creatives.

University: Curtin University, Bentley Perth.

School/ Department: School of Design and Built Environment. Department of Architecture.

Unit Code and Name: ARCH6006 Architectural Thesis Project.

Thesis type: Design Thesis. (Design Component 70% Research Component 30%).

Submission: Final Thesis Project Report.

Thesis Supervior: Francesco Mancini.

Unit coordinator: Professor Reena Tiwari.

Final word count: 5842.

CONTENTS: 1. Declaration.......................................pg 4.

2. Acknowledgments.........................pg 5.

3. Personal statement........................ pg 8-9.

4. Line of inquiry................................ pg 10-11.

5. Research questions........................ pg 12.

6. Key terms......................................... pg 13.

7. Abstract............................................ pg 14.

8. Objectives........................................ pg 15.

9. The urgency..................................... pg 16 -17.

10. Unique potential........................... pg 18.

11. Theoretical framework................. pg 19.

12. Methodology................................. pg 20 - 25.

13. Site analysis................................... pg 26 -39.

14. Design conceptualization........... pg 40 -45.

15. Design Framework....................... pg 46 -47.

16. Project drawings.......................... pg 48 -61.

17. Scenarios and illustrations......... pg 62 -67.

18. Panels............................................ pg 68 -71.

19. References.................................... pg 72 -73.

20. Appendix ...................................... pg 74 - 95.

DECLARATION:

ACKNOWLEDGMENTS:

I Pranav Gaud Jitendra, declare that this thesis dissertation does not contain any material that has been submitted through a university portal. To the best of my knowledge, this thesis does not contain any previously published material except where appropriate references have been made. It is ensured that all written and visual material is referenced and complies with Curtin Universities academic policies.

I sincerely thank my family, Sunita Gaud Jitendra, Jitendra Gaud Babusingh, and Krrish Gaud Jitendra, for supporting me throughout my academic journey.

Copyright of Pranav Gaud Jitendra.

My supervisor, Associate Professor Dr Francesco Mancini and cosupervisor Associate Professor Khoa Do have guided me through the thesis with their wisdom and immense knowledge of the field, to which I am immensely thankful.

I would also like to thank my friends Sreelakshmi Mangadath Pushkaran, Firouz Gholami, Reyan Adine, Rouie Roxas and Rudra Rajani. Sharing the thesis room with them was a great experience and made my thesis journey exciting and fun.

All rights reserved—no publication or reproduction of work without the authors permission.

Pranav Gaud Jitendra.

16.11.2021.

Pranav Gaud Jitendra.

Date of submission 16. 11. 2021.

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PERSONAL STATEMENT: Many of us who talk about social change and entrepreneurship do so for deeply personal reasons. I come from India a land of highly intellectual and entrepreneurial people that is being plagued with an issue of brain drain. It is part of the reasons why my family decided to move to Perth.

After spending five years studying in Perth and being one of the most engaged students in and outside of class, I am beginning to see the same problem in Perth with the brightest minds moving over east and overseas in search of professional and entrepreneurial opportunities.

It is disheartening to see that with all the universities, talents and skills we have in Western Australia we tend to solve our problems by parachuting them overseas and over east.

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LINE OF INQUIRY. WEEK 1

WEEK 2 & 3

WEEK 4 INTERIM REVIEW 1

Distillation of the six month thesis preparation work.

Mapping the network of tertiary educational facilities in Perth CBD.

Spatial quality exploration.

Establishment of a thesis family room.

Formation of site response breif.

Extensive site study.

Evaluation of various site options .

Extensive precedence study.

Strengthening of urgency and agency.

Establish a strong value proposition.

Finding tenancy.

Value of aesthetic equity.

WEEK 5,6 & 7 .

Design refinement through iterative modeling.

Design refinement through sketches.

Design refinement through digital modeling.

WEEK 8 & 9 .

WEEK 10 INTERIM REVIEW 2

Choice between 2 DNA design strands.

Translation of theory into design.

Proposition of new type of typology in Perth.

Spatial planning.

Perth as a creative city.

Formulation of breif.

Iterative site analysis.

Formulation of basic plans and sections.

WEEK 11 & 12.

WEEK 13 & 14.

Loose spatial planning approach.

Structural system of the building.

Roof canopy as a water collection device.

Column grid.

Spatial distribution along floor plan and section.

Shading and ventilation strategy.

Loose spatial planning.

Public, private, semiprivate interface.

Floor plans, sections, 3d modelling.

Interior layout of the project.

Passive shading and ventilation strategy.

Project drawings.

Celebrate the roe and lake street corner.

Review interactive palace by Cedric price.

Fixed cores and speculation of the rest of the area.

Structure of the building.

Assessing spatial layout against two alternatives: objects in space versus regular rooms.

Spatial organisation system.

Need for democratic access to community education spaces and entrepreneurship.

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Facade system.

WEEK 15 & 16.

Presentation of draft panel layout and project renders, sectional perspectives and axonometric.

Progress on the written report.

Adaptation of same rendering style for the floor plan and diagrams.

Progress on the written report.

Finalisation of all thesis documentation.

KEY TERMS: Student: A person who is very interested in a particular subject.

(Oxford University Press 2021).

RESEARCH QUESTION: How can a student citizenship incubator in the City of Perth enable transdisciplinary and incidental learning and consequently ignite urban innovation?

Student citizenship. Citizenship in education is a student’s ability to recognise the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within (Klemencic 2016).

Sub question: How can a student citizenship incubator in the City of Perth be an inclusive hub for learners who are wanting to understand the interconnectedness of their learning to the city’s social, economic, and cultural fabric?

Incubator.

An incubator is a space in the city that contains the necessary hard and soft infrastructure to generate a flow of ideas and inventions (Landry 2000). It is a physical setting where a critical mass of students, entrepreneurs, industry professionals, artists, and social activists can create new ideas, products, and services.

Consequently, this space would contribute to the economic, social and cultural success of the city. (Landry 2000).

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ABSTRACT: Transdisciplinary learning, inter-institutional collaboration, professional networking, and student entrepreneurship are the significant demands of tertiary students. To meet these demands, many tertiary education institutions are setting up inner-city campuses by 2030 (Australian Government, Government of Western Australia and the City of Perth 2020). It is argued that this will cultivate innovative thinkers and startups and student citizenship (Edith Cowan University 2021). The problem, however, is that many of the inner-city institutions will continue to operate as individual entities. This raises questions regarding aesthetic equity and limits opportunities for inter-institutional collaboration. (Price 1984). supports this argument and claims that the operation of tertiary education facilities as separate entities constricts the mix of various critical masses.

He further contends that if tertiary education occurred in public buildings, the obverse is possible, and architecture can act as an enabler of transinstitutional and incidental learning. This would create an innovative milieu of critical masses such as student educators, aspiring innovators, and industry professionals. Consequently, this would develop new ideas, products, services and foster economic, social, and cultural development.

This thesis argues that how can a student citizenship incubator in the City of Perth enable transdisciplinary and incidental learning and consequently ignite urban innovation? A literature review, two global case studies and observational case studies of two local public libraries are conducted to answer this question. The lessons learned from the literature review and case studies are used to test design options through an iterative sketching method. The result of this is the proposal of a student citizenship incubator in Perth City. This student citizenship incubator aims to create various interaction, learning and collaboration opportunities for aspiring urban innovators and creatives. It is anticipated that the proposed design will support aspiring urban innovators and creatives in Perth and contribute to the cities economic, social and cultural development.

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OBJECTIVES: 1. Conduct a literature review to study the various theories associated with student citizenship.

2. Conduct case studies to understand how aesthetically equitable learning spaces are designed.

3. Identify the vital place activation and place attachment agents that are vital for designing a student citizenship incubator.

4. Conduct an observational study to test the performance of the two public libraries in Perth city regarding place activation and place attachment.

5. Through extensive site analysis, iterative sketching, physical and digital model making test and refine multiple design options.

6. Deliver the design of a student citizenship incubator.

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THE URGENCY FOR STUDENT CITIZENSHIP. 1.

The outdated model of the traditional classroom.

Most Australian tertiary education institutions focus on teacher-centric delivery of content that occurs inside a classroom setting. Here students are seated on chairs all facing the lectern, ready to receive content. (Student Experience Survey 2021) reports that only 42% of the students interacted with their peers outside study requirements in a traditional tertiary education institution, and only 33% interacted with someone outside their coursework. This represents a risk of most students failing to gain insight into knowledge outside of their course work. Failure to provide active transdisciplinary learning breaks the potential network of opportunities offered to students and makes the students’ qualifications fit for purpose.

2.

The emerging online learning model.

Covid 19 provided an unprecedented insight into the online learning model, with most of the tertiary student population forced to learn online. University Surveys Australia reported that only 20% of tertiary students responded positively to the shift to the online learning model.

(Tertiary Education and Quality Standards Agency 2020) argues that if the delivery of online content continues, students will not benchmark the expected cognitive gains, and many will be lost in the education system over time. While online learning benefits remote learning opportunities, it fails to deliver social connectedness and meaningful transdisciplinary learning.

3.

Tertiary education institutions are moving to the city.

The Perth City deal announced that by 2030 more than 25,000 students and academics are expected to move to the city (Australian Government, Government of Western Australia and the City of Perth 2020). The deal has the potential to encourage transdisciplinary learning and establish student citizenship. These new tertiary education facilities, however, intend to operate as individual entities. The State Library of Perth and City of Perth Library are the only publicly accessible common grounds that can support inter-institutional learning. The occupancy numbers for these libraries are limited, and their design does not offer a space for various critical masses to congregate, collaborate and create innovations. Moreover, these are the only publically accessible common grounds within a five-kilometre radius of Perth CBD, and this is not enough to support the growing network of the tertiary education system. For instance, San Francisco, a city known for its innovation, has 56 publicly accessible libraries and incubator spaces within 5 km of the city centre. Compared to San Francisco, Perth is a much larger city by population and must strive for more publically accessible incubator spaces.

4.

The existing pipeline for urban innovators and creatives in Perth.

In Western Australia, there is an increasing number of tertiary education students who are questioning their position in the future of work. Many of them are interested in establishing themselves as innovators, creatives, and entrepreneurs. (Constantinides 2019) supports this argument and states, “it is clear that students are passionate about creating an impact and making a positive change to the world.” Currently, there are two ways of cultivating this passion, either through university enrolment or through membership in a coworking space. In both instances, the focus is not on transdisciplinary collaboration, mentorship and demonstration workshops. Hence, establishing a new facility that provides spaces and facilities for all levels of urban innovators and creatives is required.

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UNIQUE POTENTIAL OF STUDENT CITIZENSHIP.

THEORETICAL FRAMEWORK:

Before 1960 San Francisco faced brain drain issues, and its most talented individuals migrated to the eastern coast of the USA in search of better opportunities. During the semiconductor revolution of the 1970s, Stanford University, San Francisco, underwent significant reforms in learning mode. One of which was the enactment of student citizenship; this provided students with oncampus spaces to form collaborative groups to work on innovative projects outside the university curriculum (Stanford 2017). These democratic student spaces cultivated silicon valleys first major tech companies, such as Hewlett and Packard (Stanford 2017). This culture of student citizenship and entrepreneurship has now shaped the urban domain of San Francisco, and University Avenue and Saint Hill have become incubators of urban innovators. The ecosystem that Stanford University created has incubated more than 18,000 companies and generated total revenue of 2.2 trillion dollars (Stanford 2017). It is argued that with the tertiary education network that the Perth City deal anticipates to create, there is great potential to foster urban innovators and innovations. However, creating such an innovation milieu is not possible without establishing public buildings incubating student citizenship.

1.

Cedric Price’s theory of architecture as a social enabler.

The proposed student citizenship incubator is not a typical tertiary education institution but rather a building for learning reform and an ignition space for urban innovators. To understand the role of architecture role in enabling transformations in society, Cedric Price’s theory of architecture as a social enabler was reviewed.

He believed in passive learning, education for the masses, selfeducation, personalisation of education, increased civic involvement and participatory democracy (Holdsworth 2011). He further contends that architecture reflects the type of educational spaces it offers and can constrict entry and suggest user behaviour. The proposed incubator is based on a similar ideology, where a visitor to the space can be stimulated or informed, could react or interact, but if none of this is suited, has the freedom to withdraw.

2.

Herman Hertzberger theory of space democratisation and observational learning.

While Cedric Prices theory justifies the need for the building as a whole, Herzberger talks about the spatial objects that promote the democratic use of the space. He uses an observational method, supported by sketches, to determine how different people behave in a space. For instance, he observes that teenagers prefer to have social interactions sitting on a stair case at a school even when allowed to occupy tables and chairs. In the same scenario, adults preferred sitting on tables to comply with formalities (Scholen 2009). His various architectural agents are classified into two major categories; place meaning and place activation. Both categories are essential in designing democratic learning spaces. Place activation draws in people, and place meaning encourages learners to come back. The tables below outline a list of these spaces and their need.

3.

Charles Landry and the theory of a creative city.

The value of a student citizenship incubator to the city is defined through the lens of Charles Landry’s philosophy of the Creative City. A creative city allows the urban innovators and creatives to understand themselves and reflect upon gaining feedback from industry professionals. It allows for the exploration of wider relationships and enables urban innovators to develop new solutions to new problems (Landry 2000). Some may argue the viability of a mining industry dominated Perth to become a creative city. However (Landry and Matarasso 1998) argue that designing buildings that contribute to a creative city looks at its resources more comprehensively and gives a competitive edge to a seemingly insignificant city. In line with Landry’s vision, the student citizenship incubator is more than a tertiary institution, and it is designed to add value to the city. It is designed to become a constantly evolving space where individuals and organisations can learn the dynamics of the changing world and apply the knowledge formally and informally in their work environment.

San Francisco Library Location Map. (Base image google maps. Produced by author.)

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Architectural agents for place activation.

• • •

• • • • • • •

• •

Typically a place of arrival.

It has an element of centrality and can be a space for special occasions.

Lends itself for meetings, whether arranged or by chance.

With careful design, this can encourage the lingering of people.

Is open to every student on campus.

Adds to the vibrancy by bringing consistent traffic of visitors.

Caters to the primary need of a student ie academic learning.

High visibility encourages the crossing of pathways.

Determines whether a space is permeable or not.

Passively arouses curiosity and gives you ideas.

“Enables a complex social pattern in which various organisations and groups can establish contact and exchange ideas” (Hertzberger 2008 172) Establishes a visual relationship across all levels.

Prevents isolation of departments based on levels.

Architectural agents for place attachment.

• • • •

Movable furniture.

Separation walls.

Booths.

Small and large work surfaces.

• • • • • •

Presentation/ meeting rooms.

Audiovisual rooms.

Kitchen spaces.

Workshops.

Playspaces.

Rest spaces.

• •

Bookable card access spaces.

A degree of openness in private areas to emerge trust between occupants and visitors.

Ability to establish a connection with other learners and co-benefit..

Provide complex social programming in which learners can seek their niches.

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METHODOLOGY: 1.

Study of precedents.

THE INTERACTION CENTRE BY CEDRIC PRICE, LONDON. Designing architecture as a social enabler is what most architects strive towards. Through his design of the interaction centre, Cedric Price critiques the isolated nature of the tertiary institutions. By designing a large lightweight structural shell, he suggests the public nature of the interaction centre. Within this shell, he deploys multiple spatial objects that suggest particular uses but allow users to change and occupy the space according to their activity. He carefully designs the circulation so that a visitor is constantly stimulated or informed but can choose to react, interact, or withdraw (Price 1984). This design approach makes the interaction centre an innovative milieux open to a wide variety of critical masses. The key design attributes distilled from the case study and their description are outlined in the table below. This table is then used to supplement the design brief.

Design attributes of

Description.

the interaction centre.

Market, Pedestrian bridges, large projection screens.

Creates an aesthetically equitable design, transparency in use, and interaction by chance.

Adjustable covers and a Allows for the democratisation of space travelling crane. for different uses.

Variety of spatial objects.

Steel framed roof.

Axel Springer formal and informal spatial use.

Allow for a range of options for different user groups to carry out their desired task.

The large steel-framed roof unites the entire site of fragmented buildings.

(Pintos 2020) Interaction Palace.

Open plan structural system.

Design attributes of Description. the interaction centre.

AXEL SPRINGER METROPOLITAN

CAMPUS BY ARCHITECTURE

OFFICE

OF (OMA).

OMA’s new axel springer building is designed to mark the transition from print to digital media (OMA 2021). The building is formed by mirroring learning terraces; this creates a valley in the centre. The valley acts as a publically assessable informal stage and is a place for collaboration and brainstorming ideas. The valley also acts as an urban design feature and acts as a thoroughfare to connect two streets. The architects intent was to bring the working atmosphere of a classical newsroom to a monotonous work environment of onscreen work. The building is designed with a wide diversity of formal and informal workspaces and public spaces to create various opportunities for incidental learning.

Large transperent façade and Public thoroughfare.

Promotes the use of the building as an urban passage and increases transparency in the use of the building.

Positioning of the café.

Positioning of the café along the urban passage enhances the aesthetic equity of the building and promotes interaction by chance.

The mix of public, event, formal and informal workspaces.

This mix offers a variety of critical masses to mix and allows for incidental learning to occur.

Wide variety of available furniture.

The various pods distributed throughout the building and movable furniture allow a variety of choices to its occupants and give an option to democratise the space.

The mix of various company offices.

The building has a mix of various company offices and coworking spaces, encouraging trans-organisational collaboration and learning.

Interaction Palace Spatial objects placement.

Axel springer formal and informal space distribution.

(Pintos 2020)

Axel springer entry prespective. (Pintos 2020) Interaction Palace Democratisation of space.

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EVALUATION CRITERIA

SCALE

WEAK

MODERATE

STRONG

Vibrancy.

2.

Observational study of existing common grounds in the city.

To demonstrate the urgency of a student citizenship incubator, the existing inner-city common grounds such as the state library of western Australia and the city of Perth library are tested. The test is conducted using an observational method to understand whether transdisciplinary collaboration is occurring within these facilities.

(Barragan 2008) argues that using an observational study to evaluate a building enables the architect to design objectively. Furthermore, a score chart used to tabulate the findings. This enables the author to filter the bias of the architect and client regarding their broader social, cultural, and technological construct. The score chart for both of State library and City of Perth library is outlined in the tables in appendix.

How many activity types that are occurring inside the building can be identified from the exterior of the building?

Weak: 0-2

How many breakout/play/rest places are available in the space?

Weak: 0-2

Moderate:3-4 Strong: 5+ Moderate:3-4 Strong: 5+

How many points of interest are vis- Weak: 0-3 ible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

How many students are present in the building?

Weak: 0-10 Moderate: 10-30 Strong: 30+

How many industry professionals are present in the building?

How many openings are present in the space.

Weak: 0-3 Moderate:3-7 Strong: 7+

Meaningfulness.

Summary of the observational findings: Most visitors went to the libraries for focused learning or work. The occurrence of collaborative learning and incidental learning was rarely noted. Both libraries were quiet environments, and dialogue was not suggested. The medium of work and study was also only limited to books and screens. Seatings near void spaces and windows was the preferred choice, and tables facing walls were seldom used. The ample public outdoor space was only used as a thoroughfare, and no active use was noted. In summary, both spaces were fit for the purpose of focused learning, and the design did not suggest a collaboration, nor did it provide any tools for creativity. This suggests the absence of publicly accessible space for innovation and strengthens the need for the proposed student citizenship incubator.

How many group discussions are occurring within the space?

Weak: 0-3 Moderate:4-6 Strong: 6+

How many number students are undertaking non-course related productive work?

Weak: 0-3 Moderate:3-5

*the course and the student’s identi- Strong: 10+ ty will not be recorded.

How many display areas are available in the space?

Weak: 0-2 Moderate:3-4 Strong: 5+

Interdisciplinary collaboration.

How many students belonging to a different course are present in the building?

Weak: 1-2 Moderate:3-4

*the course and the students’ identi- Strong: 5+ ty will not be recorded.

How many shared resources are Weak: 0-3 available for use?

Moderate: 3-4 Strong: 5+ How many spatial units are available in the space?

Weak: 1-2 Moderate:3-4 Strong: 5+

Sample table (filled out tables and observational sketches are in the appendix).

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4.

Iterative sketching.

An iterative sketching method was used to test various spatial qualities and appropriateness of design. Digital and physical test models were also made and sketched over to test the relationship of the building with its context and various spatial relationships.

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SITE SELECTION. To design the student citizenship incubator, the selection of the site was critical. The site selection would ensure that the incubator integrates with the existing tertiary education institutions and common grounds. Its location would also determine the critical mass of people that it would attract. For this, two sites were reviewed, 21 Aberdeen street, Perth and 92 roe street, Perth. Both the sites were well integrated into the educational network and were situated between Northbridge and Perth CBD. However, the 92 roe street site was chosen due to its immediate proximity to the major public transport hubs, Perth City Link, ECU city campus, SAE Institute, Fringe World, Academies Australasia, Perth CBD, and the option to link the city to northbridge through a proposed market square.

LOCATION MAP.

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1.

Site and use.

The 92 roe street site and adjoining 161 James street are vacant lots and are used for pop-up events. The City of Perth acknowledges the site’s potential to link Roe street, James street and Lake street, and hence zoned it as a special use zone (City of Perth 2017). On the site’s southern end is the Perth city link, the eastern end is northbridge, and the south and western end is a service lane and a series of empty walls with street art covering them. It is ensured with the design that the link between roe street, James street and lake street is created and activated through a proposal of a market square. This ensures that the pop-up event nature of the site is retained in the proposal of a market square.

(North East street elevation).

2. Street context.

The two ends of Roe street are perceived as Perth Arena in the West and State on the eastern end. The scale, design language and use drastically vary between these two points. The planning regulations are not heavily implied when it comes to the buildings scale and design language. The streetscape also has many cark park buildings, and very little street activity is to be seen; there is a roe street enhancement plan that is yet to be implemented. It is also anticipated that the completion of the Perth city link would enhance the street life of roe street. Notably, there is a dramatic shift in scale and use between king street and lake street. The newly proposed King street development is a 12 story stall and juxtaposes the current single and double story streetscape of Lake street. Key takeaways from this are that the proposed design must enhance the street activity on roe street, respond to the dramatic scale shift, contribute to the college of design language, defend from the nightlife activity of lake street and attract the critical mass of people that are anticipated to use roe and lake street.

( Roe street elevation).

( Lake street elevation).

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( South west laneway elevation).

3.

Historical timeline of the site.

Since the gold rush of Western Australia in the 1890s the Perth train station was established. The area surrounding roe street became a central passenger and freight depot (East Perth Redevelopment Authority 2008). Roe street was a hub of entrepreneurial activity and businesses such as Factories, Car manufacturing Cafes and bars were established around the area. Between the 1920s and the post-war era, it was the residential, social and business hub for NonEnglish-speaking residents (East Perth Redevelopment Authority 2008). In 1974 the Perth Entertainment Centre was established, and it was a hub for various performances, exhibitions and business expos (East Perth Redevelopment Authority 2008). From this, it can be understood that the area surrounding Roe street has a history of entrepreneurship, innovation and inclusivity. The proposed student citizenship centre draws upon this historical character of inclusivity, creation, entrepreneurship, exhbition and expos.

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4.

Current Neighbourhood context.

The proximal neighbourhood of the proposed design is a collage of cultural buildings, student institutions, food and beverage restaurants, entertainment facilities, offices and parking lots. This attracts various critical masses, and the use of public squares is prominent throughout the neighbourhood. These landscaped squares are, however, only used as thoroughfares and have low levels of activation. The proposed square must promote active use and serve as a thoroughfare to attract various critical masses to the building. It is also noted that the majority of the cultural, institutional and office buildings lack transparency of use to a viewer. This constrains an observer to enter the building. To attract people to the student citizenship incubator transparency in use is key.

Site.

Open space

Educational facility.

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Cultural facility.

Food and retail.

Parking.

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Nightlife.

4.

Walkability, Public transport linkage and incorporation to the existing network of tertiary education facilities.

The proposed design will be well integrated into the public transport system. The Perth underground station and Bus port are in 10 minutes of walking distance from the site. All major inner-city tertiary education institutions are also within the 15mins free public transport radius. This incorporates the building into the already existing network of tertiary education institutions and enhances accessibility.

Red cat.

Green cat. bus stops.

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Yellow cat.

Blue cat.

Pedistrian routes.

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SITE DRIVEN DESIGN TESTING.

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DESIGN CONCEPTUALISATION I. Multiple spatial qualities were explored through designing various masses. A rapid sketching method was undertaken to explore an extroverted design approach for the site. Concepts of a fragmented, futuristic, and inviting design were developed.

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DESIGN CONCEPTUALISATION II. The concepts of a fragmented, futuristic, and inviting design were developed further, there was an emergence of two masses on either end of the site with an invting market square in the middle. The aim was to create a space with dynamic spatial interaction. The idea of the roof as a strong design feature was also emergent.

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DESIGN CONCEPTUALISATION III. The quickly designed eccentric form was toned back to its basic elements to develop a second design DNA strand. This time a physical model making process was the key driver, and the concepts of a performance space, maker space and an overhead canopy unifying the entire site was considered.

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SCHEDULE OF ACCOMMODATION DESIGN FRAMEWORK. Design principles.

1.

Be aesthetically equitable and inclusive.

2.

Transparency in use.

3.

Facilitate incidental, transinstitutional, collaborative, demonstrational and self-driven learning.

4.

Facilitate a mix of various critical masses.

5.

Provide a variety of spatial units.

6.

Allow democratisation of the space.

7.

Activate the surrounding context of the site.

8.

Contribute to the collage of architectural sites of Roe street.

9.

Allow for interactions between different levels of innovators and creatives.

10. Provide the necessary equipment and spaces for prototype creation.

Aspirational brief.

The student citizenship incubator aspires to be the place to learn about a subject and its application in the world. It is a place where a visitor can learn through various avenues such as observation, meetings, lectures, demonstrations, workshops, performances, focused learning, digital fabrication, startups, simulations, market stalls and business expos.

This space is given access to multiple learning spaces, private and public booths, and digital and mechanical fabrication tools. This would be the hub in Perth to get inspired, identify and provide active solutions to real-world problems.

Student citizenship incubator: Level 2.

Function.

Student citizenship incubator: Level 1.

Function.

Reception

Group discussion booths

Target audience.

Approx imate area

Observers.

65 Participant. sqm.

Incubator member.

Incubator startups.

Participant.

135 Incubator member. sqm.

Informal learning space.

Participant.

125 Incubator member. sqm.

Light, digital fabrication.

Observers.

90 sqm Participant.

Incubator member.

Storage.

Participant.

40 Incubator member. sqm.

Toilets.

Lifts.

65 Observers. sqm.

Participant.

Incubator member.

Incubator startups.

Staff.

Participant.

20 Incubator member. sqm.

Incubator startups.

Staff.

Project display space.

Observers.

50 Participant. sqm.

Incubator member.

Incubator startups.

Meeting rooms/ private study.

Participant.

40 Incubator member. sqm.

Incubator startups.

Market square.

Large gathering space.

Observers.

1000 Participant. sqm.

Incubator member.

Incubator startups.

Observers.

480 Participant. sqm, Incubator member.

Incubator startups.

Café, kitchen, store Observers.

270 and alfresco seating. Participant. sqm.

Incubator member.

Incubator startups.

Service core.

Maintenance.

10 sqm.

*Storage, end of trip facilities and plant rooms are located underground.

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Target audience.

Approximate area.

Heavy machinery workshop.

Incubator member. 1oo sqm.

Incubator startups.

Project workspace with movable tools trolly.

Incubator member. 400 sqm.

Incubator startups.

Participants.

Viewing deck/ markets.

1300 Observers. sqm Participant.

Incubator member.

Incubator startups.

Bridge.

Incubator member. 80 sqm.

Project rooms.

Incubator members.

Digital classroom/ focus study area.

Participant.

165 sqm.

Incubator member.

Kitchenette.

Participant.

Incubator member.

Toilets.

Lifts.

Service core.

75 sqm

65 sqm.

Rapid prototyping.

Tool dimensions.

Incubator canopy.

Lightweight.

700mm x 600mm.

Benchtop stitching machine.

700mm x 600mm.

Benchtop soldering machine.

800mm x 600mm

Benchtop circuit board maker.

800mm x 600mm

Benchtop foam press.

300 mm x 600mm

Benchtop wind tunnel.

480mm x 600mm

Benchtop foam cutter.

600mm x 600mm

Benchtop sewing machine.

200mm 600mm

Benchtop polishing machine.

200mm 600mm

Benchtop liquid dispenser.

600mm 600mm

Sound absorption.

Screen printing press.

1200mm x 600mm.

Great under compression.

Heavy machinery inventory.

Observers.

25 sqm.

Participant.

Incubator member.

Incubator startups.

Vertical band saw

600mm x 650mm.

Drill press

700 mm x 400 mm.

Lathe

800 mm x 300 mm

Maintenance.

Metal Finger brake

1200mm x 200mm

Hydraulic press

600mm x 650mm.

Horizontal band saw

1000mm x 600mm

Sanding machine

600mm x 650mm.

Spot welder

600 mm 700mm.

Laser cutter

1200mm x 800mm

Locally available.

Futuristic aesthetic.

Easy of modulating.

Spanning strength.

Heat resistance.

Double glazed glass with ceramic fritting and reflective film.

Roof glass.

Reduction of solar heat gain.

Reduction of air infiltration.

Appears as clear glass to the naked eye.

Reinforced concrete.

Columns and flooring.

Tool dimensions.

1000mm x 600mm

Approximate area.

Stainless steel framing with reflective coating.

Benchtop milling machine.

Metal sheer

Target audience.

Application. Reasoning.

700mm x 600mm

1500mm x 1000mm

10 sqm.

Material name.

3D printer.

CNC router

Participant.

Incubator member.

Student citizenship incubator: Level 3.

Function.

PROJECT INVENTORY.

Locally available.

Low cost.

Ability to span (with reinforcement.)

Polished concrete.

Low e double glazed glazing.

Floor finish on upper levels.

Elegant.

Curtain wall.

Similar design language to the storefront aesthetic of northridge.

Durability against rough use.

Suggests transparency in use.

Resistance to air infiltration.

Reduction of solar gain.

Event space/ Project space/ classrooms/ expansion of startup space

Visitors.

150 sqm.

Incubator member.

Incubator startups.

Office space/ project space.

Incubator member. 110 sqm.

Incubator startups.

Startup workspace.

Incubator startups

Presentation/ presentation space

Incubator startups. 150 sqm.

Toilets.

Incubator member. 65 sqm.

Incubator startups.

Carpet and tiles.

Ground floor.

Low maintainence.

Lifts.

Incubator member. 25 sqm.

Incubator startups.

Concrete paving.

Market square.

Low maintainence.

Service core.

Maintenance.

Alucabond facade cladding.

Solid wall

Matches context.

cladding.

Contributes to futuristic aesthetic.

White painted perforated aluminum screen.

Façade shading system.

Reflects heat.

Allows for visual transperncy.

350 sqm.

Contributes to the futuristic nature of the building.

Visitors.

10 sqm.

Light weight.

47

PROJECT DRAWINGS. LEVEL 1 FLOOR PLAN A

11.

N

9.

10.

9.

6.

B SCALE 1:200.

AT A2.

1. Reception.

2. Group discussion booths.

3. Informal learning space.

4. Light, digital fabrication.

5. Storage.

6. Toilets.

7. Lifts.

8. Project display space.

9. Meeting rooms/ private study.

10. Market square.

11. Large gathering space.

12. Café, kitchen, store and alfresco seating 13. Service core.

13.

7.

8.

9.

B

6.

1.

2.

13.

2.

9.

4.

13.

13.

7.

7.

3.

9.

2.

12.

A. 48

ROE STREET.

49

LAKE STREET.

5.

LEVEL 2 FLOOR PLAN.

A.

3.

1.

N

B

5.

7.

8.

B

8.

4.

10.

5.

10.

5.

6.

9.

SCALE 1:200.

AT A2.

1. Heavy machinery workshop.

2. Project workspace with movable tools trollies.

3. Viewing deck/ markets.

4. Bridge.

5. Project rooms.

6. Digital classroom/ focus study area.

7. Kitchenette.

8. Toilets.

9. Lifts.

10. Service core.

6.

10.

10.

9.

9.

2.

2.

50

51 A

LEVEL 3 FLOOR PLAN.

A

1.

1.

2.

1.

3.

B

B

5.

N

7.

5.

7.

6.

7.

7.

6.

6.

1.

SCALE 1:200.

AT A2.

1.

1.

4.

1. Event space/ Project space/ classrooms/ expansion of startup space.

2. Office space/ project space.

3. Startup workspace/ meeting room.

4. Presentation/ presentation space.

5. Toilets.

6. Lifts.

7. Service core.

52

1.

A

53

Incubator canopy: The incubator roof is a tessellated glass canopy. Its use is increasingly common in many public buildings, including the British Museum

by Norman Foster Architects and the New Milan Trade Fair by Fukas Architects.

It is typically designed to suggest a symbolic public gesture. The roof style is also symbolic of innovation as the complex structure of the roof has recently become possible through computeraided algorithmic design.

This symbolic roof structure is chosen for its innovative characteristics and grand public gesture. This symbolic gesture can be observed from the street level, inside the building, and from the buildings’ upper levels in context.

The incubator canopy can be categorised into two sections: a glazing covered surface that sits on the top of the buildings and an unglazed open stainless-steel frame covering the market square area. The glass used for the roof uses fritted ceramic technology; this reduces the solar gain significantly and is the choice of glass for the most tessellated glass roofs.

The fritted dots are dispersed across the glass roof in such a manner that they are invisible to the naked eye and do not compromise on the reduction of solar heat gain (Northern Architecture 2020). Moreover, the glass is coated with a reflective glazing film and the stainless-steel framing is painted with a heat resistance coating.

NORTH EAST PRESPECTIVE.

54

55

SECTION A-A

SCALE 1:200.

AT A2.

56

57

SECTION B-B

SCALE 1:200.

AT A2.

58

59

ROE STREET ELEVATION.

RL. 14500 RL. 13500

FL. 9000

FL. 4500

SCALE 1:200.

LAKE STREET ELEVATION.

RL. 14500 RL. 13500

FL. 9000

FL. 4500

SCALE 1:200.

60

61

THE CAFE AND LOUNGE: A cafe and lounge are placed on Roe Street and Lake Street’s busy corner and invite people for informal meetings and accidental encounters of the incubator space.

THE MARKET SPACE. The piazza links roe street to Northbridge and becomes a market space where incubator members and other business can set up their stalls and a space where open air exhibitions can occur.

SCENARIOS. 1.

Experience of an observer.

The symbolic roof of the proposed design acts as the third façade of the building and creates intrigue from ocuupants of the surrounding context. As pedestrians walk along lake street and roe street, they are invited to walk through the market square. Here they can participate in the various activities such as performances, debates, exhibitions, and expos. The visitors are also invited to walk up to the viewing platform to look at additional exhibits and enjoy the 360 degree views of the CBD and northbridge. The café on the corner of roe and lake street also acts as a major attractor point for the large number of pedestrians that use the throughfare. All of this increases the chance of incidental learning between various critical masses and debunks the processes involved in becoming an urban innovator or creative

62

63

THE ARENA. The arena is a space where various talk shows, performances and protests for various local and global issues can occur. When not in use, this space can be used to set up stalls or host outdoor lectures and classrooms.

2.

Experinence of a participant.

Any person interested in being an urban innovator is welcomed through the market square, roe and lake street entrances. There are multiple meeting rooms, informal workspaces on the ground floor of the buildings, and a maker space equipped with light fabrication machines to test prototypes of their ideas. On the second level, there are flexible classrooms, lectures and workshop spaces. Here more serious participants can learn about a subject from industry experts. All the furniture is movable here, so participants have the opportunity to democratise their own space according to their needs.

64

THE BOOTH. The booth is where small learners and educators can gather to discuss a subject or an idea. When not occupied, the space becomes an informal study space.

65

THE POD.

THE IDEAS WORKSHOP.

THE START UP SPACE.

The pod is a space which small incubator teams can claim and work on their projects for extended hours.

The ideas workshop is a space where incubators can make and test their prototype idea. It is also a space where classes on fabrication and product makes can be held.

The startup space allows incubator members to work with other startups in a coworking environment and pitch their ideas to various investors.

Experience of an incubator member.

An incubator member has 24/7 access to all of the spaces; they can also book the various pods available to them. Here, individuals or teams can work on projects for extended hours and store their work in place. They also have access to the heavy machinery workshop, where they can prototype complex ideas.

Experience of a incubator startup.

In the startup space, individuals and teams can work with other startups in a collaborative environment. The space also has a kitchen space, presentation space, a lounge area and meeting rooms. The startups are located on the top floor and share common pathways and facilities; this creates a chance for interaction between various levels of urban innovators.

Experience of industry professionals.

Industry professionals will be contacted be welcomed through promotional events such as expos, performances, talk shows and lectures. They would also be able to run workshops, demonstrations and classes to educate a group about a certain topic. Many industry professionals would also be welcome to conduct meetings with incubator members and attend investment pitches by start up incubators.

66

CONCLUSION. It is argued by (Cara et al 1999) that cities must be able to invent and develop institutions that can create a learning system, which can bring their continuing transformation. The student citizenship incubator aims to fill the apparent gap of Perth’s resourceful urban centre for innovation and creativity. The design will create an innovation milieux beyond its walls to inspire Perth’s masses to find unique solutions to combat real-world problems. It is anticipated to create a strong startup culture in Perth, which will give rise to many alternative industries in Perth. Over time, it can bring great economic and cultural success to Perth through the formation of a knowledge economy ecosystem.

67

PANELS.

CLASSROOM

THEORY.

THE GROUND FLOOR PLAN

CEDRIC PRICE INTERACTIVE PALACE. Designing architecture as a social enabler is what most architects strive towards. Through his design of the interaction centre, Cedric Price critiques the isolated nature of the tertiary institutions. By designing a large lightweight structural shell, he suggests the public nature of the interaction centre. Within this shell, he deploys multiple spatial objects that suggest particular uses but allow users to change and occupy the space according to their activity. He carefully designs the circulation so that a visitor is constantly stimulated or informed but can choose to react, interact, or withdraw (Price 1984). This design approach makes the interaction centre an innovative milieux open to a wide variety of critical masses.

Image caption

PROPOSED INCUBATOR STORE

STANLEY COLLAGE (PROPOSED LINK TO THE COLLAGE)

PROPOSED MARKET SQUARE EXTENSION AND PEDISTRIAN LINK TO NORTH BRIDGE.

SANTOS AND PECADORES DANCE CLUB.

KARA KAROKE

PROPOSED INCUBATOR STORES

ROYAL THEATRE

Most Australian tertiary education institutions focus on teacher-centric delivery of content that occurs inside a classroom setting. Here students are seated on chairs all facing the lectern, ready to receive content. (Student Experience Survey 2021) reports that only 42% of the students interacted with their peers outside study requirements in a traditional tertiary education institution, and only 33% interacted with someone outside their coursework. This represents a risk of most students failing to gain insight into knowledge outside of their course work. Failure to provide active transdisciplinary learning breaks the potential network of opportunities offered to students and makes the students’ qualifications fit for purpose.

PROPOSED INCUBATOR STORE

TRADITIONAL

Transdisciplinary learning, inter-institutional collaboration, professional networking, and student entrepreneurship are the significant demands of tertiary students. To meet these demands, many tertiary education institutions are setting up inner-city campuses by 2030 (Australian Government, Government of Western Australia and the City of Perth 2020). It is argued that this will cultivate innovative thinkers and startups and student citizenship (Edith Cowan University 2021). The problem, however, is that many of the inner-city institutions will continue to operate as individual entities. This raises questions regarding aesthetic equity and limits opportunities for inter-institutional collaboration.

(Price 1984). supports this argument and claims that the operation of tertiary education facilities as separate entities constricts the mix of various critical masses. He further contends that if tertiary education occurred in public buildings, the obverse is possible, and architecture can act as an enabler of trans-institutional and incidental learning.

This would create an innovative milieu of critical masses such as student educators, aspiring innovators, and industry professionals.

Consequently, this would develop new ideas, products, services and foster economic, social, and cultural development. This thesis argues that how can a student citizenship incubator in the City of Perth enable transdisciplinary and incidental learning and consequently ignite urban innovation? A literature review, two global case studies and observational case studies of two local public libraries are conducted to answer this question. The lessons learned from the literature review and case studies are used to test design options through an iterative sketching method.

The result of this is the proposal of a student citizenship incubator in Perth City. This student citizenship incubator aims to create various interaction, learning and collaboration opportunities for aspiring urban innovators and creatives. It is anticipated that the proposed design will support aspiring urban innovators and creatives in Perth and contribute to the cities economic, social and cultural development.

PROPOSED INCUBATOR STORE

STUDENT CITIZENSHIP INCUBATOR

14

THEORY

13 Incubators connection to the surrounding context.

PARKING GARAGE (PROPOSED WORKSHOP) EXISTING SERVICE LANE

PERSONAL STATEMENT:

CREATIVE

Many of us who talk about social change and entrepreneurship do so for deeply personal reasons. I come from India a land of highly intellectual and entrepreneurial people that is being plagued with an issue of brain drain. It is part of the reasons why my family decided to move to Perth.

CITY

THEORY.

The value of a student citizenship incubator to the city is defined through the lens of Charles Landry’s philosophy of the Creative City. A creative city allows the urban innovators and creatives to understand themselves and reflect upon gaining feedback from industry professionals.

It allows for the exploration of wider relationships and enables urban innovators to develop new solutions to new problems (Landry 2000). Some may argue the viability of a mining industry dominated Perth to become a creative city.

However (Landry and Matarasso 1998) argue that designing buildings that contribute to a creative city looks at its resources more comprehensively and gives a competitive edge to a seemingly insignificant city. In line with Landry’s vision, the student citizenship incubator is more than a tertiary institution, and it is designed to add value to the city. It is designed to become a constantly evolving space where individuals and organisations can learn the dynamics of the changing world and apply the knowledge formally and informally in their work environment. incubator spaces within 5 km of the city centre. Compared to San Francisco, Perth is a much larger city by population and must strive for more publically accessible incubator spaces.

After spending five years studying in Perth and being one of the most engaged students in and outside of class, I am beginning to see the same problem in Perth with the brightest minds moving over east and overseas in search of professional and entrepreneurial opportunities.

It is disheartening to see that with all the universities, talents and skills we have in Western Australia we tend to solve our problems by parachuting them overseas and over east.

KEY TERMS: Student: A person who is very interested in a particular subject.

(Oxford University Press 2021).

Student citizenship. Citizenship in education is a student’s ability to recognise the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within (Klemencic 2016).

2

4

5

MALAYSIAN RESTRAUNT

The democratic learning theory gives learners the ability to take charge of their own learning and and the architecture provides multiple spatial oppurtunities to suit different activities and uses.

3 3 10

6

1

12

8

Integration with the public transport system and pedistrian thoroughfares.

2

7

1

7

8

11 10

17

6

20

19

SEXUAL HEALTH HEAD QUARTEERS

LEARNING

LAKE STREET.

DEMOCRATIC

18 17

9 15

2

VACANT PARKING LOT 14

Historical context.

16

N

ROE STREET.

Incubator.

An incubator is a space in the city that contains the necessary hard and soft infrastructure to generate a flow of ideas and inventions (Landry 2000). It is a physical setting where a critical mass of students, entrepreneurs, industry professionals, artists, and social activists can create new ideas, products, and services. Consequently, this space would contribute to the economic, social and cultural success of the city. (Landry 2000).

600 METERS TO RAC ARENA.

PERTH CITY LINK PROJECTS (RETAIL AND OFFICE TENANCIES)

GROUND FLOOR PROGRAMING AND SECTION KEY. 350 METERS TO YAGAN SQUARE

street elevations and design language.

THE URGENCY

THREE ASSOCIATES

68

1. Reception.

2. Group discussion booth.

3. Moveable desks.

4. Light digital fabrication.

5. Storage for maker space tools and materials.

6. Toilets.

7. Lifts.

8. Plantroom.

9. Project display space.

10. Meeting rooms/ private study.

THE CONTEXT

69

11. Market square booths.

12. Market square.

13. Large gathering space.

14. Stairs to viewing deck/ markets upstairs.

15. Cafe 16. Alfresco seating.

17. Cold store for cafe.

18. Stairs.

19. Kitchen.

20. Private booths.

Pranav Gaud. pranav.gaud@student.curtin.edu.au.

0406646831.

THE MARKET SPACE.

The piazza links roe street to northbridge and becomes a market space where incubator membors and other business can set up their stalls and a space where open air exhibitions can occor

A reception, lounge and study and meeting area open for public use to hold meetings and study in.

The arena is a space where various talk shows, performances and protests for various local and global issues can occur. When not in use this space can be used to set up stalls or host outdoor lectures and classrooms.

THE IDEAS WORKSHOP.

The ideas workshop is a space where incubators can make and test their prototype idea. It is also a space where classes on fabrication and product making can be held.

THE START UP SPACE. The startup space is where incubator members can work with other startups in a coworking enviornment and pitch their ideas to various investors.

A coworking startup space, and presentation area.

Project space or office space for a coworking space.

Presentation space/ Classroom/ individual and small group study

THE ARENA.

07

The pod is a space which small incubator teams can claim and work on their projects for extended hours.

06

THE POD.

05

The booth is where small groups of learners and educators can gather within to discuss a subject or an idea.

When not occupied the space becomes a informal study space.

04

THE BOOTH.

03

A cafe and lounge are placed on the busy corner of Roe street and Lake street and invites people for informal meetings and accidental encounter of the incubator space.

02

01

THE CAFE AND LOUNGE:

An external circulation path/Viewing platform.

A Workshop level with light fabrication tools organised by catorgory on moveable trollys.

A reception, lounge and light maker space area where open to the public to study, hold small workshops and play with digital fabirication tools

Basement for end of trip facilities, parking storage, rain water tank and plantrooms.

EXPLODED AXONOMETRIC

SECTIONAL PRESPECTIVE

70

STREET PRESPECTIVE

71

Pranav Gaud. pranav.gaud@student.curtin.edu.au.

0406646831.

REFERENCES. 1.

Australian Government, Government of Western Australia and the City of Perth. 2020. Perth City Deal. No publisher. https://www. infrastructure.gov.au/sites/default/files/migrated/cities/city-deals/perth/ files/perth-city-deal.pdf 2.

Barragan Rodolfo. 2008. “An architectural score: Recording and Orchestrating an Architectural Experience.” Phd diss, Illinois Institute of Technology. https://www-proquest-com.dbgw.lis.curtin.edu.au/ docview/304606278?pq-origsite=primo 3.

Cara Sue, Landry Charles, and Ransom Stewart. “The learning city in the learning society” Supporting Lifelong Learning. 1st ed., edited by Reeve, Cartwright, and Edwards. Oxfordshire, United Kingdom. Routledge. https:// www.taylorfrancis.com/chapters/edit/10.4324/9780203996720-15/learningcity-learning-society-sue-cara-charles-landry-stewart-ranson 4.

City of Perth. 2017. City Planning scheme special control area 15.0.

No 2. No Publisher. https://rgcopcorpweb920-cdn-endpoint.azureedge. net/-/media/Project/COP/COP/COP/Documents-and-Forms/Develop/ Documents/Planning-Framework/Planning-Schemes/City-Planning-SchemeNo-2/Sch_8_15_92-Roe-St. 5.

Constantinides, Chloe.2019. Startup report: Insights Into The Startup Ecosystem In Western Australia. No Publisher. https://static1.squarespace. com/static/56fdc96962cd94566a787353/t/5de4b3e7fa7dda76814f 8d43/1575269576535/StartupWA+Ecosystem+Report+2019+for+Download. pdf.

6.

East Perth Redevelopment Authority. 2008. The Link Master Plan. East Perth Redevelopment Authority. https:// www.parliament.wa.gov.au/publications/tabledpapers.nsf/ displaypaper/3810024add753d88cffe5d9bc82574fa00070cc4/$file/ east+perth+redevelopment+authority+ar+2007-8.pdf 7.

Edith Cowan University. 2021. ECU City Campus. https://www. citycampus.ecu.edu.au/ 8.

Hertzberger, Herman. 2008. Space and Learning. 1st ed.

Rotterdam: 010 Publishers. http://link.library.curtin.edu.au/p?pid=CUR_ ALMA2189599450001951.

9.

Holdsworth, Nadine. 2011. Joan Littlewood’s Theatre. Cambridge: Cambridge University Press. https://www.cambridge.org/au/academic/ subjects/arts-theatre-culture/british-theatre/joan-littlewoods-theatre?forma t=HB&isbn=9780521119603.

10. Klemencic, Manja, 2016. Students University Citizenship. https:// scholar.harvard.edu/files/manja_klemencic/files/2016_manja_klemencic_ moscow_students_university_citizenship.pdf?m=1453986438

72

11. Landry, Charles.2000. The Creative City: A Toolkit For Urban Innovators. 2nd ed. London, United Kingdom. Earthscan Publications Ltd. https://www.amazon.com.au/Creative-City-Toolkit-Urban-Innovatorsebook/dp/B0081Z0OL6 12. Landry and Matarasso. 1998. The creative city: A toolkit for urban innovators. 2nd ed. London, United Kingdom. Earthscan Publications Ltd. https://www.amazon.com.au/Creative-City-Toolkit-Urban-Innovatorsebook/dp/B0081Z0OL6.

13. Northern Architecture. 2020. British Museum Great Court creation obliteration and reinvention. https://www.northernarchitecture.us/ contemporary-architecture-2/british-museum-great-court-creationobliteration-and-reinvention.html 14. Office of Metropolitan Architecture. 2021. Axel Springer Campus. https://www.oma.com/projects/axel-springer-campus 15. Oxford University Press. 2021. Oxford Learners Dictionaries. https://www.oxfordlearnersdictionaries.com/definition/english/ student#:~:text=%2F%CB%88stu%CB%90dnt%2F,at%20a%20university%20 or%20college 16. Price, Cedric. 1984. Cedric Price. 1st ed. London, United Kingdom.

Architectural Association. http://link.library.curtin.edu.au/p?pid=CUR_ ALMA2180789220001951 17. Scholen, Alle. 2009. The Schools Of Herman Hertzberger.

1st ed. Rotterdam. 010 Publishers. https://catalogue. curtin.edu.au/primo-explore/fulldisplay?docid=CUR_ ALMA2190476330001951&context=L&vid=CUR_ALMA&lang=en_ US&search_scope=CurtinBlended&adaptor=Local%20Search%20 Engine&tab=default_tab&query=any,contains,the%20schools%20of%20 herman%20hertzberger&offset=0http://link.library.curtin.edu.au/ p?pid=CUR_ALMA2190476330001951 18. Stanford. 2017. The Origins Of Silicon Valley: Why And How It Happened. Youtube video, 01:02:31. https://www.youtube.com/ watch?v=lRDB_W6POys&t=1209s 19. Student Experience Survey. 2021. Student Experience Survey. No Publisher. https://www.qilt.edu.au/docs/default-source/default-documentlibrary/2020-ses-national-report.pdf?sfvrsn=d1237953_5 20. Tertiary Education and Quality Standards Agency. 2020. Foundations for good practice: The student experience of online learning in Australian higher education during the COVID-19 pandemic. No publisher. https:// www.teqsa.gov.au/sites/default/files/student-experience-of-onlinelearning-in-australian-he-during-covid-19.pdf?v=1606953179

73

IMAGE REFERENCES. Pintos, Paula. 2020. “Axel Springer Campus / OMA.” archdaily. https://www.archdaily.com/949064/axelspringer-campus-oma.

Canadian centre of architecture . n.d. “Inter-Action Centre.”. https://www.cca.qc.ca/en/archives/380477/ cedric-price-fonds/396839/projects/406080/inter-actioncentre.

APPENDIX: OBSERVATIONAL STUDY TABLES.

CITY OF PERTH LIBRARY LEVEL 2.

Notes: Level 2 is an auditorium and staff office, there is no visible public occupancy.

CITY OF PERTH LIBRARY LEVEL 1.

Evaluation criteria

Scale

Weak

Moderate

Strong CITY OF PERTH LIBRARY LEVEL 3.

Vibrancy.

How many activity types that are occurring inside the building can be identified from the exterior of the building?

Weak: 0-2

How many breakout/play/rest places are available in the space?

Weak: 0-2

Evaluation criteria

x

Moderate:3-4

Vibrancy.

Strong: 5+

How many activity types that are occurring inside the building can be identified from the exterior of the building?

x

Moderate:3-4

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

x

How many students are present in the building?

x

How many breakout/play/rest places are available in the space?

Moderate: 10-30 Weak: 0-3

N/A

Moderate:3-7 Strong: 7+ x

Moderate: 10-30 Strong: 30+

Moderate:3-7

How many industry professionals are present in the building?

Weak: 0-10

x

Moderate: 10-30 Strong: 30+

Weak: 0-3

x

How many openings are present in the space.

Moderate:4-6 Weak: 0-3

How many group discussions are occurring within the space?

How many number students are undertaking non-course related productive work?

x

*the course and the student’s identity will not be recorded.

How many display areas are available in the space?

Interdisciplinary collaboration.

Weak: 1-2

x

Weak: 0-3

x

Moderate:4-6

Weak: 0-3

x

Moderate:3-5 Strong: 10+ Weak: 0-2

x

Moderate:3-4 Strong: 5+

Moderate:3-4

Interdisciplinary collaboration.

*the course and the students’ identity Strong: 5+ will not be recorded.

How many students belonging to a different course are present in the building?

x

*the course and the students’ identity will not be recorded.

How many shared resources are available for use?

Strong: 5+ Weak: 1-2

Moderate:3-7

Strong: 6+

Moderate:3-4

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4

x

Meaningfulness

x

Moderate:3-5

Weak: 0-2

Weak: 0-3

Strong: 7+

Strong: 5+

How many spatial units are available in the space?

x

Moderate:3-4

Weak: 0-10

*the course and the student’s identity Strong: 10+ will not be recorded.

How many students belonging to a different course are present in the building?

Weak: 0-2

How many students are present in the building?

Strong: 6+

How many display areas are available in the space?

Strong

Moderate:3-4

Weak: 0-3

Meaningfulness

How many number students are undertaking non-course related productive work?

N/A

How many points of interest are visible on the exterior of the building? This could be displayed products, artwork, lighting, music, food and beverage.

x

Strong: 7+ How many group discussions are occurring within the space?

Weak: 0-2

Moderate

Strong: 5+

Strong: 30+ How many openings are present in the space.

Weak

Strong: 5+

Strong: 5+

Weak: 0-10

Scale

x

Weak: 1-2

N/A

Moderate:3-4 Strong: 5+ Weak: 0-3

x

Moderate: 3-4 Strong: 5+

Moderate:3-4

How many spatial units are available in the space?

Strong: 5+

Weak: 1-2

x

Moderate:3-4 Strong: 5+

74

75

CITY OF PERTH LIBRARY LEVEL 4.

Evaluation criteria

CITY OF PERTH LIBRARY LEVEL 5.

Scale

Weak

Moderate

Strong

Vibrancy.

Evaluation criteria

Scale

Weak

How many activity types that are occurring inside the building can be identified from the exterior of the building?

Weak: 0-2

N/A

How many breakout/play/rest places are available in the space?

Weak: 0-2

Weak: 0-2

How many breakout/play/rest places are available in the space?

Weak: 0-2

N/A

Moderate:3-4 Strong: 5+ x

Moderate:3-4 Strong: 5+

Moderate:3-4 Strong: 5+ x

Moderate:3-4 Strong: 5+

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

N/A

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

N/A

How many students are present in the building?

x

How many students are present in the building?

x

Weak: 0-10 Moderate: 10-30 Strong: 30+ Weak: 0-10

x

How many industry professionals are present in the building?

Moderate: 10-30 Weak: 0-3

How many openings are present in the space.

x

Moderate:3-7

Weak: 0-3

x

How many group discussions are occurring within the space?

Moderate:4-6 Weak: 0-3

x

How many number students are undertaking non-course related productive work?

Moderate:3-5

Weak: 0-3

x

Moderate:3-7

Weak: 0-2

Weak: 0-3

x

Moderate:4-6 Weak: 0-3

x

Moderate:3-5

*the course and the student’s identity Strong: 10+ will not be recorded. x

How many display areas are available in the space?

Moderate:3-4 Strong: 5+

Weak: 0-2

x

Moderate:3-4 Strong: 5+

Interdisciplinary collaboration.

Interdisciplinary collaboration.

Weak: 1-2

x

How many students belonging to a different course are present in the building?

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4 Weak: 1-2

Weak: 1-2

x

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4

x

Strong: 5+ How many spatial units are available in the space?

Moderate: 10-30

Strong: 6+

*the course and the student’s identity Strong: 10+ will not be recorded.

How many students belonging to a different course are present in the building?

x

Meaningfulness

Strong: 6+

How many display areas are available in the space?

Weak: 0-10

Strong: 7+

Meaningfulness

How many number students are undertaking non-course related productive work?

Moderate: 10-30

Strong: 30+

Strong: 7+

How many group discussions are occurring within the space?

Weak: 0-10 Strong: 30+

Strong: 30+ How many openings are present in the space.

Strong

Vibrancy.

How many activity types that are occurring inside the building can be identified from the exterior of the building?

How many industry professionals are present in the building?

Moderate

x

Strong: 5+ How many spatial units are available in the space?

x

Moderate:3-4 Strong: 5+

Weak: 1-2

x

Moderate:3-4 Strong: 5+

76

77

STATE LIBRARY OF WESTERN AUSTRALIA LEVEL 1.

Evaluation criteria

Scale

STATE LIBRARY OF WESTERN AUSTRALIA LEVEL 2.

Weak

Moderate

Strong

Vibrancy.

Evaluation criteria

Scale

Weak

How many activity types that are occurring inside the building can be identified from the exterior of the building?

Weak: 0-2

N/A

How many breakout/play/rest places are available in the space?

Weak: 0-2

Weak: 0-2

How many breakout/play/rest places are available in the space?

Weak: 0-2

X

Moderate:3-4 Strong: 5+ x

Moderate:3-4 Strong: 5+

Moderate:3-4 Strong: 5+

Strong: 5+ X

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

How many students are present in the building?

x

How many students are present in the building?

Weak: 0-10 Moderate: 10-30 Strong: 30+ Weak: 0-10

x

How many industry professionals are present in the building?

Moderate: 10-30 Weak: 0-3

How many openings are present in the space.

x

Moderate:3-7

Weak: 0-3

x

How many group discussions are occurring within the space?

Moderate:4-6

Weak: 0-10

x

Moderate: 10-30 Weak: 0-3

x

Moderate:3-7

Weak: 0-3

x

How many number students are undertaking non-course related productive work?

Moderate:3-5

Weak: 0-2

Weak: 0-3

x

Moderate:4-6 Strong: 6+

*the course and the student’s identity Strong: 10+ will not be recorded.

Weak: 0-3

x

Moderate:3-5

*the course and the student’s identity Strong: 10+ will not be recorded. x

How many display areas are available in the space?

Moderate:3-4 Strong: 5+

Weak: 0-2

x

Moderate:3-4 Strong: 5+

Interdisciplinary collaboration.

Interdisciplinary collaboration.

Weak: 1-2

x

How many students belonging to a different course are present in the building?

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4 Weak: 1-2

Weak: 1-2

x

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4

x

Strong: 5+ How many spatial units are available in the space?

Moderate: 10-30

Meaningfulness

Strong: 6+

How many students belonging to a different course are present in the building?

x

Strong: 7+

Meaningfulness

How many display areas are available in the space?

Weak: 0-10

Strong: 30+

Strong: 7+

How many number students are undertaking non-course related productive work?

N/A

Strong: 30+

Strong: 30+

How many group discussions are occurring within the space?

x

Moderate:3-4

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

How many openings are present in the space.

Strong

Vibrancy.

How many activity types that are occurring inside the building can be identified from the exterior of the building?

How many industry professionals are present in the building?

Moderate

x

Strong: 5+ x

How many spatial units are available in the space?

Moderate:3-4 Strong: 5+

Weak: 1-2

x

Moderate:3-4 Strong: 5+

78

79

STATE LIBRARY OF WESTERN AUSTRALIA LEVEL 3.

Evaluation criteria

Scale

STATE LIBRARY OF WESTERN AUSTRALIA LEVEL 4.

Weak

Moderate

Strong

Vibrancy.

Evaluation criteria

Scale

Weak

How many activity types that are occurring inside the building can be identified from the exterior of the building?

Weak: 0-2

N/A

How many breakout/play/rest places are available in the space?

Weak: 0-2

Weak: 0-2

How many breakout/play/rest places are available in the space?

Weak: 0-2

N/A

Moderate:3-4 Strong: 5+ x

Moderate:3-4 Strong: 5+

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

N/A

Weak: 0-10

x

Moderate: 10-30 Weak: 0-10

x

How many students are present in the building?

x

How many industry professionals are present in the building?

How many openings are present in the space.

x

Moderate:3-7

Weak: 0-3

x

How many group discussions are occurring within the space?

Moderate:4-6

x

Moderate: 10-30 Weak: 0-3

x

Moderate:3-7

Weak: 0-3

x

How many number students are undertaking non-course related productive work?

Moderate:3-5

Weak: 0-2

Weak: 0-3

x

Moderate:4-6 Strong: 6+ Weak: 0-3

x

Moderate:3-5

*the course and the student’s identity Strong: 10+ will not be recorded. x

How many display areas are available in the space?

Moderate:3-4 Strong: 5+

Weak: 0-2

x

Moderate:3-4 Strong: 5+

Interdisciplinary collaboration.

Interdisciplinary collaboration.

Weak: 1-2

x

How many students belonging to a different course are present in the building?

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4 Weak: 1-2

Weak: 1-2

x

Moderate:3-4

*the course and the students’ identity Strong: 5+ will not be recorded.

How many shared resources are avail- Weak: 0-3 able for use?

Moderate: 3-4

x

Strong: 5+ How many spatial units are available in the space?

Weak: 0-10

Meaningfulness

*the course and the student’s identity Strong: 10+ will not be recorded.

How many students belonging to a different course are present in the building?

Moderate: 10-30

Strong: 7+

Strong: 6+

How many display areas are available in the space?

Weak: 0-10

Strong: 30+

Meaningfulness

How many number students are undertaking non-course related productive work?

Moderate:3-4 N/A

Strong: 7+

How many group discussions are occurring within the space?

x

Strong: 30+

Moderate: 10-30 Weak: 0-3

Strong: 5+

Weak: 0-3 How many points of interest are visible on the exterior of the building?

Moderate:3-7 This could be displayed products, artwork, lighting, music, food and Strong: 7+ beverage.

Strong: 30+ How many openings are present in the space.

Moderate:3-4

Strong: 5+

Strong: 30+ How many industry professionals are present in the building?

Strong

Vibrancy.

How many activity types that are occurring inside the building can be identified from the exterior of the building?

How many students are present in the building?

Moderate

x

Strong: 5+ How many spatial units are available in the space?

x

Moderate:3-4 Strong: 5+

Weak: 1-2

x

Moderate:3-4 Strong: 5+

80

81

APPENDIX: WEEKLY PROGRESS. Week 2.

Precedence study:

ABSTRACT: The rise in Massive Open Online Courses (MOOC's), poor alignment of university education with employer demands and growing higher education fees are all imminent threats to the idea of the university as a built form. To fight the imminent threats, progressive universities around the globe are reimagining the traditional construct of a university as a learning space to the concept where university students learn to be global citizens. Citizenship in education is defined as a student's ability to recognise the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within.

Universities are approaching global citizenships through investment in multiple avenues such as curriculum, industry partnerships, technological infrastructure, and architecture. In major Australian cities universities are moving to the city centre to enable students to think beyond their classroom and understand the broader construct of the society. This move of campuses to the city offers youth and students organisations to raise their voice, take initiative and contribute to the social, environmental and economical solutions. It is argued that merely moving campuses to the city would not enable the intended transdisciplinary learning. The inner-city university campuses are restricted access learning spaces with no dedicated spaces for student and youth organisations to be a part of the larger conversation. Landry and Biachini (1995) argue that city campuses should strive to be an innovative milieux that empower students’ organisations to democratically build transdisciplinary partnerships with other student organisations, innovative practices, government, and non-government organisations. This thesis argues that cities require a home base for student citizenship to occur and empower students to be part of the conversation.

PROJECT TIMLINE:

Response to Site:

The Pyramid od Tirana is a project by MRVDV architects and is situated in Tirana, Albania.

The site is situated at the end of Perth cultural centre and lies on the intersection of Museum Street and Aberdeen Street. The site has the potential to link the Perth city centre and Northbridge and is zoned under the Metropolitan Redevelopment Authority. The design for this site must cater to the anticipated influx of student population in the city as well as act as a key linking point between the Perth City Centre and Northbridge. The design proposition must also retain the St Lutheran Church as it holds heritage significance.

Project intention: As the majority of the structure is open to the surroundings for most of the year, only the added boxes housing the educational program need to be climate-controlled, reducing energy consumption.

Social sustainability is advanced in the building’s new use, with the educational programme advancing education and preparing the next generation for success.

Site address: 21 Aberdeen Street, Perth 6000. Precinct 2 of the Perth City Plan. Site area: 1830 sqm.

Project link: https://www.mvrdv.nl/projects/312/the-pyramid-of-tirana

Research Question:

How can a student citizenship centre in the city be designed to be a hub for social inclusivity and entrepreneurial purpose?

Aspirational brief: Cities across Australia are competing against each other to be a landmark for learning and innovation and Perth is striving to be at the forefront of this conversation. There has been a 11.9 Billion$ government led investment to create the city centre into a bustling hub for innovation where students are active part of the conversation. Four out of the six leading universities are aiming to establish and grow their campus in the city within the upcoming decade. This move of university campuses to the city is intended to connect students to the wider community and develop student citizenship. However, the City of Perth does not currently offer a shared space that can enable student citizenship beyond the university’s classroom. A democratically managed student led building that does not belong to any university is required to enable transdisciplinary student citizenship. The designed place in the city is to be a part of the collective educational assets that the city offers and is to be in close proximity to the various educational institutes in the city. It is to be a shared home base for the various student led organisations to collaborate with innovative practices, non-government ang government organisations. It is also to be a socially inclusive study and coworking space that is socially inclusive and open to all members of society. Hence there is to be a mixed use of public private and semiprivate spaces that allow for multiple spatial organisation units. The initiatives and intuitions and ideas of this space are intended to be just as valid as the rationality of innovative practices, policy makers and public administrators and hence the spatial quality of the design must reflect that.

WEEK 2 | 3

WEEK 2 | 4

WEEK 2 | 5

WEEK 2 | 2

82

83

Week 3.

PRECEDENCE STUDY/ BENCHMARKING.

ABSTRACT. The rise in Massive Open Online Courses (MOOC’s), poor alignment of university education with employer demands and growing higher education fees are all imminent threats to the idea of the university as a built form.

To fight the imminent threats, progressive universities around the globe are reimagining the traditional construct of a university as a learning space to the concept where cities students learn to be global citizens.

Citizenship in education is defined as a student’s ability to recognise the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within. Universities are approaching global citizenships through investment in multiple avenues such as curriculum, industry partnerships, technological infrastructure, and architecture. In major Australian cities universities are moving to the city centre to enable students to think beyond their classroom and understand the broader construct of the society. This move of campuses to the city offers youth and students organisations to raise their voice, take initiative and contribute to the social, environmental and economical solutions. It is argued that merely moving campuses to the city would not enable the intended transdisciplinary learning. The inner-city university campuses are restricted access learning spaces with no dedicated spaces for student and youth organisations to be a part of the larger conversation.

Landry and Biachini (1995) argue that city campuses should strive to be an innovative milieux that empower students’ organisations to democratically build transdisciplinary partnerships with other student organisations, innovative practices, government, and non-government organisations. This thesis argues that cities require a home base for student citizenship to occur

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VALUE PROPOSITION. STANDFORD AND SILICON VALLEY NARRATIVE.

FIGURE GROUND OF SELECTED SITE.

PERTH CITY NARRATIVE. PERTH CITY SHIFT IN NARRATIVE.

PEDISTRIAN FOOTPRINT

COMMON GROUND FOR STUDENT CITIZENSHIP.

ACTIVITY LEVELS. DOMINANT LAND USE CHARECTAR OF CONEXT.

SAFETY. SURROUNDING AMENITY.

THE UBRAN CODE. 84

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Week 4.

HOW TO MEASURE SOCIAL INCULIVITY AND ENTREPRENURIAL PURPOSE IN A BUILDING

How can a student citizenship incubator be designed to be a driver for social inclusivity and and entrepreneurial purpose?

SOCIAL INCLUSIVITY TRADITIONAL LEARNING THEORY.

ONLINE LEARNING THEORY.

STUDENT CENTRIC LEARNING THEORY.

STUDENT CITIZENSHIP iNCUBATOR The rise in Massive Open Online Courses (MOOC’s), poor alignment of university education with employer demands and growing higher education fees are all imminent threats to the idea of the university as a built form. To fight the imminent threats, progressive universities around the globe are re imagining the traditional construct of a university as a learning space to the concept where cities students learn to be global citizens. Citizenship in education is defined as a student’s ability to recognize the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within. Universities are approaching global citizenships through investment in multiple avenues such as curriculum, industry partnerships, technological infrastructure, and architecture. In major Australian cities universities are moving to the city centre to enable students to think beyond their classroom and understand the broader construct of the society. This move of campuses to the city offers youth and students organisations to raise their voice, take initiative and contribute to the social, environmental and economical solutions. It is argued that merely moving campuses to the city would not enable the intended transdisciplinary learning. The inner-city university campuses are restricted access learning spaces with no dedicated spaces for student and youth innitiatives to be a part of the larger conversation. Landry and Biachini (1995) argue that city campuses should strive to be an innovative milieux that empower students’ organisations to democratically build transdisciplinary partnerships with other student organisations, innovative practices, government, and nongovernment organisations. This thesis argues that cities require a home base for student citizenship to occur and empower students to be part of the conversation.

A standard lecture hall, with immovable chairs all facing the lectern, may represent an educational philosophy of essentialism, which focuses on a teacher centric model of learning. (Donovan et al. 1999; NLII White Paper 2004).

There there will not be the expected cognitive gains for these students over the period of learning at home. These losses will cause a delay in cognitive gain and achievement in some students and result in others being lost to the education system.

A majority of university buildings that have been constructed between the 1960s and the 2000s were designed to perform as learning factories (Rotraunt. 2009). These ‘learning factories’ are teacher-centric and do not take into account the various architectural stimulations that enable a student learning ability. Rotraunt (2009) argues that the architecture of an effective learning space should provide opportunities for sensory experiences, action-oriented entrepreneurial activities, places for encounter and social learning. These architectural agents can be classified into two major categories; placemaking and place attachment, both of which are vital to the notion of student citizenship.

H e r t z b e r g e r (2008) argues that only oppurtunitues to democratically learn can serve as a binding force between all the various student organisations and provide students with the opportunity to engage in real joint ventures.

Untitled map

ENTREPRENURIAL PURPOSE

Untitled map

Perth coworking spaces.csv

PLACE MAKING AND PLACE ATTACHMENT AGENTS

PERFORMANCE OF A LEARNING COMMINS IN THE ABSENSE OF PLACEMAKING AND PLACE ATTACHMENT AGENTS Competitive universities around the globe are investing in architecture that is student-centric; however, not all of them are successful in instilling the spirit of student citizenship within their students. An example of this is the Learning Commons building in Li Ka Shing Library in the Singapore Management University (SMU).

To meet the growing demand for student-oriented spaces, SMU commissioned the adaptive reuse of the ground floor of Li Ka Shing Library to use as a learning commons space. The space was designed to support transdisciplinary learning and social activity. However, it lacked a sense of higher purpose to provide for the entrepreneurial activity and enactment of student citizenship.

PERFORMANCE OF A LEARNING COMMINS IN THE PRESENCE OF PLACEMAKING AND PLACE ATTACHMENT AGENTS Flinders university student hub is an exemplar building that incorporates both places making and place attachment strategies in its design. It was designed by Woods Bagot Architects in 2016 and is home to the student guild, various student hubs and also a transdisciplinary learning and collaboration space. It has a spectrum of self-organising spaces available to students and includes individual study pods, collaboration incubators, presentation spaces, workshop spaces, breakout spaces and outdoor learning and socialising environments. It also has flexible spaces for student organisations’ development and a dedicated space for the Flinders university student guild.

(Hassel 2017) reports that even though the learning commons attracted 1.2 million visitors in 2015, 85% of the student visitors use the space only for focused course-related study. The remaining 6% of student activity was labelled as a social activity and predominantly classified near the cafeteria.

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universities in australia.xlsx

Perth coworking spaces.csv

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Perth tertiary education.csv

universities in australia.xlsx

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Perth libraries.csv

Perth tertiary education.csv

City of Perth Library

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State Library of Western Australia

Perth libraries.csv City of Perth Library

Sanfrancisco coworking spaces.csv

ATTRIBUTES OF A SOCIALLY INCLUSIVE AND AND ENTREPRENURIAL CITY

State Library of Western Australia

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Sanfrancisco coworking spaces.csv

Libraries sanfracisco.xlsx All items

KEY ATTRIBUTES FOR CREATIVE CITY EDUCATION DIVERSITY PUBLIC COMMON GROUNDS

(Woods Bagot 2017) in its post-occupation data states that students were engaged in active learning, entrepreneurial activities and engaged students to stay on campus for extended periods.

DESCRIPTION

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universities sanfracisco.xlsx

Libraries sanfracisco.xlsx

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universities sanfracisco.xlsx

IDENTIFY TERITARY EDUCATION INSTITUTES. IDENTIFY LIBRARIES

COWORKING PLACES

IDENTIFY LOCAL SPACES FOR CASUAL NETWORKING IDENTIFY PLACES FOR FORMAL NETWORKING

DIVERSITY OF CRITICAL MASS

NUMBER OF STUDENTS. NUMBER OF ENTRPRENURIES NUMBER OF RESEARCHERS NUMBER OF OFFICE GOERS NUMBER OF TRADES PERSONS NUMBER OF HOSPITALITY WORKERS

All items

87

72 TERTIARY EDUCATION

CO WORKING SPACES

56 PUBLIC LIBRARIES

A SMALL STEP TO ESTABLISH SOCIAL INCLUSIVITY AND ENTREPRENURIAL SPIRIT BY STANDFORD UNIVERSITY (INCUBATOR) LEAD TO A BIG IMPACT. EXCELLENT DIVERSITY IN AGE AND ETNICITY OF ENTREPRENURES 18000 COMPANIES FOUNDED BY STANFORD GRADUATES. 874,961 POPULATION AND 2.4 TRILLION$ REVENUE GENERATED.

24 TERTIARY EDUCATION.

COMPARE CBD A P P R O C H TO CURTIN APPROACH BASEDON CREATIVE CITY PRINCIPLES

2

21 CO WORKING SPACES

PUBLIC LIBRARIES

THE MOVING OF 3 UNIVERSITY CAMPUSES AND SPACE TECHNOLOGY CENTRE IS A GREAT OPPURTUNITY TO DESIGN A SOCIALLY INCLUSIVE AND ENTREPRUNURIAL INCUBATOR IN THE CBD

NUMBER OF STUDENTS. NUMBER OF ENTRPRENURIES NUMBER OF RESEARCHERS NUMBER OF OFFICE GOERS NUMBER OF TRADES PERSONS NUMBER OF HOSPITALITY WORKERS

KEY ATTRIBUTES FOR CREATIVE CITY EDUCATION DIVERSITY PUBLIC COMMON GROUNDS

IDENTIFY TERITARY EDUCATION INSTITUTES. IDENTIFY LIBRARIES

COWORKING PLACES

IDENTIFY LOCAL SPACES FOR CASUAL NETWORKING IDENTIFY PLACES FOR FORMAL NETWORKING

DEMOGRAPHIC STUDIES

NUMBER OF STUDENTS. NUMBER OF ENTRPRENURIES NUMBER OF RESEARCHERS NUMBER OF OFFICE GOERS NUMBER OF TRADES PERSONS NUMBER OF HOSPITALITY WORKERS

CREATION OF 5.5 MILLION$ JOBS

NUMBER OF STUDENTS. NUMBER OF ENTRPRENURIES NUMBER OF RESEARCHERS NUMBER OF OFFICE GOERS NUMBER OF TRADES PERSONS NUMBER OF HOSPITALITY WORKERS

Only 20% Of Australian Students Responded Positively To Student Experience Survey Most Common Response Being The Shift To Online Learning

DESCRIPTION

CONTEXTUAL CONDITION MACRO

VALUE PROPOSITION THEOROTICAL FRAMEWORK

URGENCY

BARRIERS + SURROUNDING LANMARKS.

ACTIVITY TYPES AROUND THE SITE.

PROXIMITY TO OTHER TERTIARY EDUCATION FACILITIES.

PEDISTRIAN EXPERINCE AROUND THE SITE.

HISTORICAL TIMELINE OF THE SITE SELECTION OF MICRO SITE. 21 ABERDEEN STREET. The site is situated at the end of Perth cultural centre and lies on the intersection of Museum Street and Aberdeen Street. The site has the potential to link the Perth city centre and Northbridge and is zoned under the Metropolitan Redevelopment Authority. The design for this site must cater to the anticipated influx of student population in the city as well as act as a key linking point between the Perth City Centre and Northbridge. The design proposition must also retain the St Lutheran Church as it holds heritage significance

UNDERSTANDING FACILITATORS

AND SITE.

PEDISTRIAN ACTIVITY + PEDISTRIAN EXPERINCE.

92 ROE STREET. The site is situated at the end of Perth Perth City Link and lies at the cross section of CBD and northrbidge.

The site has the potential t o connect to the buisness , upcoming university precenict and social aspect of northbridge.

EVALUATE THE TWO SITES BASED ON THE MATRIX DERIVED FROM URBAN CODE.

BARRIERS + SURROUNDING LANMARKS.

ACTIVATION HOURS

PUBLIC TRANSPORT ROUTES AND STOPS.

ARCHITECTURAL LANGUAGE OF PROMINENT BUILDINGS AROUND THE SITE

Perth City Link Project Area The land located within the Perth City Link Project Area was traditionally a hunting and gathering ground of the Noongar people. The chain of wetlands that stretched north from where the Perth Train Station is now located provided important food sources for the Noongar people and were often camping and meeting places

PEDISTRIAN ACTIVITY UNDER UTILISED SPACES ON THE SITE

PUBLIC TRANSPORT LINKS

PROXIMITY TO OTHER EDUCATIONAL FACILITIES.

UNDER UTILIZED SPACES.

SENSE OF PLACE

LAYERS OF HISTORY/ LOCAL IDENTITY

As the gold rush hit Western Australia in the 1890’s Perth experienced its first population and construction boom. With construction and population growth blossoming on both sides of the rail line, the area of the Perth City Link Project Area became a central passenger and freight depot.

The railway barrier was not only physical. For some, it represented a social divide and a perception that the area to the north of the line was “the wrong side of the tracks”. The diminished appeal of the area made it accessible to new non-English speaking migrants.

From the 1920’s through to the post war era the area provided a social, business and residential hub for Chinese, Greek, Italian, and later Vietnamese migrants, among others. The reputation of the area also facilitated more “business freedom”, and saw development such as the Roe Street Brothels which lined the street along the north side of the rail line

KEY SITE FINDINGS

CONTEXTUAL CONDITION MICRO

SITE RESPONSE BREIF

BARRERS ON

KEY THINGS TO CONSIDER.

RESPONSE TO PLANNING/ MASTERPLAN GUIDELINES

TESTING OF LOCAL PRECEIDENCE STUDIES OF PERTH BASED ON HERMAN HERTZBERGER S OBSERVATIONAL METHODS.

TESTING CITY OF PERTH LIBRARY AGAINST CRITERIA AND SUPPORT ARGUMENT USING OBSERVATIONAL SKETCHES.

TESTING STATE LIBRARY OF WA AGAINST CRITERIA AND SUPPORT ARGUMENT USING OBSERVATIONAL SKETCHES.

BREIF DERIVED FROM HERMAN HERTZBERGER PLACE MAKING AND PLACE ATTACHMENT AGENTS

BREIF DERIVED BY TESTING SPACES IN THE CITY OF PERTH AND STATE LIBRARY OF WA

CONCEPT DIAGRAM FOR SPATIAL ORGANIZATION

CONCEPT PRESPECTIVE FOR INTERIOR PATTERNS

ANTICIPATED SPATIAL QUALITY

FORMATION OF BREIF

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87

CONCEPT PRESPECTIVE FOR DESIGN 1

CONCEPT SECTION FOR DESIGN 2

The marshalling yards were relocated out of the city and the area was developed for the Perth Entertainment Centre, which opened in 1974.

Perth Entertainment Centre opened in December 1974.

Constructed as a multi-purpose entertainment and exhibition/ expovenue venue

Week 5.

Week 6.

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Week 9

Week 10.

(* week 7 and 8 was spent in report writing as there was a change in supervision)

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91

Week 11.

Week 12.

Floor finish.

Corrogated metal decking.

Operable glass louvre.

Operable curtain wall for ventilation.

Diagrid framing for multifacited facade.

Multifacited facade.

Floor finish Cast in place concrte floor Corrogated metal deck

I beam.

Ceiling finish Space for conduit Bolted metal plates.

Perforated metal skin Secondary diagrid system Curtain wall

Primary steel structure Concrete foundation footing

(Paula 2020)

OPERABLE LOUVRES FOR STACK VENTILATION.

OPERABLE LOUVRES FOR NATURAL VENTILATION.

(Canadian centre of architecture N.D)

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DOUBLE SKIN FACADE.

Week 13.

Week 14.

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95

STUDENT CITIZENSHIP INCUBATOR. Name: Pranav Gaud.

Email: pranav.gaud@postgrad.curtin.edu.au.

Phone 0406646831.

Most Australian tertiary education institutions focus on teacher-centric delivery of content that occurs inside a classroom setting. Here students are seated on chairs all facing the lectern, ready to receive content. (Student Experience Survey 2021) reports that only 42% of the students interacted with their peers outside study requirements in a traditional tertiary education institution, and only 33% interacted with someone outside their coursework. This represents a risk of most students failing to gain insight into knowledge outside of their course work. Failure to provide active transdisciplinary learning breaks the potential network of opportunities offered to students and makes the students’ qualifications fit for purpose.

THEORY.

THE GROUND FLOOR PLAN

CEDRIC PRICE INTERACTIVE PALACE. Designing architecture as a social enabler is what most architects strive towards. Through his design of the interaction centre, Cedric Price critiques the isolated nature of the tertiary institutions. By designing a large lightweight structural shell, he suggests the public nature of the interaction centre. Within this shell, he deploys multiple spatial objects that suggest particular uses but allow users to change and occupy the space according to their activity. He carefully designs the circulation so that a visitor is constantly stimulated or informed but can choose to react, interact, or withdraw (Price 1984). This design approach makes the interaction centre an innovative milieux open to a wide variety of critical masses.

Image caption

PROPOSED INCUBATOR STORE

STANLEY COLLAGE (PROPOSED LINK TO THE COLLAGE)

PROPOSED MARKET SQUARE EXTENSION AND PEDISTRIAN LINK TO NORTH BRIDGE.

SANTOS AND PECADORES DANCE CLUB.

KARA KAROKE

PROPOSED INCUBATOR STORES

ROYAL THEATRE

Transdisciplinary learning, inter-institutional collaboration, professional networking, and student entrepreneurship are the significant demands of tertiary students. To meet these demands, many tertiary education institutions are setting up inner-city campuses by 2030 (Australian Government, Government of Western Australia and the City of Perth 2020). It is argued that this will cultivate innovative thinkers and startups and student citizenship (Edith Cowan University 2021). The problem, however, is that many of the inner-city institutions will continue to operate as individual entities. This raises questions regarding aesthetic equity and limits opportunities for inter-institutional collaboration.

(Price 1984). supports this argument and claims that the operation of tertiary education facilities as separate entities constricts the mix of various critical masses. He further contends that if tertiary education occurred in public buildings, the obverse is possible, and architecture can act as an enabler of trans-institutional and incidental learning.

This would create an innovative milieu of critical masses such as student educators, aspiring innovators, and industry professionals.

Consequently, this would develop new ideas, products, services and foster economic, social, and cultural development. This thesis argues that how can a student citizenship incubator in the City of Perth enable transdisciplinary and incidental learning and consequently ignite urban innovation? A literature review, two global case studies and observational case studies of two local public libraries are conducted to answer this question. The lessons learned from the literature review and case studies are used to test design options through an iterative sketching method.

The result of this is the proposal of a student citizenship incubator in Perth City. This student citizenship incubator aims to create various interaction, learning and collaboration opportunities for aspiring urban innovators and creatives. It is anticipated that the proposed design will support aspiring urban innovators and creatives in Perth and contribute to the cities economic, social and cultural development.

CLASSROOM

PROPOSED INCUBATOR STORE

TRADITIONAL

PROPOSED INCUBATOR STORE

STUDENT CITIZENSHIP INCUBATOR

14

THEORY Incubators connection to the surrounding context.

PARKING GARAGE (PROPOSED WORKSHOP) EXISTING SERVICE LANE

PERSONAL STATEMENT: Many of us who talk about social change and entrepreneurship do so for deeply personal reasons. I come from India a land of highly intellectual and entrepreneurial people that is being plagued with an issue of brain drain. It is part of the reasons why my family decided to move to Perth.

After spending five years studying in Perth and being one of the most engaged students in and outside of class, I am beginning to see the same problem in Perth with the brightest minds moving over east and overseas in search of professional and entrepreneurial opportunities.

It is disheartening to see that with all the universities, talents and skills we have in Western Australia we tend to solve our problems by parachuting them overseas and over east.

KEY TERMS: Student: A person who is very interested in a particular subject.

(Oxford University Press 2021).

Student citizenship. Citizenship in education is a student’s ability to recognise the interconnectedness of their course of study to the broader social, cultural, and economic constructs of the society they live within (Klemencic 2016).

CREATIVE

CITY

THEORY.

The value of a student citizenship incubator to the city is defined through the lens of Charles Landry’s philosophy of the Creative City. A creative city allows the urban innovators and creatives to understand themselves and reflect upon gaining feedback from industry professionals.

It allows for the exploration of wider relationships and enables urban innovators to develop new solutions to new problems (Landry 2000). Some may argue the viability of a mining industry dominated Perth to become a creative city.

However (Landry and Matarasso 1998) argue that designing buildings that contribute to a creative city looks at its resources more comprehensively and gives a competitive edge to a seemingly insignificant city. In line with Landry’s vision, the student citizenship incubator is more than a tertiary institution, and it is designed to add value to the city. It is designed to become a constantly evolving space where individuals and organisations can learn the dynamics of the changing world and apply the knowledge formally and informally in their work environment. incubator spaces within 5 km of the city centre. Compared to San Francisco, Perth is a much larger city by population and must strive for more publically accessible incubator spaces.

2

4

5

MALAYSIAN RESTRAUNT

The democratic learning theory gives learners the ability to take charge of their own learning and and the architecture provides multiple spatial oppurtunities to suit different activities and uses.

13

3 3 10

6

1

12

8

Integration with the public transport system and pedistrian thoroughfares.

2

7

1

7

8

11 10

17

6

20

19

SEXUAL HEALTH HEAD QUARTEERS

LEARNING

LAKE STREET.

DEMOCRATIC

18 17

9 15

2

VACANT PARKING LOT 14

Historical context.

16

N

ROE STREET.

Incubator.

An incubator is a space in the city that contains the necessary hard and soft infrastructure to generate a flow of ideas and inventions (Landry 2000). It is a physical setting where a critical mass of students, entrepreneurs, industry professionals, artists, and social activists can create new ideas, products, and services. Consequently, this space would contribute to the economic, social and cultural success of the city. (Landry 2000).

600 METERS TO RAC ARENA.

PERTH CITY LINK PROJECTS (RETAIL AND OFFICE TENANCIES)

GROUND FLOOR PROGRAMING AND SECTION KEY. 350 METERS TO YAGAN SQUARE

street elevations and design language.

THE URGENCY

THREE ASSOCIATES

THE CONTEXT

1. Reception.

2. Group discussion booth.

3. Moveable desks.

4. Light digital fabrication.

5. Storage for maker space tools and materials.

6. Toilets.

7. Lifts.

8. Plantroom.

9. Project display space.

10. Meeting rooms/ private study.

11. Market square booths.

12. Market square.

13. Large gathering space.

14. Stairs to viewing deck/ markets upstairs.

15. Cafe 16. Alfresco seating.

17. Cold store for cafe.

18. Stairs.

19. Kitchen.

20. Private booths.

Pranav Gaud. pranav.gaud@student.curtin.edu.au.

0406646831.

THE MARKET SPACE.

The piazza links roe street to northbridge and becomes a market space where incubator membors and other business can set up their stalls and a space where open air exhibitions can occor

A reception, lounge and study and meeting area open for public use to hold meetings and study in.

The arena is a space where various talk shows, performances and protests for various local and global issues can occur. When not in use this space can be used to set up stalls or host outdoor lectures and classrooms.

THE IDEAS WORKSHOP.

The ideas workshop is a space where incubators can make and test their prototype idea. It is also a space where classes on fabrication and product making can be held.

THE START UP SPACE. The startup space is where incubator members can work with other startups in a coworking enviornment and pitch their ideas to various investors.

A coworking startup space, and presentation area.

Project space or office space for a coworking space.

Presentation space/ Classroom/ individual and small group study

THE ARENA.

07

The pod is a space which small incubator teams can claim and work on their projects for extended hours.

06

THE POD.

05

The booth is where small groups of learners and educators can gather within to discuss a subject or an idea.

When not occupied the space becomes a informal study space.

04

THE BOOTH.

03

A cafe and lounge are placed on the busy corner of Roe street and Lake street and invites people for informal meetings and accidental encounter of the incubator space.

02

01

THE CAFE AND LOUNGE:

An external circulation path/Viewing platform.

A Workshop level with light fabrication tools organised by catorgory on moveable trollys.

A reception, lounge and light maker space area where open to the public to study, hold small workshops and play with digital fabirication tools

Basement for end of trip facilities, parking storage, rain water tank and plantrooms.

EXPLODED AXONOMETRIC

SECTIONAL PRESPECTIVE

STREET PRESPECTIVE

Pranav Gaud. pranav.gaud@student.curtin.edu.au.

0406646831.

ARCH6006 Architectural Thesis Project.

Student’s Name: Pranav Gaud.

Academic Week Week 1

Meeting day/time Tuesday 10am

Key discussion points • • •

Clearly stipulate 12-week outline with key deliverables Consider site options include beyond Curtin site Clearly position the thesis topic align with a strong value proposition.

Agreed action items for next meeting • • • •

•

Week 2

Tuesday 10am

• • • •

• Week 3

Tuesday 10am

•

Evaluation of different site options. 21 Aberdeen Street and 92 roe street.

Building of visual grammar in form of a storyboard.

Specify what the thesis topic is campaigning for.

Review ECUs winning proposal to understand how the thesis proposal can add value to the collective urban assets of the city.

Continue to review creative city for value proposition.

Stanford fuelling the Silicon Valley narrative.

• • • • • • •

Review The Creative City by Charles Landry - as part of considering the site.

Research the term Student-Centricity.

Evaluate different site options.

Develop the aspirational brief alongside the functional brief – alignment to deliverables Continue to build visual grammar and design communication relevant to thesis topic Develop visual grammar in form of a storyboard.

Visit the 92 Roe Street site and record site observations.

Begin site analysis based on the urban code.

Secure/ create a 3d and 2d model of the site.

Research precedence studies.

Refine abstract and formulate aspirational brief.

Gather and produce all relevant drawings of the site. Contextual setting for the site.

Supervisor’s signature A/Prof. Khoa Do Sun 01/08/21

• •

Week 4

Tuesday 10am

• • • • • •

Need for common grounds in a creative city.

History of roe street as a place for entrepreneurial activity and social inclusivity.

Formation of evaluation criteria/ matrix.

Site analysis sketches.

Formulation of the site response brief.

Formulation of the design brief.

Anticipated architectural qualities.

Cedric Price and Aesthetic Equity.

• • • •

•

• Week 5

Tuesday 10am

•

•

• • Week 6

Nike as a prime sponsor for the student citizenship incubator due to its brand campaign of just do it and find your greatness.

Showcase of all design sketches on the following criteria: that invitation of people/ aesthetic equity, passive branding of the various startups, architecture that is playful.

Placing the design on site.

Macro site analysis and proposed design massing responding to that.

• • • • •

Purposefully produce drawings to scale off the site. Produce a figure ground for your proposed building. A functional brief located in drawings.

Establish a clear line of inquiry in your storyboard.

Understand the value of aesthetic equity.

Define tenancies that invite everyone and not just students.

Find a tenancy/ sponsor who’s brand value resonates with the philosophy of student citizenship.

Consider options such as City of Perth Library and multinational companies such as Apple, RAC, Microsoft, Nike etc.

Jump into design massing exploration.

Macro site analysis and proposed design massing responding to that.

Compilation of the report.

Development of composite visual grammar similar to Zaha Hadid.

Having a digital architecture component to the design.

Review of Renzo Piano to understand how to think structurally for the complex mass proposed.

No meeting.

Change in supervisors from Khoa Do to Francesco Mancini.

Week 7

Tuesday 6:30 pm online meeting with Francesco

• • •

•

Week 8

Tuesday 2:003:00.

• • • • •

Week 9

Tuesday 1:00 – 2:30.

Week 10

Tuesday 1:00 – 2:30.

And Wednesday.

9:00 to 9:30 pm.

• • • • • • •

• • • • •

Progress till date on thesis through presentation of a draft report.

Unclear reasoning for start-up branding.

Defining the value of student citizenship incubator as a civic infrastructure that contributes to the social sustainability of the city.

Student citizenship incubator as a hybrid typology.

• •

Presentation layout and storyboarding.

Choice between 2 DNA design strands.

Define site selection process.

Colour coding your drawings.

Value proposition of new type of typology in Perth.

Sketch floor plans.

Sketch perspectives.

Establishment of a market street.

Development of common canopy.

Translation of theory into design.

Structure of the building.

Assessing spatial layout against two alternatives: objects in space versus regular rooms.

Loose spatial planning.

Public, private, semiprivate interface.

Celebrate the roe and lake street corner.

Review interactive palace by Cedric price.

• • •

Spatial planning.

Draw all floor plans and one section.

Formulation of brief.

• • •

Further develop floor planning.

Explore iterations for canopy roof.

Rearrange spatial layout.

•

Resolve the structure of the building (shell).

Plan for loose spatial programming.

A diagram to define use between public, private, and semi-private interface.

Speculate spatial use.

Speculate result of the incubator in 20-50 years in plan.

Need for democratic access to community education spaces and Entrepreneurship

•

• • • •

Refine theoretical framework.

Conduct the observational analysis in city of Perth Library and the State library.

Understand the various typological arrangements of the proposed schedule of accommodation.

• •

Week 11

Tuesday 12:30 – 1:15

• • • •

Week 12

Tuesday 5:40 – 7:00

• • • • •

Need exemplars of spatial use as a demonstration.

Learn how to lead through the [project: site plan and context location and approach, access, main courtyard, entrance to building: what do I see. Upper floors, functions, relations with spaces below, access to roof if any – back to the city.

Loose spatial planning approach.

Roof canopy as a water collection device.

Spatial distribution along floor plan and section.

Operability of roof and façade.

Floor plans, sections, 3d modelling.

Passive shading and ventilation strategy.

Fixed cores and speculation of the rest of the area.

Spatial organisation system.

Building roof and skin details.

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Deliver all floor plans.

Establish a strategy to meet basic sustainability principles of water collection, shading and natural ventilation.

Select materials for each building elements.

Floating ramp through tensile support from roof.

Review IT University, Copenhagen by Henning Larsen for the extruded spatial objects in the piazza area.

Addition of a projection glass on roe street façade.

Review internal design for proposed design.

Refine the structural transition between the roof and external façade (details).

Refine external façade in the laneway.

Refine the report.

Finalise material selection.

Develop a strategy for mechanical heating and cooling.

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Week 13

Week 14

Week 15

Monday 3:00 – 4:30

Monday: 3:00 – 4:30

Monday 10:30 – 11:30

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• Week 16 Week 17

Structural system of the building.

Column grid.

Facade system.

Shading and ventilation strategy.

Interior layout of the project.

Refinement of eastern façade.

Presentation of the following project drawings: Floor plans.

Sections.

Elevations.

Perspective images.

Detail drawings.

Presentation of draft panel layout and project renders, sectional perspectives and axonometric.

Progress on the written report.

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Finalise: Masterplan (Speculate result of the incubator in 20-50 years in plan) Exterior design.

Structure of the building.

Addition of ceiling system to the design.

Establishment of a similar design language between furniture and landscaping.

Refinement of plans and section Review of floor plans to consider placement of Plant rooms and the suggestion of a underground basement for end of trip facilities and plant rooms (to be illustrated in section only).

Review of two rendering styles for the panel.

Addition of detail to the section.

Adaptation of same rendering style for the floor plan and diagrams.

Progress on the written report.

Final Thesis Project submission - Completed log book to be emailed to UC

I confirm have started supervising Pranav Gaud in week 7 and that the logbook is essentially correct for the part that is concerning my supervision. I can also confirm that the logbook between week 1 and 7 appears in line with the work undertaken and developed by the student before I started supervising him. The report from week 7 to week 16 under my supervision is also accurate.

15.11.2021 Francesco Mancini

Francesco Mancini