SALFORD STEM ACADEMY RAEVEN BRANCH
DSB 2023
TABLE OF CONTENTS /
INTRODUCTION: THE BRIEF
03
THE DESIGN: PART 1
THE DESIGN: PART 2
02 01
INTRODUCTION TO THE PROJECT
The University of Salford has acquired the former SalfordPoliceHeadquartersonCrescentRoad(M54NL) totransformthebuildingintoaSTEMAcademy.
The academy will inhabit an adapted version of the existing building in addition to newly built spaces. The university plans to offer an interdisciplinary STEM programme as a shared/common first undergraduate year to study science, technology, engineering, and mathematics–i.e., STEM. Furthermore, it allows the University of Salford to practice its Equality, Diversity & Inclusion policy and align with the Greater Manchester STEMFramework.
01
SITE-ING REPORT
BycompletingtheSite-ingReport,itbecame apparentthatthemostimportantissuesare:
● Inclusivity
● Accessibility
● The effects of the surrounding environment
In response to this, the team created a strategy to find a design solution to these issues.Theseinclude:
● Creating a space to enable the STEM academy to have a specific focus on EnvironmentalSciences
● Creating a team programme to ensure that the designs would incorporate spacesthatwouldinvitediversity
● Creating a design solution that visually counteracts the negative reputation of thepoliceforce.
By applying these strategies, the University of Salford can practice its Equality, Diversity and Inclusion Policy withintheSTEMframework.
THE DESIGN: PART 1
02
DESIGN
In order to achieve the University of Salford Equality, Diversity and Inclusion Policy within the STEM framework, certain design scenarios have been made to find a solution. These were found through the SIte-ing Report which analysed certaindesignissueswiththePoliceHQ:
Inordertotackletheseissuesthefollowing scenarioshavebeenmade:
can be supported as much as their peers, this candecreasethatstatistic.
● Honesty: making the building visually honest helps to decrease negative feelings related to the police HQ building. It can increase inclusivity and diversity, especially within minority groups who face police brutality. This can be done by making the building visually honest (clear movement through space, open concept, access to all spaces, and honesty in material).
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ARCHITECTURAL PROGRAMME
Together, the team split up the site and assigned sections of thebuilding. This part of the building sits within the conservation area (see bottom right). This means that the facade on the side of the street must be retained and untouched.
ARCHITECTURAL PROGRAMME
TEAM PROGRAMME
With a focus on creating a space for a STEM academy withafocusonEnvironmentalSciences,theteammade the following programme. Spaces were allocated to each person to create a cohesive design with the right spacesforthestudents.
SOCIAL HUB
In response to the Site-ing Report, the focus of the designforthisbuildingisaboutcreatingasocialhub. The social hub’s design will use design solutions to increase inclusivity and diversity for the STEM academy.
THE ORIGINAL BUILDING
The building is extremely narrow, measuring 30m x 8m.
In order to create a social hub, the space has been splitinto3keyspaces.
30m 8m
THE DESIGN CONCEPT
Using the programme, floor plans and a 3D model were created to visualise the design scenarios to create a concept.
Social Access (stairs&elevator) Study
PRECEDENT ANALYSIS
An analysis to find a solution to 2 problems: movement through a narrow building and bringing in light
LIGHT DESIGN SOLUTION
PRECEDENT
An analysis into how to create a space that fosters inclusivity using the following precedents and findings from the report. The analysis shows that being able to create and adapt the space can increase inclusivity. The analysis also includes insights on how to change the reputation of the Police HQ and its correlation to public opinion. Creating an open and visually honest building will visually contradict the closed regimented reputation of the police.
REPUTATION
Create and open space: reduce objects that block the views through the building. Visual honestly can also be conveyed in the structure of the building.
ENVELOPE PERFORMANCE MODEL
The model shows where the building envelope could be affected by the surrounding environment, affectingitsthermalperformance.
The red areas are at risk of overheating, whereas the blue are consideredcoldspots.
These areas indicated the parts of the building to take into special consideration. For example, it may be best to avoid using too many skylights as this may cause the roof tooverheat.
Widen the section where the entrancesaretothebuilding
Cut the corner to direct students totheentrance
Widened the middle section to create more space and avoid narrowcorridor
Modelling the movement through the building to different zones. Seeing how those zones areaffected.
DESIGN DEVELOPMENT
Not only is there movement inside the building, but the facade is about movement. Thenaturalshapesandanglesaresimilartonaturalcaves-verydistinctfromjailcells.
Sketchinghowthefacadeaffectsthe spaceinsideandhowthelightmight enter.
Developingthedesignofthefacade.
3Dcave-monolithstructure
DESIGN DEVELOPMENT
These3Dmodelsweremadetoinformwherethefoldsoftheformshouldbetocreate shadows and highlights. This will also inform where the structure should meet the windowsothatthestructuredirectsthelightinandreducesoverheating.
“Architectureistheorganisationoflight;sculptureisthegameoflight”.AntoniGaudí
THE DESIGN: PART 2
THE HUB
The building has been named ‘The Hub’ as it is the social hub for the STEM academy. The Hub focuses on creating not just a space, but a place. The structure provides a placewherethestudentsarenotrestricted,buthavefullaccesstoeacharea.TheHub is designed to be interactive, immersive, honest and adaptable in order to overcome socialinequalitiesinlearning.
The plans show a part of Megan Tate’s design where we collaborated on making a spacethatconnected thetwobuildings.
03
VIEWS
Entry from Irwell Place
View from the back of the main building
Entry to the first floor via the bridge from the main building
View of the entry from inside the building
VIEWS
View of the basement. From the social hub looking towards the observation dome.
Perspective section taken from the back. The section shows the alcoves created by the cave-like structure.
Up-close view of an alcove
View from the right side of the building looking towards the left side.
On the existing facade, a polycarbonate sheet will be used in front of the brickwork. The sheet is translucent so that the brickwork and steel frame supporting the lateral load of the wall can be seen. Using these materials creates ‘honest architecture’, in keeping with the design solutions for creating an inclusive space. The polycarbonate sheet has a higher thermal performance than insulated glass for a fraction of the price. Offsetting the sheet onto the steel frame allows a gap for light to traveldowntothebasementalongthatwall.
MATERIALITY
The cave structure will be made out of clay. Clay is sustainable and has a lower carbon emission in comparison to steel. The clay creates a breathable atmosphere and the surface does not have to be painted or covered. The clay can also be 3D printed. This can possibly reduce labour time and costs, thus reducing thecarbonemissionsoftheconstructionprocess.
InordertoreflecttheSTEMacademy’scoresubjectofEnvironmentalSciences,theHubincludesspaceswherestudents
The Monforte partitions (on the first floor) have sound-proofing properties. They are flexible and can be extended and retracted. These allow studentstoadaptthespacetotheirneeds.Byhave these partitions instead of walls, the floor plan allowformultifunctionalusage.
These study desks (in the basement) can be lowered to create a desk and lifted to create extra lighting in the ceiling. The desks allow the room to be used for multiple functions whilstprovidinganaestheticinterior.
ADAPTIVE INTERIORS
THANK YOU!
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