Life-long Learning: An integrated education model for urban communities

life-long learning

an integrated education model for urban communities susannah moore

ARCH72-502

Architecture & Urbanism: Design Thesis Studio Semester 223, September 2022

Susannah Moore

Master of Architecture ID: 13744595 E: susannah.moore@student.bond.edu.au

Thesis Coordinator: Jasper Brown E: jabrown@bond.edu.au

Thesis Advisor: Adrian Carter E: acarter@bond.edu.au

Abedian School of Architecture Bond University 14 University Dr Robina, QLD Australia 4226

“Somehow we have to get older people back close to growing children if we are to restore a sense of community, a knowledge of the past, and a sense of the future.”

- Margaret Mead

contents abstract research question + thesis statement personal values introduction literature review design research documentation site analysis design proposal reflection references

7 9 11 12 15 23 41 67 101 110

abstract

This thesis brings together issues surrounding education, climate and population growth in an effort to bring communities together to tackle our climate crisis.

This project takes a step back from ‘band-aid’ solutions toward sustainability and attempts to transform fundamental attitudes and behaviours toward our environment through architecture. The proposal focuses on systems and processes ingrained in aboriginal pedagogies as a direction toward environmental respect and responsibility.

The design outcome situates an educational institution for all ages, among a mixed-use urban development, with strong physical and systematic connections to the natural environment. The proposal emphasises the importance of intergenerational connections as a way of bringing communities closer together and having a sense of belonging to place and Country.

research question

How can the architectural development of an education campus address the Gold Coast’s rising population, and foster environmental responsibility and respect among the wider community?

thesis statement

Our planet is facing a climate emergency and a revolutionization of our attitudes, behaviours and way of life is vital for the preservation of our natural environment. With this process occurring over generational timeframes, it is imperative that strategies are directed toward younger generations, with educational institutions having the power to inform and motivate the young to take action.

South-East Queensland’s city of the Gold Coast has a rising population resulting in the expected need for 37 new schools by 2041. A new intergenerational school typology enabling place-based learning could be an approach for building awareness and fostering respect for our natural environment.

With densification as a key step toward a sustainable city, an institution embedded in the dense framework of its community, Country and urban environment invites playful relationships across public and private spaces. Whilst becoming an urban strategic model to tackle the urgency of needed schools across the Gold Coast, additionally this proposal evolves as a City Learning Hub, a landmark across cities nationwide.

personal values

My architectural practice is inherently focused on key values that I believe are pertinent to both our local and global climate. Architecture should address the current challenges faced by humanity and seek to enrich our lives.

people-centric

In its essence, spaces are created for human habitation. An architecture of collectiveness, community and enhancement of everyday rituals. Places for people, spaces that support as well as excite human activity.

challenge norms

Architecture should be in constant flux, opening doors to new possibilities. Rethinking ways of occupying space through innovation of spatial relationships and functions. Our society has become accustomed to the same way of living for hundreds of years. Architecture that hybridises, adapts and transcends could spark imaginative ways of living.

connection to place

Places are formed through interrelationships between building, landscape, people and culture. The architectural design process should start with an understanding of place, thinking both outwardly and inwardly. There should be deep consideration of historic value, use of native vegetation and integration with the surrounding context.

environmental action

In response to the global climate crisis, architecture should be designed with a sensitivity to natural ecology. Building with local renewable materials with a cyclical life-cycle assessment and designing with efficiency of space to minimise the carbon footprint. Touching the earth lightly.

introduction

Background Information

Gold Coast Population

The Gold Coast, located in South-East Queensland (SEQ) has become known and popular for its sub-tropical climate, relaxed social scene and kilometres of beautiful beaches and hinterland. It is increasingly becoming a more desirable place to live, with the highest population growth in SEQ 1. This is equally a result of internal and overseas migration, each accounting for 39% of total population growth.2

With a rapidly increasing population comes the need for more schools, workplaces and places to live. Yet the progressively urbanised landscape provides a challenge of consolidating more onto less.

The student population of the Gold Coast is projected to increase 20.79% by 2030 despite declining fertility rates 3. This has a direct influence on school infrastructure, with the Gold Coast bulletin announcing,

“Gold Coast is growing so fast it will need up to 37 new schools in the next two decades, 17 alone before the 2032 Olympic Games.”4

The distribution of this growth is not even across the Gold Coast, but mainly concentrated in key suburbs. As evident in the adjacent map the highest concentration of growth is projected to occur in Coomera (438.6%), Pimpama (335.8%) and Mermaid Beach-Broadbeach (167.4%).

Whilst there is a pipeline of ongoing and completed school infrastructure projects happening across the city, these developments will not sufficiently meet the population demand, and the establishment of new additional primary and secondary schools will be necessary.

1 Matt Bungard, “A very different type of space: how traditional school design is changing,” Schools, The Sydney Morning Herald, June 16, 2019, https://www.smh.com.au/national/nsw/a-verydifferent-type-of-space-how-traditional-schooldesign-is-changing-20190614-p51xmx.html

2 Queensland Government Statistician’s Office, Population growth highlights and trends, Queensland regions, ABS 3218.0. (Brisbane: Queensland Government, 2020).

3 “How Gold Coast schools can design for wellbeing and growth,” Vimeo, 57:10, 2020, M3 Architecture and Urbis, https://www.m3architecture. com/media/how-gold-coast-schools-can-design-forwellbeing-and-growth/

4 Emily Toxward, “37 New Schools by 2041,” Gold Coast Bulletin, November 13, 2021, ProQuest.

site analysis

literature review

literature review

Climate Crisis – “serious problems that are being caused or likely to be caused by changes in the world’s weather, in particular the world getting warmer as a result of human activity increasing the level of carbon dioxide in the atmosphere.” 1

Sustainability and Sustainable Design

In order to understand the fundamentals of sustainable design, the work of Jason McLennan, a highly influential individual in the field of sustainable architecture, was analysed. His 2003 book The Philosophy of Sustainable Design, is considered the ‘bible’ for sustainable building design.

McLennan views sustainability as a holistic approach, beginning with an understanding of the purpose of design – to serve and improve people’s lives, consolidating the movement down to two core beliefs:

“That our lifestyle, technologies and sheer numbers are having a negative impact on the environment, putting at risk the viability of the planet to support our continued existence, and the existence of many of the animals and plants that we share the world with.

That we have a responsibility, as caretakers or stewards of the earth to craft our societies and the technologies in it in a way that allows for the continued survival of our species and those that we share it with - regardless of their perceived direct value to us.” 2

McLennan believes society’s increasing disconnection from place and our psychological attitude toward the environment is preventing us from being truly conscious of sustainable practice.

Through an analogy of military psychology of war, McLennan describes how we as

1 Cambridge Dictionary, s.v. “climate crisis,” accessed March 27, 2021, https://dictionary. cambridge.org/dictionary/english/climate-crisis.

2 Jason McLennan, The Philosophy of Sustainable Design (Bainbridge Is: Ecotone, 2004), 36.

society are disconnected and therefore cannot hold respect for the environment around us. Dehumanising the enemy in war makes it easier to kill. Similarly, society’s foreignness to the natural surroundings results in no emotional attachment when damaged by human activity.

With over ninety percent of our time spent indoors, from our homes to offices, theatres, shopping centres and museums, how can we develop the knowledge and respect for the natural environment? The added technological advancement of the automobile means we don’t even leave the indoors, travelling from one climaticallycontrolled interior to another. 3

We as society need to retract back from what we assume to be true about sustainability as a movement, recalibrating our understanding through the process of unlearning before learning new things.

Assistant Professor at the University of Cincinnati and founding principal or Ludwig-ArchOffice (L-AO), Ryan Ludwig, follows this process of unlearning and thinking through a new lens in his 2021 book Beyond Sustainable. He focuses on the concept of the ‘Terrestrial’, a term French social theorist Bruno Latour defined in his 2018 book Down to Earth: Politics in the New Climatic Regime. In contrast to traditional notions of territorial boundaries, the Terrestrial fosters a mutual respect and collaboration between all “beings” as they interact within the architectural “dwelling place”. 4

In attempt to find a label and methodology to this type of nonanthropocentric thinking, Ludwig pushes forward the concept of “The Deep Ecology” established by Norwegian philosopher Arne Naess in 1972 at the World Future Research Conference.

3 McLennan, The Philosophy of Sustainable Design, 57.

4 Ryan Ludwig, Beyond Sustainable: Architecture’s Evolving Environments of Habitation (New York: Taylor & Francis Group, 2021), 1-175.

Ludwig’s concept of a nonanthropocentric world rejects the urban, in favour of a more nomadic, decentralised way of living. Ludwig supports political philosopher Murray Bookchin’s argument that densification, urbanisation and standardisation are the fundamental reasons for the toxification of the environment. 5

While romantic and gestural in its idea, it requires a radical shift in the economic and political systems that ultimately govern the way we inhabit the world, toward an economic ‘communism’ of collectively ‘being with’.

In contrast, Thomas Schröpfer in his 2015 book Dense + Green: Innovative Building Types for Sustainable Urban Architecture, and Singaporean-based firm WOHA in their 2016 book Garden City, Megacity: Rethinking Cities for the Age of Global Warming, both advocate for the densification and greenification of cities.

WOHA reject romantic and idealistic visions in favour of practical approaches for reviving tropical megacities through density, verticality and sociability, stressing it is the only option for these urban environments. They challenge the social and environmental dysfunctions of megacities through visualisation of the city as a layered matrix rather than a twodimensional grid, intensifying land use and posing the creation of new land. 6

While WOHA are specific in their approach and application of design in tropical megacities, Schröpfer’s publication looks more generally at density as a tool for worldwide urban development.

He references past approaches of the 20th century, including Vancouverism, the Japanese Metabolism movement, and the theories of Malcolm Wells. Wells’ focus

5 Ludwig, Beyond Sustainable, 122-123.

6 WOHA, Garden City, Megacity: Rethinking Cities for the Age of Global Warming (Oxford: Pesaro Publishing, 2016) intro-33.

on limiting raw material for building construction has an affinity with the submovement ‘eco-centrism’ – a movement Schröpfer argues stresses the importance of social and political elements over environmental ones. 7

Likewise, the United Nations Research Institute for Social Development believes climate change at its core, is a social and political issue, expressed in the 2030 Agenda for Sustainable Development. The report argues that effective and multilevel governance and social institutions are central to successful implementation of an eco-social approach.8

While advocating for radically different building typologies and ways of inhabiting the world, both Ludwig, Schröpfer and WOHA recognise the need for a

7 Thomas Schröpfer, Dense + Green: Innovative Building Types for Sustainable Urban Architecture (Basel: Walter de Bruyter GmbH, 2015), 20.

8 United Nations Research Institute for Social Development, Policy Innovations for Transformative Change: Implementing the 2030 Agenda for Sustainable Development (Geneva: UNRISD, 2016), 2-7, https://www.unrisd.org/ flagship2016-chapter5.

fundamental shift in society’s perception of the environment and the way they live within it. Ludwig and Schröpfer reject the architectural design decisions that came out of the Machine Age. The fixation on creating the ‘perfect’ environment as evident in the work of Le Corbusier, and his idea of a system for ‘exact breathing’ paradoxically created more of a disconnection from the external environment.

Schröpfer argues, “We have ceded the possibility of the city being a part of nature in favour of naturalising it into our technological, and consequently architectural, repertoire.”

In alignment with Reyner Banham’s conceptualisation of cities as places of physical massiveness in his 1969 publication “Architecture of the WellTempered Environment”, Schröpfer transposes this idea to the scale of architecture to “retool our understanding of human density” and “see our cities as places where being dense and green holds the promise of paradigms that have been difficult to achieve through the 20th century.” 9

9 Schröpfer, Dense + Green, 13.

Similarly, WOHA believe the major barrier to achieving dense and sustainable urban environments lies in society’s ingrained psychological need for privacy and security fundamentally segregating us from one another.

“The equation for public/private integration is quite simple, but a drastic social recalibration is required for its implementation. If a sustainable environment is to be built, architects and urban planners need to persuade and cajole society to forsake its counterproductive desire for an elite lifestyle.”10

McLennan believes this process of unlearning and recalibration is a philosophical change. One that will not develop on an individual scale but will occur in generational timeframes. 11 With this in mind, it is evident that this way of thinking needs to be directed towards, and implemented into the development of younger generations.

10 WOHA, Garden City, Megacity, 75. 11 McLennan, The Philosophy of Sustainable Design, 3.

Figure 1. Layered Megastructural Scheme for Ancol Coastal Masterplan Development, Jakarta, Indonesia (2015) Drawing by WOHA Architects from Garden City Megacity 32-33.

Education and Environmental Awareness

A number of researchers have begun to examine ways in which educational institutions and their research, can impact not only the individuals that attend, but can have positively influence the surrounding community.

Alex Hope’s 2015 research paper “Creating Sustainable Cities through Knowledge Exchange: A Case Study of Knowledge Transfer Partnerships,” asks: what role can university-led knowledge exchange partnerships (KTPs) play in fostering sustainable cities and societies?

Hope defines a KTP as “a relationship formed between a company and an academic institution, which facilitates the exchange and transfer of knowledge, technology and skills to the company partner who is unable to access these from other sources, and practical industry experience back to the university.”12

The paper’s findings suggest that KTPs could be beneficial in the creation of sustainable cities and societies through expanding the skill set of local authorities and industry partners.

The influence of knowledge exchange on environmental psychology is not limited to tertiary education structures, but is evident in the behaviours of primary school children.

In their 2017 article “Live green, think green: Sustainable school architecture and children’s environmental attitude and behaviours,” Richard Tucker and Parisa Izadpanahi researched and hypothesised increased environmental awareness of children through the design of sustainable schools. Based on historical theories from 1920 to 2009, Tucker and Izadpanahi argue for

12 Craig Langston, “Creating Sustainable Cities through Knowledge Exchange: A Case Study of Knowledge Transfer Partnerships,” International Journal of Sustainability in Higher Education (2015): 801, DOI: 10.1108/IJSHE-04-2015-0079

architecture as a pedagogical tool for environmental education.

Through researching Victorian schools of both conventional and sustainable design - recording behaviours towards resource and energy consumption, pro-active eco-behaviours, attitudes towards ESD at school and attitudes towards human intervention - their findings reveal that children attending sustainable schools reported higher mean scores of environmental awareness. Ester Schwartz’s Master’s thesis “Architecture as Pedagogy: Designing Sustainable Schools as Three-Dimensional Textbooks” continues to draw out the connections between the architectural environment and childhood education based on David Orr’s 1993 book Architecture as Pedagogy.

Place-Based Education and Indigenous Ethics

A cultural – including an educationaloverhaul is necessary in order to address climate change and other imminent environmental issues.

The ‘business as usual’ approach that takes a neutral stance on local and global issues entangles education within the same environmentally destructive paradigm that has contributed to our current environmental circumstance. Thomas Colwell (1970) describes this as ‘keeping school’, which fails to prepare our next generation for future uncertainties, and instead is solely attuned to the demands of the market. 13

Bleazby (2012) traces the way education values theory and knowledge over practice and life. There is a lack of value for imagination, emotion and practical experiences within education, in favour of a universal and neutral positioning of theoretical ‘reason’. The educational environment is distanced further through a physical separation of the classroom setting from the wider context of society, industry and the environment.

Throughout history, Western philosophy has disconnected humanity from nature – a dualism where ‘the place where we are is the place where nature is not’. 14Cole and Somerville (2020) argue for a shift in this dualism, so that, “the human social world is embedded in and part of the natural world, with all its complexities, relations and repetitions.”

Unlike Western culture which Platonically separates religious spirit from earth; in many cultures, including Aboriginal culture, spirituality is derived from the 13 Simone Thornton, Mary Graham and Gilbert Burgh, “Place-based philosophical education: Reconstructing ‘place’, reconstructing ethics.” Childhood and Philosophy v. 17 , no. 1984-5987 (2021): p.3, 10.12957/childphilo.2021.54696

14 Cronon 1995, p.80.

earth and is a part of nature. Australian Aboriginal ethics begins with the Land as the foundational framework governing social and political structures, decisionmaking and conflict management systems. The idea of Country is created when land, people and the law live in common 15 , achieving balance and stability through a non-hierarchical social system and mutual feeling of respect.

In order for Aboriginal people to preserve and manage sacred Land, detailed communication methods were developed for the transferring of knowledge, taking form in teaching, conferences, storytelling, painting, dancing and song lines.

In combination, these methods richly bind botanical, experiential, practical and philosophical knowledge, community identity and spiritual practice – areas that non-Indigenous people would usually separate into ideas of theory and life.

Environmental crises and social injustices brought about by the domination of Western practices could be mitigated through synthesising Indigenous and Western theories and values, and centring Indigenous concepts of Place within mainstream education – particularly environmental education.

Place-based education (PBE) is a community-based experiential approach to education that connects learning and communities in order to increase student engagement, as a way to achieve outcomes and student understanding of the world around them. 16

A PBE model aims to reconstruct place to develop a ‘sense of place’ which is imperative to forming one’s identity. Sense of place is how one perceives a place, and

15 Stefanie Fishel, Christine Winter and Anthony Burke, “Between Ecology and Indigeneity: Intersections of Earth, Country and Power,” Borderlands v. 20, no. 1 (2021): p.6, 10.21307/ borderlands-2021-001

16 Thornton, “Place-based philosophical education,” p.20

involves place attachment, place meaning and place responsiveness. 17Breaking down the dualist barriers between: human and nature, outside and inside, nature and school, society and education, is integral to PBE and forming a collective identity.

Intergenerational Practice and Environmental Education

Whilst educating and empowering younger generations on eco-social issues is a strong approach, the youth of today should not be expected to tackle sustainability and climate challenges on their own18

Reconsidering knowledge exchange and relationships between current, past and future generations has the power to unite generational divides, tackle eco-social injustices 19 and attend to areas that unigenerational solutions fail to address (such as context and place).

The Centre for Intergenerational Practice 2001 defines intergenerational practice as a way “to bring people together in purposeful, mutually beneficial activities which promote greater understanding and respect between generations and contributes to building more cohesive communities.” 20

Intergenerational practice is not a new concept, however earlier discourses were focused on one-way exchanges and outcomes. For example teenagers helping the elderly with learning new technology - singularly aimed at improving technological literacy for older generations.

Recently there has been a shift in this attitude, with a general acceptance of the importance of viewing intergenerational

17 Thornton, “Place-based philosophical education,” p.21

18 Collins, 2015.

19 Corcoran and Hollingshead, 2014 20 Beth Johnson Foundation, 2011.

practice as a reciprocal process of learning with mutual benefit across all ages. 21

With an ageing population has come the growing concern of a loss in the passing down of knowledge as more and more of the current workforce retire. Instead of losing such assets, intergenerational practices offer an environment for knowledge transfer and the sharing of stories and experiences to help equip younger generations.

With threats to knowledge formation, social cohesion and the sustainability of our planet, environmental education provides a framework for intergenerational practice. Placebased education sits parallel with an intergenerational model, where the exchange of the differences of people-inplace is the springboard for developing inclusive connections among the community.

Uniting all ages of the community in a place-based program can bring out authentic and locally situated perspectives and valuable knowledge bases, allowing others to become connected to place in new ways. The curriculum is hands-on, sensory in nature and allows for reflection on past and current ways of living, and ways in which place could be inhabited differently in the future.

Environmental education is most successful when there is active involvement of parents, the community and community leaders with a focus on local issues. Activities must be actionoriented that are fun and promote discussion, providing meaningful opportunities to take action. Most importantly there should be a large focus on the forming of relationships and generating enthusiasm through teachers and leaders.

21 Jarrot et al. 2006; VanderVen 1999, 2004; Mannion 2012.

reciprocal process of learning

english essential english literature EAD/L essential mathematics general mathematics mathematical methods specialist mathematics

biology chemistry

earth + environmental physics

history geogr aphy

civics + citizenship economics and business

design and technology digital technologies

media arts

visual arts

music drama dance

business studies

health services mining services manufa cturing

aboriginal + torres strait islander languages career education literacy numeracy ag riculture tourism hospitality art + design

site analysis

design research documentation

design research documentation

Education and Learning Models

The way the education system exists today has barely changed since the 1800s, where a ‘factory model’ of schooling was essential to support the industrialisation boom. At this time, there was a need to efficiently mass produce a ‘standardised product’ human, ready for a new world of repetitive factory work.

This traditional model follows a teachercentred learning approach – where the teacher is the source of all knowledge and didactically projects this knowledge

onto their students, typically in a lecturestyle format. More than two out of three schools in Australasia still teach in traditional classroom-based environments with teacher-led pedagogies remaining the dominant teaching approach.

In our growing technological world, education centred on a factory model cannot realise new understandings in learning methodologies, falling short in meeting the needs of most learners. A student-centred learning approach is the way forward in education, allowing students to take more control of their learning journey, and teachers becoming facilitators in this process.

Figure 5. Figure: Teacher and student centred learning approaches

Learning Communities

Contemporary design strategies have been researched in order to implement a successful student-centred learning module into mainstream school systems. Victoria-based architectural practice Hayball Architects created a report for the Queensland Department of Education on Educational Facilities Design Principles and Generic Functional Brief that outlines exactly how contemporary learning spaces can be organised to faciliate student-centred learning.

This idea starts with the concept of the ‘learning community’ which would house two year groups. These year groups are then broken up into neighbourhoods either based on their year level or learning stage, with three ‘home bases’ within each. This system allows all students to feel like they belong and have their place within a community of learners, whilst allowing for flexibility in teaching and learning, offering opportunities to come together as larger group sizes or break off into smaller groups. The way the learning space is then arranged follows the needs of the learners and activities.

community community

neighbourhood neighbourhood neighbourhood

neighbourhood

orga nisation: 150-168 learners 6 teachers + suppor t staff 2 x learning neighbourhoods 6 x home bases

2 year groups with neighbourhoods grouped based on year level

neighbourhood

orga nisation: 150-168 learners 6 teachers + suppor t staff 3 x learning neighbourhoods 6 x home bases

2 year groups with neighbourhoods grouped based on learning stage

4.

Figure

Learning community conceptual diagrams

Learning Spaces

The flexibility of learning spaces is an area of design that architects have tried to master over the last few decades. Principal of MLC School, Lisa Molony, describes this process, “We’ve seen an evolution in that once upon a time, you worked in a box and there was no flexibility whatsoever. And then the pendulum swung in completely the other direction, but it was just as inflexible. What we’ve seen in recent years is a swing back a little bit, where it’s not just about having open spaces, but having flexible spaces.”

The way learning spaces are arranged and teaching is performed has proven to have profound effects on student learning. The ILETC Australian Research Council conducted a survey of learning spaces in Australia and New Zealand to analyse the relationships between learning spaces, teaching approaches and student’s engagement in ‘deep learning’.

Deep learning refers to: - Learning converging out of problem solving

- Learning based in authentic contexts

- Learning accelerated by innovations in digital technologies

- Learning for understanding and interact critically with the context1

The survey sampled 822 schools with findings that 75% of all spaces were ‘traditional’ classrooms and less than 25% were considered to be innovative.

The dominant teaching approach had characteristics of teacher-led pedagogies and students in traditional classrooms exhibited less deep learning characteristics – with the opposite in more flexible learning environments.

The findings suggest that the most optimal

1 ILETC Australian Research Council, Learning Spaces in Australia and New Zealand, (Melbourne: University of Melbourne, Australian Government, 2017), http://www.iletc.com.au/ publications/reports/.

learning space configuration for deep learning is ‘D’ from Figure 5 characterised by ‘common rooms’ with flexible walls opening onto ‘street space’.

In terms of teaching approaches, As evident in Figure 6 most effective strategy

for deep learning is ‘4: collaborative/ shared learning, supported by teachers as needed’. Other notable teaching strategies include ‘3: team teacher facilitated presentation, direct instruction or large group discussion’, ‘5: One-on-one instruction’, and ‘6: individual learning’.

Figure 6. means of teacher mind frames and student deep learning categorised by most prevalent teaching approaches

Teacher and Education Specialist Interviews

“trust in, and positive expectations of, children. Therefore the space must be arranged to enable choice”

“Like a loving, comfortable, lively, inspirational, stimulating, roomy, peaceful second home.”

- Judith Baines, former primary school teacher and deputy head, 20151

“you need an area, some cubby holes and cosy places where children can be quiet in their own world.”

“breakout area outside the classrooms…respect shown by the children walking past.”

- Irene Lindsay, assistant head of school, 20162

“Library…central in the school.”

“they start to feel more comfortable because they’re reading out loud, nobody else is listening to them.”

- Georgie Hughes, reading recovery teacher leader, 20153

1 Emma Dyer, “Interview with Judith Baines” Architecture and Education. Published June 23, 2015. https://architectureandeducation. org/2015/06/23/interview-with-judith-baines/

2 Emma Dyer, “Interview with Irene Lindsay.” Architecture and Education. Published January 3, 2016. https://architectureandeducation. org/2016/01/03/interview-with-irene-lindsay/.

3 Emma Dyer, “Interview with Georgie Hughes, Reading Recovery Teacher Leader, Tower Hamlets.” Architecture and Education. Published June 8, 2015. https://architectureandeducation. org/2015/06/08/interview-with-georgie-hughesreading-recovery-teacher-leader-tower-hamlets/.

Figure 7. means of teacher mind frames and student deep learning categorised by most prevalent teaching approaches

Environmental Design in Schools

Student learning is not only affected by teaching methodologies. The spaces in which learning takes place are also significantly important in the quality of student learning.

Professor Peter Barrett in his 2015 Holistic Evidence and Design study discovered that there was a 16% variation in learning progress as a result of classroom design. This was further analysed as 50% of learning capability impacted by light, temperature and air quality, and 25% impacted by individualisation factors – such as flexibility, break out spaces and student sense of ownership. 1

The comprehensive study summarised three general areas affecting student stimulation in a learning setting: complexity of the space and colour, individualisation, and naturalness.

For colour and space, the findings show the greatest level of student stimulation with the following design factors:

• A moderate level of complexity in surroundings

• Visual diversity of layout, ceiling and displays – as long as they are ordered and not overwhelming

• Colour used in moderation

• Lightly coloured walls (not bright or white) with a brighter feature wall as most effective

• Using accents of bright colours on floors, blinds, desks, chairs etc

For individualisation, the findings show the greatest level of student stimulation with the following design factors:

• Accommodating new and changing

1 Peter Barrett, Fay Davies, Yufan Zhang and Lucinda Barrett, “The Impact of classroom design on pupil’s learning: Final results of a holistic, multilevel analysis,” Building and Environment, (2015), doi:10.1016/j.buildenv.2015.02.013.

technologies

• Break out zones

• Rearrangement of learning zones, the shape and size

• Storage areas

• Wall space for display

• Furniture and fixtures scaled to the user group

• Personalisation items: desks, lockers etc

For naturalness, the findings show the greatest level of student stimulation with the following design factors:

• Access to natural light as the single greatest impact on student learning

• High level of air quality with usercontrolled ventilation

• Connections to nature: both visual and physical

• Comfortable temperatures

• Sound as a secondary importance: but needing consideration for rooms adjacent to busy streets or outdoor play areas

Factors in the study that interestingly did not register as being of sufficient importance in student learning capabilities included physical factors such as the size of the school, the provision of shared specialist rooms and the scale and quality of external spaces. Additionally, substandard classroom sizes (less than 60m2 for 25-28 students) was not significant in the performance of students. 2

2 Deborah Barnstone and University Technology Sydney School of Architecture, IGS: Report on Current Space Use and Master Plan Report, (Sydney: University of Technology Sydney, 2022), https://issuu.com/internationalgrammarschool/ docs/igs-report-on-current-space-use.

School Children’s Ideal School Perceptions

“I’d like to be taught some where where it would be nice and calm were birds are constantly singing like a wind up music box, a peaceful place were my imaginings come true. Where you can lay back, relax, feel the cool breeze tickle your skin as you dream a dream away upon the tree tops were you can fly like a bird and when you wake up you can do it all again. ”

“My favourite place to learn is where the wind blows in my face and the trees sway side to side slowly and steadily. I sit in the warm soft sand watching the bright yellow sun glimmer across the water. I wake up every morning and watch the sun rise as the beautiful colours mix. this is my place I like to learn in and I think its better than a stuffy class room.”

- Year 6 student

“I would like to be able to walk outside with a book, sit in the flower beds and read. . .”

- Year 6 student1

1 Derek Bland, “Imagination in school children’s choice of their learning environment: An Australian study,” International Journal of Educational Research volume 56, (2012): p.75-88, https://doi. org/10.1016/j.ijer.2012.06.002.

design research and documentation

Educational Architecture in Urban Environments

Ultimo Public School, Sydney

Ultimo Public School is set in the dense urban district of Sydney where most children live in apartments. To enhance the children’s sensory connection to the natural world, the school sets classrooms within gardens and outdoor terraces.

Flexible learning spaces and strong connections between indoor and outdoor are methods in which the design of the school promotes leading pedagogical methods in teaching. The multifunctional spaces encourage both students and teachers to explore and discover diverse teaching and learning opportunities.

Space is maximised by all terraces and rooftops becoming gardens and play spaces, and allowing community use of facilities after school hours.

photos by Brett Boardman

Lacoste+Stevenson + DesignInc + bmc2 architects

third floor plan

design research and documentation

Educational Architecture in Urban Environments

At six storeys tall, the South Melbourne Primary School is Victoria’s first vertical state school, housing 525 students as well as an early learning centre, maternal and child care health centre, multi-purpose community rooms and indoor and outdoor sports courts.

The project sits on a compact urban site of 5000m2 located in the Fishermans bend Urban Renewal Area that is growing by 3000 residents annually. The project is a catalyst for delivering community infrastructure and accessibility and connectivity, and demonstrates forward planning by local and state governments.

The school is broken up into learning communities and neighbourhoods, with two year groups occupying each floor and sharing a range of diverse learning spaces to facilitate student-centred learning pedagogies.

Rooftops are maximised for sports play, and indoor learning spaces are directly connected to outdoor terraces on each floor.

photos by Dianna Snape

South Melbourne Primary School, Melbourne Hayball

Educational Architecture in Urban Environments

design research and documentation

The Brisbane South State Secondary College (BSSSC) is one of the first vertical school campuses in Brisbane, offering the connection and participation of students across a “vertical learning city”. The school is located within the Brisbane Knowledge Corridor, adding to the vibrancy of this educational, health and research precinct.

The vertical campus encourages the interconnection of disciplines, opposed to traditional low-rise schools which tend to silo different learning areas. This approach leads to a wholistic experience of education through cross-disciplinary project-based work.

The campus has five buildings connected across levels throguh wide galleries and open stairs creating a network of vertical city streets and offering both direct and experiential circulation routes for students between classes. The transparency and adaptability of the spaces allows for flexibility in changing learning pedagogies and offers visual connections between diverse learning environments.

render by BVN

Brisbane South State Secondary College, Brisbane BVN

design research and documentation

photos by Christopher Frederick Jones

design research and documentation

Historical Queensland Education Buildings

Historically between the 1900s-1970s Queensland primary and secondary schools were architecturally designed for the subtropical climatic conditions. Much like the typical Queenslander house, school buildings were raised off the ground for passive cooling and flood risk mitigation. They were also characterised by deep northern verandahs and floor to ceiling south-facing windows.

The northern verandah blocks direct sunlight from entering the classroom spaces, whilst becoming an extension of the classroom, as a indoor-outdoor room. The south-facing windows, which were usually operable, maximised natural daylight without solar gain.

In addition, the floorplan layout would be long and narrow, with the shortest sides to the east-west, allowing for cross ventilation and limiting exposure to harsh western sun.

In 1957, the Queensland Department of Education made secondary education freely available to all children after abolishing the Scholarship examination. This created a boom in secondary education intake and from the 1970s, educational buildings needed to be quickly erected to accommodate the growing capacity of students. As a result, new buildings lost the architectural quality of the early 20th century in favour of fast modular construction.

Figure 10. 1956, Moorooka State School, New School

Figure 11. 1950, Clontarf State School, New Building

Figure 12. 1919, Beerburrum State School

Figure 14. 1935, Toowong State School, New Building

design research and documentation

Figure 13. 1936, Gympie State High School, New Building for Domestic Science

Adam Swinburne, Vertical School Design: Strategising the spatial configuration of a multi-storey typology to facilitate education in dense city environments, (Sydney: NSW Architects Registration Board, 2017)

Hayball, Indec + Learning by Design, Part A: Education Facilities Design Principles and Generic Functional Brief "Schools for all users" version 1.8, (Queensland: Department of Education, 2021)

site analysis

site analysis

site analysis

site analysis

Gold Coast transect

Distinct Valleys

• Numinbah, Currumbin and Tallebudgera Valleys as well as a series of smaller valleys

• Steep forested slopes and skyline ridges

• Riparian forest bands along upper Currumbin and Tallebudgera Creeks

• Waterfalls, pools and rock slide at Mt Cougal

• open views from scenic roads across open rural land across and down the valleys

Mountains

• Tamborine Mountain

• Springbrook escarpment

• Scenis road and tourist destinations of Springbrook

• Darlington and Tallai Ranges

• Tall dense rainforest vegetation and associated

Foothills

• Views of forested hills, with distant higher mountains behind

• Locally prominent hills in many areas

• Visual and physical edge to urban development

Coastal Plains & Low Hills

• Views of frested hills, with distant higher mountains behind

• Locally prominent hills in many areas - Magic Mountain

• Undulating topography

• Established vegetation in residential areas - Ashmore

Lowlands

• Agricultural Landscapes

site

• Bands of vegetation along waterways

• Distinct boundaries between developed and undeveloped open space and rural production

High Rise

• Surfers Paradise Boulevard

• Distance views from headlands and elevated areas to the high rise spine

• Higher quality streetscape and esplanade treatment

• Proximity of urban areas to beaches, rivers and canals

• Sharp transition in building height to adjoining lowrise development

Coastal Headlands and Beaches

• Landmark views of the northern sweep of coastline from Burleigh, Currumbin and Point Danger, and southern coastline from The Spit

• High breaking waves, rocky shores, intense erosion, steep sea

• Norfolk Island Pines as a significant landscape element

Water / Waterways & Estuary

• The ocean

• The five rivers (Logan, Pimpama, Albert, Coomera, Nerang)

• Canal estates and lakes

• The Broadwater

• Currumbin, Tallebudgera and Numinbah Creeks

• Hinze Dam

• Springbrook waterfalls and Currumbin rock slide

Distinct Valleys Mountains Foothills Coastal Plains & Low Hills Lowlands High Rise Beahes Water / Waterways & Estuary

Gold Coast climate data

Hot dry winds from the western side of the mountain range meet with the cool winds causing evaporation

Rainfall (mm)

Average

Rainfall

Cool South-Easterly prevailing breezes come off the ocean and travel across the lowlands

Average Monthly Rainfall

The Gold Coast is located in a sub-tropical climate zone resulting in a high pattern of rainfall over the summer months, and low rainfall with more stable conditions over the winter months

site analysis

Average Monthly Temperature Range Min Max

Average Monthly Temperature

The Gold Coast has average summer temperatures between 21-28 °C and winter temperatures between 11-22 °C. Winters are quite mild and summers are very humid.

site analysis

vegetation typology

Exposed Coastal

Coastal she-oak

Screw pine

Coastal banksia

Tuckeroo

Macaranga Beach Alectryon

Cottonwood Coastal vitex Coast wattle

Coastal dune grass Spinifex Blady grass

Pigface Goat’s foot morning Glory vine Yellow beach bean Coastal jack bean

Estuarine Wetlands

Mangroves - grey, red, river, orange Swamp oak Forest red gums

Boobialla Ruby Grey saltbush Berry saltbush Swamp fern Mangrove fern Elkhorn Austral seablite

Sea purslane Jellybean seablite Beaded samphire Sea-spurrey Saltwater couch grass Streaked arrow-grass Rusty Sedge Bulbophyllum Pencil orchid Mangrove mistletoe Silkpod Mangrove wax-flower

Protected Coastal

White cypress pine

Black she-oak

Coastal banksia Pink bloodwood

Cheese tree

Scribbly gum

Swamp Mahogany Dwarf banksia Black wattle

Coastal wattle

Weeping baeckea

Grey guinea-flower Wild may Olive tea-tree

Paperbark tea-tree

White’s tea-rtee

Prickly-leaved paperbark coastal dune grass

Blady grass

Kangaroo grass

Barbwire grass

Wallum banksia Our Arboreal

Vegetated Wetlands

Broadleaved paperbarks

Swamp oak Swamp box Swamp banksia Swamp water fern Harsh ground fern Curley sedge Tall saw-sedge Soft twig rush

Jointed twig rush

Common reed Swamp grasstree

Eucalypt Forests & Woodlands

Eucalypt trees - Broad-leaved white mahogany, Queensland white stringybark, spotted gum

Tallowwood

Swamp mahogany

Forest red gum

Small fruitd grey gum

Grey gum

Pink bloodwood

Smooth-barked apple Brush box

Black she-oak

Hickory wattle

Balck wattle

Red ash

Dogwood Mt Tamborine ziera

Golden pea Waddy wood

Gristle fern

Prickly rasp fern

Kangaroo grass

Blady grass

Barbwire grass Poverty grass Montane

Bell-fruited mallee ash

Small-fruited tea-tree Mountain tea-tree

Rigid she-oak

Slaf-leaf heath myrtle Mountain mintbush Willow-leaved hakea

Prickly Moses

Blunt-leaved pea

Baby greenhood

Daintree’s greenhood

Pink rock orchid

Screw fern

Coral fern Wiry panic

Tailed swordsedge

Rainforest

Hoop pine

Rose marrara

Moreton Bay fig Strangler fig Lancewood

White booyong Yellow carrabeen

Giant stinging tree Brown pine Riberry

Purple cherry Giant water gum

Bangalow palm Holly Glossy laurel Green bolly gum Hairy-leaved bolly gum

Finger lime Walking stick palm Native ginger Native Lily Dwarf sickle fern Naked shield fern Rough maidenhair fern Robber fern

Jungle brake Trim shielf fern

Climbing fishbone fern Bird’s nest fern

Staghorn Elkhorn

Basket grass Burny vine Blood vine

Kangaroo vine

Native grape Scrambling caper

Hairy water vine

Lawyer vine

Native pothos

Tree spider orchid Beetle orchid

Raspy root orchid

The site is located in the Estuarine Wetlands vegetation area, fringing the coastal waterways. Before the erection of the canals that take over the majority of Gold Coast’s wetland zone, this area was characterised by sandbanks, mudflats and mangroves and tidal changes would caused these areas to be interchangaby exposed or flooded.

As part of of my landscape design of the site, I think it is important to try to bring back the native vegetation that once thrived in the area and allow it to regenerate the quality of the land and water.

site analysis

Broadbeach - Mermaid Beach character study

Post-1970 my site has remained low-impact industry. The area has undergone enormous growth in development, from small fibro beach shacks into high-rise and medium-rise buildings.

1970

Aerial view over Mermaid Waters looking to Mermaid Beach

2011

Aerial view of Mermaid Beach along Surfers Avenue and bridges over Mermaid Island

2011

Aerial view over Little Tallebudgera Creek, Mermaid Beach

1977

Aerial view over Pratten Park, Broadbeach

2009

Aerial of Broadbeach looking EAST, Broadbeach, Queensland

2013

Aerial of Broadbeach looking south along the coast, Broadbeach

1980

Aerial view of Broadbeach looking across Little Tallebudgera Creek, Pacific Fair Shopping Centre and Miami Keys

2003

Aerial view of Mermaid Beach along Surfers Avenue and bridges over Mermaid Island

1984

Aerial view across Mermaid Beach to Mermaid and Broadbeach Waters 2003

Aerial view of Mermaid Beach along Surfers Avenue and bridges over Mermaid Island

site analysis

site analysis

Broadbeach - Mermaid Beach character study

Before development, the area was flat marshlands and used as sand quarries. Lennons Hotel was the first development in the area, becoming an ‘oasis in the desert’. The character of the Gold Coast highway grew into a ‘Las Vegas’ style strip with the boom in motel development

1950

Motor vehicles parked on the road at Broadbeach

1980-89

Little Tallebudgera Creek and Pacific Fair Shopping Centre, Broadbeach Waters 1990-99

Retail shops along the Gold Coast Highway, Mermaid Beach, Queensland

1955

Houses in Broadbeach

1980

View north across Mermaid Beach from Magic Mountain, Miami

1990-99

Mermaid Beach cinema, Gold Coast Highway

1960

Family walking amongst the trees in the Mermaid Waters area

1975

Rambler Motel and Flats neon sign at night, 2591 Gold Coast Highway, Mermaid Beach

1960

Landscape of Mermaid Waters, looking southeast 1960-69

Lennons Broadbeach Hotel swimming pool area featuring the seal fountain, Broadbeach

site analysis

colours of the Gold Coast

The 1960s hotel and motel development on the Gold Coast was an era that didn’t shy away from colour or fun in the architecture. Nowadays, colour has been stripped from our built environment, aligning with contemporary trends of clean and simple whites and greys. Whilst the colours of the 60s may not directly be well-received in our contemporary age, subtle use of colour in specific places can lift and brighten our architectural spaces and give a building a sense of its own identity.

and joy throughout the building

site context

Surf Pde

site analysis

Kobumberri Park

Merrimac Blvd

Gold Coast Hwy

Star Casino Transport Hub Albert Waterways Community Centre

Bacardi Crt

Sunshine Blvd

DuetDr

Kurrawa Beach

Philip Ave

Pacific Fair Shopping Centre

Pacific Fair Dr Melody St

Charles Mary Ave Surf Pde Mermaid Ave

Anne Ave

Old Burleigh Rd

George Ave

Margaret Ave

BordeauxPde

Vatakoula Pde

Surfers Ave

SurfersAve

Hooker Blvd Karen Ave Northview St Avanti St

Verdichio Ave

Oasis Shopping Centre Pratten Park Mermaid Park

Alexandra Ave

Peerless Ave

Sunbright Ave Cronulla Ave Ventura Rd Montana Rd

Gold Coast Hwy

Hedges Ave

Sunshine Blvd Sailaway St Mermaid Beach

Crescent Ave Francis St Dudley St Ocean St

Hedges Ave

1: 10,000

surrounding future development

There is a number of public and private developments occuring around my site. The extension of the Light Rail will provide even greater accessibility to my site and increase it’s value as a good location for my design proposal.

Surf Pde

Merrimac Blvd

Kurrawa Beach

Gold Coast Hwy

Bacardi Crt

Sunshine Blvd Sailaway St

Sunshine Blvd

Pacific Fair Dr Melody St

SurfersAve DuetDr

Hooker Blvd Karen Ave Northview St Avanti St

Verdichio Ave

Surfers Ave

Charles Mary Ave Surf Pde Mermaid Ave

Philip Ave

Anne Ave

George Ave

Margaret Ave

Old Burleigh Rd

Albert Waterways Community Centre and Life Education rebranded as Broadbeach Community Precinct completed August 2022

Gold Coast Light Rail Stage 3 (GCLR3) extending rail network from Broadbeach to Burleigh Heads, operating by 2025

Alexandra Ave

Peerless Ave

Sunbright Ave

Cronulla Ave

Ventura Rd

2-9 Mermaid Avenue, Yves 26 floor apartment block, completion mid 2024

Hedges Ave

Marquette group sold Pacific Square for $51million to a company associated with a Melbourne-based property developer and hotel operator

Gold Coast Hwy

Montana Rd

Crescent Ave Francis St Dudley St Ocean St

Mermaid Beach

Hedges Ave

site analysis

zoning

The site is zoned mainly as low-impact industry, with retail lining Gold Coast Highway.

site boundary greater site boundary

transport

transport

L L zoning

bus stop

site boundary greater site boundary light rail stop future light rail stop transport noise corridor

High Density Residential Medium Density Residential

Low Density Residential

Low Impact Industry Mixed Use Centre Community Facilities

Open Space

building heights

no height limit walkability

9 metres - 2 storey 15 metres - 3 storey 24 metres 54 metres

400m radius - 5 min walk

800m radius - 10 min walk

topography

flooding

0 cm - 30 cm 30 cm - 60 cm 60 cm - 1.2 m 1.2 m - 1.5 m 1.5 m - 2.0 m 0ver 2.0 m

transport noise corridor

zoning

High Density Residential

Medium Density Residential

Low Density Residential

building heights

The majority of my site has no prescribed height restrictions. However the blocks lining the Gold Coast Highway are zoned as having unlimited height, and 24 metres in the southern portion of the site. transport

site boundary greater site boundary

Open Space

building heights

no height limit walkability

Low Impact Industry Mixed Use Centre Community Facilities flooding

9 metres - 2 storey 15 metres - 3 storey 24 metres 54 metres topography 1m contour intervals 1: 10,000

800m radius - 10 min walk

0 cm - 30 cm 30 cm - 60 cm 60 cm - 1.2 m 1.2 m - 1.5 m 1.5 m - 2.0 m 0ver 2.0 m

site analysis

journey to site

The current accessibility of the site is quite limited for pedestrians, having to walk along the busy Gold Coast Highway. Opening up this accessibility and permeability of the site is an area I would like to achieve through my proposal.

site boundary greater site boundary

transport

L L

L L zoning

site boundary greater site boundary light rail stop future light rail stop transport noise corridor

transport building heights

bus stop

High Density Residential Medium Density Residential Low Density Residential

Low Impact Industry Mixed Use Centre Community Facilities

Open Space

no height limit walkability

9 metres - 2 storey 15 metres - 3 storey 24 metres 54 metres topography

400m radius - 5 min walk

800m radius - 10 min walk

flooding

0 cm - 30 cm 30 cm - 60 cm 60 cm - 1.2 m

1.2 m - 1.5 m

1.5 m - 2.0 m

0ver 2.0 m

walkability

The site has the potential to be very walkable, with a 5-10 minute walk to the beachfront or Pacific Fair Shopping Centre, and only a 3 minute walk to the Transport Hub. Design strategies need to be implemented to make permeable walkable routes through the site.

site boundary greater site boundary

transport

Open Space

building heights

no height limit

9 metres - 2 storey 15 metres - 3 storey 24 metres 54 metres

walkability

400m radius - 5 min walk

800m radius - 10 min walk

topography

flooding

0 cm - 30 cm 30 cm - 60 cm 60 cm - 1.2 m

1.2 m - 1.5 m 1.5 m - 2.0 m 0ver 2.0 m

10min 800m 5min 400m

building heights

no height limit walkability

9 metres - 2 storey

15 metres - 3 storey 24 metres 54 metres topography

400m radius - 5 min walk

800m radius - 10 min walk

topography

The site is only a few metres above sea level and is relatively flat throughout. There is a slight fall from the east to the west of my site towards the canal.

1m contour intervals

flooding

0 cm - 30 cm

30 cm - 60 cm

60 cm - 1.2 m

1.2 m - 1.5 m

1.5 m - 2.0 m 0ver 2.0 m

site analysis

site boundary greater site boundary

flooding

The majority of my site is affected by major flooding due to being in a low-lying area adjacent to the canal. This will have to be considered in my design proposal and what is happening on the ground plane which will be at risk of flooding.

site boundary greater site boundary

transport

building heights

no height limit

9 metres - 2 storey

15 metres - 3 storey

24 metres 54 metres

walkability

400m radius - 5 min walk

800m radius - 10 min walk

topography

1m contour intervals

flooding

flood depth

0 cm - 30 cm

30 cm - 60 cm

60 cm - 1.2 m

1.2 m - 1.5 m

1.5 m - 2.0 m 0ver 2.0 m

climate

winter westerly winds

12 9 6:37 15 16:59 18

E W

15 12 9 6 S 60

winter south westerly winds

The main climatic conditions affecting my design include harnessing the north-easterly breezes, whilst dealing with the winter westerly winds. I will also endeavour to capture as much northerly light through the strategy of my masterplan. transport

site boundary greater site boundary 1: 10,000

demographics

The Mermaid-Broadbeach area is characterised by majority families and single people, living in apartments and travelling to work by car. Their occupations are equally diverse, but most work full time.

travel to work

country of birth

13,997 New Zealand - 5.7%

Car - 63.9%

population 3,405 families 10,207 private dwellings dwelling structure

Australia - 60.5%

England - 4.2% Brazil - 2.6%

South Africa - 1.3% Japan - 1.0%

household composition

Family - 54.4%

Single person - 35.6%

Group - 10.0%

occupation

Professionals - 21.1%

Managers - 14.2%

Community and Perosnal Service Workers - 13.8%

Technicians and Trades Workers - 13.1%

Clerical and Admin Workers - 12.5%

Sales Workers - 12.1%

Labourers - 8.6%

Machinery Operators and Drivers - 2.8%

Work at home - 6.2%

Walked only - 7.5%

Public transport - 7.7%

Separate house - 9.8%

Semi-detached, row or terrace house, townhouse - 9.1%

Flat or apartment - 80.3%

employment indigenous status

Work full time - 58.2%

Work part time - 31.5%

Away from work - 4.8%

Unemployed - 5.5%

Non-Indigenous - 89.0%

Aboriginal and/or Torres Strait Islander - 1.4%

Indigenous status not stated - 9.7%

site analysis

site photos

From the photos of site, it is evident there is some commercial development on the Gold Coast Highway and the edges of Surfers Avenue, however unfortunately there is no significant architecture that is worthy of retaining on site for future development.

The western canal edge of the site is lush and overgrown. It will be important to preserve the trees on this edge, whilst revitalising the landscape.

1. gold coast highway

2. surfers avenue canal edge

site analysis

design proposal

intergenerational programmatic relationships

Architectural and landscaped spaces are not prescribed for specific age groups but are shared through different means. This relational mapping outlines the differenct programs of space that make up the educational learning hub.

Educational spaces are arranged diagrammatically, but also physically on site by disciplinary area: art + design, music + performing arts, STEM, sport. These specialist spaces are tied together through the central learning landscape where students have a sense of belonging to their home class, whilst being part of a larger neighbourhood and community.

The building is broken up into a series of architectural moments that allow for physical and visual connections and interactions between generations. This cross pollination aims to strengthen the relationships between generations and create a vibrant and lively atmosphere of learning and living.

children teenagers young adults middle aged seniors

design proposal

masterplan strategy

The materplan consists of a focused site (to the north) and greater site (to the south). Overall, the strategy was to open up this underutilised waterfront edge and give it back to the community as public outdoor space. Through doing this, the precinct becomes a connector between the Broadbeach transport hub, to the future Mermaid Beach light rail stop, through Mermaid Park to the beach front.

This design move immediately creates accessibility and therefore life to the precinct, becoming an important landmark site.

The greater precinct is planned as a series of mixed use developments with semiprivate squares, rooftop spaces and views to both the western canal waterfront and east to the beach.

The focused site area to the north maximises the western landscaped waterfront view, with a series of volumes terracing down to the water’s edge.

The building form responds to the surrounding context, matching the projected future high rises along gold coast highway, with commercial and retail lining this urban edge, and transitioning into a more organic flowing building toward the waterfront, becoming a part of the natural landscape.

Connections to place are furthered through view corridors through from the beach to the long view of the hinterland. ‘Living streets’ reduce the heat island effect and creates a more walkable, pedestrian-friendly neighbourhood, further strengthening the idea of community.

design proposal

zoning + green spine view corridors + living streets

pedestrian accessibility + precinct heart

solar access + building form cross ventilation

morning arrival

central gathering place

ground floor plan

In alignment with my building strategies and research, the ground floor plan is primarily open and publicly accessible. The building is centred around two gathering places - a large outdoor room with connection to the landscape, and an urban more intimate place that becomes an amphitheatre to outdoor performances from the auditorium stage.

These two circular meeting places are connected by a large atrium and linear stair that allows one to more between urban and landscape environment as they circulate vertically.

A double height volume on either side of the large gathering place becomes undercroft activity/play space, allowing the multi-purpose halls to spill out into the outdoor space to host large assemblies and sporting events.

The central library is the building binder - the centre of knowledge. A dramatic entry transition is felt as one enters the large outdoor atrium space, then passes through a single storey height entry threshold and then opening out into the four storey high library volume - a moment of compression and release.

To ensure the safety of students attending the school, the learning areas are secure above the public ground floor. They are accessible via the central stair or lift - enter through reception - or via the circulation cores within the building landscape - with swipe access when required.

first floor plan

second floor plan

third floor plan

During the day on weekdays, the learning hub is used as a primary and secondary school. This central building within the precinct becomes the main place where students learn, play and hang out. The specialist buildings for art + design, STEM, music + performing arts and sport evolve as their own hub buildings, in which students venture from their ‘home base’ class, and interact with community members and other year groups on their way to the other buildings.

The learning spaces are arranged as learning neighbourhoods - consisting of three classes forming a year group. two year groups occupy either the north or south wing, forming learning communities.

Every student has the chance to belong to their immediate home class - with freedom to personalise their own flexible learning space, whilst transforming to become a part of a larger whole - be it the whole year group, composite year group, school, or community.

Each learning community is made up of a series of programmatic elements to provide a range of learning environments for different activities. The home base classes become large adaptable learning spaces through flexible acoustic walls, and open out onto large verandah decksblurring the boundary between inside and outside.

In the new teaching model of projectbased learning, students spend less time in lecture-style teaching enviornments and need places to explore and discover, sit quietly one-on-one, gather in larger groups and work on projects collaboratively.

This student-centred approach is facilitated through the ‘learning landscape’ where students choose the most appropriate learning space for their task and learning style.

fifth floor plan rooftop

design proposal

learning landscape

afternoon library study

site analysis

thesis prep milestone

At the beginning of thesis prep, my initial idea for my thesis was to somehow merge sustainability with an educational institution. Through my literature review study on sustainability and the ways in which we need to tackle our climate crisis, I initially thought about this through the idea of a primary school that would be embedded with ESD principles to allow the architecture to become a part of the pedagogy for sustainable education. As my thesis research developed, the umbrella of this idea expanded to include new educational models of teaching, as well as incorporating aboriginal pedagogy into the curriculum and architectural design as a fundamental way to tackle environmental and social issues.

My initial master planning was a ‘first stab’ at conceptualising the idea onto the site. Just looking at the masterplan in plan view limited by ability to see how programs and zones of residential, commercial and community space could be layered and stacked to create interesting mixed-use relationships. Some of the main aspects of the initial masterplan I followed through with were preserving the western waterfront edge and making this open green space, as well as lining the Gold Coast highway edge with commercial space.

My research into education models and learning spaces led to the formation of a basic diagrammatic brief that I think diagrammatically still works well, however I have now added more complexity and expansion to the idea. The diagrammatic exploded axonometric of the proposed primary school design wasn’t received too well in my feedback. I think this was mainly due to the massing nature of the axo, which I thought at this stage would be enough o show my idea, however was read more literally as a boxy building.

My feedback focused on pushing the idea of the school and education further, extending the idea of the school, as not only for primary school children, but an idea of life-long learning. This was the main aspect I then decided to work on over the semester break, leading me into the realm of intergenerational practice.

initial design brief exploded axo

initial masterplan zoning

initial design brief diagram

week 3 milestone

After three weeks of working on the masterplan of my site, I think I came to a good position, in which the major moves and design strategies guiding the massing of my proposal were in place, and it is now about refining the strategy further and coming up with a massing that is highly considered. At this point, I am still hesitant about if the massing I have is the best option for the focused site, and will need to take a few steps back and test other options to see whether new possibilities can be found, or whether what I have is optimal.

The idea of the school having hybrid programs needs to be teased out further and become a major focus for the project, as it is one of the most interesting components. A schedule of these possible activities would help to realise the idea.

Jasper also noted that the ideas underpinning the erection of this school community could not only apply to my chosen site, but become a model that can be applied in other locations around the Gold Coast to tackle the need for 37 new schools by 2041. This urgent need also brought up the idea of the construction method for the project and how it may be constructed in stages with fast construction methods in order for the school to be realised as soon as possible.

masterplan strategy diagrams

axonometric massing

week 8 milestone interim review

This was the week of my interim presentation, where I presented my process work to a panel of critics: Nic Allen (Conrad Gargett), Rob Keen (Hassell), Doug Neale, Paul Loh, Adrian Carter and Jasper Brown. Whilst I had a lot to go through and got a little flustered in getting to say everything in the time limit, I think my presentation was received well and I came away with some very useful feedback to progress my design ideas. My thesis topic and the research I had presented was received as a relevant and significant issue to be addressing. I need to work on consolidating this research into a digestible infographic diagram that will help me when I present it, but also help the audience understand how I have made connections between issues. Having this kind of research mapping will also shorten the time I spend on this area of my presentation, and if the critics have further questions about the research, I can refer them to my thesis booklet, which will show the workings and information behind the graphics.

The panel of critics were also very interested in the aboriginal pedagogy aspect of my project and I think I need to make these connections clearer so that it is more obvious how I have implemented these aspects into my design.

In terms of the design that I had developed so far, the feedback I received was that the primary and secondary schools as separate buildings was not working too well, as it doesn’t reflect this overlapping of activity and generations that is a strong part of my concept. I agree that there needs to be a cohesion and sense of togetherness reflected through the architecture. This will also allow the spaces to be less prescribed as primary and secondary schools, and become more

of a fluid education space that can operate in these modes, but can also operate as a tertiary school, and a community space.

Nic Allen raised an interesting point about the library as a missing program within my project and how it could be the binder of my ideas into the idea of the City Library - a model that can be replicated nationwide - and can transform the idea of the library today. Upon reflection, I think this would be a great program to bring the two ‘sides’ of the school together and be the central building of which the educational spaces splay out from. Instead of the City Library, I think it would work as a City Learning Hub, becoming a conglomerate of educational

and recreational programs integrated in an urban mixed-use precinct. This also ties well into the future focus of the Gold Coast, transitioning from a Tourist and Experience city, into a Knowledge and Health City as part of the city plan.

sketch

week 11 milestone tabletop review

At the tabletop review with Jasper and the other thesis students I presented a revised scheme focusing on the main educational building - consisting of the learning communities and library, as well as a range of other programs. There were a few points Jasper made that I could consider. The first was the design of the main central stair which at the moment sits in the atrium space between the two circular spaces. I agree that it isn’t creating much of an architectural experience and its shape is cutting off the openness of the atrium. A suggestion was to perhaps allow it to come out over the main circular meeting space, however after testing this idea I don’t think it works too well. Another idea was to make the stair circulate around the main circle space. However another issue is the security of the stair during school hours, and I think the best way of achieving this is for the stair to be accessed only through a secure reception area. After discussing with Adrian, I think we came up with a solution of a linear stair through the atrium that connects the two circular spaces and therefore still activates these as circulation spaces.

The final point was to try make the residential towers above have a similar language as the rest of the building. I’m not sure if I will have the time to take much consideration into these buildings and they will probably just be shown as simple massings in my exploded axonometric for the final review as it is not the focus of my architecture, but rather just part of the overall idea and masterplan.

At this point in the semester it is feeling quite overwhelming the amount of work expected from me for the final review. The amount of drawings I need to produce means I have to stop designing at this point and just start producing. I am a little disappointed I haven’t had the time to really consider every part of my design and have had to make quick decisions to be able to have something in the end. It will be the biggest push ever to get all of this complete for the final review.

Another point, when presenting, Jasper misread my verandas around the learning spaces as voids and he suggested testing this as an idea. After some thought on this, I think it isolates these spaces a bit too much from the rest of the learning landscape and doesn’t allow for that seamless transition of inside and outside space, as students would have to cross bridges across the voids to get to the undercover outdoor learning spaces, and therefore may be less inclined to venture outside as part of their learning experience. I have however tried to implement more voids and doubleheight volumes through the overlapping floorplates to create more interesting outdoor spaces. 1:500 ground floor plan

1:500 first floor plan

1:500 second floor plan

1:500 third floor plan

1:500 fourth floor plan

1:500 fifth floor plan

1:500 sixth floor plan

week 14 final milestone final review

The build up of 14 weeks of work, plus thesis prep has finally come to an end with a feeling of great relief! It has been an incredible journey with many challenges, pit falls and sparks of inspiration along the way.

The final presentation was very well received by the panel of critics - Kerry Clare (Clare Design), Nic Allen (Conrad Gargett), Michael Kenniger (former UQ Head of School and ASA advisory panel member), Doug Neale (Brisbane-based Architect and academic), Paul Loh (Head of School), Jasper Brown (thesis studio coordinator) and Adrian Carter (thesis mentor).

It was great to see the appreciation for the topic I have investigated and they could see how I had brought multiple issues and strategies together into the project.

Some of the points from the panel included:

Kerry Clare

• A very thorough scheme

• Liked the masterplanning layer of buildings on the eastern edge and the way it protects the site from the noise of the highway

• A really beneficial project - a lot of synergies

• Potential wayfinding solutions - perhaps another north-south orientation point to reduce the number of signs needed

Nic Allen

• A clear but compelling diagram that explains these two spaces - the connection back to nature and the urban connection and how it splits the site - by doing so there’s this very considered approach to creating circulation paths through the site

• From a masterplanning perspective really well done

• From a concept perspective really well done

• To develop further the finer grain of the edges

• how do the spaces feel to be in and arrive at?

• What’s the arrival sequence like for the residences above?

• Perhaps a more detailed larger section to show these

• How to deal with the mass volume of students getting up into the class spaces? Perhaps staggered start times, but is minor and can still be achievable with the design

• This project as a city asset - giving back to the community - the GIF diagram shows it really well

Mick Kenniger

• Drawings are a joy to find your way through, which you have to find your way through because there is so much content which I am across

• A joy in making things, and then becoming rational about the next step

• continue to explore how things don’t have to follow a grid - the structure is not necessarily about a frameits about a series of placemaking statements that people rememberwayfinding

• A repetitive beat of things that invite you to stop

• A very important topic of improving our understanding of Indigenous culture and place making through education

Doug Neale

• Furthering the notion of the whole site and beyond as a ‘learning forest’ - then the particular gathering points as clearings in the forest - where any member in the community might gather

• The challenge to take on beyond the project is ways to create a legibility to the ‘forest’

• Once a hierarchy can be found to find space for a clearing, it doesn’t have to be a cartesian grid of a structurethere might be tectonic elements that aid in the wayfinding

• The wayfinding becomes explicit through the architecture’s own symbolism and language

• A tentativeness towards the wholistic nature of the project - then become a bit rational

• Allowing the tectonic moments to stand out among the rational elements in the drawings

Paul Loh

• Many areas of praise, however the weakest part is possibly in the elevations of the building

• Consider and reflect on the project and whether this project can form the basis of a practice - what sort of practice would that be?

• Synthesise parts of the project as a way of formulating a practice - a methodology, and approach

• There’s a lot of nuance - both large scale and zooming in

• A good successful thesis will have an impact on your practice

Nic Allen

• Seeing the individual process in which someone works at uni versus when they work in practice

• A lot of the time, your process can be diluted and you can start to lose focus and touch in what you want your are wanting to achieve in your career

• Building a legacy based off the principles embedded into projects

• Continue to inspire people, help challenge and strengthen ideas in practice

• My method of work and process can make architecture better

• How can I stay true to my process?

• Embed multiple things that tie together as one - the joy of architecture

Jasper

• Keep hold of my method of design development to take projects to unforseen places

I agree with the points made by the panel and think taking these ideas of wayfinding and removing the rationality to some extent could push the project even further. I do believe this thesis is an embodiment of my personal values and goals I would like to achieve throughout my architectural career and I hope that I am able to push for these throughout my practice.

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