Week 8 - Spatial Arrangement

Spatial layout

Aim
The experience of the learning center to be a journey, whether users enter from a Top-Down/Bottom up route.
To use the height of the cliff to advantage, building upwards to fully utilize and maximize potentials of the site

Relationships between the spaces

Minimum exploratory routes to go to each space as at it's core there are only two program spaces in each level.

Programs on the ground level are thematic to the physical environment/landscape
Programs in the second level are spaces which takes advantage of the views, the middle level is an 'intermediate' zone of sorts.
Top level is a great vantage point; the rooftop garden is an extension of the existing surroundings without obstructing the view from Wilsons Outlook Reserve.

Physical Model of the Levels (note: general concept mass)

Week 8 - Transitions

Integrating the Learning Center into the Existing Site

The integration of the learning center to the site comes under investigation. It is illogical to assume a site for the building without assessing future impacts. The programs for the learning center reads a story of Howard Smith Wharves and of Brisbane as a whole. Similarly the integration should also be a journey.

Building against the cliffs, the users journey can begin from a Top-Down or Bottom-Up process, enabled through a rooftop garden as part of the outdoor exhibition space, a space which integrates the existing (site) and the learning center

.An exemplar is shown below:

The entryway to the rooftop garden is through a set of stairs. Appropriate this function as the Learning Center cannot exceed the height of the cliffs. Wilson Outlook Reserve will provide a platform which would enable this.

Sheaok's Landscape (2012)

Beautiful Abodes (2012)

Week 8 - Project Program

To Reiterate
Users : Primary school children, public, tourists
(Local, National and Global users)

• 1500 sq m minimum development, 3000 sq m maximum development.

Proposed Program

Entry Plaza 10m x 10m

Lunch Area 10m x 10m

                   Utilizing the site to its potential, the lunch area will be on the second level facing the Story Bridge.

Presentation Space 20m x 20m
"Cinematic Montage"

• Interior screening space
• Dramatised cinematic montage of Brisbane, it's culture, main historical events
• Animated montage for the kids.

Exhibition Hall (1) 10m x 20m
"Survival of the Fittest "

• Existing site reflects heavily on the restoration (land) and preservation (buildings), recent events highlights an awareness of "water" from drought to flooding rains. 
• Survial comes hand in hand with life. This program explores the different types of marine animals on local and global scales. Users are made aware of the relationships (predator/prey) and are able to interact with life animals in the "touch and tell" tank (sea cucumber, sea star, stingrays). 

Exhibition Hall (2) 10m x 25m
"The Sky At Night"

• Standing at the site, one cannot miss the Story Bridge, it is inevitable that one will look toward the sky. Taking inspiration from this (sky as a space), exhibition hall 2 aims to focus on astronomy. 

Outdoor Exhibition Space 10m x 20m
"Rooftop Garden"

• Rejuvenation of the Howard Smith Wharves. Rejuvenation of what? -> life
• Something that symbolises life perfectly are plants. 
• Multi-faceted and multi-functional exhibition space
• Space acts as a rooftop garden, and an alternate method of access to the learning center.
• Passageway through to the rooftop garden is a walk through exhibition
• Holistically the learning center is part the reconstruction and rejuvination of Howard Smith Wharves, in a way the users are directly involved in participating. 

Historical Learning Space 10m x 20m
"Railway to Fun" 

Culturally the development of railroads and trains played a significant part in Brisbane's history. A big step in alternate transport and stimulating The centerpiece will be a miniature moving train where children can board. De-boarding can occur at several checkpoints, each checkpoint will have specific theme, the learning center, such as:

• An exercise where the aim is to engage in children's creativity to assemble their own railways. (Self-building exercise)
• A walled semi-enclosed area where children can play with 'wall stickers' and create their own underwater or land picture. 
• A coloring in section. 

Week 7 - Re-Mapping

Remapping the site

Mapping the area psycho-graphicaly did not give enough information to move onto project 2. Further analysis was needed in order to identify problems and generate solutions.

Re-analysing the site 

The heavy red lines show the greatest vantage points of the site. In terms of scale they are the highest points and largest in size (Story Bridge and the Cliffs)

Circles show the hot spots around the area.

It's important to highlight that to the right of the bridge is the Petrie Point Apartments. The majority of the hotspots surround this residential area.
venues include: Grill'd, Tuckeria Fresh Mexican, Video Ezy, The Coffee Club, Bravo Bar B Que, Blockbusters, Phillip Bacon Galleries, Sebastian Studios ART101 and Bluetongue Backpackers & Tours ~ just to name a few.

Access shows that there are very specific routes to use. Especially to the Howard Smiths Wharves. The route closest to Story Bridge shows where traffic is most condensed.

Black Arrows show potential entrypoints to the general buildable area.

Digital version of the site analysis

The hot spots provide a great foundation in understanding how the functions in the area and gives an idea of where people gravitate to.

Logically it would be ideal to build close to the hot spots however it is a very dense area and access around the area is not flexible.

 Proposed site for Learning Center

Not far from the cluster of hot spots is an existed public park, carpeted in grass and a few benches; providing the perfect build-able extension to the building which will be fitted against the cliffs.

Week 7 - Alternate Mapping Method

Going back to the site and re-analysing it by using the concept parameters as the drive behind the new observations.The aim is to ignore the stereotypical information such as such sun diagrams, pedestrian/traffic flow or access, however to observe and identify information based on parameters. The name to this exercise is psychogeography.

 "Sign Map" Atlas of Boylan Heights

Psychogeography is ...

- the mapping of people's emotions, experiences and observations.
- diverse activities that raise awareness of the natural and cultural enviornment around you.
- attentive to senses and emotions as they relate to place and environment.
- aimless, random drifting through a place, guided by whim and an awareness of how different spaces draw you in or repel you.

Greenwich Emotional Mapping (2005-2006)

 

Derive: A mode of experimental behaviour linked to the condition of urban society: a technique of transient pasage through varied ambiances. Situationists used "ambiance" to refer to the feeling or mood associated with a place, to its character, tone, or to the effect or appeal it might have; but they also refer to the place itself - small neighbourhood-sized chunks or parts o the city with an especially powerful urban atmosphere. Lynch, Debord.

"Guide Psychogeographique de Paris" by Guy Debord (MWS, 2009).

My attempt at psycho-georaphic mapping

Week 6 - The Wonder of Metaphors

What is a metaphor?


Met-a-phor
Noun: 1. A figure of speech in which a word or phrase is applied to an object or action to which it is not likely applicable. 
         2. A thing regarded as representative or symbolic of something else, especially something abstract. 


Creative Metaphors 
"The ground of appropriateness for a new insight provided by a creative metaphor--the compelling condition of the new similarity, what suggests that it 'fits'--cannot be restricted to a complex of established perspectives. For it is this complex, or some part of it, that is challenged by the new insight." (Burridge, 2005)


Visual Metaphors
The representation of a person, place, thing, or idea by way of a visual image that suggests a particular association or point of similarity. 




Parameter::Metaphor

"The processes of learning is a roller-coaster which everyone has to go through" (scale)

"A memorable learning experience adds a spark to the kindle of fire inside" 

Week 6 - Evaluating Core Parameters

Defining the Parameters
After re-evaluating the core concepts from the Folie two parameters were decided upon as the framework for further research. As mentioned in the past blog, scale will continue to be one of the parameters for the project. View is the other parameter which will be incorporated in project 2. Before the parameters are explored metaphorically, definitions of them will enable a foundation to work upon. 

Scale 
noun: A gradual range of values forming a standard system for measuring or grading something. 
verb: Climb up or over (something high and steep) 


View
noun: The ability to see something or to be seen fro a particular place.verb: To look at or inspect something. 
                                     


Brief
- to use core concepts as parameters
- 500 meter square footprint
- 3000 meter square MAX area of development
- 1500 meter square MIN area of development
- the cliff as maximum height
- include parkland development
- an allowable 25% alternation of warehouse facade 


Education Center
- day: public school facility
- open to public at night and weekends


include: Entry plaza
            Presentation space
            2x indoor exhibition halls
            1x outdoor exhibition space
            1x historic play space for kids
            Lunch area
            Include live animals

Week 6 - Project 2: From Folie to Building

Lead way into project 2 

Theme
A focus on the design of a primary school environmental education center. 

Think back to when you were a kid, what was your favourite museum? Your favourite toy? Your favourite game? Imagine encapsulating that experience of wonder in a place. How would you teach someone why you liked something, not the thing itself, but rather the emotion of gazing in wonder andjoy at your favourite thing. Time is not important, technology is unlimited, now; design your wonder...

The first part of the studio time was focused on regressing back into our own childhood. What I call "experiential thinking," - we recalled our earliest memory of learning, first primary school experience and first scholastic excursion. The goal of the exercise was to retrospect on how we learned when we were children and to further explore: how do children learn?
Our tutor mentioned five main emotive learning experiences, I only caught four which were:: Anger, Shame, Sadness and Happiness  

Concept Parameters :: From Folie to Building

So far we have developed our concept, narrative and formalised them into a folie, the following project is to design learning spaces that critically respond to issues introduced by your theme leader together with those identified by you through your own investigation.

For project 2, it is encouraged to re-extermination of the site, users and surrounding areas. Brisbane as a whole [subtropical] city, and further social and cultural contexts based on the theme you are given to work with. This project will serve as a research and initial design proposal phase of your project.The ultimate aim at this stage is to define core concept parameters. According to the assessment brief.

"Parameters provide a means to identify your core interests and help you to focus your attention to specific issues with your subjects. For example, a parameter can be set to understand the quality of shadow. Parameters of shadow can be intensity, darkness, tone, temperature, and anything that can measure the quality of shadow. They can be factual and/or conceptual."

Or, a parameter can be set to measure something more abstract such as connectivity. By identifying several good parameters for the subjects of your interest, you can begin to identify a clear conceptual goal(s) for your project. In other words, they are to rigorously and creatively limit the scope of what you will study for the rest of this semester. The self imposed "limit", is a creative framework to allow you to investigate specific issues without losing focus. 

A reanalysis of the site which reflects our own unique research aims to identify issues beyond what everyone can see as obvious facts. 

To Do List: 
- Revisit contextual, geographical and social issues you investigated in Project 1 again, 
- Identify key issues relevant to your theme and investigate further. 
- Extend the scope of the folie into a building that serves more purposes for a group of general public (and beyond).

Core Concepts From Folie-> Scale - Materiality

-> Learning through experience
-> Views/Frames
-> Changing people's perspectives, gain new knowledge of the site
-> Light
-> Future expansions = full use of the bridge, therefore bridge plays an important role.

Exploring Parameters and Metaphors

The core concepts that appeals to me most are: scale + materiality, light and views. I want to explore scale and material. Going back to the site analysis, one of the key points is the magnitude of the story bridge in relation to the users. So I thought perhaps one of the parameters for project 2 is the exploration of materials ... manipulated by scale. I found this exemplar called "Horizon" by Donald Judd. 

The installation finds its inspiration in the three themes that came from observations made during the immersive trip into the desert landscape: scale/scalelessness, density & the phenomenon of the horizon.

The first two, scale and density act as the vehicles for revealing the last, the phenomena of the horizon. 

The resulting form, composed of repetitive laminated plywood sticks and bent conduit pipe define both a field of space and a fulcrum through changes in scale and density

Night view of installation.