Friday, 25 February 2011
Wednesday, 12 January 2011
- To Breakdown traditional boundaries.
- Allow the buildings occupants to actively choose where to go.
- Create interaction and communication.
- An open learning environment.
- Provide a stress free environment to its Autistic users.
- Blanket its occupants
- Incorporate various environmental strategies
- work with is site and landscape to reduce impact to its surrounding context
Sunday, 12 December 2010
Following my precedents study I have started to design the buildings form and looked in depth at spaces that will be created.
Our institutional buildings, in my opinion are to regimented in there approach, forcing there occupants to conform a set way of learning.
I believe that the role of architecture is to suggest ways to use a space rather than prescribe. Users should be actively encouraged to choose where to go , giving them control over there learning and maximise there independence.
With straight lines we can only create cross roads. Yet with curves we can create so much more diverse interaction.
The form generated is taken from the concept model produced at the initial design stage.
The Buildings architecture could allow its facilities to be programmed into the space created. The curves and contours created in a sense form the boundaries of the individual spaces.
The circulation space between breaks away from traditional and institutionalized corridors we see in many school, university and hospitals today.
The occupants can actively choose there route through the building. Valleys in the buildings form allow congregation, generating interaction between occupants.
Its calm flowing curves produce a stress free, soothing environment for the buildings autistic users.
The Buildings main entrance could be at its heart. Approachable from two directions it parentally blankets its potential occupants with is structure before they step foot inside.
A central entrance allows the creation of a journey allowing the building to engage with its potential occupants and the fluid spaces created hold the occupants attention, thus encouraging interaction.
Sunday, 9 May 2010
Situated on a single campus overlooking the shores of Lake Geneva at Lausanne, Switzerland, with extraordinary views of the Alps is the Rolex Learning Centre. The centre is conceived as an integrated learning environment and includes both study and social spaces.
It is designed as a single fluid space, with gentle slopes and terraces, undulating around a series of internal ‘patios’, with hidden supports for its complex curving roof.
Designed as the new campus hub the building breaks down the traditional boundaries between facilities creating spaces where the users are inspired and made welcome. The building uses its form as its boundaries creating the kind of space that influences social interaction. It actively encourages its users to choose where to go, giving them the sense that they are in control of their learning.
The building plays on the movements of its users. Architectural forms can be created from human movements and in turn influence humans. Human movements are not linear, like the way a train moves, but are alive in a more organic way.
Located on the most northern point of Taiwan is the now abandoned Pod City.
Commissioned and built in the 1970’s, it was an attempt at luxurious accommodation for the rich of Taipei. Boarded by the East China sea and lush green hills of Taiwan the area is picturesque.
The development is made up of 17 blocks. Each block houses a cluster of 4 circular pods. The initial concept for the pods may have allowed them to expand vertically as required, simply by adding more pods on top.
Architecturally, its like staring at something from a science fiction movie. The modernist/futurism style creates strong powerful forms, allowing the pods to sit in their own little world. Colour coordination has been used to allow each group of pods to become independently recognisable.
In a sense these pods create a capsulated environment for each individual user. The strong views out from the pods forms a connection between the occupant and the surrounding environment, whilst also allowing them to feel contained within their own personal space.
The buildings design seems to responds in a sensitive manner to its context while also creating a landmark facility for the University. The building is lifted above a 20m-high, five-storey, colonnaded circulation space. This daylit space is the hub of undergraduate activities, providing quick and easy access between the basement lecture theatres and the laboratories and the library as well as encouraging interaction between students.
The main feature of the building is a soaring atrium that pierces the height of the building providing visual connections between all floors as well as creating a central hub. Within this space two reflective silver-coloured pods are suspended. These change colours according to the light conditions, adding a striking focal point for the building. The larger pod houses a 60-seat lecture theatre and a reading room, while the other houses a 24-seat classroom, a quiet study lounge for undergraduate students and the faculty lounge.
The strong forms of the pod act as visual references both from the outside of the building and the inside. This manner of reorganization could be repeated on a smaller scale, much similar to that of the pod city in Taiwan, to provide visual reference for the autistic users of a building.