EXPERIMENT THREE: THE BRIDGE

Imagine you are the Dean of a school of Architecture, Computational Design, or Engineering. Your school has 100 students who are drawn from all around the world and are supported by scholarships. Your challenge is to design a school that forms a bridge spanning buildings in an urban environment. The urban environment is the lower part of the "UNSW Sydney" Kensington campus; the central building is the Squarehouse (building E4 on this map).
In addition, you will design two moving elements that modify the students view of the school when they see it from locations on the ground plane vs locations above ground level. These different points of view will reinforce or challenge your particular "Theory".

Theory - WHAT IS ARCHITECTURE

Design
Living
Balance

'Architecture combines the facets of design and construction in the creation of a living environment that is judged by the success of balance qualitatively and quantitatively'.

What is a bridge?

'Something structural intended to reconcile or connect two things'.


Using this definition, a focus of connection and structure will be evident in the final design. A design that will include a circulation through a central pathway, which will act as the connecting force for the various buildings or be the central merit of the architecture. 

Perspective sketches

The 36 Textures 

Chosen Textures 

Plan and Section Inspiration(s)

Sketch Up Model location Perspectives 

 Site Location - The school replaces the current squarehouse and positions itself next to the exisiting roundhouse building and in front of the aquatic centre.







As seen, the school adopts a traditional sense of geometric construction using proportional sizes for each building. This relates to the theory given, that architecture is a living environment judged by qualitative and quantitative success, where the buildings are designed to fulfil the quantitative proposes of functionality as well as the qualitative aesthetics of design.


 The school is designed in a rotational method, where there are entries and exits to specific parts of the building. As can be seen, there is 3 entries or exits upon sight of the school which all lead to specific parts of the building, however all meeting at a common point; the library.

The perspective and facade of the building from Anzac Parade.

External perspective from parallel buildings across Anzac Parade. This also highlights one of the moving elements, the library in the far distance which responds to the light of the sun to capture natural lighting, whilst also making the library seen from a particular viewpoint. The sliding glass roof is clearly visible from this perspective as to from the university.                                                                                              

High angle shot from the intersection of Anzac Parade and Eddy Avenue.








School Analysis 

Upon entrance, the individual has 3 options. The lecture theatre on the far right or the entrance into the bridge tunnel which is vertically separated by a wall. The right path is for all staff, whereby the stairs lead to the meeting rooms and offices for staff on the right and the research space for academic staff on the far end of the hallway.

 The door way on the right leads to the meeting room for the staff and the far end door is the research centre/space for the academic staff. The positioning of these rooms is deliberate to ensure all staff is near each other, where offices are near meeting and research areas to ensure communication is effective and easy between individuals.

 The walkway walls to the library and workshop are decorated with art and works. The inspiration behind this concept is a sense walkthrough gallery, where university students can showcase their works on the walls. This allows for inspiration to be gained from works as well as familiarity with the course to be understood; all works will be showcased, allowing first year students to see what their course could include in later years. However, these walls are for digitally and handprinted works to be showcased. The showcase of exemplar 3D models and physical assignments is upon entrance in the workshop and in the ground floor of the library.

The walkway continues through to the library whilst also verging off to the workshop. The workshop is deliberately positioned in an isolated manner as it features one of the moving elements of the school. The roof shelter converges and shuts off the worksop area after midnight. As can be seen the visual gallery continues through this tunnel to emphasise student work.

 The workshop includes digital technological tools on the second floor along with computers and printers. However, the ground floor is primarily for physical models where there are various tools such as sanders and bandsaws as well as spray paint section on the far left of the ground floor and a metal welding facility.


Another moving element of the school is located                                                                                   in the worksop, where a elevator powered by a                                                                          hydraulic pipe (inspired by Rem Koolhaas and The Bordeaux h powers through to the second floor allowing access to the digital fabrication section of the worksop. However, this elevator is only accessible with a made booking to use the 3D printers and laser cutting machines ensuring that it does not become broken. There will also be a staff member ensuring that only permitted personnel can access it. In this way, models do                                                                                        not break or people don't fall when using chairs.

 The moving element of the school that provides a different view for the individual within as well as from an external perspective is the roof of the workshop. The roof is shaped with flaps, its based of the engineering concept of moving mass; whereby mass is utilised to serve multiple purposes and functions. The mass of the roof supports the bridge with the workshop and connects them together, where the flaps internally converge towards the tunnel creating a rectangular prism and effectively blocking off entrance to the workshop.

The foreground and front of the school features a sapphire large building next to the entrance walkway. This sapphire building is where the lecture theatre is located and it is through the lecture theatre that the students can eneter through to the studio spaces. The studio spaces as represented are spacious and large enough to accomodate the 100 student roster.

There is no designated single computer lab, rather the computer lab is based on flow and freedom. The school includes a vast number of computers throughout the spaces designed to always facilitate student needs. However, the largest segment and private section of computers is in the ground floor of the library on the                                                                                                eastern side where the space is devoted to study.

Lumion Real time Images 

Analysis

Workshop
Research Centre 
Walkway - Gallery 
Studios
Lecture Theatre
Meeting Rooms / Offices
Library - meeting room for students and computer lab
Entrance






Overall the architecture of my school links to my theory, where the school becomes a living environment and its functionality balanced between an aesthetic appeal towards the university and an ability to orchestrate a learning experience. The centrality to movement is the walkway bridge that connects the various builidings together and allows for the creation of a living environment.


Marking Sheet