hibaabulheija

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Final Reflective Blog

My overall blog experience was enjoyable and novel. Throughout the module text, links, imagery, quotes, and videos expressing my methodology and highlighting commonalities between both parallel modules were displayed. Ideas were consequently shared, linked, tested and revisited, rationalizing my proposal development, and adding additional insights. This experience reinforced the whole iterative research cycle that I underwent throughout semester, enhancing overall knowledge and allowing various modifications to be made but at earlier stages, saving time, effort and producing a more fulfilling final Product.

My blog briefly highlighted, expressed and displayed the following:

“DOING”

Throughout blog my DESIGN APPROACH and visualization technique that became rather obvious, evidently relying on a cyclic blend of solid “Academic Research”, obtained from refereed journal articles and books. Combined with an integral “Practice Led Research”; consisting of my creative experiences, as well as other practitioners and firms, and other precedents, obtained from different sources. Finally a “Research Led Practice” component, composed of the theoretical and technical conclusions obtained from the prior two research processes; often visualizations created using various tools that help display these conclusions efficiently and effectively. Eventually producing a primary artifact; that is further elaborated and evaluated by this cyclic relation producing a successful final proposal that expresses and satisfies the intended.

“THINKING”

My THINKING PROCESS is vividly clear throughout blog, it being very rational and explicitly logical, so are my delivery routes, as I try to use the most efficient modes of presentation for my work, communicating the message with minimum text.  New Idea evaluation is often based on original theoretical framework and it’s already outlined concept, goals and objectives which are often the measuring criteria for an ideas success.  My blog “Schematic Development 2” displayed a new idea I was thinking on implementing, which I quickly realized that it goes against a major component of my theoretical construct after posting. I stopped and reassessed idea, re-developed it in “Schematic Development 3”, a product more relevant to my overall theoretical framework. I often however do tend to seek an outsider’s point of view in idea evaluation, as it always offers a fresh stand. I eventually know my final product is finished the moment that I’m completely satisfied with the outcome and when the artifact is expressive and reflective of all the theoretical framework and practical technique on its own without any assistance of verbal or written communication whatsoever.

“LOOKING”

According to G.C. Argan, “For a type to exist a precedent must have already existed”. So precedents consequently form a huge part of any designer’s practical journey. Precedents are analyzed according to relevance in areas of function, form, technicality, even theory. Allowing for various inspirations to be concluded, that definitely assist in design. For my proposal, VISUAL RESEARCH was a huge part of my methodology, shown in my post “Visual Research”. As it displays all my inspirations that are directly relevant to my theoretical framework which my design development is directly built upon, as represented in my blog posts “Schematic Development 1”, “Schematic Development 2” and “Schematic Development 3”.

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Schematic Development 4 - Schematic Module Repetition and Reconfiguration

 Forming a creative Enhancing Environment Satisfying all the previously discussed criteria’s of Naturalness, Individualization and Stimulation.

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Creative Education Enhancing Environments 

PreFinal Proposal Design Development and Concept Elaboration Poster

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Schematic Development 3 - Individualization and Modular Design

After Tutor feedback, i quickly realized that i had rushed to a strict spatial configuration “shipping containers”, disregarding any factors of "Individualization". I have re-developed my concept again, schematically and very briefly, reconsidering my original scope of thought. Many conceptual outlines are similar but the shipping container unit is definitely reconsidered!

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Schematic Development 2 - Shipping Containers

As i was trying to contextualize the development of my idea i came across an innovative "unit replication design" that is sustainable as well as incredibly relevant - in a way. Shipping Container re-use; it being recycled, a unit with specified dimensions and its replication forms novel spaces responding to my "Modular Scheme", and Units could save own Identity as a single unit or blend and become one. 

Attached are a couple of interesting precedents i went through and my design proposal..

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Design Catalyst

I really enjoyed the concept behind the Scottish Parliament building design, very thought provoking and got me thinking and reconsidering my project schematic module and how this modular unit might actually turn out to a building composed of many similar and/or different units. something like Lego. in which the basic composition of the unit is one but it changes shape due to its repetition. 

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“Bridging Distances Between creative individuals in a common space hosting their creative meetups and sparks.”

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Bridging Distances

Idea Generation

The moment the notion “bridging distances” was brought up, I only thought about bridging distances between creatives in my locale, Oman; whether Architects, Interior designers, Artists, Graphic designers, photographers, Illustrators or others, them being professionals or just students. Creating a common space fostering their creative meet-ups and providing all necessary services for their varied complementary disciplines. Throughout history, spaces hosting creativity have witnessed fruitful outcomes; “The Ancient Greek Agora; the 18th century teahouses where the Enlightenment developed; or early 20th century Paris cafés where modernism was born and grew up.” (Molloy, 2013) In the eastern province of Oman there are thousands of creative professionals and students that could seek such a casual, creative shelter, allowing for informal interactions to fuel their creative sparks, hence their productions.

Idea Development

The concept of “bridging distances” will be portrayed by highlighting meeting nodes along the project pathways. A modular organization will be adopted, due to its already emphasized node structure, and its flexibility into morphing to any desired final model. Inspirations rom the Bauhaus and International style will be implemented in furniture and color scheme and the "One to fit all” notion will be translated throughout space. Project will consist of a variety of open, semi-enclosed, enclosed spaces separated by flexible partitions and other fixed translucent ones to retain visual connectivity and keep the mind awake. Physical connectivity will be attained via clearly marked out circulation paths, allowing for chance meetings. Casual common areas will also lie along the paths alongside more private nooks, or even booths for random conversations or work. Creative works will be planned, developed, realized and even portrayed in different assigned agile workspaces and sometimes along the “bridging pathways”. A variety of movable fixtures and flexible seating arrangements and styles are implemented providing choice and comfort for users.

Bibliography

Molloy, J. C. (2013) Can Architecture Make Us More Creative?. archdaily. Available at: http://www.archdaily.com/353496/can-architecture-make-us-more-creative/ (Accessed: 11 January 2015).

Creative Hubs Forum (2014) British Council: Creative Economy. British Council. Available at: http://creativeconomy.britishcouncil.org/blog/14/03/23/creative-hubs-forum/ (Accessed: 13 January 2015).

Cisco Offices / Studio O+A (no date). ArchDaily. Available at: http://www.archdaily.com/469722/meraki-now-cisco-offices-studio-o-a/ (Accessed: 11 January 2015).

ANZ Centre / Hassell (2010). ArchDaily. Available at: http://www.archdaily.com/90709/anz-centre-hassell/ (Accessed: 11 January 2015).

Macquarie Bank / Clive Wilkinson Architects (2010). ArchDaily. Available at: http://www.archdaily.com/54544/macquarie-bank-clive-wilkinson-architects/ (Accessed: 11 January 2015).

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Schematic Development 1 - Animation

Schematic Junior classroom/Breakout and Senior classroom/Breakout with a central Courtyard

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Schematic Development 1

Schematic Modular Design responding to factors of Naturalness, Individualization and stimulation.

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My MA Proposal investigates the design principles that make up a creative educational environment, and to what extent Spatial Design enhances pupil’s performance within. As I worked more on my project I realized that the Final output of my Proposal will only come about as a result of iterative research processes. In which my topic relies on a cyclic blend of solid “Academic Research”; a Theoretical construct composed of hard data in empirical form, obtained from refereed journal articles and books. Combined with an integral “Practice Led Research”; consisting of my creative experiences, as well as other practitioners and firms, and approaching similar Design projects, these are obtained from precedent studies, biographies, magazines and other. Final Research component of the iterative cycle is “Research Led Practice”; composed of the theoretical and technical conclusions obtained from the prior two research processes that eventually produce a primary artifact, which is further elaborated and evaluated by this cyclic relation between the “Academic Research”, “Practice Led Research” and “Research Led Practice”, producing a Successful final exegesis.

Such an iterative process when applied takes the “Practice as Research” Notion to another level. As the combination of a rich scholar framework with a practical aspect, to enhance overall knowledge, will be applied, tested and revisited, with differing perspectives, allowing for modifications to be made at earlier stages, saving time, money, effort and producing a more fulfilling final Product.

In my proposal I seek logical as well as interpretive explanations for pupil’s academic performance in relation to their physical educational environments. As a result I have tried to acquire as much empirical “logical” data from relevant literature, as it will be impossible for me to gather, test and analyze such data myself within given timeframe, nevertheless the budget.  So I will rely completely on gathered literature and precedent projects for the empirical and practical data, of which I will measure my own findings against. I myself however will carry out a more interpretive study, Using primarily interviews with individuals to find sought out explanations, through a Phenomenological approach, gathering Qualitative data, describing and discussing issues concerned with “what” participants experience and “how” they experience it, helping to understand their perception of the surrounding built environment, drawing from Philosophy, Psychology, Sociology and Education combined. Contributing to the development of new theories and adjusting to new ideas as they emerge. I will strongly refer to case studies as well, in an attempt to develop an in-depth description and analysis of similar projects, analyzing data through description of the case, its themes, studying design activity, space, activity ritual and activity meaning. Finally if time allows I would like to undergo participant observation, and become an insider and reflect on what is being experienced within local educational environments, interpreting a culture-sharing group, drawing from anthropology and sociology.

Such methodology is often criticized as time consuming and difficult to interpret, giving them lower credibility at times. However I will use them in combination, to try and eliminate such weakness factors, and allow for definitive design conclusions to be made about the effects of building design on student learning.

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Visual Research

in Reference to proposal theoretical structure I skimmed through almost 100 relevant precedent projects in less than two days’ time, enriching my pursuit of practical contextualization, hence relevant visualization.

I started off by creating visual boards resembling each stimuli - proven to affect student overall performance such as: Naturalness, Individualization, stimulation and sustainability. I then placed corresponding imagery and diagrams on each Board. I made sure to properly title and reference each visual. Boards are meant to be random, annotated collages, with conjoined text informing about the goals, objectives and key characteristics of each board. 

Bibliography

ANZ Centre / Hassell (2010) Available at: http://www.archdaily.com/90709/anz-centre-hassell/ (Accessed: 11 January 2015)A Workplace Where FunFollows Function (no date) Available at: http://www.hok.com/design/service/interiors/google-canada-headquarters/ (Accessed: 19 November 2014)Cisco Offices / Studio O+A (no date) Available at: http://www.archdaily.com/469722/meraki-now-cisco-offices-studio-o-a/ (Accessed: 11 January 2015)Dezeen Magazine (2010) Bailly School Complex by Mikou Design Studio. Available at: http://www.dezeen.com/2010/01/19/bailly-school-complex-by-mikou-design-studio/ (Accessed: 9 May 2015)Dezeen Magazine (2013) International School Ikast-Brande by CF Møller | architecture. Available at: http://www.dezeen.com/2013/11/06/international-school-ikast-brande-with-curving-balconies-by-c-f-moller/ (Accessed: 9 May 2015)Dezeen Magazine (2013) School with quadruple-height atrium by Behnisch Architekten. Available at: http://www.dezeen.com/2013/11/10/secondary-school-ergolding-by-behnisch-architekten/ (Accessed: 9 May 2015)Dezeen Magazine (2013) School with quadruple-height atrium by Behnisch Architekten. Available at: http://www.dezeen.com/2013/11/10/secondary-school-ergolding-by-behnisch-architekten/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Aberrant Architecture adds playful furnishings and colours to school. Available at: http://www.dezeen.com/2014/10/17/aberrant-architecture-rosemary-works-primary-school-london-brightly-coloured-paintwork/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Branch Studio Architects adds timber-clad extension to school library. Available at: http://www.dezeen.com/2014/04/05/timber-clad-school-library-extension-branch-studio-architects-australia/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Music school in Paris features copper walls and cantilevered studios. Available at: http://www.dezeen.com/2014/02/24/copper-music-conservatory-paris-cantilevered-studios-basalt-architecture/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Nursery school in Tuscany illuminates ‘like a lighthouse’. Available at: http://www.dezeen.com/2014/08/02/the-whale-primary-school-by-studio-di-architettura-andrea-milani/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Primary school by C+S Architects features a colourful facade. Available at: http://www.dezeen.com/2014/06/18/chiarano-primary-school-by-cs-architects-features-a-colourful-facade-with-contrasting-window-details/ (Accessed: 9 May 2015)Dezeen Magazine (2014) RH+ creates daycare centre with three-dimensional geometric facade. Available at: http://www.dezeen.com/2014/10/27/rh-plus-architecture-child-care-centre-paris-geometric-facade/ (Accessed: 9 May 2015)Dezeen Magazine (2014) RH+ creates daycare centre with three-dimensional geometric facade. Available at: http://www.dezeen.com/2014/10/27/rh-plus-architecture-child-care-centre-paris-geometric-facade/ (Accessed: 9 May 2015)Dezeen Magazine (2014) School building by Mitchell Taylor Workshop contrasts stone with brick. Available at: http://www.dezeen.com/2014/04/22/school-building-by-mitchell-taylor-workshop-contrasts-pale-stone-with-grey-brick-and-windows/ (Accessed: 9 May 2015)Dezeen Magazine (2014) Yoonseux Architectes’ school extension designed to match autumn trees. Available at: http://www.dezeen.com/2014/04/01/j-jaures-primary-school-extension-yoonseux-architectes/ (Accessed: 9 May 2015)Dezeen Magazine (2015) Classrooms surround courtyard garden at DS Nursery in Japan. Available at: http://www.dezeen.com/2015/01/09/hibino-sekkei-youji-no-shiro-ds-nursery-courtyard-kindergarten-japan/ (Accessed: 9 May 2015)Dezeen Magazine (2015) ZAmpone Architectuur’s daycare centre features wooden walls. Available at: http://www.dezeen.com/2015/04/05/pluchke-daycare-centre-brussels-zampone-architectuur-wooden-walls-furniture/ (Accessed: 9 May 2015)Etherington, R. (2010) The Docks School by Mikou Design Studio. Available at: http://www.dezeen.com/2010/01/31/the-docks-school-by-mikou-design-studio/ (Accessed: 9 May 2015)Frearson, A. (2011) Kindergarten Terenten by Feld72. Available at: http://www.dezeen.com/2011/06/06/kindergarten-terenten-by-feld72/ (Accessed: 9 May 2015)Frearson, A. (2013) DPS Kindergarten School by Khosla Associates. Available at: http://www.dezeen.com/2013/10/18/dps-kindergarten-school-by-khosla-associates/ (Accessed: 9 May 2015)Frearson, A. (2013) Montpelier Community Nursery by AY Architects. Available at: http://www.dezeen.com/2013/07/01/montpelier-community-nursery-by-ay-architects/ (Accessed: 9 May 2015)Frearson, A. (2013) The Forum auditorium at Eckenberg Gymnasium by Ecker Architekten. Available at: http://www.dezeen.com/2013/07/09/the-forum-at-eckenberg-gymnasium-by-ecker-architekten/ (Accessed: 9 May 2015)Frearson, A. (2013) The Forum auditorium at Eckenberg Gymnasium by Ecker Architekten. Available at: http://www.dezeen.com/2013/07/09/the-forum-at-eckenberg-gymnasium-by-ecker-architekten/ (Accessed: 9 May 2015)Frearson, A. (2014) Kindergarten by Ecker Architekten features an austere colour palette. Available at: http://www.dezeen.com/2014/09/16/kunterbunt-kindergarten-babenhausen-ecker-architekten-germany/ (Accessed: 9 May 2015)Macquarie Bank / Clive Wilkinson Architects (2010) Available at: http://www.archdaily.com/54544/macquarie-bank-clive-wilkinson-architects/ (Accessed: 11 January 2015)Citation(2014)(2013)(Frearson, 2014)(2015)(2013)(2010)(Frearson, 2013)(ANZ Centre / Hassell, 2010)(A Workplace Where FunFollows Function, no date)(Cisco Offices / Studio O+A, no date)(Macquarie Bank / Clive Wilkinson Architects, 2010)(2014)(2014)(Frearson, 2013)(Frearson, 2013)(2014)(2014)(2014)(2013)(2014)(2015)(Frearson, 2011)(2014)(2014)(Frearson, 2013)(Etherington, 2010)

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“Practice as Research”

After a miniature Investigation, The Notion of “practice as research” became finally clear, I came to conclude that “practice as research” is merely a Research proposal with an Integral practical aspect, within a Scholar framework, resulting Enhancement of Knowledge and understanding in discipline or other related discipline areas. (methods@manchester, 2014)

Providing a scholar context for a creative artifact involves data gathering and testing through various methodologies, certainly all can be used. “Practice as research” however opts to view subjective artistic matter in a more objective logic, I therefor support the use of Positivist – already gathered – data and then measure manipulations, alterations or other with more Phenomenological methods.

Positivist methodologies such as Surveys, Experimental, Longitudinal and Cross-sectional studies rely on Quantitative data suggesting a more scientific, “trustworthy” approach (Johnson, 2011) of providing objective information, through a well-defined structure, hence minimum room for any error and variance, resulting in more scientific assumptions. However when dealing with the creative realm, can objective inferences and conclusions be that easily made, as creativity is – to an extent – sourced naturally out of human emotional responses. What one may regard as valuable in this realm, another might find it completely worthless, and Positivists tend to disregard such unexplained phenomena, eliminating lateral thinking and finding answers by other creative and indirect ways.

A Phenomenological approach, on the other hand is an interpretive method that provides Qualitative data, regarded as natural data rather than artificial (Phenomenology - Research Methodology), describing “the meaning for several individuals of their lived experiences of a concept or a phenomenon”. (‘Five Qualitative Approaches to Inquiry’, 2012) Approach thoroughly describes and discusses issues concerned with “what” participants experience and “how” they experience it, helping to understand peoples meaning, and looking at processes change over time. Contributing to the development of new theories and adjusting to new ideas as they emerge. Even though Case studies, Action research, Participant observation, Participative enquiry and Grounded theory, could be criticized as time consuming and difficult to interpret – as it is harder to control and measure these methods variables – giving them lower credibility at times, nevertheless more suitability to issues of the human and creative realm.

Bibliography

methods@manchester (2014) What is practice as research? by Jenny Hughes and Johannes Sjoberg. Available at: https://www.youtube.com/watch?v=kENLpbIA3U4 (Accessed: 16 April 2015)

Johnson, S. (2011) ‘Advantages & Disadvantages of Positivism.’ eHow. Available at: http://www.ehow.com/info_12088541_advantages-disadvantages-positivism.html (Accessed: 17 April 2015).

Phenomenology - Research Methodology. Available at: http://research-methodology.net/research-philosophy/phenomenology/ (Accessed: 17 April 2015).

‘Five Qualitative Approaches to Inquiry’ (2012) in Creswell, J. W. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 2nd edn. Thousand Oaks, Calif., [etc.]: Sage Publications.

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Creative Education-Enhancing Environments

A. Introduction

A.1 Situation

“The Ministry of Education is avid to lay on premium standards of learning environment on all measures, focusing principally on education process and its key elements such as administration and mavens and fortifying understructure facilities; in such a way it function its master role in creating a patriotic citizen devoted to his community and appreciates cooperative group work and embraces work values and able to cope with long-life learning strategies ….” The Omani Ministry of Education (2012)

In 1995, after the declaration of ‘Vision of Oman's economy 2020’. A Strategic and Operational plan had been initiated in 2001 to ensure that students will be adequately prepared for the requirements of higher education and labor market, and ensure improvement in quality of education provided for Omani generations. As due to the increased local authorities’ interest in educational reform, various responsibilities were dedicated to planners and educators to produce creative educational environments that could enhance educational outcome of students in the Sultanate.

A.2 Background and Motivations

Throughout my education and practice I have developed a passion for psychology and sociology subjects, studying human behavior, its origins, developments, institutions, and how “Architecture, the physical form of social institutions, must respond to changes in conventions of behavior and it may stimulate new ways of behaving” (Ackerman, 1969) Associating the physical built environment design with a psychological impact on its occupants, has always been fascinating to me and a major driving force for my design works, enriching my pursuit of this project.

A.3 Audience and Users

Audience of project will vary between, Public sector experts; Omani government officials, educational policy makers, local educators and planners and another Private sector, commercial audience of interested investors and Private school owners.

Users on the other hand will be students (ages 5-18), Teachers, Administration, parents and occasional visitors.

B. Literature Review

B.1 Theoretical, Critical and Historical

Throughout history, educational facility design and its association with educational impact has been a main concern of planners, policymakers as well as educators. Some argued against this, suggesting that previous studies had no inclusive findings. (Picus et al., 2005). Recently, however today many relevant studies have been conducted offering a great deal of precise empirical data, linking educational outcome to physical environment. In the beginnings of 2015, the HEAD project (Barrett et al., 2015) results were finalized, exploring evidence for demonstrable impacts of school building design on the learning rates of pupils in primary schools in the UK. It measured the contributing effect, of factors of Naturalness, Individualization and Level of stimulation as 16% upon student performance.

B.2 Social, Ethical and Global

“Vision Oman 2020” outlines proposals for the Sultanate’s overall development up to 2020. It takes into account the broad changes in the world economy and impacts of globalization, information technology, expansion of global Knowledge, and the development of human skills that are becoming essential for Omani society’s progress leading the government to attach particular value to education and embark on reforming the entire educational system. (‘Vision 2020’, 1994). Hanging huge hopes of educational and social reform on such projects.

B.3 Contemporary Professional Practice

“It is very significant that our first project in London is the Evelyn Grace Academy. Schools are among the first examples of architecture that everyone experiences and have a profound impact on all children as they grow up.” (Zaha Hadid)

The Evelyn Grace Academy, is a successful example today of contemporary educational facility design. Designed by Zaha Hadid Architects. The firm managed to break new ground in school design, following the principle of “schools within schools”, they managed to fit 1200 pupils of Evelyn and Grace Middle and Upper schools in a single highly stylized zigzag of steel and glass, in one of the tightest sites in London. The firm reinforced the interactive nature of IEQ (indoor environmental quality); they made sure that all their designed spaces offered a generous environment with maximum levels of natural light, ventilation and minimalist but durable textures. Issues of connectivity and circulation were also addressed and kept efficient with a horizontal two floor organization. Finally they made the school adaptive to the needs of this century, serving the educational demands of its community as well as sharing its ground floor amenities with the community off school hours. (Zaha Hadid Architects)

C. Design Purpose

C.1 Concept statements and scenario

Since centuries many educational facility designs have been produced that are somehow considered as substandard by their users, as they barely responded to human psychological and physiological needs, instead they were identical components merely remodeled onto new locations.  My project “Creative Education-enhancing Environments” aims to break-ground in educational facility design, and create an attractive and unique educational environment that is responsible for the educational performance of its users, and able to communicate a sense of place, identity and meaning with 21st century educational purpose.

Concept will introduce a holistic design approach responding to environmental stimuli that have been proven by various studies, to counter for positive impacts on user performance. Design will stress on factors of Naturalness and (IEQ), address Individualization, use-related factors, and provide for an Appropriate level of stimulation through various design-related aspects. (Barrett, Zhang, et al., 2015)

C.2 Goals and Objectives

Stress factors of “Naturalness” and (IEQ)

Goal: Building orientation emphasizing Natural Light

Objectives:

Classrooms to be arranged towards the east and west receiving abundant daylight and less risk of glare.

Over sized glazing to be avoided as Oman is particularly known for its hot climate with almost six months of unbearable heat.

Use of more, high quality electrical lighting enhancing visual environment.

Goal: Good Air-quality and Thermal Comfort

Objectives:

Use appropriate Ventilation units to provide Fresh air and adapt users to thermal environment, taking into consideration Oman’s hot climate.

Provide adequate external and internal shading devices in-response to Ventilation and Natural lighting requirements.

Design spaces considering the relation between room volume, opening size and ceiling height; as their variation provides varying ventilation options.

Goal: Acoustic control over unwanted background noises

Objectives:

Orient design on site as far away as possible from any surrounding noises.

Use Acoustical Panels & Soundproofing Materials where needed.

Address factors of “Individualization”

Goal: Encourage flexibility in space layout and design

Objectives:

Well-defined learning zones that facilitate age-appropriate learning options, efficiently connected to a number of common “breakout” zones

More zones within a classroom as part and school as a whole, allowing varied learning activities at the same time.

Re-configurable classroom layout, furniture and partitions, providing ease for teachers to change space layout according to need.

Fixed Glass partitions in the middle of a busy area can help keep the mind awake

Spacious, simple spaces for senior grades, but more complex, spatial configurations for junior grades.

Goal: encourage attitudes of Ownership

Objectives:

Personalized displays and announcement boards for the different ongoing events

Portray works of users and others along paths and common areas

High-quality, colorful, ergonomic and purpose-designed Furniture, Fixtures & Equipment

Variety of ergonomic sitting areas providing choice and comfort

Provide an “Appropriate Level of Stimulation”

Goal: Focus on different user pragmatics, emphasizing activity ritual

Objectives:

Define pragmatic essentials and desirables as 3D Volumes

Clearly define pathways, entrances and exits in project

Create paths for chance meetings

Clear way-finding characteristics

Accessible utilitarian functions

Goal: Achieve a balanced level of complexity within spaces

Objectives:

School and Classroom layout, ceiling and displays, need to be designed as a quiet and uncluttered, visual environment.

School and Classroom layout should provide diverse opportunities for alternative learning activities.

Goal: Use color that enhances and stimulates preferable interactions

Objectives:

Color code zones; warm color schemes for senior grades, but cool, bright color schemes for junior grades.

Implement appropriate color schemes where mostly effective, i.e. on walls and floors.

Use color on furniture and displays

Highlight white walls with vivid and or light color.

D. Methodology

D.1 Process

Selected Work Procedure is Synoptic, it’s an explicitly rational and comprehensive logical progression, which involves the following phases:

Phase a: Inception      

Framework definition, Data Collection and Analysis

Defining design intention in terms of Goals and Objectives with respect to Function

Concept Elaboration and Evaluation

Time and Budget estimates

Phase b: Delivery and Implementation I

Design Development – Resource Consent if required

Detailed Design: preparing all relevant Construction Drawings and Specification

Phase c: Delivery and Implementation II

Building Consent and Tendering/Negotiating

Construction

D.2 Materials and Techniques

Project will adopt two main design philosophies or, and techniques, they are:

Sustainability, generally viewed as a design method implemented in design and operation of a structure to reduce the overall negative impact of the built environment on human health and natural environment. A philosophy that works hand in hand with my conceptual proposal. That is usually attained by optimizing passive design strategies for energy conservation, sustainable etiologies and project based learning opportunities, through:

Efficiently using energy, water and other resources

Protecting occupant health and improving employee productivity

Reducing waste, pollution and environmental degradation

Choosing products and materials that are both Eco-friendly and beautiful

“As humans, we spend 90% of our time indoors. We’re of the mindset that time should be spent in spaces that allow us to breathe easy, give us views of nature and daylight, and make us healthier and more productive.” LEED (2014)

Modern approach, offering neat, clean layouts with bare walls and large open floor plans. Using simple streamlined furniture, bold geometric shapes for displays, and asymmetry as a general design strategy. Natural connections between the exterior views and the interior design, adding appeal to indoor and outdoor spaces satisfying age appropriate needs for comfort, safety and a definite sense of belonging.

Bibliography

Picus, L. O., Marion, S. F., Calvo, N. and Glenn, W. J. (2005) ‘Understanding the Relationship between Student Achievement and the Quality of Educational Facilities: Evidence from Wyoming’, Peabody Journal of Education, 80(3), pp. 71–95

Barrett, P., Davies, F., Zhang, Y. and Barrett, L. (2015) ‘The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis’, Building and Environment, 89, pp. 118–133. 2015.02.013.

‘Vision 2020’ (1994).

Stevenson, K. R. Educational Trends Shaping School Planning and Design: 2007. Available at: www.edfacilities.org (Accessed: 26 March 2015).

Zaha Hadid Architects. Available at: http://www.zaha-hadid.com/ (Accessed: 1 April 2015).

Barrett, P., Zhang, Y., Davies, F. and Barrett, L. (2015) Clever Classrooms - Summary report of the HEAD Project.

LEED (2014) ‘Getting to know LEED: Interior Design and Construction (ID+C)’, LEED. 

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“Students’ interactions with physical settings often become  their primary medium for learning. Physical arrangements of classroom space  and class size communicate expectations for behavior reinforced by institutional policy decisions.”

(Ackerman,1969)

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Evelyn Grace Academy - Practical Framework

Project Data

Project: Evelyn Grace Academy

Design Firm: Zaha Hadid Architects

Building Type: Educational

Client: School trust ARK Education, Government DCSF

Location: London, United Kingdom

Construction Years: 2006-2010

Construction Status: Built

Built up Area: 10,745m2

Awards: RIBA Stirling Prize 2011

Zaha Hadid Architects

Zaha Hadid Architects is an international architecture and design firm founded by Dame Zaha Hadid. With its headquarters located in Clerkenwell, London, the firm is known for its landmark projects of all types of functional programs. Their buildings are never plain or boring, on the contrary, they always possess assertive statements expressing a novel world appearance. They have designed an astounding almost one thousand projects throughout the world, in every scale, from urban design schemes to fashion and furniture design. Zaha is known for her strong conceptual and historical awareness, making her constant referral to shapes of nature for inspiration come naturally. Alongside, she invests allot of attention to physical contexts and landscapes, resulting in layered structures or prevailing moving lines, that tend to brake through all possible boundaries between patterns and construction, creating cultural, residential, corporate and other spaces that work in synchronicity with their surroundings. (Zaha Hadid Architects)

“It is very significant that our first project in London is the Evelyn Grace Academy. Schools are among the first examples of architecture that everyone experiences and have a profound impact on all children as they grow up. I am delighted that the Evelyn Grace Academy has been so well received by all its students and staff.”  (Zaha Hadid)

Project Rationale

The Evelyn Grace Academy is a project run by ARK (Absolute Return for Kids) Academy organization; a charity that aims to offer nevertheless equal educational opportunities to the children of the inner cities, with the aim of eliminating the achievement gap based on sociocultural differences. The ARK had set out a complex project brief describing the need for a smaller “schools-within-schools” project generation; housing four schools in a single academy, on a tight site, and requesting that each school remains capable of expressing both independence and unity within the same structure. Paying special attention to Sport, it being one of the Academy’s ‘special subjects’.

In 2011 Zaha Hadid Architects were inventive enough and won the RIBA Stirling Prize for their first educational building design, The Evelyn Grace Academy. In which they managed to break new ground in school design, squeezing a highly stylized zig-zag of steel and glass in one of the tightest urban sites in London (Dezeen Magazine, 2011), creating “a highly   imaginative, exciting Academy that shows the students, staff and local residents that they are valued.” (RIBA President Angela Brady)

Project Description and Critical Analysis

Project was mainly aimed to eliminate the achievement gap based on sociocultural differences of children, Zaha Hadid Architects sure did their homework researching physical environment parameters and their effect on pupils performance, reinforcing the interactive nature of IEQ, which states that “Physical environmental parameters are all interrelated and the feeling of comfort is a composite state involving an occupant’s sensations of all these factors”. ((p. 305). Cao et al.). Consequently they made sure that all their designed spaces offered a generous environment with maximum levels of natural light, ventilation and minimalist but durable textures.

Maintaining the educational principle of smaller "schools-within-schools," Design firm managed to fit 1200 pupils of Evelyn and Grace Middle and Upper schools in a single structure; effectively dividing the functions between a shared facilities podium with the separate schools above – planned to encourage social communication, minimal problematic zone supervision and hence downsizing allocated running budgetary needs; some shared academic facilities are located in-between the school floors such as common halls and labs to allow flexibility in their use by any of the schools when needed.

Issues of connectivity were definitely addressed in design as due to the horizontal organization, vertical circulation was minimal, and the main reception in the central core allowed access to all of the schools. Providing clear way-finding characteristics facilitating movement and helping students orient themselves within building, leading to a “good” educational environment. (Barrett et al., 2013)

Finally the school design is definitely adaptive to the needs of this century as mentioned in the article Educational Trends Shaping School Planning and Design, in which researcher mentions the importance of affordance of such educational facilities “Some thought to how its buildings someday might be adapted to alternative educational, community, or private sector use.” (Stevenson, 2007b) As design firm aimed to serve the community with the design not just satisfy its educational demands but allow the use of its shared amenities, located at ground level and available to community after school hours.  Design firm managed to include the community and students in the design even more by inserting a 100m running track into the heart of the building site, guiding student’s right up to the front door and making it usable in other community sport events.

“This is a design that literally makes kids run to get into school in the morning” (RIBA Stirling Prize judges)

Project Conclusion

Zaha Hadid Architects highlighted in their design application hundreds of scholar research that had been done before and still is today, concerned with educational facility design and its effect on pupil’s performance. Perhaps the latest of those would be the HEAD Project (Holistic Evidence and Design), that of The University of Salford. HEAD is a study of the impacts of the built environment of UK Primary schools (4-11 yrs.) on student learning and achievement. This was done over a 3 year time span and the results became available at the beginnings of 2015. (Barrett et al., 2015) They estimated the impact of built environments contribution on learning progression at a 25%.

“This study confirms the utility of the naturalness, individuality and stimulation … conceptual model as a vehicle to organize and study the full range of sensory impacts experienced by an individual occupying a given space.”(Barrett et al., 2015) 

By building a well ventilated, full of natural light facility, Zaha Hadid Architects have managed to satisfy sensory factors of naturalness (Barrett et al., 2015) that have been estimated to account for around 50% of the impact on learning. Then they acknowledged factors of individualization and level of stimulation through the remaining design parameters applied concerned with Connectivity, Flexibility, Complexity and Color accounting for roughly a 25% each.

The identification of the effect of the built environment on learning progress is a breakthrough for schools' design, which I believe played a great role in the success of this building and it winning the RIBA Stirling Prize.

Bibliography

Zaha Hadid Architects. Available at: http://www.zaha-hadid.com/ (Accessed: 1 April 2015).

Evelyn Grace Academy - Zaha Hadid Architects (2010) arcspace.com. Available at: http://www.arcspace.com/features/zaha-hadid-architects/evelyn-grace-academy/ (Accessed: 1 April 2015).

Dezeen Magazine (2011) ‘Evelyn Grace Academy by Zaha Hadid Architects wins RIBA Stirling Prize’, 1 October. Available at: http://www.dezeen.com/2011/10/01/evelyn-grace-academy-by-zaha-hadid-architects-wins-riba-stirling-prize/ (Accessed: 1 April 2015).

Cao B, Ouyang Q, Zhu Y, Huang L, Hu H, Deng G. Development of a multivariate regression model for overall satisfaction in public buildings based on field studies in Beijing and Shanghai. Build Environ 2012; 47:394-9.

Barrett, P., Zhang, Y., Moffat, J. and Kobbacy, K. (2013) ‘A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning’, Building and Environment, 59, pp. 678–689.

Stevenson, K. R. (2007b) Educational Trends Shaping School Planning and Design: 2007. Available at: www.edfacilities.org.

Frearson, A. (2013) ‘School design can affect learning says new study’. Dezeen. Available at: http://www.dezeen.com/2013/01/02/poor-school-design-can-affect-learning-says-new-study/ (Accessed: 2 April 2015).

Barrett, P., Yufan Zhang, Y. Z., Fay Davies, F. D. and Lucinda Barrett, L. B. (2015) Clever Classrooms. Manchester, United Kingdom: University of Salford.

Barrett, P., Davies, F., Zhang, Y. and Barrett, L. (2015) ‘The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis’, Building and Environment, 89, pp. 118–133.

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A Case Study

Clear evidence in design application by Zaha Hadid Architects displays results of purposeful research into educational facility design and its effects on pupil’s performance, within facility as part and the community as whole.