Design and Applied Technology Teaching Kit for Senior Secondary Curriculum Design and Innovation Design Project: Village School [Teacher notes] The Chinese University of Hong Kong Organizer Sponsor Research Team
Contents Preamble Teaching plan Lesson 1: Design Project: Village School Project 1.1 Brainstorming for a school for our age 1.2 Key considerations in school design 1.2.1 Context 1.2.2 Programme 1.2.3 Design of learning space 1.2.4 Sustainable design 1.2.5 Universal design Exercises 1 & 2: Analyse your school Design brief for a village school i 02 07 07 09 10 13 15 16 18 Summary, Key words and Further reading 23 Appendix: Material for school design Map of Ma Wan (A3/ 1:2000) 24 Disclaimer Create Hong Kong of the Government of the Hong Kong Special Administrative Region provides funding support to the project only, and does not otherwise take part in the project. Any opinions, findings, conclusions or recommendations expressed in these materials/events (or by members of the project team) do not reflect the views of the Government of the Hong Kong Special Administrative Region. 2012 Hong Kong Institute of Architects
Topic 08 Design Project: Village School Major teaching areas Design and Applied Technology Strand 1 Design and Innovation Design in Practice Design Consideration Design and Communication Learning objectives To design a school campus based on an understanding of needs and the incorporation of universal design principles through a comprehensive exercise Teaching plan Lesson Lesson 1 Design Project: Village School Contents 1.1 Study of local and overseas examples of school design 1.2 School design principles Interdisciplinary teaching areas Visual Arts Visual Arts Making Project Analysis of a rural site and design for a sensible, user-friendly village school Design Evaluation (Suggested session) Critique on preliminary design Design development Evaluation i
Lesson 1 Design Project : Village School Edmond Wong 01
Lesson 1 Design Project : Village School 1.1 Brainstorming for a school for our age What is your dream school? How do we begin to design one? In other words, what do we need to know or consider before we design? The ways students learn in the new age... The ways teachers teach... What kind of environment would best facilitate learning and teaching? A green environment? A bright environment? A colourful environment? Or one fused with technology? What learning facilities would you like to include in a school? Apart from learning, students need recreational facilities to train their bodies and teachers need space to breathe and relax. We should also bear in mind that some students may have other special needs. How about the practical issues? Site location and area Building area Number of students and staff Storage Parking Building services Vehicle access Statutory requirements Means of escape for fire safety Architects always face opportunities and constraints in the design process, and these can be regarded as guidelines. A school is not just a place for teachers to pass on knowledge to students, it is a campus that both teachers and students spend a lot of time on. A welldesigned campus not only facilitates the teaching and learning process, but also makes school life much more enjoyable. Edmond Wong 02
What should a school look like? p tq School of Art, Design & Media, Nanyang Technological University, Singapore Joseph Li Opportunities: Sufficient space Constraints: Climatic issues Mode Gakuen Cocoon Tower, Tokyo. A 50-storey tower housing three educational institutions Tange Associates Opportunities: Non-traditional environment Constraints: Lack of space 03
Coldefy & Associés p Hong Kong Design Institute, Hong Kong A masculine yet transparent design - the institute is in the form of a ring supported by four columns, sitting on top of a landscaped podium and accessed by a grand escalator Opportunities: Non-traditional environment Constraints: Surrounded by dense urban development, lack of open space Edmond Wong 04
p Maosi Ecological Demonstration Primary School, Gansu China. An ecological school campus built with local, lowtech materials which suits the hot, dry climate of the plateau and locally available construction skills. The Chinese University of Hong Kong Opportunities: Sufficient labour force, natural environment Constraints: Lack of budget, typical construction materials 05
11 12 10 09 08 07 01 02 06 05 04 pq t Lee Shau Kee School of Creativity, Hong Kong A main courtyard and a smaller atrium are surrounded by ramps and classrooms. As students need a lot of space to work on and display their projects, all floors, walls and corridor spaces also serve as display areas rather than mere paths for circulation. Typical floor plan Opportunities: Non-traditional environment Constraints: Lack of open space 06
1.2 Key considerations in school design Teaching Tips More information about local vernacular architectures can be found under Liberal Studies Topic 01: Culture in Vernacular Architecture. After seeing many great school buildings in Hong Kong and elsewhere, it is easy to recognize the variety of design opportunities available. These buildings forms may be fascinating and exciting to the eye, but aesthetics are not the only concern in design. Design is about responding to user needs by providing a solution that is practical, ethical and beautiful at the same time. What are the considerations for creating a comfortable and inspiring learning space? 1.2.1 Context What kind of site environment is the best for a school? A green, tranquil site or a highly accessible urban site? Apart from the need to respond to the physical environment and constraints, a school is also part of a cultural context. In architectural design, both the physical and cultural contexts need to be addressed. How should the school relate to the surrounding neighbourhood? Should it adopt a similar architectural language to achieve harmony with its surroundings? Or should it adopt a contrasting style to give itself a stronger identity? How should the building blocks be arranged on the terrain? Response to a particular vista? Response to the cultural activities in the surrounding area? If communal facilities like galleries and theatres are opened to the public, how should the layout change? Coldefy & Associés p The building form of the Hong Kong Design Institute (HKDI) displays a stark contrast to the surrounding environment, which is dominated by residential towers and podium shopping malls. Its sloped and landscaped podium welcomes visitors to its communal facilities and exhibitions while the more private facilities such as administrative offices and the library are housed in the floating platform. 07
Relationship with the terrain Please analyse how the site planning relates to the site context in terms of the following: Building form and the sloping terrain Vista Pedestrian and vehicle access Coldefy & Associés Relationship with the urban and cultural contexts Please analyse how the site planning of HKDI relates to the site context in terms of the following: Placement of entrances in relation to public transport and pedestrian flow Entrance design Building orientation and vista Connection to other buildings Vehicle access 08
1.2.2 Programme Buildings are constructed to house certain functions. It is important to draft out space relationship diagrams to study the best programmatic arrangement on the site and see how various functions might work together or relate to each other in a logical, functional, user-friendly manner. Schedule of accommodation A building always contains more than one function. Even in a small house, more than one function is required: living room, dining room, kitchen, bathroom, bedrooms and so on. When designing a complex like a secondary school, architects need a schedule of accommodation, which is a list of all the functions required and the areas needed. An example of the schedule can be found later. Hierarchy of spaces Library, administrative office Auditorium Coldefy & Associés HKDI displays a clear zoning of programmes. Facilities which are open to the public are placed on the more accessible ground level. A grand escalator directs students and staff quickly to the floating platform, which houses the more private facilities such as offices and the library. Services that are needed on all floors, such as lavatories, duct pipes and lifts, are located in the four vertical towers. There is a clear distinction and hierarchy of private and public spaces, and this clear arrangement helps direct users to their destinations. 09
1.2.3 Design of learning space In view of current and future educational issues and trends, how should a learning space be designed? pq Multi-functional spaces q Laboratory P&T Architects and Engineers Ltd. Current Design: Issues and Trends for Primary and Secondary Schools Common Educational Issues Curriculum change is rapid Methods of teaching are diverse and evolving Changing roles of students and teachers Technological change is accelerating Security and safety within building and site Greater demand for community access and use Classroom size and role Aedas P&T Architects and Engineers Ltd. Common Trends Extended school day, week, year Student-centred. project-centred learning approach Diversity of curriculum programmes within a school The small school unit - school-within-a-school * Classroom clusters Inclusiveness: pre-school, at risk, special education, gifted / talented, disabled, developmentally delayed Partnering Schools as community centres Source: School Facilities Programming Guide for Hong Kong, 2003. Centre of Architectural Research for Education, Elderly, Environment and Excellence Ltd (CARE). * The school within a school model refers to establishing in a school a smaller educational unit with a separate educational programme, staff, students and budget in attempt to replicate the advantages of a small school. More explanation at http://www.education.com/reference/article/ref_school_within_school. 10
Configuration of learning spaces Different modes of learning are enabled by the flexible design of classrooms Flexible classroom design Multi-use space Innovative School Design Parameter in Hong Kong for 21st Century, CUHK press, 2001 Evangel College s classroom with movable partitions Aedas / Paul Chu 11
Open areas and transitional space like corridors can also be used for activities and exhibitions. Vertical and horizontal layout Arrangement of indoor & outdoor spaces Clear division or mingling of various spaces Strict alignment to axis Random, organic layout Zoning of private/public quarters pq Green spaces and recreational facilities between building blocks Aedas / Paul Chu 12
1.2.4 Sustainable design Orientation Avoid east and west sun glare by aligning the building in a north-south direction Study sun path using software Align building blocks to a particular vista Align to neighbouring buildings to create a continuation of urban fabric Orient a building according to functional needs such as easy access or loading/unloading Teaching Tips More information about sustainable design can be found under Design and Applied Technology Topic 05 Video: Sustainable Architecture. Shading devices Overhangs and louvres Block out or reduce excessive heat gain by shading spaces from direct sunlight Helps reduce energy used for air-conditioning Landscape Ronald Lu and Partners Ltd. Roof gardens can help lower indoor temperature and reduce energy use Trees for sun-shading and blocking traffic noise Ronald Lu and Partners Ltd. Ronald Lu and Partners Ltd. 13
Natural ventilation Create cross-ventilation by including openings on two sides of a room Helps to modulate room temperature and reduce energy use for air-conditioning Double skin façade Wind corridor - gaps between building blocks for ventilation Bernard V. Lim p t Bernard V. Lim Cross ventilation enabled by openings on two sides of a room Double-skin system Bernard V. Lim Ronald Lu and Partners Ltd. Natural lighting Different openings create different lighting effects Skylights Reflective/indirect light Use of light shelves and light-coloured materials to reflect daylight into interiors Aedas 14
pq Barrier-free ramp and tactile paving u Toilet for the disabled P&T Architects and Engineers Ltd. 1.2.5 Universal Design Universal design is the design of buildings, products and environments that are inherently accessible to both people without disabilities and people with disabilities Provision of ramps and drop-kerbs Disabled lift provision Sufficient operation space for wheelchairs in corridors and functional spaces Clear signage Tactile paving Teaching Tips More information about universal design can be found under Design and Applied Technology Topic 03 VIDEO: Universal Design ; Arts Topic 05 VIDEO: Form and Space in Architecture and Science Topic 07 VIDEO: Energy-saving Approaches in Architecture. 15
[Exercise 1] Analyse your school Look at your school. What innovative design features does your school have? Considerations How is the design addressing the considerations? Photos or drawings Context Programme Design of Learning Space Sustainable Design Universal Design 16
[Exercise 2] Analyse your school Prepare the Schedule of Accommodation for your school. Schedule of Accommodation Quantity Unit area (m 2 ) Classroom Headmaster s office Deputy headmaster s office Staff room General office Male toilet for staff Female toilet for staff Storage Assembly hall (with stage) Music room Computer room Multi-purpose room Laboratories Workshops Library Mechanical room Basketball court Multi-purpose playing field Male toilet for students Female toilet for students Common space Circulation space Carpark 17
Project Design brief for a village school The Chinese University of Hong Kong 18
Preliminary design brief Objectives of the design project: To understand the relationship between user needs and design responses To adopt a systematic approach to architectural design To nurture a sense of scale and proportion by observing the built environment To encourage the incorporation of universal and sustainable design principles into architecture As an architect, you are invited by a school sponsoring body to design a six-classroom village primary school on an outlying island. Located at the village entrance, this school campus will also be used for holding community events and workshops during holidays. The island is the site of an old fishing village, an eco-theme park and a new residential development. There is an interesting mix of traditional culture, eco-tourism and an incoming flow of middle-class residents. The school targets both local village children and children from the new residential neighbourhood whose parents believe that a small school will provide a better learning environment than a typical school. Design and Applied Technology Topic 01 Design Process in Architecture could further assist you in this school design project. *The suggested period of the project would be approximately 3 weeks/teaching cycles. Site Area=3400 m 2 Height restriction=10 m 19
Site photos The village View 1 View 2 View 2 View 1 Site Area=3400 m 2 Height restriction=10 m 20
Schedule of Accommodation A building contains various functions. Even in a small house, more than one function is required: living room, dining room, kitchen, bathroom, bedrooms and so on. When designing a complex like a secondary school, architects need a schedule of accommodation, which is a list of all the functions required and the areas needed. Fig. 3 Schedule of Accommodation Facilities Quantity Unit area (m 2 ) Classroom 6 67 Headmaster s office 1 14 Deputy headmaster s office 1 10 Staff room 1 110 General office 1 50 Male toilet for staff 1 as appropriate Female toilet for staff 1 as appropriate Storage 2 14 Assembly hall (with stage) 1 250 Music room 1 90 Computer room 1 100 Library 1 240 Mechanical room 1 14 Basketball court 1 22 x 12 m Multi-purpose playing field 1 600 Male toilet for students 2 as appropriate Female toilet for students 2 as appropriate Water tank 1 as appropriate Circulation space - as appropriate Carpark 1 as appropriate Additional information Number of student: 120 Number of classrooms: 6 Number of teachers: 10 Teaching Tips: In this set of teaching notes, it is assumed that all students will work with the same hypothetical site. For greater variety, students may choose sites of different contexts, which should impose very different challenges on them. Students can add functions they consider appropriate. To encourage even greater freedom for adoption in the School-based Assessment, students can even set their own brief. They are encouraged to walk around their own school campus and study the daily operation of the school for their reference. Design and Applied Technology Topic 1: Video: Design Process in Architecture further assists students in the school design project. The Chinese University of Hong Kong 21
Questions to think about before starting the design... What kind of building design would fit the rural context? How can we make good use of the rural environment? Nature is the best classroom! A village school is often faced with limited resources. How can we overcome this problem? Is it a must that village school students have fewer learning opportunities? What are the limitations and opportunities of a village school? Should the school focus on serving the village children or the relatively well-heeled, multi-ethnic residents? Or should it be a melting pot of various cultures? This school will be also used by the village community for other activities. How can the design accommodate flexible and multiple uses? What other issues can you think of? WEEK 1 Design Statement and Analysis Submission requirements 1. Design statement Describe concepts and design intentions using text, sketches and diagrams as appropriate. 2. Site analysis Accessibility and traffic Relationship with adjacent environment Orientation and sun shading WEEK 2 to 3 Design, Review, Prepare Submission 3. Illustration Please illustrate the spatial relationships, massing, form, circulation pattern and other major design issues using sketches, perspective drawings and 3D renderings as appropriate. 4. Site plan (1:250) To show site development and indicate vehicular and pedestrian access, and relationship to adjacent sites. Presentation 5. Plans of ground floor and major levels (1:100) To show major spaces and spatial planning. Please label the spaces according to the accommodation schedule. Critical dimensions should be marked on the drawings. 6. Section(s) (1:250) To show the relationship between various spatial components and building levels with clear annotations and marking of major dimensions. 7. Model (1:250) - Optional item To show the rough form of building masses, relationship between various spatial components and building levels, possible combination of materials, quality of space and sense of scale. Presentation All items should be laid out clearly on presentation boards (A3 or A2 size). Remember to communicate wisely with graphics - anyone should also be able understand your design immediately and easily! 22
Summary 1. The considerations behind a comfortable and inspiring learning space include: context, programmes, design of learning space, sustainable design, and universal design. 2. In architectural design, both the physical and cultural contexts need to be addressed. 3. It is important to draft out space relationship diagrams to study the best programmatic arrangement on a site, including the schedule of accommodation and hierarchy of spaces. 4. Two considerations for the design of learning space include the configuration of learning space and vertical and horizontal layout. 5. The considerations for sustainable design include orientation, shading device, landscape, natural ventilation and natural Lighting. 6. Universal design is the design of buildings, products and environments that are inherently accessible to both people without disabilities and people with disabilities. Key words Context Programme Sustainable design Universal design School sponsoring body Schedule of accommodation Further reading 1. Chung, Chak, and Ngan, Ming Yan. From Rooftop to Millennium : The Development of Primary Schools in Hong Kong since 1945. New Horizons in Education No. 46. November 2002. <http://www.scpe.ied.edu.hk/newhorizon/abstract/2002n/page24.pdf>. 2. Hong Kong Institute of Education. From Rooftop Schools to Post-Millennium Schools: The Post-war Evolution of School Buildings in Hong Kong (Exhibition Pamphlet). Hong Kong Museum of Education (Organizer). 2011. <http://www.museum.ied.edu.hk/publications-souvenirs/images/leaflet_rooftop.pdf> 3. School Design Research Group, ed. Innovative School Design Parameters in Hong Kong for 21st Century. Hong Kong: Department of Architecture, the Chinese University of Hong Kong, 2001. Online version: <http://www.cuhk.edu.hk/proj/innovative-school> 4. Centre of Architectural Research for Education, Elderly, Environment and Excellence Ltd., ed. School Facilities Programming Guide for Hong Kong. Hong Kong: Education and Manpower Bureau, 2003. 5. Green School Primer: Lessons in Sustainability. Mulgrave, Vic.: Images Pub., 2009. 6. 胡恩威 香港風格, 香港 :CUP Publishing Ltd. 2005 Organizer Sponsor Research Team The Chinese University of Hong Kong 23