FINAL
Article Mashup: http://cooperyou.blogspot.com.au/2016/06/1.html
36 Movement Textures: http://cooperyou.blogspot.com.au/2016/06/3.html
Moving Elements: http://cooperyou.blogspot.com.au/2016/06/5.html
The Beginning
The Architectural concept behind my design.
Plan
Originally, the section I was most drawn to was the unknown floor plan given in the lecture. What caught my attention were the simplicity of the geometrical forms. I feel as though rational geometry suits my tastes more rather than extravagant curves as it is practical.
Lumion Draft Model
My initial draft model was a series of rectangular blocks, with a bridge in front.
However, I later realised that due to the composition of the university campus and due to the fact that my design could only accommodate for 100 students, I had to revise my model.
Revisions
In studying closer at the required spaces, I believed many spaces to be linked with each other and thus belonged near or in the same vicinity. I had categorized all the spaces into 4 main spaces and named them (in no particular order) the Student Blocks (2 Studio Spaces and 2 Workshops), the Teaching Block (Offices for Academic Staff, Offices for General Staff, Research Space for Academic Staff, Meeting Room for Staff), Lecture Hall (Self Explanatory) and Learning Block (Library, Computer Labs, Meeting Room for Students and Gallery.
Revised section. In essence, all the original rectangular blocks had to be shrunk and placed within the same horizontal plane. Due to this, the rectangular blocks were altered to be different heights to retain the same depth the original plan had showed.
Revised Floor plan.
The End
Video which walks you through the Bridge.
Overview of Model
Street view of the Bridge.
Aerial shot of the Bridge. It is evident here that the main materials are concrete, glass (which represents mankind) and wood (which represents mother nature).
The orientation of the bridge was purposely done to create visual tension with the road. Attention is drawn immediately due to the inconsistent position of the bridge relative to the university campus.
Teaching Block
Perspective view of the Teaching block as seen from the vicinity of the Square house.
Another perspective.
The meeting place for staff. An emphasis on natural lighting can be made apparent through the heavy emphasis on glass on the ground floor which illuminates the majority of the ground floor.
Research Space for Academic Staff.
Offices for University Staff.
The wooden louvres hanging above the balcony of the offices. Although it is evenly spaced out (disregarding the gap which is done for viewing purposes), the inconsistency in terms of width and height represents the power struggle between man and nature. Nature lashes out and Man is unable to tame it.
Student Block
Aerial shot of the 2 floating studio pods near the entrance of the staircase. Here, shrubs, ferns and overgrown vegetation once again represents the struggles between man and nature.
2nd aerial shot which shows off the entrance of the 2nd Studio.
View of Studio 1 near the staircase.
Entrance of Studio 1.
Open studio space which encourages movements. This open space is further fueled by a visual illusion is created where light fills the space, creating an image of a much larger space.
Workshop.
Once again, wood louvres are used on-top of the balconies. In terms of practicality, the vertical louvres are there to shield off the low angle sun.
Lecture Theater
Aerial shot of the lecture theater.
2nd Aerial shot of the lecture theater.
View of the Lecture Hall from the bridge. This image captures the practicality of the louvres as the much needed shades, not only shades the lecturer, but also the students.
Interior View of the lecture theatre, taken from the stone steps.
Learning Block
Aerial shot showcasing the many floors of the learning block.
Learning Block
Aerial shot of the front.
Aerial shot showcasing the transparency of the building.
Entrance to the learning block from the bridge.
Meeting area for students on the ground floor.
Staircase which connects the ground and first floor.
Computer Labs on the first floor.
1st floor of the library.
3rd floor of the library, showcasing the entrance to the gallery.
Gallery space on the top floor (4th Floor). Light is able to enter through all 4 facades of the gallery, allowing the shown artworks to be highlighted.
Exterior view of the gallery.
Shading
Wooden shading device near staircase.
In between studio 1 and studio 2, wooden shading devices are installed on top of the studio pods, creating a cool, private space where students can interact with each other.
Similar to the picture above.
Wooden shading device used at the entrance of the learning block.
Throughout the entirety of the bridge, wood is used to create devices of shade. However, it also gives a sense of depth due to the irregularity from the unique louvres and placement of the shading devices.
Textures Used in the Final Model.
Fluid. This texture mimics the roots of a tree. Coincidentally, my theme relates to the co-existence of man and nature, and thus I placed it throughout the bridge, giving a humane emotion to the dull grey concrete.
Texture used on the wall of studio 1.
Linear. This texture was applied predominantly in the learning block, especially on the ramps which had connected the libraries to the computer labs. This was done as this texture has a vertical vector which encourages an individual to diverge their attention upwards, towards the upper floors of the learning block.
Texture applied on the ramp connecting the computer labs and libraries.
Rotational. This texture was applied only on the staircases of the bridge. This adds a level of depth to the otherwise very linear structure of the staircases.
Texture applied on the staircase in the learning block.
Moving Elements
Moving Elements
After the digital construction of my model, the element I have chosen to move are the wooden louvres, which are located all around my design. The operation is simple. The wooden louvres are moved upwards which gives higher levels of direct sunlight and as well as a greater sense of transparency. Not only does it coincide with my concept from Week One due to the application of wood, it also enables a greater appreciation of the structural form in which my design is based upon. A sense of depth is lost as the louvres are moved, allowing an understanding of the simple forms in which my design was based upon.
The second element I have chosen to animate are the studio pods above the bridge. As two columns prop up the studio (these columns create a surreal 'floating' effect), the 2 studio pods are able to be moved up and down. The moving of these studio pods not only allow a higher angle view of the Campus, it also rids the studio of any external noise such as car honk, or chattering from students which may walk by. This allows for a serene place where full concentration can be achieved.
