The conceptual theory of this project focuses on the notion of community and connection. Two schools are created through the definition of a public and private wing, and although the separation of these shared spaces is established through the contrast of light and dark materiality, connection is established through the geometric form of the schools. This vibrancy of design draws the community in, and evokes a technological, performance-based vision.
A sense of community and connection is further established through the bridge, which acts as a connecting medium, and relates the urban context to human beings. The notion of community is also heightened through the design of the schools, which suggest an element of enclosure and protection. Connection is furthermore established between the community and the surrounding landscape through the moving roof form in the public wing, which can pivot open during the day, thereby anchoring the bridge to its surroundings. It is also established through the use of natural colours and materiality in the design.
Key words/concepts:
- Community and connection
- Enclosure
-Community and surrounding landscape
Thursday 22 June 2017
Moving Elements
Opening roof structure - Building 1 (Public domain)
The roof structure can open up to the environment during the day, enabling a connection between indoor and outdoor spaces.
Elevator - Building 2 (Private domain)
The elevator in building 2 allows for the flow of circulation in the building, thereby promoting a sense of community and connection.
Developed Lumion Environment
School and bridge structure in context. Bridge connecting 2 schools and traveling over Anzac Parade.
Pedestrian bridge across Anzac Parade
Public wing. Bottom level - library and meeting room for students (left), gallery (right). Top level - lecture theatre, meeting rooms for staff, computer labs
Private wing. Bottom floor - workshops and offices for general staff. Central floor - offices for academic staff and studio 1. Top level - studio 2 and 3.
Movie
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