Education Campus
ARCHITECTURAL CONCEPT_
The buildings’ location and form optimises the use of the small site in all options by minimising the buildings footprint and maximising the outdoor play space.
The concept design embraces local context with the use of basic materials and a respect for site, climate, place and culture. The proposed design creates an educational facility for the community and reflects the local environment.
The proposed design reflects the sites constraints. The existing site axes, existing street scape, approaching vistas, orientation, existing built environment and environmental aspects have determined the building location, size, form and materiality.
The proposed building is located parallel and perpendicular to the existing protected structures in the area and address the public road that is extended from the town centre. The project has been designed as a continuous piece of landscape the begins at the street edge some distance from the building. The proposed building and their alignment with the existing buildings in the area, form courtyard / quad like play spaces for the school and community.
The proposed physical educational is linked with the main school and is located parallel to Bohreen-Na-Goun. This give the school building a civic presence to the public street.
The main entrance point to the new school building can be accesses from the East or West of the campus and is obvious from both. As the children are dropped off from the North, South, East and West, this gives them an opportunity to filter through the campus from all directions and easily access the school building. The eastern entrance is directly off the front plaza and the western entrance is from the courtyard play space. The proposed plaza allows for the transition from public space to private spaces with minimal “boundary treatments”. This we see as critical in town centre school design.
As one enters the building they enter the new school heart. A school should have a relationship between all floors. It should have an openness and wildness of spaces, an architecture that links all floors with one another. This creates an ambience in the circulations zones that encourages a community like atmosphere within building.
All schools should have an area that links all floors to one another. They promote communication and interaction within the building and are a shaped environment for learning and activity.
The circulation areas are hence, given a special quality of comfort and can be incorporated into the everyday pedagogical work. The classroom is just one of many places where students and teachers meet. The circulation zones are also designed to be used as educational spaces, an extension of the classroom.
All areas of the school are accessed through the school heart. Circulation zones, bathroom zones, locker zones and pupil social areas are located around the school heart to enhance this community like atmosphere and reduce area. As the school heart is at the centre of the school, one will circulate through this area before, between and after classes.
The SNU has its own separate external access and can also be accessed from the school heart. It has both east and west facing private play spaces that can be accessed directly from the classrooms and common areas.
The general purpose space, student social spaces and school heart open into a courtyard to the south that is formed by the existing and new build elements. This space is directly south facing in orientation and the proposed elevation allows for natural light and air to filtrate through the school. The proposed elevation also creates a synergy between the interior and exterior spaces of the school.
Specialty technical classrooms are located at ground level on the eastern part or the site. As these spaces need to be located on the ground floor and easily accessed for delivery of goods, the logical location of these rooms was to be adjacent to the new proposed entry point.
Education Campus
ARCHITECTURAL CONCEPT_
The buildings’ location and form optimises the use of the small site in all options by minimising the buildings footprint and maximising the outdoor play space.
The concept design embraces local context with the use of basic materials and a respect for site, climate, place and culture. The proposed design creates an educational facility for the community and reflects the local environment.
The proposed design reflects the sites constraints. The existing site axes, existing street scape, approaching vistas, orientation, existing built environment and environmental aspects have determined the building location, size, form and materiality.
The proposed building is located parallel and perpendicular to the existing protected structures in the area and address the public road that is extended from the town centre. The project has been designed as a continuous piece of landscape the begins at the street edge some distance from the building. The proposed building and their alignment with the existing buildings in the area, form courtyard / quad like play spaces for the school and community.
The proposed physical educational is linked with the main school and is located parallel to Bohreen-Na-Goun. This give the school building a civic presence to the public street.
The main entrance point to the new school building can be accesses from the East or West of the campus and is obvious from both. As the children are dropped off from the North, South, East and West, this gives them an opportunity to filter through the campus from all directions and easily access the school building. The eastern entrance is directly off the front plaza and the western entrance is from the courtyard play space. The proposed plaza allows for the transition from public space to private spaces with minimal “boundary treatments”. This we see as critical in town centre school design.
As one enters the building they enter the new school heart. A school should have a relationship between all floors. It should have an openness and wildness of spaces, an architecture that links all floors with one another. This creates an ambience in the circulations zones that encourages a community like atmosphere within building.
All schools should have an area that links all floors to one another. They promote communication and interaction within the building and are a shaped environment for learning and activity.
The circulation areas are hence, given a special quality of comfort and can be incorporated into the everyday pedagogical work. The classroom is just one of many places where students and teachers meet. The circulation zones are also designed to be used as educational spaces, an extension of the classroom.
All areas of the school are accessed through the school heart. Circulation zones, bathroom zones, locker zones and pupil social areas are located around the school heart to enhance this community like atmosphere and reduce area. As the school heart is at the centre of the school, one will circulate through this area before, between and after classes.
The SNU has its own separate external access and can also be accessed from the school heart. It has both east and west facing private play spaces that can be accessed directly from the classrooms and common areas.
The general purpose space, student social spaces and school heart open into a courtyard to the south that is formed by the existing and new build elements. This space is directly south facing in orientation and the proposed elevation allows for natural light and air to filtrate through the school. The proposed elevation also creates a synergy between the interior and exterior spaces of the school.
Specialty technical classrooms are located at ground level on the eastern part or the site. As these spaces need to be located on the ground floor and easily accessed for delivery of goods, the logical location of these rooms was to be adjacent to the new proposed entry point.