Introduction: Understanding the Brief. The brief required a mixed use building of which there should be commercial, higher education and residential

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1 Multi Media Landmark Applied Design Project 6: Creative Learning Hub. Part B: Evidence of theoretical understanding of the Design Process Abdurrazaaq Chafeker

2 Introduction: Understanding the Brief The brief required a mixed use building of which there should be commercial, higher education and residential components as part of the scheme. However the main objective of the brief was to create a higher education facility and the other uses are all to be supportive of this function. The school however had to break and push the norms of conventional learning facilities and create a more interactive and enjoyable facility. Conventional classrooms with long rows of desks in dark rooms had to be done away with and an environment more in touch with user needs and experience had to be created. The functioning of the building had to tie in with the existing urban environment and promote a more useful urban environment. A thorough analysis of the urban context had to be made initially, so as to inform the urban design response. Following on from this a thorough understanding of the chosen discipline had to studied, so that the facility designed makes allowance for all the requirements of such a higher educational facility. The residential component then had to be considered and should be supportive of the functioning of the school and building as a whole. The commercial activities within the scheme also need to be supportive of the context and schooling facilities. From here on the building has to be designed and technological and environmental decisions made had to be informed by the design of the building creating a holistic design. Response to the brief and the main influences/ informants: The urban context provided a major informant by looking at the pedestrian routes pass the site, how the site is viewed/ seen, access to the site and the existing commercial use of the surroundings. Also analysis of the existing built fabric informed the massing of the buildings. The chosen discipline once understood played a major role in the layout of the building and the spaces. This led to looking at precedent related to educational facilities that assisted in design decisions. Also taking into consideration the creation of learning spaces that does not conform to traditional facilities played a major influence in creating more flexible/ interactive spaces. The user experience of the spaces was a constant consideration in designing and articulating the spaces.

3 The Big Issue: The discipline of my school is multimedia. I have designed the building to have LED screens facing onto the main view of the building, and along the narrow pedestrian route (Mechau Street). These screens will be used to convey meaningful yet powerful messages to the public passing by the building. Students of the school will use their creative skills as attained by the school to create presentations of pressing global and local issues such as global warming, climate change, energy crises, conflict, poverty etc. These short and concise presentations in the forms of slide shows, animations and digital posters etc. will be displayed on the LED screens for the public and students alike to be educated. To make this more interactive for the public, the schools twitter or Facebook pages can also be displayed on the screens with polls or meaningful updates, and the public can respond to the using the schools hashtag and their message or post can be displayed on the View of building with LED screens facing onto busy vehicular and pedestrian route (Hans Strijdom) displaying important global issues as prepared by students. screen, promoting public interaction. Statement of intent: My building seeks to be a focal point along the main view and access to the site via the creation of a tower element that contains LED screens displaying the image of the building and pop out boxes expressing the activities within the building creation of a multi media landmark. Drawing on the major pedestrian route along Mechau Street, the edges of the building on the ground level will have active frontages and activities along this edge and Bree Street edge will spill out onto the street. The building is low for most part along the length of the narrow Mechau Street, so as to allow as much natural lighting into this space as possible, creating a more pleasing area as this building would be dark and miserable if flanked by tall building along either side. The vehicular access to the building is located on the Bree Street edge, so as to keep the Mechau Street pedestrian zone as free from vehicles as possible. The building has a series of roof gardens/ terraces to reduce Urban Heat island effect in the built up urban area and promote wonderful outdoor social spaces and reduce Urban Heat Island effect. The buildings height is exaggerated to improve the focal point nature of the tower and improve the views of Initial sketches creating a response to the pedestrian routes and highly visible edge of site (Loop/ Hans Strijdom edge) the city surrounds, mountains and harbour. A courtyard/ social space is created adjacent to the existing Juta building that bleeds into the main entrance/ foyer area of the building.

4 The form of the building formed from the context is a solid and grounded plinth structure, with a light tower element built off this. The technological response is that of a solid concrete base with a light weight steel and glass structure as the tower. The building is split into 3 zones, the public facilities are located on the ground and first floors (plinth), the roof garden creates a buffer zone. The tower element house all the schooling facilities which is seen as a semipublic zone. There is a second buffer in the form of an open balcony/ social area. Lastly the top portion of the tower is devoted to the private zone which is the residential component. Concept: Multimedia Landmark See adjacent sketch depicting the influence of the context and function in sculpting the plinth and tower form, creating a Multi Media landmark that is a highly visible and apparent structure in the landscape dressed with Above diagram displaying the influence of urban context and function/ programme in creating the form and arrangement of functions in building design LED screens to inform passers by of the function and use of the building. Pop out glass boxes are used to display the operation and functioning of the building. The flat pliinth form relates to the pedestrian movement, allowing light into Mechau street, creation of a social space and used to contrast and express the tower element above. Design Development: Context: The ground floor of the building along Mechau and Bree Street along the major pedestrian route has active frontages and activities that spill out onto street. The building is kept low for most of the edge along Mechau Street to promote a well-lit pedestrian route. The main entrance to the building faces onto Loop/ Hans Strijdom which is along the major pedestrian route, faces onto the part of the site that has the main view of the site and is within 100 metres of the my city bus stop. A tower element with LED screens also faces onto this major view to indicate to the public the presence and identity of the building. The adjacent open piece of land is utilised for a public courtyard area. Diagram addressing all the major design influences/ informants that were used to generate the Multimedia Landmark concept.

5 Function: The building is split into 3 zones, the public facilities are located on the ground and first floors (plinth), the roof garden creates a buffer zone. The tower element houses all the schooling facilities which is seen as a semipublic zone. There is a second buffer in the form of an open balcony/ social area. Lastly the top portion of the tower is devoted to the private zone which is the residential component. The schools facilities are designed in such a way that the first floor of the school is for usage by the first year students that will concentrate on graphic design, and this year will concentrate more on hand drawings and introduction to the creative field. They therefore have big studio space to encourage this, and less digital spaces. The second floor of the school is for animation and game design of which they will require more digital facilities. Early sketch after context analysis showing the idea of creating a focal point facing onto the highly visible edge of site and busy pedestrian and traffic route. Thje sketch also shows the idea of opening up the building on the Bree street edge for pedestrian friendly activities with active frontages The third year students will concentrate on video editing, hence them having recording studios. The students are free to use all the floors or where ever they feel most inspired to learn and create, even if it be on the roof terraces! The auditorium will be used for joint lectures and project briefing and final year presentations. The foyer areas will be used as exhibition space for students work at the end of the year. Similar functions/ uses of the building are connected through the use of voids created in the floor plates. Spaces are designed in such a manner so as to be as flexible and interactive as possible. 3d rendering highlighting the school facilities and in particular the learning/ creative space

6 Technology: The aesthetic of the building is to express the Hitech technology driven nature of the multimedia field. The LED screens are there for the above reason plus to convey meaningful messages of the students work. The form of the building formed from the context is a solid and grounded plinth structure, with a light tower element built off this. The technological response is that of a solid thick walled base with punctures in it and a light weight steel and glass structure as the tower. Lightweight aluminium screens are attached to the steel structure of the building with blades/ slats to shade the glare of the sun. Roof gardens are employed to create great social spaces and reduce urban heat island effect. Experience: Similar usages of the building are linked with voids in the floor plates, allowing visitors to find their way easier through the building. The building has LED screens on the main views of the building so pedestrians can experience the work of the students. The building is designed with floor to ceiling glazing so that users can always experience the views of the beautiful city surrounds, city, harbour and mountains. There are many outdoor social spaces and balconies so that users can experience outdoor spaces even Design sketch showing the proposed solid nature of the plinth element grounding the building with a lightweight tower built off this. Using the qualities of the materials, concrete columns and beams expressed as mass elements for the plinth with punctures carved into the mass and light steel and aluminium glazing and screens used to express the light nature of the tower element. The screens pulls down to join the tower and plinth and the stairwell joins the plinths solidity through the tower though the building is located in a built up city context. The spaces are flexible, can be subdivided or opened to create a variety of experiences from a private space, to a group or classroom environment. The residential component is centred around a social lounge/ dining area promoting social environment for students living there. Section through First year learning spaces, big, open and well lit studio/ creative space (right), digital learning space with views and shading out and balcony/ social space below. Typical learning space with lightweight aluminium screens that allows reduction in solar heat gain and allows for views out of building.

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17 Process: The process began with studying the brief and choosing a discipline for the educational facilities. I chose the multimedia field as it inspired me. I first began looking at what multimedia entails, what facilities are required for such a school and how it functions. I also studied the contemporary method of teaching and how these methods are more conducive to learning than traditional methods. Thereafter I became eager to start designing the buildings/s. We conducted a site visit to understand and learn about the characteristics of the site and the surrounds. I began mapping the site and the surrounds to draw on clues to create an urban response. The major urban points were pedestrian routes, view and access to the site, the nature of the surrounding buildings usages and activities and the my city bus stop within 100 metres of the site. I then started building some massing models as responses to this. I went through a few, before getting an idea of creating a focal point at the edge of the site that faces onto the major pedestrian/ traffic route and view of site along with a lower building that runs along the Mechau street pedestrian route. Photo taken during initial site visit I then developed a form that resembled a base/ plinth structure that runs the length of the site with a tower element that faces onto Hans Strijdom street. I then started looking at fitting the facilities required into the building. I initially thought of having the commercial and auditorium on the ground floor, school on the first floor and the residence above with the tower being a light box/ screen as a focal point. However I realised that there isn t sufficient space to accommodate this, especially on the ground floor. I then had an idea of using the tower not only as a focal point, but making it into a usable space/s that Rough map and sketch of character of urban surrounds after site visit. expresses and exposes the functioning of the building. I then thought I could house the residence on the first and second floor of the building and the school and auditorium spaces in the tower for as high as it needs to be. I then was informed that the auditorium requires much more space and services, and the residence could benefit much more from being higher up so as to be as private as possible and the users could enjoy amazing views of the surrounds.

18 Thereafter I reached an informed decision to house the commercial activities on the ground floor and the entrance/ foyer area. The next floor could be used as the auditorium as it would be used by the public as well. Thereafter there would be the schools admin/ staff facilities, followed by the schools studio spaces, library and then the residence right above. I also made use of voids on each floor so as to maintain a visual connection for the users throughout the building. This is the point reached by June, of which I received the following feedback: The base and tower looks as though it is designed by 2 different architects. The roof garden needs to be designed better. The school requires more facilities. The voids need to be thought of more logically and not just randomly placed. Creation of more social spaces such as balconies, terraces and roof gardens etc. I started implementing this feedback and came up with a design created more facilities for the school, created Zoning Section in early design stage. a solid base so that the base and tower tie in together, looked at creating more outside spaces and thought of linking similar spaces with voids. I then created buffers by pulling the roof garden through, and a balcony at the higher level between the school and residence. I also thought of the programme of the school in more detail(as described in previous sections). At this point I became confident in my design and had to resolve it in more detail now. I looked at the design of my auditorium space, and this required a lot more work to make it a more usable and functional space. Technologically I had the idea of steel screens with slats that shades the building. I built a 1:20 scale model, did some 3ds and large scale sections to design and explore this. I soon discovered that the method employed would not work on a tall building and was not buildable. I then went back to the drawing board and Render as presented at June Portfolio. looked at designing prefabricated panels that could be easily and quickly installed on site. These panels played a crucial role in expressing the hi tech aesthetic and improve the usability of the interiors of the tower element. These screens also contributed to the environmental features of the building, allowing for natural lighting and cooling of the building. I then designed a panel system that was a mixture of standard components and custom design elements. This coupled with an urban sun study determined the position and layout of the panels.

19 It was at this point I had another idea. (partly suggested by a fellow student during a crit). Using the structural system and technology to assist me in designing the plinth and tower element. I thought I could design the plinth as a solid and grounding element, attaching the building to the ground (and urban context and activities) and then expressing the tower element as a lightweight element. This is how I developed the idea of the solid concrete and brickwork plinth, and steel framed lightweight tower structure that is expressed through this use of technology. Previously I expressed the lightweight nature of the tower by concealing the concrete framework with the glazing running in front of the structure, giving the impression of a lightweight structure from the exterior. However with the lightweight steel structure, this lightweight look could be experienced both by from the outside and within the building and also creates a more honest and truthful experience of the structure. So tectonically the concrete framed solid base reflected the grounding of the building into the context and the lightweight steel framework reflected the light weighted nature of the tower element. First technology model proving to be too bulky followed by more lightweight screens. From there on it was just about completing the drawings and presenting the final product. Latest drawings and model before Portfolio Exam.

20 Bibliography: "Renzo Piano Designs a Flat-Pack Auditorium for L'Aquila" 19 Feb ArchDaily. Accessed 3 Nov Karissa Rosenfield. "Logan Center for the Arts, University of Chicago / Tod Williams Billie Tsien Architects" 22 Nov ArchDaily. Accessed 3 Nov [ONLINE] Available at: [Accessed 03 November 2015]. "GreenPix: Zero Energy Media Wall / " 05 May ArchDaily. Accessed 3 Nov "SDU Campus Kolding / Henning Larsen Architects" 30 Jan ArchDaily. Accessed 3 Nov <