I have kept the panel simple in order to show the best aspects of the building. I think the design does justice to the building.
Tuesday, 12 June 2012
Final Summary Panel
This is my final panel. I have entitled by building 'Brisbane Biocentre' and whilst that is possibly a little lame I think it describes the building well, and alludes to the Biospace inside.
Final Words
There is now just one hour until the crit. I am both excited and nervous. I like my building, and I think that my presentation will convey the best aspects of it in a creative way (fingers and toes crossed!!!).
I have really enjoyed this theme group. I think that I really connect with it. I work with primary aged children every day, and I know how they tick; what interests them and what bores them. I am a gymnastic coach, which is a both challenging and rewarding job. You may have a lesson plan, but sometimes you just have to improvise to ensure you keep the activities interesting enough for the kids. I have certainly become far more tolerant towards kids since I began coaching.
I also had another facet of my life that taught me much about the mind of a child. I was an acrobatic gymnast for 7 years, working with partners as young as 8 years old. If you look at my profile picture you will see just one of the stacks that must be performed. The person on top... the 'top' places their life in your hands, not only at competitions, but EVERY DAY of the week they train with you. To gain the trust between partners is not easy, it is something that must be nurtured to ensure a successful outcome. I have been incredibly lucky - I have had amazing partners and have been very successful at both State and National level.
But this is an aside. Back to Architectural Design: I have thoroughly enjoyed this design process. I feel I have poured my heart into the project and so have a deep connection with it. Hopefully it is conveyed both on this blog, and in the presentation.
I should also take time here to thank my theme leader Dan. Without his assistance and guidance, I don't think I would have achieved the level of resolution that I did. Thanks :)
I have really enjoyed this theme group. I think that I really connect with it. I work with primary aged children every day, and I know how they tick; what interests them and what bores them. I am a gymnastic coach, which is a both challenging and rewarding job. You may have a lesson plan, but sometimes you just have to improvise to ensure you keep the activities interesting enough for the kids. I have certainly become far more tolerant towards kids since I began coaching.
I also had another facet of my life that taught me much about the mind of a child. I was an acrobatic gymnast for 7 years, working with partners as young as 8 years old. If you look at my profile picture you will see just one of the stacks that must be performed. The person on top... the 'top' places their life in your hands, not only at competitions, but EVERY DAY of the week they train with you. To gain the trust between partners is not easy, it is something that must be nurtured to ensure a successful outcome. I have been incredibly lucky - I have had amazing partners and have been very successful at both State and National level.
But this is an aside. Back to Architectural Design: I have thoroughly enjoyed this design process. I feel I have poured my heart into the project and so have a deep connection with it. Hopefully it is conveyed both on this blog, and in the presentation.
I should also take time here to thank my theme leader Dan. Without his assistance and guidance, I don't think I would have achieved the level of resolution that I did. Thanks :)
Final Presentation
This is the corresponding speech.... the video kinda makes no sense with out it :)
Through the eyes of a child, the world is a big place. At times, the
world is so big, it can be overwhelming. But at the same time, we are all a
part of this great big world, and everyone’s place in it is integral.
Our folie was to be a destination, converting the
footpath thoroughfare under the Story Bridge into an engaging place where one
could stop and appreciate our city. Both its form and function were determined
by its location; the sound of the city that emanates from the Bridge itself,
and again how this has changed over time. To a lesser extent, it was about
blurring the boundaries between transitional and destination spaces, but also
created a boundary and an obstacle along a transit route.
These concepts were highly inspiring and left a wide
range of possibilities for the form, function, program and tectonic of my
environmental education centre.
A building’s success is measured by its popularity
and usage by its target clientele. So what is my building like? Let us take a
look, through the eyes of child.
“As she stepped onto the jetty, her ears were
assaulted by various traffic sounds, of sirens and beeping horns, the laughter
of her classmates, and a crow carking in the distance.
She noticed that they were moving towards a building that appeared to
both blend in and stick out at the same time. It was both box-like and
wibbly-wobbly. Her teacher ushered them into the belly of the beast.
Once inside, her ears were again assaulted, but this
time by the low hum of insects, the chirping of birds and the occasional squeal
from one of her classmates. In front of her she observed double doors leading
to twinkling darkness, and to her right a high and narrow window through which
she thought she could see trees. Sweeping her eyes downward, she was
disappointed to see only blank wall, save for some posters.
Her teacher was ushering them towards some
elevators, accompanied by an unfamiliar woman, so she dragged herself along.
After exiting the elevators, she and her classmates
filed through more doors and into tiered seating where the unfamiliar woman
spoke and they viewed a movie about “Brisbane Town” – a funny little place. The woman talked about the
way the city grew and changed, how the people changed, and how the plants, birds,
animals and insects changed too. The woman said that they weren’t all found in
Brisbane anymore, because the humans got too big and the city replaced the
trees.
Once it ended, the screen rolled away to reveal
trees, birds and buildings. As the class took a collective breath in, there was
one question on everyone’s lips – how?!
She bounced with excitement as they descended back into the entrance,
taken around the high walls into the space filled with trees and plants. Up
they went, winding through the space, following the unfamiliar woman as she
spoke about the trees and birds until they were in the very tops of the trees
where they entered yet another room.
Her ears were assaulted for the third time; the
sound again that of beeping horns and the whoosh of traffic. Confused, she
strained to hear the sound of birds and insects. Above her she saw the world
outside through glass, and around her some displays about pollution, waste and
some of the other things they had been learning about in class. Windows faced
toward the tops of the trees. She placed her hand against the glass, wishing
she could hear the birds again.
After a time, they were led back down to the grassy area at the base of
the building, amongst the trees and plants to have some food.
When they finished, the class were taken back to the
entrance and through the doors she’d observed earlier, into the twinkling
darkness, where they were told they could use giant computers to create
Brisbane in 2090.
The girl knew her Brisbane would have lots of trees.
Heaps of Birds.
But definitely plenty of humans.”
We have essentially just been taken on a tour of the building from the
child’s perspective, and whilst it might be simplified it is crucial; the way a
child experiences the space is very different from that of an adult. The
program is fast paced in order to ensure those with shorter attention spans or
are younger still glean an educational experience.
The building’s program is laid out over three
floors, and the building sits in this location on the site. The Building is
accessed via four routes: (A) the proposed jetty, (B) an existing (but
redeveloped) boardwalk, (C) a “treetop” skywalk up the cliff and at the height
of the top floor of the building and (D) from New Farm via a redevelopment of the
Riverwalk.
The lower floor is surrounded by a rolling, grassed
landscape, coming up the walls almost to the height of the first floor. On the
ground floor is the entry foyer, interactive zone, base of the Biospace and
toilets. The first floor houses the presentation space, the second level of the
Biospace (and complimentary exhibition space) as well as staff offices and more
toilets. The second floor contains the final “level” of the Biospace, and the
second dedicated exhibition space, as well as toilets. All levels are accessed
via a central glass walled lift and a timber walkway that winds through the
space.
The Biospace and interactive zones are both crucial
to the education centre’s unique experience and success.
Running over three floors, the Biospace is central
to the building itself. It is essentially an enclosed environment; with local
species of trees, birds and insects. Considering the fact that it is a contained environment, the soil,
temperature and air quality must be monitored at all times. Similarly, the
geodesic glass roof of the building and location of the exterior glazing are
determined by the necessity for natural sunlight to penetrate the depths of the
building. The Biospace is a miniature city that represents co-habitation. It
represents the possible “future” of the city, an ideal.
On the first floor are exhibits dedicated to the different species of
birds, insects and plants in the space. One such of these exhibits takes the
form terrariums. A terrarium is a further enclosed environment, creating a
microclimate. These would be constructed by children in specialised workshops
(for instance, during specific visits or on weekends) and left out for display
and monitoring. There would also be the potential for professionally made
terrariums to accompany these. These could prove to be an interesting exhibit,
taking the Biospace concept down to an even smaller level. By building their
own self-sufficient, mini-scale Biospace, the children may be able to glean an
even greater understanding of the way the Space works.
The interactive zone allows children to create their
own version of Brisbane City’s future. Contained within are 18 large touch
screens that allow children to actively build their city with the aid of a
specifically developed computer program, which also shows what impact to the
environment that particular city layout would have. Parameters and levels of
the program could be set depending upon which age group is using the space at
the time. Some of the things the children might choose from would be land
usage, number/types of buildings, trees and waterways. The program would then
be run to see how that layout might fare over 100 years in terms of specifics
such as soil erosion, water pollution, air pollution and population growth.
The idea of this space being the last in the program
is to ensure that the children have received the message of some of the
possible dangers to the environment, and so attempt to create an ideal,
virtually, and further take away the message of care, consideration and
cohabitation.
So just what does a child take from the experience?
“As she left that crazy beast and wandered towards the boat back to
school, she couldn’t wait to tell her mother and father. She wanted to return
to make her own terrarium, and bring her little brother so he could learn all
about the way the city works. She smiled as her head filled with endless
ideas.”
Last minute additions
I decided that I wanted to look a little bit more in-depth at what the interface for the program in my interactive zone would look like. I have come up with a mock screen-shot.
By clicking "play city" the program would then be run to assess the success of the city over a 100 year period using some of the parameters such as air quality, water levels, population growth, quality of soil/ soil erosion just to name a few.
By physically having to drag each element into place, the children must actively think about where things go and the layout of the city. For older students, this gives a real learning experience. For younger kids, this is just plain fun! One child might choose to fill the space with hundreds of trees, another might choose to cover it in city skyscrapers.
This space is essentially my historical playscape. It is here that they are engaging in the future/ future planning, whilst being mindful of the past.
Why do I think it's successful? A) because I want to go there RIGHT NOW. B) my head is filled with thoughts about how to make this program real and successful.
Monday, 11 June 2012
More interior renders...
It is very close to the deadline now, but I can happily say that I am DONE! I am happy with my presentation overall. I think that it is clear and effective, and gives a clear understanding of what the building would be and the sorts of experiences one might have in it. The presentation is sketchy and childish; it has a semi-realistic feel to it that I think works. Mind you, I don't really want to speak too soon... it might be ripped apart in tomorrow's critique. I hope that my presentation conveys the connection that I have had with this building throughout the semester. It has certainly evolved from where it was originally. I believe that the building is believable, and could be real. I wish I was better at using Revit, because it might have done the building/ site more justice. If there was one thing I am not happy with, it is showing the building in context. I have done that to a limited (and artificial-looking) extent with my exterior render. Here are some more interior renders that make up the quasi-narrative part of my speech.
This shows the Biospace from the first floor of the building.
This is the top floor of the Biospace, with the roof above and the canopy of the trees in view.
This is the top floor of the Biospace, with the roof above and the canopy of the trees in view.
This is in the interactive zone, with the glass wall through to the Biospace and the large touchscreens in use by the child.
I will upload my final presentation (it is a video) and final panel soon.
Detail 2: Interactive Zone Screens
Wow, just wow. I have been fascinated with the thought of having giant touch screens in my interactive zone to make it just that; INTERACTIVE. Meaning that the users of the space would have to physically drag the elements of their city around. I have been trawling the internet, and I have found some truly inspiring and amazing things.
The first are reasonably basic: They are just giant touch screen monitors.
This is an offering from Samsung:
At 82 inches it is pretty enormous, but not really what I was thinking.
Mind = BLOWN! That screen is incredible, and definitely what I was thinking for my interactive zone.
And then, there was this....
This is absolutely astonishing. I think it is an amazing use of technology. I'm not sure about punching the ground to reveal the innards of the earth and creating a giant crater, but I love this so much.
I am absolutely inspired. I think that each of these have the potential to work in my interactive zone. At the end of the day, I just want the building of the city to be an 'hands on' experience, rather than simple clicking a mouse and pressing some buttons.
The first are reasonably basic: They are just giant touch screen monitors.
This is an offering from Samsung:
This is another of Samsung's offerings. This is a bit more like it... a touch screen TABLE. Now that is cool.
But then I found this video....
Mind = BLOWN! That screen is incredible, and definitely what I was thinking for my interactive zone.
And then, there was this....
I am absolutely inspired. I think that each of these have the potential to work in my interactive zone. At the end of the day, I just want the building of the city to be an 'hands on' experience, rather than simple clicking a mouse and pressing some buttons.
Exhibit to Detail 1: Terrarium
The spaces I am looking at specifically are the Biospace and the Interactive Zone. In the Biospace, the exhibits mainly relate to the Biospace itself: specific information about the plants, animals and insects in the Space. These would take the form of traditional exhibits as seen in a zoo or museum, perhaps more interactive with computer screens as seems to be the norm these days. However, there is another exhibit I think would be very beneficial to the Space: terrariums.
A terrarium is an enclosed ecosystem which, when constructed correctly is self sufficient. It is basically the Biospace (if correctly maintained) on a miniature scale. Plants and worms may be contained within, and the system can be self watering, provided it is kept in the correct location.
It is my vision that there would be a space in the program for children to construct their own terrariums, perhaps in specialised workshops run on weekends or for special visits. There is area enough on the middle floor of the Biospace or the top floor to accomodate small groups of children. These could then be further monitored and displayed in the Biospace for other visitors to enjoy. Interestingly, we have previously constructed our own terrarium at home, images of which may be seen below.
Terrarium before being sealed
Terrarium day 1
http://www.spoon-tamago.com/2007/10/18/terrariums-by-paula-hayes/
A terrarium is an enclosed ecosystem which, when constructed correctly is self sufficient. It is basically the Biospace (if correctly maintained) on a miniature scale. Plants and worms may be contained within, and the system can be self watering, provided it is kept in the correct location.
It is my vision that there would be a space in the program for children to construct their own terrariums, perhaps in specialised workshops run on weekends or for special visits. There is area enough on the middle floor of the Biospace or the top floor to accomodate small groups of children. These could then be further monitored and displayed in the Biospace for other visitors to enjoy. Interestingly, we have previously constructed our own terrarium at home, images of which may be seen below.
Terrarium day 3... already you can see condensation starting to form.
The Burke's Backyard websit suggests these tips for terrariums:
·
Add a layer of gravel or small pebbles to the bottom of your container
to assist with drainage. Cover this with a layer of charcoal (available from
your local pet shop), to prevent the potting mix from becoming sour. Place a
light layer of sphagnum moss over the top of the charcoal to prevent the
potting mix from sifting down into the drainage area.
·
The best growing medium for terrariums is a good quality commercial
potting mix that has been sterilised. Unsterilised homemade mixes may contain
fungi and algae, which will spoil the terrarium. The potting mix should be
slightly moist when placed on top of the sphagnum moss. For most containers you
will need a minimum thickness of 3.5cm (but go easy - too much potting mix
spoils the look of a terrarium).
·
You can reduce the root ball of plants in a closed terrarium by nearly
half and it won’t harm plants, which can survive in this perpetually moist
atmosphere with a reduced root area.
·
When using plants of different heights, group the taller plants in the
middle of the terrarium. After planting, mist spray to clean any potting mix
sticking to the leaves or sides of the container. The water from the mist will
be sufficient to provide moisture and settle the potting mix. Keep the
container uncovered until the leaves are completely dry, then close it and
enjoy your little world.
In our terrarium we had:
* silver squill
*philodendron
* anthurium
* a variety of succulents
* worms
* soil
* moss
* water
* air
*gravel
* charcoal
* rock
Although it wasn't a complete success, it still demonstrates that it is possible to construction something like this out of household items and recyclables. Terrariums come in all different shapes and sizes... a Google image search came up with these examples.
These are open terrariums, which are slightly different from the sealed system. They are also more like are pieces than they are functional, but they give an indication of what terrariums can be like.
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