My final proposal, "The Trench", is a modestly sized forest kindergarten School within the landscape setting of Foxes Forest; an urban manmade woodland that has grown in and around the ancient fortifications of the Hilsea Lines. It is aims to provide an extraordinary early year’s learning experience, where children can reconnect to nature and learn from it.
To View the 3D Final Proposal please, in Adobe Acrobat, go to;
File > Preferences > 3D & Multimedia > 3D Tool Options
Floor Plan
The kindergarten is comprised of the following volumes:
- Three main volumes; (from top to bottom) The South Building, An Outdoor Area called 'The Trench', The North Building
In the South Building;
- Office and breakout room space
- 2 Unisex WCs, 1 Disabled WC with changing room capabilities
- 3 Classrooms; (from left to right) Nursery Room for infants aged 0-1, Toddler Room for infants aged 2-3 and a Preschool Room for infants aged 4-5 years.
- Main
In the North Building:
- 2 'Publc Rooms'; (from left to right) Dining hall with kitchen and cafe tables, and a Main hall for infants, doubling up as a public community space and viewing spot
- 2 Unisex WCs
This design is heavily based on my themes of symbiosis and interdependence. As such this is expressed explicitly in form; with two separate forms that still exist in consideration of each other by taking similar shape. Simple form and circulation in and outside of classrooms, aids children in the development of their navigation.
Unique Design Elements
Ramp and green roof
Can be walked over by the public by the north building, does not disrupt the flow of movement within foxes forest. Allows a viewing space inside and outside of the north building, harnessing the pre-existing potential aspect to Farlington Marshes.
Materials
Beneath the green roof, my building is comprised of timber flooring on the interior, concrete roof, glass and steel exterior facades, timber walls and concrete structural pillars. The wood pays respects to nature, whilst the concrete emphasises security; off-white tones in the ceiling are not too oppressive. A white colour would emphasise the space, making it seem larger. A dark or black colour is more oppressive, making the space seem smaller or the ceilings lower. Thus concrete, grey, offers a balance between the two. It provides a neutral atmosphere to the building, continuing the buildings unobtrusive spirit. With the long glass window facades, this allows the the children to focus elsewhere, unto nature or their learning
Arrangement of interiors
Following themes of growth and development, the further you walk into the building the older the ages. Furthermore, there is a focus on an 'inside out' approach to the designs building circulation and its interiors - facilities in the exterior are arranged around the true central learning space; the playground. The hallway is the semi-public medium that connects the two. The classrooms and other required facilities are arranged around the edges of the building. This focal point where all users meet creates a catalyst for social interaction and experience. In the interior, the facilitates cupboards, shelves, easels, chairs are arranged around the outside of the room.
'Subterraneous'
The building is sunken 60cm into the site - which both the average upper chest height of a child, as well as a suitable height for adults to sit. This provides security for the child as well as medium by which the child and adult can interact comfortably. The main body of the building is also skewed towards the aspect, harnessing the views of farlington marshes. Therefore the child can openly view the space comfortably due to this 'trench' feature, which again pays respects to the history of the Hilsea Lines and Portsbridge Creek.
Windows
Small Glass Windows for the children allow them to interact with the space/building in further ways, providing private viewing spaces at heights only the children are able to view from
Comments