Lynsey Dyer's Portfolio of Architectural Projects

PORTFOLIO
LYNSEY DYER | ARB 073582E

CONTENTS

PROJECT EXPERIENCE

1. DUNBLANE HIGH SCHOOL, DUNBLANE, SCOTLAND.

2. DONALDSONS COLLEGE, LINLITHGOW, SCOTLAND.

3. FALKIRK SCHOOLS, FALKIRK, SCOTLAND.

4. ST PAUL’S WAY, TOWER HAMLETS, LONDON.

5. MUSSELBURGH HEALTHCARE, EDINBURGH, SCOTLAND.

6. MARINA HOTEL, YAS ISLAND, ABU DHABI, UAE.

DUNBLANE
HIGH
SCALE ROUTES GREEN SPACE AMENITY ROUTE ROUTE
Dunblane High School, Dunblane,
Single and 2 storey Existing Baxters Loan The green The all weather pitch Processional Pedestrian route to
height wings hav e footpath retained. landscaped edge has been retained. pedestrian route to the nearby pitches.
Scotland.
been positioned has been retained. the front door.
adjacent to the Completed November 2007.
existing housing
Input: Architectural assistant from
planning to completion.
Site Strategy
The proposed school has been sited
View to w ithin the existing high school playing
Ochil Hills fields and sits at the low er level of the
site.
The public and student ‘front doors’ are
orientated tow ards the main v ehicular
and pedestrian route w hich links to the
Old Doune Road junction. This road
Main runs betw een the existing high school
learn Entrance
(site of the proposed housing) and the
all-w eather pitch.
The w estern boundary of the site is
Highfields defined by the existing Baxters Loan
Housing footpath and green landscape edge.
The southern boundary to the site is
defined by the existing fence and
boundary treatment to the
Montgomery Crescent housing.
The east boundary has been sculpted
Existing
play School to create a green link betw een the
Grounds school and the extended
community/school pitch that sits to the
w est of the Highfields housing.
The existing site topography has been
amended to create a lev el platform for
all external social space areas, w ith a
clearly defined route to the elev ated
community pitch.
Orientation
The school has been orientated to
respond to the primary pedestrian and
vehicular routes to the front door, w hilst
SOCIAL SPACES COMMUNITY VEHICULAR SCALE ROUTE
GREEN SPACE also giv ing consideration to the v iew s
Retention of green South facing The community pitch The bus drop-off is 2 storey wing to the Pedestrian link both into and out of the site.
boundary to the courtyards hav e has been increased located adjacent to proposed housing. between housing and
adjacent housing. been created for in size. the public and school sites.
external student play. student entrances

DUNBLANE
HIGH

KILBRYDE SHERIFFMUIR
Scotland.
Dunblane High School w as part of the
Stirling Schools PPP Project. I t w as built
w ithin the grounds of the existing high

Classrooms
Classrooms

school.

Games The school w as designed to cater for
Hall approximately 950 students and 80 staff
as w ell as containing community
Social Social
House House facilities. I t had a budget of £16 million.
Space Space The layout for the new school w as
based around the requirement for a
main ‘social space’ at the heart of the

Reception
Sports school and to reflect the management
Library
Social Space/Dining Facilities structure and adjacency requirements
set by the council. The school required
to be organized for pastoral purposes,
as three ‘houses’. For this reason the
Social design w as conceiv ed w ith the central
House ‘social space’ connecting the three
Space ‘house’ w ings w ith an additional P.E
Classrooms

w ing w hich w ould also be used in the
ev enings by the community.
The ‘community’ elements of the
school such as the library and
STUDENT VISITOR dance/fitness studio w ere located at
ENTRANCE ENTRANCE the main façade of the building w here
they w ere articulated to engage w ith
the user as they approached the
RAMOYLE
building.

FLat Project

DUNBLANE
HIGH

Classroom teaching wings, Flexible
Learning Areas and Social House
class class spaces.
spaces spaces flexible
Flexible Learning Areas - One of the key
learning
design principles w as the inclusion of
space flexible learning spaces w ithin each
classroom w ing of each house.
The flexible learning area w as proposed
class
to feed off the circulation route and
class
spaces spaces prov ide an opportunity for all types of
indiv idual and focused group learning.
This not only prov ided an additional
flexible teaching area but it stopped
the monotony of an institutional
corridor.
staff
base To engage the space, slot w indow s
house from the classrooms w ere included. This
social also prov ided an element of superv ision
space to the space w ithout the requirement
for continual interaction of a staff
member.
Social House Spaces - Whilst the drama
of the double height social space,
‘heart of the school,’ w ill appeal to
most v isitors and students alike smaller,
more intimate, ‘house’ social spaces
w ere proposed.
These social space areas w ere located
directly off the main social space and
serv ed to create a distinctiv e identity
for each of the houses. House notice
boards, aw ards, lockers, signage and
bespoke colours combined to badge
the ‘house identity’.
I mportantly the house social spaces
w ere of a scale more sympathetic to
younger students and prov ide a less
daunting introduction to school life.
The house social spaces open out into
the external student social areas
creating an important link betw een
inside and out.

DUNBLANE
HIGH

Scotland.
Dunblane High School w as the
exemplar school for the Stirling Schools
PPP Project and therefore a lot of the
design w as replicated on the other
schools.
Ev en though the school w as a PPP
project w e managed to include and
realise a number of design elements
that hav e made the school an exiting
learning env ironment as w ell as a
community focal point.
I w as fortunate to be able to organise
‘end user participation’ as part of the
design process. This allow ed the
students to hav e a sense of ow nership
over their new school, promoting a
positiv e attitude tow ards the building
before it w as constructed.
Many of the ideas and thoughts from
the w orkshops w ere actually realised in
the final build, a fact I am v ery proud
of.

DONALDSONS
COLLEGE

Donaldsons College for the Deaf,
Views of the valley Linlithgow, Scotland
Completed April 2008
Input: Architectural Assistant
The original 150-year-old building
ow ned by the Donaldson’s Trust w as no
longer fit for modern purpose & a new
tailored solution w as required. The
live existing Donaldson’s College building in
Edinburgh w as a nationally recognized
landmark building & the Donaldson’s
Trust w ere keen that the new building at
Linlithgow w ould achiev e a similar
status.
To prov ide a building that w as
responsiv e and met the tailored needs
of the end users, the design team
play adopted a collaborativ e ‘charrette’
process inv olv ing the project
stakeholders in order to refine the
project scope & brief.
learn The result w as an interesting and
complex design that responded to its
location and mov ed aw ay from the
grand institutional style of the existing
college. Ev erything w as designed w ith
the pupils in mind.

Main Entrance

DONALDSONS
COLLEGE

Linlithgow, Scotland
The concept for the main school
building w as a series of v olumes that sat
w ithin the landscape, each capturing a
v iew to the countryside or maximum
light. These spaces w ere expressed as
‘boxes’ or ‘pods’ to the exterior.
As the building cascades dow n the site,
the v iew of it from the road is slight. Not
intrusiv e on its rural location.
The internal spaces w ere dev eloped to
hav e either physical or v isual links to
each other. This w as important as the
students hav e hearing impairments and
therefore good sight lines are important
for communication w ith other students
and teaching staff.
The nursery w as developed as a single
aspect corridor to allow the space to
be light and prov ide v iews to the
central play zone.
The main entrance to the school w as
created as an interesting double height
space and included conference
facilities w ithin the main pod. This w as
important to the school for additional
funding for the school as it is run by a
Trust rather than a gov ernment body.

DONALDSONS
COLLEGE

The materials of the school building had
a limited neutral palette of grey brick
and grey cladding panels but this w as
interrupted at points w ith the use of
v ibrant yellow s and oranges. This w as
used to accent elements such as the
assembly hall. This helped to giv e the
extrusions a hierarchy.
The use of Kalw all to the gym hall gav e
the space a light and airy feel but
didn’t distract. When dealing w ith
hearing impairment and signing, it is
important that the light lev els are
correct and indirect.
Landscaping also played a big role in
the design as it w as hoped that, ev en
though the design of the school w as
modern and bold, the school w ould
nestle into its env ironment and become
part of the landscape. The site
contained a number of v ery mature
trees w hich w ere carefully w orked
around during the build to ensure they
remained.

DONALDSONS
COLLEGE

Residential Block
‘In the Garden’
The concept for the campus residential
building w as to draw on the nature of
the site. The idea w as to make this little
building an object in the garden. I t w as
felt that a separate building w ould giv e
the residential building an indiv idual
identity and the students w ould treat
this as a home rather than part of the
school, unlike the prev ious Donaldsons
College.
The scale of the residential building w as
very important as it w ould be occupied
by children and it should feel homely
and w arm.
View s from the building w ere important
as a sensory engagement w ith nature
w ould help the students in their day to
day life.
The residential block also had to be a
secure and safe env ironment for the
students and therefore the main access
Main Entrance point w as ov erlooked by the main
school.

FALKIRK
SCHOOLS

Grangemouth High School,
Grangemouth, Scotland.
Completion early 2009
Input: Architectural Assistant for the bid
submission.
Grangemouth High School w as one of 4
new -build schools built as part of the
Falkirk Schools PPP Project.
The school w as designed to cater for
approximately 1100 students and 89
staff as w ell as containing community
facilities.
The concept for the design of the
school w as to prov ide as much external
space for the students as possible, hav e
flexible spaces that prov ided actual
and v isual links throughout the school to
help the students orientate themselv es
and prov ide teaching w ings that w ere
hinged to the main social space of the
school.
We w ere keen to make the school a
focal point w ithin the community and
by the careful use of a selected palette
of materials w e celebrated the
entranced w ith the use of timber and
folding forms.
The school is now reaching completion
w ith minimal changes to the initial
proposals and design, something w hich
is v ery rare in a PPP project.

ST PAUL’S WAY
SCHOOL

St Paul’s Way School, Tower Hamlets,
Urban Regeneration London.
zone.
Input: Architect on the bid submission.
Enhanced Gateway to
St Paul’s Way.
St Paul’s Way school w as part of the BSF
Spatial & v isual programme in England and it w as to be
connection between
the plaza and the an important project as it w as hoped
church elev ation. that it w ould regenerate the area and
Community use plaza bring the surrounding communities
for local arts. together.
Sculpture plaza.
Proposed to be built in the Tow er
Meeting point for the
community, promotes Hamlets area of London, it had to cater
neighbourliness & social for a number of religious backgrounds,
inclusion.
most prominent being I slamic.
Space for the
expression of div ersity, I n order to help the regeneration of the
both personal and area, the proposal w as designed to
cultural.
create a ‘gatew ay,’ flanked by the
Community cohesion.
existing church and the new school. I t
Biodiv ersity – nature
and wildlife within the
w as important that the ‘gatew ay’
urban env ironment. became a public engagement area
Community focal point. and part of the community. I n this zone
a community plaza w as created w hich
w as env isaged as an arts plaza as the
school w ould house a community arts
Mile End P ark St Paul’s Church New Primary Sch ool Leopold Es t at e Regenerat ion CHP Cent re New Communit y School Communit y Plaza
facility.
To the main entrance a pedestrian
plaza w as created to link the new
Health complex w ith the School and
community facilities.

Gateway
Gateway

Propos ed Development Affordabl e W orks pace Enhan ce d R et ail New Communit y Cent re Healt h Cent re Hous ing Cat holic Church New Developm ent Furze Green

ST PAUL’S WAY
SCHOOL

St Paul’s Way School, Tower Hamlets,
London.

The head teacher of the existing school
had v ery definite ideas on how the new
school should be run and our concept
tried to reflect this as effectiv ely as
possible.
The concept of the school w as based
on a large spine w all that w ould run the
length of the school splitting the
community facilities to the front and
public façade of the school from the
more priv ate teaching pods to the rear.
The brief suggested that the curricular
subjects be split into categories and
that each year group should hav e its
ow n separate teaching area. This w as
resolv ed by creating the teaching pods
to the rear.
We decided to draw on the I slamic
influences from the community and
apply this to the main façade and to
the rear of the teaching pods in the
form of a patterned mesh screen,
similar proposal to that of the UAE
pav ilion designed by Foster & Partners.

MUSSELBURGH
HEALTHCARE

Musselburgh Primary Care Centre,
Edinburgh, Scotland.
Input: Architect on the bid submission.

Musselburgh Primary Care Centre w as a
new build health centre for three GP
practices located in Musselburgh,
Edinburgh.
The proposed site w ould require an
adept concept as it w as landlocked on
3 sides w ith only minimal access at 2
points; one v ia an existing lane and one
option of an access road to the edge
of the site. The site originally housed a
w irew orks factory and only the ground
slab of this remained.
The concept for the healthcare centre
w as to giv e each GP practice its ow n
w ing and hav e these springing off a
central core for the shared and
community facilities. This also allow ed
for enclosed external spaces that could
be used as breakout spaces by the
patients and staff, and gav e each GP

M practice room a v iew .
We w ere keen to promote the use of
the existing lane as a main entrance.
This w as important to us as the existing
stone w all of the w irew orks factory

P
boundary still remained and allow ed a
connection to the history of the site to
remain. As part of our concept w e
w anted the Health centre to be as
sustainable as possible, the use of the
existing lane also allow ed us to promote

C
a pedestrian and cycle link to the
health centre.
I n terms of sustainability, retention and
use of the existing slab and the use of
‘green’ materials (timber, linoleum
internally and locally procured

C materials) w ere all proposed.

MARINA
HOTEL

Marina Hotel, Yas Island, Abu Dhabi,
UAE.
Input: Design manager and
architectural consultant for the client,
Aldar Hospitality, at the production
stage of the project.

On this project jmw h w as appointed by
the client as a consulting body to
coordinate and adv ise the project
architects, Asymptote, on the
production phase of the project as w ell
as be architectural consultants, for the
client, for the interior fit-out of the hotel.
We w ere responsible for coordinating
the complex design team consisting of
3 architectural practices and ov er 20
sub-consultants.

As a consultant on the project, my main
responsibilities w ere as follow s:
Creation and implementation of
protocols for the design team and
contractor. These included a draw ing
issue protocols, peer rev iew protocol
and protocols for the Project
Management System, Aconex, as
requested by the client.
Continual peer rev iew of the project in
terms of DDA, build-ability, Regulatory
body requirements including the Abu
Dhabi Tourist Authority.
Peer rev iew of the sub-consultants
submissions prior to issue to the
contractor.

MARINA
HOTEL

Marina Hotel, Yas Island, Abu Dhabi,
UAE.
Management of the Interior fit-out of the
guest rooms, restaurants and public
areas.
A key role for me, w hilst w orking on the
Marina hotel, w as management of the
internal fit-out.
Not only w as I responsible for
coordinating betw een the main
contractor, sub-consultants and sub-
contractors, but I w as also an
architectural consultant for the client,
Aldar Hospitality.
This role inv olv ed:
Checking that the designs met w ith
DDA and the Tourist authority
requirements, and reporting to the
project managers any potential
problems.
Rev iewing the sub-consultants interior
design proposals on their suitability for
the project in terms of design.
Rev iewing and commenting on the
suitability of materials proposed by the
contractor.
Management of the design teams to
ensure that the information required
w as issued efficiently.
Continual peer rev iew of the sub-
contractors shop draw ings to ensure
they w ere in line w ith the original
proposals.
Tracking the material submissions and
client sign-offs.

CONTENTS

COMPETITION WORK

1. GIANTS CAUSEWAY VISITOR CENTRE, IRELAND.

2. HIGHLAND HOUSING FAIR, INVERNESS, SCOTLAND.

GIANTS
CAUSEWAY
the myth – inspiration.
‘One day, the Irish giant Finn MacCool
was going about his business on the
north coast when the Scottish giant
Benandoner began taunting him from
across the channel. Benandoner
shouted that he would beat MacCool if
he could get his hands on him. Then he
added that MacCool would be spared
that fate, since Benandoner couldn’t
swim across the channel.
MacCool began tearing large chunks
from the cliffs and pushing them into
the ocean bed, building a sturdy
causeway between Northern Ireland
and Scotland. When he finished, he
shouted to Benandoner: “Now you
have no excuse.”
But MacCool was tired from
constructing the causeway and he
wanted to rest before facing
Benandoner, so he came up with a
plan to buy himself some time. He
made a large crib, disguised himself as
a baby, climbed inside and waited.
When Benandoner arrived at
MacCool’s house ready to fight, he
found the crib with the “baby” inside it.
“My goodness,” he thought. “If this is the
size of the baby, how big is the father?”
In fear of meeting the baby’s father, the
Scottish giant turned around and ran
back across the causeway, destroying it
as he went.’
defining the vision.
The v isitor centre drew it’s inspiration
from the unique coastline of this World
Heritage site and the romantic myth
surrounding the formation of the Giant’s
Causew ay.
The proposal created a tangible link
betw een the myth and the science
uniting giants w ith geology.
Our v ision w as to create a v isitor centre
that united the cradle and the coast.

GIANTS
CAUSEWAY
Giants Causeway Visitor Centre,
Ireland.
Visitor Experience
The concept w as to prov ide a facility
w hich allow s a clear point of reference
to engage the coastline as w ell as the
giants causew ay itself. The building plan
w as a clear representation of v isitor
needs and aspirations, directing v isitor
traffic through the café and retail
areas.
The v isitor centre w as designed to
extend the essence of cradle and
coast throughout the entire causew ay
coastline by reinforcing w alking, cycling
and sea access to key locations of
interest, w ith the v isitor centre at it’s
heart.
Visual Impact
The design utilized the existing ground
levels to extend and amplify the
headland through the creation of tw o
zones – ‘contemplation’…..linked to
v iews of the sea and ‘activ ate’…….
linked to the pedestrian routes.
The exhibition and green shuttle
departure w as settled into the
headland to prov ide a low v isual
impact from the coastline.
The idea
To create a v isitor centre w hich
seamlessly integrates into this ‘area of
outstanding natural
beauty’……merging into the ‘w orld
heritage site.’

HIGHLAND
HOUSING

Highland Housing Fair Competition,
Inverness, Scotland.
Input: Designer and presentation
coordinator.
Working alongside env ironmental
engineers, Biro Happold, the concept
for Plot 10 w as Carbon Neutral.
Carbon neutrality, by definition, requires
a building or dw elling to hav e net zero
carbon emissions, w hich can be
achiev ed by either using w holly
renew able energy, or by generating
enough renew able energy to offset any
non-renew able energy consumed on
an annual basis.
The concept for plot 10 w as a terrace
w ith a simple plan, form & section
making it simpler to construct. The
intention w as to highly insulate the build
using sheep’s w ool bought through the
Wool Marketing Board and use locally
manufactured clay bricks.
The south facing roof allow ed for the
application of photov oltaic and solar
thermal connectors. A sunspace w as
also included w hich allow ed free
thermal gain.
Due to limitations in technology and the
position of the plot it w as unlikely that
site generated renew ables w ould
enable the design to be completely
carbon neutral so w e proposed that the
building utilised the biomass community
heating scheme and prov ision w as
made to connect to a medium scale
w ind turbine located adjacent to the
site as an onsite small scale turbine,
according to calculations made by the
env ironmental engineer, w ould hav e
caused turbulence in the w ind flow due
to the proximity of the adjacent
buildings.

CONTENTS

POSTGRADUATE PROJECT

1. FLUX, DIGITAL ANIMATION STUDIO.

FLUX
STUDIO

‘Slippery Surfaces’
concept that the architecture of the digital
animation studio should be influenced less
by physical surroundings but instead by an
attempt to spatialize the mov ement of
bodies and the flow of data and
information.
Flux Studios is a digital animation studio that
w ill activ ely animate the city fabric w ith the
use of ‘smart technology’, giv ing rise to
reactive and responsiv e spaces.
The form/skin/structure/ and program of the
building should result from the notions of
transfer and flux.
The architecture is conceiv ed as a physical
analogue to the mov ement and continuous
flow of data and information.
Through an ev olution process, the design
has progressed from a simple exercise of
morphosis of the existing Glasgow façade,
to an architecture of surface and skin;
reclaiming the autonomy of the skin by
emphasising the differences betw een
v olume and surface. Analogy – skin of an
animate body – the surface w hich the body
experiences the w orld, the surface of
maximum friction, to an architecture of
enclosing spaces by enfolding that
skin/surface, to the play betw een I Nv elope /
ENv elope; the persistence of the surface is
activ ated by the performance of I Nv elope /
ENv elope, the constant nature of the
building becomes a representation of the
continuous flow of information and data.
The architecture must be a seamless part of
contemporary existence in the city, part of
the fluid reality that is city space, responding
to mov ement and information. New
urbanism has to embrace the digital era, be
dynamic, and create a sense of aw e that
surpasses that of familiar images and
electronic interfaces.

FLUX
STUDIO

Flux, Digital Anim ation Studio.
Sea Foam Green
Pantone 3375; 34% Cyan, 0% Magenta, 24%
Yellow, 0% Black.
A - At the seaside, sea foam green finds the
origin of its name.A partic ular colour to m ildly
contrast with the sky and sea. It is the colour of
light refracted through water or glass.
B – In post-war American schools dorm itories,
green was used as a neutralising agent, the
same way people use white nowadays. Studies
in spatial psyc hology have revealed that this
colour has proved to be pleasant, a c alming
effect in the peripheral vision, and not at all
distracting.
A + B – Sea Foam green is simultaneously
nature and artifice, a colour that is clearly not of
earth but of liquid, it is the colour of fluidity.

Glass
A m aterial made from hot liquid materials, that
when cooled, do not crystallise but rather remain
in an amorphous state. It is so viscous that it
becomes solid yet it is completely transparent.
Solid yet fluid.

Lynsey Dyer's Portfolio of Architectural Projects

Lynsey Dyer's Portfolio of Architectural Projects

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