1. ISLAND SCHOOL
WO R K S H O P 2B: O rganization and O u tlook
01 M arch 201 2
REDEVELOPMENT

2. R E C AP O N WO R K S H O P 2A
S P ATIAL C O N F IG U R ATIO N

3. C LU S TE R (C ITY),
5.1 S U ITABILITY W/ E LE M E N TS O F VILLAG E
SPINE “FINGERS” CLUSTER (CITY) CLUSTER (VILLAGE)
• Efficiency of internal • The CENTRAL SPINE / HUB • The MULTIPLE HUB • An ORGANIC LAYOUT
CIRCULATION DICTATES provides a “street like” arrangement will allow for which expands out from a
the OVERALL LENGTH of FOCAL which is highly more SPATIAL DIVERSITY central hub lends itself to
BUILDING FLEXIBLE to suit different and VARIETY. cater to FUTURE
• The SIMPLICITY of the purposes / scenarios / • Relative COMPLEXITY of GROWTH / expansion if
spatial arrangement usage. layout makes it more site constraint is not an
makes it a viable model • The SIMPLICTY of layout suitable for secondary issue.
for primary and makes it suitable for both school / tertiary • The SIMPLICITY the
secondary school primary / secondary school institutions. spatial arrangement
application. / tertiary institutions. • Smaller ADMINISTRATION makes it a viable model
• More suitable for schools • The LINEARITY of the AREAS will be required at for primary and
of SMALL to MEDIUM design allow for FUTURE each hub in ADDITION TO secondary school
size. EXPANSION if site the CENTRAL application.
constraint is not an issue. ADMINISTRATION are. • More suitable for schools
• More suitable for schools • More suitable for schools from MEDIUM to LARGE
from SMALL to LARGE of LARGE size. size.
size.

4. AC TIVITY 1 - M Y F AVO U R ITE C O R N E R IN IS LAN D
SCHOOL
AC TIVITY 2 - WH AT S H O U LD TH E M AJO R
C O M M O N F AC ILITIE S LO O K LIKE IN
TH E N E W C AM P U S ?
BAS E D O N TH E “ C LU S TE R C ITY” M O D E L,
AC TIVITY 3 - H O W S H O U LD TH E N E W C AM P U S BE
O R G AN IZE D ?

5. AC TIVITY 1
M Y F AVO U R ITE C O R N E R IN IS LAN D S C H O O L
S E LE C TE D P AR TIC IP AN TS E AC H TO P R E S E N T H IS / E R “ F AVO U R ITE C O R N E R ”
H
• WH E R E
• WH Y
• S U G G E S T H O W TO R E C R E ATE YO U R F AVO U R ITE IN O U R F U TU R E “ C ITY C LU S TE R ”
• TIM E ~ 1 MIN
• VO TE F O R TH E “ F AVO U R ITE ” O F “ F AVO U R ITE S ”

6. BY JAS O N
DE NT
PREVIOUS STU
ARE A
COMMON ROOM
BAS KE TB ALL C O U R T +
S TU D E N T C O M M O N R O O M
WH Y
• S O C IAL AC TIVITIE S S P AC E + S P O R T
GRO UND
• VIS U AL IN TE R AC TIO N B E TWE E N
C O M M O N R O O M AN D TH E BAS KE TBALL
CO URT
F U T U R E C LU S TE R
• S TU D E N T C O M M O N R O O M IN TE G R ATE D
WITH O P E N BALL C O U R TS . G E N E R ATE
IN TE R AC TIO N BE TWE E N U P P E R AN D
LO WE R F O R M S TU D E N TS

7. AC TIVITY 2
WH AT S H O U LD TH E M AJO R C O M M O N F AC ILITIE S LO O K
LIKE IN TH E N E W C AM P U S ?
1. C LU S TE R / BR E AK O U T
2. LIBR AR Y
3. MAIN LO B BY
4. C AF E / C O M MO N S

8. 1 C L U S T E R /B R E A K O U T

9. 1 .1 C O N S O LID ATE D / C E N TR ALIZE D AD M IN IS TR ATIO N 1
C LU S TE R / BR E AK O U T
TR AD ITIO N AL C E N T R ALIZE D AD M IN IS T R AT IO N C O R E / C O M MU N AL F AC ILITIE S

10. 1 .2 D E C E N TR ALIZE D AD M IN IS TR ATIO N 1
C LU S TE R / BR E AK O U T
S MALLE R C E N T R AL AD M IN . BU LK AN D AD D ITIO N AL S ATE LITE AD M IN .
O F F IC E

11. 1 .3 H O U S E / D E P AR TM E N TAL S YS TE M 1
C LU S TE R / BR E AK O U T
S M ALL C E N TR AL AD MIN . AN D 6 H O U S E “ H U BS ”

12. 2 L I B R AR Y

13. 2.1 LIBR AR Y AS B O X / R E P O S ITO R Y O F IN F O R M ATIO N
BRITISH LIBRARY,
Robert Smirke, 1857

14. 2.2 LIBR AR Y AS ‘ M O D E R N R E TAIL E X P E R IE N C E ’
IFC Palace Cinema, Hong Kong (CINEMA / CAFE / BOOKSTORE)

15. 2.2.1 BIBLIO TH E E K ALM E R E
Alm e re , Th e N e th e rlan d s
BO O K AR E PR E S E N TE D TO LIBR AR Y BE C O M E S “ PLAC E TO
“ C U S TO M E R S ” S TAY”
Designed to encourage “browsing”
“Meandering” bookshelves A case study in the use of modern retail principles to re-invent the library

16. 2.2.2 C AN AD A WATE R LIBR AR Y
S o u th wark, Lon d on, U nite d K ingd om
External View
Spiral Staircase leading up to library Café at G/F and the integration of a theatre reinvent the library as a “place to meet” and also “to stay”.

17. 2.3 TH E AG O R A
AGORA OF ATHENS

18. 2.3.1 S E N D AI M E D IATH E Q U E
S e nd ai-s h i, Jap an
Typical Plan
External View Blurring boundaries of the traditional library to create universal space which is constantly changing.

19. 2.3.2 WAALS E K R O O K U R BAN LIBR AR Y O F TH E F U TU R E
G e nt, Be lgiu m
“Meandering” bookshelves A case study in the use of modern retail principles to re-invent the library

20. 3 M AI N LO BBY

21. 3.1 TH E “ P IAZZA”
PLACE TO MEET / PLACE TO BE SEEN

22. 3.2 P E R F O R M AN C E / E X H IBITIO N
WEST HAVEN ELEMENTARY SCHOOL / ELEMENTARY SCHOOL IN SCHMITTEN / KINDERGARTEN SIGHARTSTEIN,

23. 3.3 M U LTIP U R P O S E S PAC E
Matanuska-Susitna Career & Technical High School / Atrium School

24. C AF É / C O M M O N S
4

25. 4.1 C AF É
Several small cafés around the campus?

26. 4.2 C O MMO NS
Commons which provides flexibility for other uses.

27. AC TIVITY 2
WH AT S H O U LD TH E M AJO R C O M M O N F AC ILITIE S LO O K
LIKE IN TH E N E W C AM P U S ?
TAS K
• E AC H G R O U P TO D IS C U S S O N E MAJO R C O M MO N F AC ILITY
• D IS C U S S AB O U T TH E “ LIK E S ” AN D “ D IS LIK E S ” O F TH E Q U O TE D E X AM P LE S
• B R AIN S TO R M AN Y O TH E R “ LIK E S ”
• VO TE F O R 1 “ LIK E ” F O R E AC H MAJO R C O M MO N F AC ILITY
• P R E S E N TATIO N BY E AC H G R O U P

28. AC TIVITY 3
H O W S H O U LD TH E N E W C AM P U S BE O R G AN IZE D ?

29. C las s room s
Ad m in
H IE R AR C H Y
C afe / C om m ons
Ad m in
Au d itoriu m
E ntrance th rou gh C e ntral Ad m inis tration, C las s room s + Pe rform ance Arts on b oth s id e s of E ntrance

30. M e d ia C tr
H IE R AR C H Y
C om m ons
Ad m in Ad m in
Au d itoriu m
G ym nas iu m
M ain E ntrance into “ C om m ons ” s p ace , C e ntral Ad m in on b oth s id e s , m u tip le e ntrance s at Piazza to G ym and
Au d itoriu m

31. C e ntral Ad m in
M e d ia C tr
H IE R AR C H Y
Am p h ith e atre
F u nctional s p ace
Play Are a
C las s room s
E ntrance into Am p h ith e atre , C e ntral Ad m in and Play Are a at e ntrance

32. H IE R AR C H Y
Ad m in
T e ach ing
M ain E ntrance into a cou rtyard “ C om m ons ” s p ace , e ncircle d b y te ach ing s p ace s and ad m in.

33. Lib rary
C afe
H IE R AR C H Y
H all
2 S e p arate S tu d e nts / Vis itors E ntrance s into a cou rtyard “ C om m ons ” s p ace .

34. AC TIVITY 3
H O W S H O U LD TH E N E W C AM P U S BE O R G AN IZE D ?
TAS K
2. E AC H G R O U P TO D IS C U S S ABO U T TH E H IE R AR C H Y O F S P AC E S
• WH AT IS TH E F IR S T TH IN G WE S E E AT TH E M AIN E N TR AN C E ?
• WH AT F U N C TIO N S AR E C O N N E C TE D TO TH E M AIN E N TR AN C E ?
• H O W AR E TH E F U N C TIO N S G R O U P E D IN E AC H C LU S TE R ?
• H O W AR E D IF F E R E N T C LU S TE R S C O N N E C TE D H O R IZO N TALLY?
• H O W AR E D IF F E R E N T C LU S TE R S C O N N E C TE D VE R TIC ALLY?
3. AR R AN G E YO U R ID E AL “ C ITY” U S IN G BLO C K S & P O S T-ITS , IN D IC ATE TH E E N TR AN C E BY R E D
AR R O W
4. P R E S E N TATIO N B Y E AC H G R O U P
5. VO TE F O R 1 ID E AL “ C ITY”
YE LLO W (F U N C TIO N AL S P AC E S ), BLU E (TE AC H IN G ), O R AN G E (AD M IN ), G R E Y (BR E AK O U T), R E D