For our second critic after the second closed Prejury, The main topic was that our overall scenario is very promising. The spaces and the functions around the s”school” are very good and our design strategy seems to be working on our sloped and huge scaled and diverse functioning school. After the second prejury we have had decided to be more focused on how the plan and sections of working buildings occur and how come we can communicate visually and give any eye the feeling that our design strategy is penetrating the complex in many different scales of design. We tried to produce better-varying degrees of a school learning environment can be and tried to revise the plans of the school function spaces. We have had problems with the relational proportion of spaces to the furniture and spaces coming from the fact that we need to practice more cases of design that such different functioning spaces can work, flow, breathe, be seen, accessible and not space and energy consuming. After all the connection between the design theory and the reality of the practice vary a lot in terms of structural engineering, budget and the client’s vision of limited needs and solutions.
The lines where we draw underneath the windows should be there and present giving an idea about where the floor is ending and beginning. The Structural axes of the buildings should be drawn in faint dotted lines that are also numbered and lettered in order to locate ourselves on or axial structure. The base of the section of the Guest has been drawn using supports that are fixed on the ground but if we choose to design it like that, They need to be aligned with the structural vertical elements that are holding the building up. The wall thickness we attributed was 40cm thick which later our instructor explained that was too thick if it is a standard load bearing wall.
We were challenged in ways of thought like how the dead and live loads were there, how the span of crossing in a pool should be designed bearing the fact that there should be a structural system that allows for that span of crossing and that scale of space. Also, we were made aware about how the height of spaces, especially the ceilings should have a hierarchical relation with themselves considering the facts that some spaces are very public in contrast to some others that are being used by fewer people performing different activities in that space which ask for differing values of resources. For example, a kitchen & restaurant should have a height that would allow for some ventilation and air quality. But a residential space in the upper floor of the guest house only needs an efficient system of ventilation that serves a limited number of 2-3 people. The structural components and the stairs should be located according to each other.
In order to respond to our Problem Definition, we need to bring together different functioning groups and users under the same umbrella. But realistically speaking, this kind of an approach can be chaotic if it is not carefully designed. The site is very big and there is a very characteristic slope that helps us to have 22 m level difference on the vertical direction from one site to another.
Therefore, we are stretching the mass, adding voids on all directions, producing transitions between functions and introducing cuts and openings on the periphery of the complex. We looked on many examples of Case Studies but the Rolex Learning Center which is a very different programmed design but shares the common goal of designing a learning environment gave us the inspiration to blur the lines of function and give many transition spaces that have a duality of function to them.
We firstly decided on the design of the section views of our project. This was done using the tracing paper medium and therefore could be easily revised over and over again. This allowed for us to get a grasp of the volumes and how the human scale works in the scale of 1/500. After much discussion and design of the plans later, for our second Perjury submission, we had digital technical section drawings. But the main lesson for us that without designing and transitioning between different mediums, the result, even it is drawn properly may not convey any architectural thought. Orthographic projections of section drawings give us information about the design strategy and every single line that we draw should be aware and hold the responsibility that it holds great power and potential to create an excellent understanding of an approach.
Modeling our site shows us what are the topographical relations that are currently on our site. It enables us to have many different angled views; especially perspectives which show how a human experiences that site. The model indicates the large scale of our site compared to the other buildings and the Model gives us a better view of 3d surfaces and how they come together on different levels. It is important to treat these drawings as diagrams because in order them to become technical drawings, we need to overlap and add many clean lines of various degrees of detail.
At the Start of our arch 301 journey, we were presented with the time of going to the site in which we are supposed to design a school building. Before going to the site we searched for many case studies therefore we had a sense of purpose. We were handed the site that was given to us of studying prior and this helped us better understand the environment and ist site conditions such as the sun and wind conditions. These conditions serve a key aspect of design ad approach to the understanding of our case. The wind and light conditions are one of the main concerns in architecture where the climate change and new emerging ways of being thoughtful about of impact on the earth. We walked to the site from our school building which very close to Cebeci and this allowed for us the see a reference point of start that we are able to experience every day and have a great grasp of its location and importance in the context of a city.