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1 Dublin School of Architecture 4th Year, 2012 -2013 4th Year, 2012 -2013

2012-2013Dublin School of Architecture4TH YEAR

2 Dublin School of Architecture Dublin School of Architecture 4th Year, 2012 -2013

Contact:Paul Kelly and Patrick Flynn4th year Module Coordinators

Head of School Orna Hanly

Dublin School of ArchitectureDublin Institute of TechnologyBolton StreetDublin 1, IrelandTel: +353 1 4023690www.dublinschoolofarchitecture.comwww.dit.ie/architecture/urban-design/

Dublin School of Architecture Press. All rights reserved. All information presented in this publication is deemed to be the copyright of the creator or the Dublin School of Architecture, unless stated otherwise.

Typeface: Gil Sans + Helvetica

Design: Paul Kelly


Semester 1 05Environment, Man Architecture 07Project No. 1 Brief 08Project No. 1b Brief 09Project No. 2 Brief 11Selected Semester 1 Projects 13Semester 2 33Theory for Practice 35Project No. 1 Brief 36Project No. 2 Brief 37Selected Semester 2 Projects 41Class list 71

CONTENTS


Module coordinator Patrick Flynn

Peter CrowleyEmma GeogheanPaul Kelly%ULDQ2%ULHQ/HQ]LH26XOOLYDQJim RocheBrian Ward

SEMESTER 1


David BurkeSite D Tullamore


Semester 1 Introduction

Patrick Flynn

7KH IRXUWKDQGIWK \HDUSURJUDPPHVZHUHFRPELQHGXQGHU WKH WKHPH6FKRROVRI7KRXJKW WRH[SORUHHGXFDWLRQ $ZLGH UDQJHRIHGXFDWLRQDOW\SRORJLHVZHUH LQYHVWLJDWHGDFURVV WKH WZR\HDUV ,Q WKH UVW VHPHVWHUfourth year elected to investigate a new model for secondary schools, VHHNLQJ WR FKDOOHQJH WKH H[LVWLQJ SHGDJRJLFDO QRUPVZLWK QHZZD\V RIthinking about how and where we educate ourselves.

(GXFDWH7RJHWKHUDFWHGDVRXU FOLHQW VHWWLQJD FRQWH[W DQGDPELWLRQ IRUthe school within the scope of the Department of Education and Science programme.

)RUWKHSXUSRVHVRIWKHZRUNLQWKHUVWVHPHVWHUWKUHHWRZQVZHUHVHOHFWHGAthlone, Mullingar and Tullamore with two sites in each town. The students researched the towns in terms of their social, economic and environmental fabric. This town study lead to a series of proposed interventions in areas of the town andthese interventions then informed the site for the new secondary school.

The students began their school project with a series of talks by current practitioners and historians. This allowed the students to begin the design process from an informed stance. The school brief was chosen WR LQWHUURJDWH WKH FXUUHQW WKLQNLQJ DURXQG VFKRRO GHVLJQ WR H[SORUHenvironmental matters in the initial concept through to detail design and to LQYHVWLJDWHDEXLOGLQJW\SHWKDWDOOVWXGHQWVZRXOGKDYHH[SHULHQFHGIURPa fresh perspective.

7KHSURMHFWVH[SORUHGLVVXHVVXFKDVWKHQHHGWRLQWHJUDWHWKHVFKRROLQWRWKHZLGHUFRPPXQLW\WKHFRQVLGHUDWLRQRIH[WHUQDOVSDFHLQUHODWLRQWRWKHschool, the use of social and circulation space as a valuable teaching tool, WKHQHHGWRUHFRQVLGHUWKHFODVVURRPFRQJXUDWLRQDQGWKHUHTXLUHPHQWWRconsider the environment at all stages of the design process.

7KHVWXGHQWVWKHQSUHVHQWHGWKHLUZRUNWRWKH&ROORTXLXPKHOGMRLQWO\E\the Department of Education and Science and the RIAI to department RIFLDOV VFKRRO WHDFKHUVSHRSOH LQYROYHG LQHGXFDWLRQDQGPHPEHUVRIthe profession. The students produced a summary book of their work to add their research to the debate about future school design.


Dublin Institute of Technology, Bolton Street.Department of Architecture

Degree Course in Architecture, Fourth Year Architecture 2012-2013Stage 4 ADS VII Arch 4102

Project No. 1 Sentient Towns

Introduction

The understanding of context for an architect is a crucial part of streetscape and place making. Context does not have to be slavishly followed but successful placing of a building demands that the rules are understood before they can be broken. This project involves careful study of streetscape and place - an exercise in measurement, in proportion and also in perception.

Identity & Place

urban design is.. essentially about place making, where places are not just a specific space, but all the activities and events that make it possible Peter Buchanan

In order to design beautiful yet useful public spaces, it is necessary to observe and understand human behaviour. As architects we need to start looking with fresh eyes at how children, adults, elderly, both male and female behave, walk, talk, interact, and how they relate to space. We should observe & identify what makes people happy, unhappy etc., more importantly, try to understand the conditions necessary to get such reactions. We need to observe also how people use spaces and what makes them successful.

Project No. 1 Semester 1


Stage 1 - Observation & Recording Information

Tuesday 18.09.12To observe human behaviour in the public realm, in your town. Examine a variety of public spaces indicated on the attached map under the assigned headings..

Thursday 20.09.12You are asked to return to the town and observe under the attached headings. You should explore the needs of people and how they use the public spaces in your town, this includes streets, squares, parkland, wasteland etc. From your observations you need to identify the strengths and weaknesses of the town and its identity. Explore how traffic interacts with the town and supports or disrupts the space in the town.

Stage one Information to AnalysisYou are asked to examine existing urban spaces throughout the town. Some of these nodes exhibit poor public realm, many a disjuncture between old and new buildings.You should prepare drawings and/or models that show these different conditions

The form of study should involve the following: History of street/area of study hand drawn axonometric of space studied colour/material studies including abstract pattern painting of students impression of

the space analysis of uses analysis of routes analysis of connecting spaces and left over spaces analysis of house types analysis of edges interviews with town residents observe and describe human behaviour describe a macro and micro level

Student led debate on good and bad streetscape an assessment of context values.

Friday 21.09.12 Submission and Discussion of above list of information

The medium chosen to present your study should build up an awareness of the other senses also, which are a vital part of the overall experience of our environment as a whole. There are many possible approaches to this study and we would like you initially to be intuitive and trust your own powers of observation.

Images from Gordon Cullen & Francis Tibbaud

Stage 2 Analysis to Intervention

Project No. 2 Semester 1


Project No.2 Semester 1

Dublin Institute of Technology, Bolton Street. Department of Architecture Degree Course in Architecture, Fourth Year Architecture 2012-2013 Stage 4 ADS VII Arch 4102 Project No. 2 School & Community Introduction The understanding of the environment can inform how you as an architect investigate. You need to use your skill as an investigator to inform how you can consider the environment at a macro and micro scale and interrogate an exacting brief to deliver a successful design. This project involves careful study of use of space at a variety of scales from the individual student to how the overall relates to a wider urban context.

In his book Life Between Buildings Gehl argues against monofunctional areas and explores reasons for placing schools in the middle of an urban context. He states that classrooms can be placed around public streets and then those streets can serve as corridors and playgrounds, cafes can also be canteens for the school. The town/city can be part of the educational process with overlapping functions of town and school brief. Your project should encompass this opportunity for one function to work with another at the town scale and also provide a community of learning for its users.



Project: Exploration of brief Stage 1 Case Studies, Philosophy, Client Briefing Tuesday 09.10.12 2.00pm: Brief Handout & Discussion 3.00pm: Department of Education: The Architecture of Schools 3.30pm: Break 4.00pm: Case Studies 1 Siobhan NiEanaigh Mc Garry NiEanaigh, Wednesday 10.10.12 10.00am: School Design: Visit to TCD Bridge 21 3.00pm +LVWRU\RI6FKRRO'HVLJQ6KDQH27RROH 4.00pm Break 4.30pm Case Studies 2: Jim Coady - Coady Partnership Thursday 11.10.12 2.00pm Case Studies 3 5x15mins Competition Entries for School Design 3.30pm Break 4.00pm Case Studies 4: A2 Architects Friday 12.10.12 2.00pm Theories of Education: Martina Crehan LTTC 3.30pm Client Briefing Ann Ryan & Emer Nowlan Educate Together Discussion of starting points for school Submission of A4 document Monday 15.10.12 Stage one Site Analysis to Concept You are asked to continue your investigation of site and context and now combine this with your understanding of the requirements of the school brief. Examine how the existing urban spaces throughout the town can be reinforced/integrated into the new school community. You should also deconstruct the school brief to adhere to its requirements but take an informed stance as to where these can be changed to produce better architecture. You should also examine how a passive urban strategy can inform your approach to site. The form of study should involve the following:

x Investigation of context x Integration of context with school brief x Existing and proposed routes x Presentation of circulation through urban and school spaces x Analysis of brief x Macro level strategy x Exploration of a passive environmental strategy for the site

Interim Crit 1 Submission:

x Context described: 1:500/1:200 x Proposed school layout 1:200 x Contextual elevation & sections 1:200 x Model/3 d exploration

The above is a guide only and you need to decide what is appropriate for your scheme


Laura CarrollSite C Tullamore

7KHFRPSDFWVFKHPHGLYLGHVWKHSURJUDPPHDFURVVWZRRRUVWKH JURXQG RRU FRPSULVHV RI WKH SUDFWLFDO VSDFHV DQG LV DU-UDQJHGLQDQLQIRUPDOVHTXHQFHDOORZLQJWKHVXEMHFWVWRRYHUODSand the students to collaborate easily, the open nature of this OD\RXWDOORZVWKHVWXGHQWVQRW WREHGLVWUDFWHGE\WKHH[WHUQDOworld.

7KHXSSHURRUDSSHDUVPRUHLQVXODUDQGIRFXVHVRQWKHVWDQG-ard classrooms, each of which can open up to form larger teach-ing spaces, to encourage group interaction and learning.

The double height general purpose space creates a social strip ZKLFKUXQVWKHOHQJWKRIWKHVFKRRO7KLVVRFLDOVSDFHLVDQNHGE\ FRXUW\DUGV ZKLFK LQWURGXFH H[WHUQDO VRFLDO DQG OHDUQLQJspaces.The design employs economical materials: concrete blocks and plywood. However in using these standard materials in uncon-ventional ways they can be transformed into something with a ULFKHUDHVWKHWLF7KHQLVKHVDQGFRORXURIWKHEORFNZRUNDOWHUdepending on the space in which it is used, the walls act as way QGHUVEORFNFRXUVLQJFKDQJHVFUHDWLQJDGDWXPZKLFKVLJQLHVa change in use.

The blackened plywood walls that divide the spaces house stor-age, lockers and seating areas. These occupied walls which line the corridors provide social spaces and areas for contemplation DQGUHHFWLRQ7KHEODFNHQHGWLPEHULVLQGLUHFWFRQWUDVWWRWKHwhite blockwork structure, a muted pallet allows the students to provide colour to the school.


Laura CarrollSite C Tullamore


As an urban strategy the school was utilized as DWRROWRKHDOWKHSRRUXUEDQTXDOLW\RI'RPLQLFNPlace, Mullingar by rebuilding the street.

The conceptual driving force was the celebra-WLRQRIWKHEDQDO7KHUHSHWLWLRXVH[SRVHGVWUXF-ture of the school may teach students the value of subtlety in design as opposed to novelty.

Group discussion and self-learning are given HTXDOLPSRUWDQFHWRWHDFKHUOHGOHDUQLQJ7KLVpedagogical reaction informed the design of the school resulting in a labyrinth of indoor and outdoor learning spaces as opposed to corridor VSDFH$OLIHH[LVWVZLWKLQWKHVWUXFWXUDO]RQHproviding smaller spaces for individual learning.

Miriam CorcoranSite A Mullingar


Miriam CorcoranSite A Mullingar


Ground Floor 1/200

Legend

1 general classroom2 interlinked classroom3 group room4 music/drama5 guidance suite6 religion6 religion7 maths8 social studies9 multimedia lab

10 science lab11 demonstartion room12 arts and craft13 home econonmics13 home econonmics14 busines studies15 graphics16 wood work17 metal work18 library/study19 pastoral office

20 principal office20 principal office21 deputys office22 general office23 meeting room24 staff room25 general storage26 GP room27 cloaks27 cloaks28 toilets29 PE hall

30 equipment store31 tutors control room32 changing suites33 cleaner storage34 playing courts34 playing courts35 car parking36 Yard/storage

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Declan DuffySite D Tullamore


Paul EganSite A Mullingar

7KHDSSURDFKWDNHQZLWKWKLVSURMHFWH[SORUHGWKHUHODWLRQ-ship between education and the architecture that enables LW7KH FXULRVLW\ WKDW LV SUHVHQW LQ OHDUQLQJZDVH[SORUHGin the built form. This resulted in an ordered architecture that is pushed and pulled to create learning spaces outside RI WKHIRUPDOFODVVURRP7KHVHDUH LOOXPLQDWHG LQXQLTXHways and views of these are concealed then revealed. This language also shows itself in the relation to the site. 2WKHULQXHQFHVWRWKHSODFHPHQWRIWKHEXLOGLQJDUHHQYL-ronmental aspects including daylight and ventilation.


Paul EganSite A Mullingar


James HanlonSite E Athlone

Ground Floor Plan

7KHVFKHPHLVSULPDULO\LQIRUPHGZLWKUHIHUHQFHWRVLWHFRQWH[Wa riverside site boasting a screen belt of mature broad leaf trees RIIHULQJSXQFWXDWLRQWRWKHH[SDQVLYHYLVWDRIWKH6KDQQRQZKLOHalso providing shelter from prevailing winds blowing in over the river thereby creating a comfortable micro climate contiguous to the proposed building. The building aims to assimilate itself as FORVHO\DVSRVVLEOHWRWKHH[LVWLQJFRQWH[WUDWKHUWKDQFOHDUWKHFRQWH[WWRSURYLGHMXVWDQRWKHUVXEXUEDQVFKRRO

This approach allows the school to have a sense of place and DQLQGLYLGXDOLGHQWLW\DVFKRROVKRXOGEHDERXWH[SHULHQFHDQGmemories as much as about learning.

The design takes the form of timber clad functional cubic forms sitting under a canopy of lightweight tree-like structure. The cubic forms contain the necessary and regimented programme of a school whereas the irregular spaces between provide for a fun DQGXQLTXHPXOWLSXUSRVHHQYLURQPHQWZKHUHWKHVWXGHQWVDUHIUHHWRLQKDELWWKHVSDFHDVWKH\VHHWDQGH[SUHVVWKHPVHOYHVwithin it.


James HanlonSite E Athlone

First Floor Plan


The initial concept was to challenge the current education system E\VHWWLQJXSDFODVVURRPVLWXDWLRQWKDWUHVWULFWVORQJOHFWXUHVand encourages group work and informal learning. The idea of transformation, where the physical transformation made by stu-dents, the transformative effect a school has on a community and WKHLGHDRIWUDQVIRUPDWLRQEHWZHHQLQWHUQDODQGH[WHUQDOVSDFHVwas investigated; to provide a transparency to the building.

The school building sets up a relationship with the adjacent A2 DUWVFHQWUHEXWDOVRFUHDWHVDQHZVTXDUHMXVWRIIWKHPDLQVKRS-ping street, to be used by the students at lunch and then by the community at the weekend. The library, canteen and wood/met-alwork workshops have been integrated the into the community so that they may be used by local residents during out of school hours.

Cian HughesSite D Tullamore


ground floor plan1:2001. classroom2. interlinked classrooms3. demonstration room4. toilets5. guidance suite6. science7. group room8. social studies9. caretaker and first aid10. fitness suite11. female changing12. male changing13. cleaning store14. store15. gym16. metalwork and woodwork17. canteen18. library

educate together2nd level educationcian hughes

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Cian HughesSite D Tullamore


Oisn JacobSite B Mullingar


$OLVRQ25HLOO\Site C Tullamore


Dean MurphySite F AthloneThe concept for this school design is based around the Maria Montessori educational pedagogy. The philosophy is based around group learning where the teacher becomes secondary within the class and effectively acts as a mediator. Each class facilitates this method by placing students primarily in group scenarios and the teacher based in a neutral part of the class.

Meeting spaces and group areas are provided in most classes with the majority consisting of double height space to place their hierarchy within the learning environment provided. In the more public spaces of the school a number of various condi-tions have been provided for students to congregate based on their individual preferences. These range from large scale areas such as the general purpose hall to individual study zones which inhabit various niches around the school.

7KHVDPHSKLORVRSK\KDVEHHQDSSOLHGH[WHUQDOO\ZLWKDQXPEHURIFRXUW\DUGVEHHQSURYLGHGRQJURXQGDQGUVWRRUOHYHO7KHH[WHUQDOVSDFHVKDYHEHHQGHVLJQHGWRKDYHDPSOHsunlight and views of the passing River Shannon.

In terms of materiality the school will consist of board marked FRQFUHWHDQGFRUWHQVWHHOFODGGLQJLQVRPHORFDWLRQVH[WHUQDOO\These materials provide the durability needed for this building use while still providing the necessary aesthetics to blend in VXIFLHQWO\ZLWKLQWKHVLWHFRQWH[W7RDGGYLEUDQF\DQGFRORXUWRthe project the walls internally will be left blank in order for them to facilitate students work. Overall the building acts as a blank canvas offering the inhabitants the opportunity to personalise the space.


Dean MurphySite F Athlone


John MeehanSite E Athlone

The main driving force behind my scheme has been the site. Being surrounded by mature trees on the banks of the Shannon presented many inherent advantages, trying to be sensitive to both the site and the program was of paramount concern.

7KHVFKRROVWDUWHGRXWDVEHLQJVHSDUDWHG LQWRIRXUQJHUVRIaccommodation linked by a continuous circulation route. This idea still remains but the form has morphed in order to wrap it-VHOIDURXQGWUHHVRIVLJQLFDQFHRQWKHVLWHFUHDWLQJERWKSXEOLFand private outdoor spaces. The main circulation route was en-visaged as being more than just a route to class, but as a social ]RQHDQGHYHQDX[LOLDU\ OHDUQLQJVSDFH$ORQJWKHURXWHWKHUHare a number of nodes with corridors radiating out from them in

order to promote a sense of heart and inclusion.

Establishing an identity for the school was a driving factor be-hind the materiality. The main portions of the south, east and west facing facades are made up of timber vertical louvres that are individually controlled by each room. This control over the class-room lighting would lead to an ever changing facade arrangement over the course of the day or year. This would provide a visual interest for both the public and students, making an architectural statement over what might otherwise be an ill considered shading device.


Aisling ClearySite D Tullamore


Ciara RyanSite D Tullamore

This scheme aims to achieve comfort and individuality by pur-posefully breaking away from the typical institutional environ-ment that is found in many Irish schools today. My main focus has surrounded the theme of materiality and landscape. The idea is to allow each classroom to have its own personal out-door space that is proportionate to its indoor working setting. The intention is to break down the four walls of a classroom which we SUHYLRXVO\IHOWERXQGWR,EHOLHYHRXWGRRUOHDUQLQJLVH[WUHPHO\HIIHFWLYHWRDFKLOGVOHDUQLQJLQWDNHZLWKWKHVLPSOHPRYHPHQWRIfresh air and overall awareness of the environment. The class-room furniture is designed to change the way we teach where group leaning is encouraged.

To avoid the traditional material of block concrete, pink and JUHHQ WHUUD]]R ZDOOV DQG RRULQJ DQG FHPHQW UHQGHU , KDYHLQVWHDGXVHGSDWWHUQHG VFUHHQV WR H[SUHVVQRW RQO\ DZHLJKW-lessness within the building but also to allow for an interesting display of light and pattern within the space which results in a

XQLTXHPRYHPHQWWKURXJKWKHWZRHQGVRIWKHVFKRRO:LWKOLJKWRIWHQVFDUFHLQ,UHODQG,IHOWLWLVLPSRUWDQWWRPD[LPLVHWKHRSSRU-tunity of light. The screens are south facing to all classrooms and DUHRQDGRXEOHD[LVUROOLQJV\VWHPZKLFKDOORZVWKHVWXGHQWVWRinteract and make the faade their own. 7KHURRIRIWKHJURXQGRRUXQLWVZRUNVSDVVLYHO\ZLWKLWVSHDNHGDQJOH WRJDLQPD[LPXPVRODUKHDW IRUDQDUUD\RISKRWRYROWDLFpanels that line the roof. Below is a green roof which absorbs the rainwater and provides insulation.

The building stretches across the site inhabiting the whole space. 7KLVVSUHDGLQJRXWRIWKHEXLOGLQJDOORZVIRUDJUHDWHUH[SHULHQFHof movement through a central circulatory spine that latches onto a series of gardens and in addition contains a number of general purpose areas at cross over junctions. The PE hall is designed WR RSHQ RQWR D VTXDUHZKLFK FRQQHFWV WR DQ$UWV&HQWUH DQGUHFUHDWLRQDOFDQDO7KLVIDFLOLW\LVGHVLJQHGWREHHTXDOO\DVLP-portant to the community as it is for the students and staff.


David LallySite E Athlone


Fiona CanavanSite A Mullingar


Module coordinator Paul Kelly

Peter CrowleyPatrick FlynnEmma Geoghean%ULDQ2%ULHQ/HQ]LH26XOOLYDQJim RocheBrian Ward

SEMESTER 2


Laura CarrollTectonics - Primary School


Semester 2 Introduction

Theory for Practice Paul Kelly

The work of this semester is centred around the theme of Building students are challenged to combine interests they are developing in their Theory and Tectonics strands with their Studio work. The intention is to H[DPLQHDUFKLWHFWXUHDWWKHVFDOHWKHUHODWLRQVKLSEHWZHHQWKHKXPDQform and architectural space and beyond to the urban level.

The goal of the Advanced Design Studio (ADS) is to develop an attitude to the concept for a building that is applicable over the entire range of concerns of Architecture. The concept should be a touchstone that informs decisions at the urban scale and also at the scale of the human form. This practical application of a concept or theory serves to ensure a consistency of thinking over the development of a project analogous WR WKH SURFHVV LQ SUDFWLFHZKHUH D FRKHUHQW LGHD LV UHTXLUHG WR VXVWDLQD SURMHFWV GHYHORSPHQW RYHU D QXPEHU RI \HDUV 7KH 6WXGLR GUDZV RQWKH LQXHQFHVRI7KHRU\DQG7HFWRQLFVFODVVHV WKDWPDNH IRUD URXQGHGapproach to Architecture, students infuse their work with ideas that they DUHHODERUDWLQJRQLQWKHLUZULWWHQGLVVHUWDWLRQVZKLOHLQYHVWLJDWLQJVSHFLFtectonic approaches.

To this end the students were set briefs at the ranged from the design of an object, chair or bench to support the human form, a high density housing scheme and the detailed design of an aspect of this housing project that was fundamental to the concept for the project. This approach WR WKH IXOO UDQJH RI WKH FRQFHUQV RI$UFKLWHFWXUH GHYHORSV WKH VWXGHQWVphilosophical standpoint against the backdrop of the implementation of ideas. Architecture can be described as physical form given to abstract LGHDVWKHSK\VLFDOEHLQJDLQWULQVLFWRWKHXQGHUVWDQGLQJDQGH[SHULHQFHRIArchitecture. To further these ideas students are encouraged to investigate materials obtain samples and to seek to understand as far a possible the nature of the materials they propose working with.

7KHZRUNRI WKHVWXGLRGHYHORSV WKHVWXGHQWV WKLQNLQJHQDEOLQJ WKHP WRconsider a starting point for a project from a wide range of sources both theoretical and practical.


Dublin Institute of Technology, Bolton Street.Dublin School of Architecture - Department of Architecture and Urban Design

Degree Course in Architecture, Fourth Year 2012-2013Stage 4 ADS VII Arch 4102

Project No. 1 Student Housing and Learning Environment0

Introduction

In keeping with the theme Schools of Thought set out below is a brief for a student housing and learning space. Projects investigated in this semester will be set against the back drop of BTS (Building Technology and Structure), essentially we will place a firm emphasis on the Tectonic.

Living & Learning

Architecture begins when you place two bricks carefully together Mies van der Rohe

Get the habit of analysis - analysis will in time enable synthesis to become your habit of mind Frank Lloyd Wright

A great building must begin with the immeasurable, must go through measurable means when it is being designed, and in the end must be unmeasured. Louis Kahn

The relationship between decisions about material, structure and detail have significant impacts on the reading of a building and the confirmation or undermining do an architectural concept. This studio will examine the relationship between concept and the implemented architectural proposal. The means of this examination will be large scale drawings and sectional models supported by general arrangement plans and sections.

PK_2013_01_28 ADS_VII



Brief

Your brief is to design students housing accommodation, the building should accommodate at a minimum the following -

1. 20 units of shared accommodation2. 10 single occupancy studio units3. 5 units for families3. 2 No. seminar / lecture rooms for 100 and 150 people respectively4. A learning/research environment - (library or study spaces)5. Shared Kitchen and dining room/caf6. A gymnasium to accommodate 30 people7. Ancillary accommodation

It is also a requirement of the brief that the bring centre be retained on the site

Stage 1 - Observation & Recording Information0

Tuesday 29.01.13Site visit to designated sites

Friday 01.02.13 Information and Analysis

Presentation of site description and subsequent site analysis. Each student will examine the proposed site, gather detailed information on the following topics

TopographyLand UseScaleTextureUrban grainFloraFaunaSunlightWind direction

A drawing describing a synthesis of your analysis and conclusions in relation to the site to be prepared for Friday, February 1st 2013.

Stage 2 - Initial Sketch Scheme

Friday 15.02.13 Submission and Discussion of above list of information

Students will present initial sketch schemes of their proposed building on their designated site. Drawings at 1:200 scale showing the general arrangement and layout of your proposal. An attitude to energy conservation and environmental concerns will be expected. An initial proposal as to the structural systems to be employed, and the palette of material being considered should be prepared to enrich the discussion at the review.

PK_2013_01_28 ADS_VII



Project No.2 Semester 2Dublin Institute of Technology, Bolton Street.Dublin School of Architecture - Department of Architecture and Urban Design

Degree Course in Architecture, Fourth Year 2012-2013Stage 4 ADS VII Arch 4102

Project No. 2 Primary School - anticipating changing demographics

Introduction

Following through with the theme Schools of Thought the brief is to design a primary school. This project is intended to be derived from an idea focused on a construction method. There is a need for additional primary school places in the coming years, in time these buildings

could become obsolete, the task of his project is to examine the possibilities presented by $ $'#$ "develop an attitude to material and a construction method. The emphasis is on the Tectonic and how a building can adapt to changing circumstances.

Living & Learning and AssemblyBuilding art is a synthesis of life in materialised form. We should try to bring in under the same hat not a splintered way of thinking, but all in harmony together. Alvar Alto

I don't divide architecture, landscape and gardening; to me they are one. Luis BargainProportions are what makes the old Greek temples classic in their beauty. They are like huge blocks, from which the air has been literally hewn out between the columns. Arne Jacobson

The relationship between decisions about material, structure and detail have significant impacts on the reading of a building and the confirmation or undermining do an architectural concept. This studio will examine the relationship between concept and the implemented

PK_2013_03_15 ADS_VII



Project No.2 Semester 2architectural proposal. The means of this examination will be assembly drawings and sectional models supported by general arrangement plans and sections.

Brief

Your brief is to design an primary school, the building should accommodate spaces described in the attached Department of Education and Science brief and respond to the Educate together ethos providing a school that is Multi-denominational, Co-educational, Child-centred and Democratically run.

Stage 1 - Observation & Recording Information0

Tuesday 19.03.13Site visit to the site.

Presentation of site description and subsequent site analysis. Each student will examine the proposed site, gather detailed information on the following topics

PK_2013_03_15 ADS_VII



Travelling Scholarship


$OLVRQ25HLOO\Student Housing, Rathmines


David LallyStudent Housing, Rathmines


Community Theatre

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Site Plan 1:500

Stephen RichardsonStudent Housing, Rathmines


Stephen RichardsonStudent Housing, Rathmines


Shane PhelanTectonics - Primary School


David BurkeStudent Housing Rathmines


David BurkeStudent Housng, Rathmines


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Robert ManionTravelling Scholarship

JMV

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Natalie ScanlonTravelling Scholarship

Anne YoungTravelling Scholarship

a

a

b

b

b

c

c

e

d f

f

a LuasThe current EIS report on the proposed Luas St. Stephens Green to Boombridge line, indicated a route through the neighbouring Dublin Bus Broadstone depot. This proposal indicates a large amount of tunnelling under this property to facilitate a link through to the old canal basin. By a simple redirection through the Grangegorman site ( e ), this proposal suggests a route which substantially reduces the amount of expensive tunnelling and brings the community right into the heart of the Grangegorman larger urban plan. This proposal responds to the architectural hierarchy of the clock tower building and seeks to address the pre-established wide avenue of Grangegorman road upper. This design offers permeability through the site which should further dispense with any stigmatism associated with and seeks to address the pre-established wide avenue of Grangegorman road upper. This design offers permeability through the site which should further dispense with any stigmatism associated with the sites history.

b Water Filtration & Leisure Park

In a response to the citys drinkable water shortage in coming years, this proposal aims to put the land to use, recycling and purifying waste water by means of a system of managed reed filtration beds that work in sequence to eliminate and distil water fit for drinking. Recycled lorry containers from site are positioned to provide real time information concerning the parks consumption and output. As the wider community pass through the park walks they learn and visualise in real time the environmental benefit this park provides. The Public can access the raised deck, designed to have minimum As the wider community pass through the park walks they learn and visualise in real time the environmental benefit this park provides. The Public can access the raised deck, designed to have minimum impact on the ground below and to allow pedestrians meander along its path as it winds through the tall reed grass. Sculptural trees constructed from metal piping which use water jet to perform sequenced waterspray performance are positioned around the park at break-out points to provide a spectacle, weather permitting.

c Farmers market

With Ireland hosting the European Parliament in Farmleigh, a local thriving farmers market has been closed for business as it has on previous official occasions. This market is quite well known to the wider With Ireland hosting the European Parliament in Farmleigh, a local thriving farmers market has been closed for business as it has on previous official occasions. This market is quite well known to the wider community and is a loss to the locals. A permanent home for this market is proposed in Grangegorman which will further encourage community interaction with the site.

d Existing Structures

Existing buildings on the site, namely the cloak tower and nurses building, with a general restoration and retrofit can accommodate public and community functions and eventually become reintegrated into the phased masterplan works. Due to their scale, these buildings offer the added benefit of gravity induced pressure to the parks water pumping capabilities. Simply by routing pipework within these buildings the phased masterplan works. Due to their scale, these buildings offer the added benefit of gravity induced pressure to the parks water pumping capabilities. Simply by routing pipework within these buildings to high level and returning to ground; this can boost water pressure to the park and surrounding areas. The dilapidated asylum building shell could be repaired and used temporarily to house water storage tanks. Due to the buildings elevated level over Smithfield and surrounding areas, this could potentially give the added benefit of increased water pressures in the discharging supply piping network.

Site Plan Scale 1:1000


JMV

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iQVMMGBDUPSwNBLJOHUIFTJUFBEFTUJOBUJPOESBXJOHQFPQMFUPBOPUIFSXJTFGPSHPUUFOBWPJEFEBSFBPGUIFDJUZ5IFTDIFNFIBTVOJWFSTBMBQQFBMBQQFBMJOHUPGBNJMJFTQFPQMFPGBMMBHFTEVSJOHUIFEBZUJNFBOEUPUIFBEVMUDPNNVOJUZBUOJHIU*UTFFLTUPFEVDBUFUPTVQQPSUBOEFODPVSBHFMPDBMBSUBOECVTJOFTT*UJTPGBUFNQPSBMOBUVSFBOEJTBPSEBCMF*UBEESFTTFTBOEMJFTJOTUBSLDPOUSBTUUPUIFIJTUPSZPGUIFTJUF

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a

a

b

b

b

c

c

e

d f

f

a LuasThe current EIS report on the proposed Luas St. Stephens Green to Boombridge line, indicated a route through the neighbouring Dublin Bus Broadstone depot. This proposal indicates a large amount of tunnelling under this property to facilitate a link through to the old canal basin. By a simple redirection through the Grangegorman site ( e ), this proposal suggests a route which substantially reduces the amount of expensive tunnelling and brings the community right into the heart of the Grangegorman larger urban plan. This proposal responds to the architectural hierarchy of the clock tower building and seeks to address the pre-established wide avenue of Grangegorman road upper. This design offers permeability through the site which should further dispense with any stigmatism associated with and seeks to address the pre-established wide avenue of Grangegorman road upper. This design offers permeability through the site which should further dispense with any stigmatism associated with the sites history.

b Water Filtration & Leisure Park

In a response to the citys drinkable water shortage in coming years, this proposal aims to put the land to use, recycling and purifying waste water by means of a system of managed reed filtration beds that work in sequence to eliminate and distil water fit for drinking. Recycled lorry containers from site are positioned to provide real time information concerning the parks consumption and output. As the wider community pass through the park walks they learn and visualise in real time the environmental benefit this park provides. The Public can access the raised deck, designed to have minimum As the wider community pass through the park walks they learn and visualise in real time the environmental benefit this park provides. The Public can access the raised deck, designed to have minimum impact on the ground below and to allow pedestrians meander along its path as it winds through the tall reed grass. Sculptural trees constructed from metal piping which use water jet to perform sequenced waterspray performance are positioned around the park at break-out points to provide a spectacle, weather permitting.

c Farmers market

With Ireland hosting the European Parliament in Farmleigh, a local thriving farmers market has been closed for business as it has on previous official occasions. This market is quite well known to the wider With Ireland hosting the European Parliament in Farmleigh, a local thriving farmers market has been closed for business as it has on previous official occasions. This market is quite well known to the wider community and is a loss to the locals. A permanent home for this market is proposed in Grangegorman which will further encourage community interaction with the site.

d Existing Structures

Existing buildings on the site, namely the cloak tower and nurses building, with a general restoration and retrofit can accommodate public and community functions and eventually become reintegrated into the phased masterplan works. Due to their scale, these buildings offer the added benefit of gravity induced pressure to the parks water pumping capabilities. Simply by routing pipework within these buildings the phased masterplan works. Due to their scale, these buildings offer the added benefit of gravity induced pressure to the parks water pumping capabilities. Simply by routing pipework within these buildings to high level and returning to ground; this can boost water pressure to the park and surrounding areas. The dilapidated asylum building shell could be repaired and used temporarily to house water storage tanks. Due to the buildings elevated level over Smithfield and surrounding areas, this could potentially give the added benefit of increased water pressures in the discharging supply piping network.

Site Plan Scale 1:1000

Shane PhelanTravelling Scholarship

/LDP25HLOO\Travelling Scholarship

David BurkeTravelling Scholarship


Cillian WrightTectonics - Primary School


Stephen RichardsonTectonics - Primary School

-30 Sedum Roof Matt on-Filter membrane on-50 Egg crate drainage layer filler with gravel on-Filter membrane on-150 EPS insulation-3 EPDM solvent welded membrane mechanically anchored through to roof deck on-100 Cross Laminated Timber Roof plates fixed to -100x400 Glulam Beams at 1300/2300 ctrs

-SW Painted Window Frame to RAL 1013 with top hung opening sections with 4-12-4 double glazed argon. High and low level opening sections to provide natural ventilation.

-EX 100x25 SW Larch vertical T&G Cladding fixed with Austenitic S/S nails on-50x50 SW Horizontal Battens ate 400 ctrs on -Breather Membrane on -18 OSB on -200x44 SW Studs at 400 vertical ctrs with 200x44 SW sole and head plate fixed to sole plate. -With 200 cellulose insulation between-Vapour Check-50x25 vertical battens at 400ctrs-With internal Plywood storage units encased around the external wall.

-Zinc Standing Seam Roof fixed to Gal Steel Folded metal plates at 100ctrs fixed to CLT

Internal Plywood storage units encased around the external wall.

Gal Steel Shoe fixed to the Concrete Foundation Pad, supporting Inclined Glulam Column

400x400 Concrete Foundation Pad


Ex 75x44 SW Decking boards at 85 ctrs

15 Laminated Glass balustrade fixed with S/S fixings to 100x150 Glulam Columns

-15 Poured Resin floor finish onNotched Floor Panel-18 OSB on -150x44 SW Studs at 400 vertical ctrs-With 150 cellulose insulation between-Vapour Check-18 OSB on


Stephen RichardsonTectonics - Primary School

-30 Sedum Roof Matt on-Filter membrane on-50 Egg crate drainage layer filler with gravel on-Filter membrane on-150 EPS insulation-3 EPDM solvent welded membrane mechanically anchored through to roof deck on-100 Cross Laminated Timber Roof plates fixed to -100x400 Glulam Beams at 1300/2300 ctrs

-SW Painted Window Frame to RAL 1013 with top hung opening sections with 4-12-4 double glazed argon. High and low level opening sections to provide natural ventilation.

-EX 100x25 SW Larch vertical T&G Cladding fixed with Austenitic S/S nails on-50x50 SW Horizontal Battens ate 400 ctrs on -Breather Membrane on -18 OSB on -200x44 SW Studs at 400 vertical ctrs with 200x44 SW sole and head plate fixed to sole plate. -With 200 cellulose insulation between-Vapour Check-50x25 vertical battens at 400ctrs-With internal Plywood storage units encased around the external wall.


Internal Plywood storage units encased around the external wall.

Gal Steel Shoe fixed to the Concrete Foundation Pad, supporting Inclined Glulam Column

400x400 Concrete Foundation Pad


Ex 75x44 SW Decking boards at 85 ctrs

15 Laminated Glass balustrade fixed with S/S fixings to 100x150 Glulam Columns

-15 Poured Resin floor finish onNotched Floor Panel-18 OSB on -150x44 SW Studs at 400 vertical ctrs-With 150 cellulose insulation between-Vapour Check-18 OSB on


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David LallyTectonics - Primary School


/LDP25HLOO\Site E Athlone - Tectonics Project No.2


This page was prepared displaying a selection of my personal sketches from Athlone town drawn during our intial visit to the town. These sketches were hand drwan on the initial visit to the town and illustrate the character of the town center and suburbia.

This page was prepared in conjunction with ADS as group research into the climate of Athlone town. Information was gathered by website accessed weather data from Met Eireann.

/LDP25HLOO\ESM, Semester 1

As part of the submission for ESM project 1- Urban Eco - system group project, these cross sections through the site show the character, variance in building types, topology of the site in its context and demonstrate the large under-utilised open spaces to the hinterlands behind the streetscape. (Please refer to section lines illustrated on plan, previous page)

This page was prepared in conjunction with ADS as group research into the prevailing wind patterns local to Athlone town. Information was gathered by website accessed weather data from Met Eireann.

This page displays a part-submission of group work from the ESM project 2- Macro Site Planning and its impact on Microclimate . This page illustrates the prevailing wind path patterns over the group selected area of Athlone. Also, it displays photo images of a wind analysis powder test on a physical model of the site.

This page displays part-submission of group work from the ESM project 2- Macro Site Plan-ning and its impact on Microclimate. This submission illustrated the sun path over the se-lected site and used computer modeling to illustrate shadow paths on three seperate times over the day on the months of January, May and October, as the sun tracks its way across the sky.

This page displays my submission for the ESM project 3- Building Form: Daylight & Ventilation. In this submission I sought to illustrate my strategy for natural ventilation and day-lighting in my ADS school building design. As design development continued my strategy for ventilation changed from Venturi to centralised courtyards.

This page displays a part-submission of group work from the ESM project 2- Macro Site Planning and its impact on Microclimate . This page illustrated the tra! c " ow through the selected are of the town


Guest CriticsRalph Bingham Jeffery BolhuisDermot BoydNoel BradyShannon ChanceJohanna ClearyBrenda CarrollDouglas CarsonDonal ColferMichelle FaganConor HorganGary Lysaght(VPRQGH2%ULDLQNiall RowanWillie Walsh

Guest SpeakersPeter CarrollJim CoadyEamon GrevilleMike HaslamSiobhn NEanaigh6KDQH27RROHAnne RyanBrian Swan

Timothy Bergin.Morgan Boland.Kate Buck.David Burke.Fiona Canavan.Laura Carroll.3HWHU&DXOHOGAisling Cleary.Miriam Corcoran.Mark Davy.Sophie Dempsey.Michael Drury.Declan Duffy.Paul Egan.Caren Finnegan.Jennifer Fisher.Josephine Flahive.James Hanlon.Hanrahan John.Cian Hughes.Oisin Jacob.David Keegan.Nadine Kelly.Anna Keogh.Louis LaconDavid Lally.Niall Lennon.Sophie LucasRobert Mannion.Pierre MarcAlba Martel)HOL[0DUWLQSophie Mc Cauley.Aidan Mc Donnell.Karen Mc Gillion.David Mc Gowan.Sinead Mc Loughlin.John Meehan.Ciaran Molumby.Dean Murphy.Matthew Murphy.Daniel NashHugh Neary.Louison NewloveFinnian O Neill.Alison O Reilly.Liam O Reilly.Shane Phelan.Mark Poland.Stephen Richardson.Ciara Ryan.Natalie Scanlon.Conor Sheehan.Alan Sherlock.James Slater.Colum Smith.Tennyson Philip.Kenneth Tuite.Georgina Vernon.Cliodhna Walsh.Cillian Wright.Anne Young.

4TH YEAR GUESTS

72 Dublin School of Architecture 4th Year, 2012 -2013

2012-2013Dublin School of Architecture

4TH YEAR

Documents

4th Year 2012-2013