Upload to google warehouse

Google Sketchup Model:
http://sketchup.google.com/3dwarehouse/details?mid=8b39efb78d28e5e7f957bcc94a4f05db

Cryengine Model: Unfortunately after applying textures onto my model and exporting it, cryengine didn't like it and decided to kill itself and destroy the entire levels folder and delete my entire environment. :(

Video Final Model

Youtube link to video

Video was taken before textures were added and crashed my save data. However it still shows the circulation around the building and facilities fairly well.

 Some of the main things I wanted to emphasise in my design was efficiency and creativity. That would be a building that encompasses the subjects it teaches while allowing the students to enjoy learning in it. Some of the main considerations I put was to separate the 'Work' and 'Leisure' spaces. Places all the workshops, study areas and library in the central semi-snow globe in the middle of the bridge and place the cafeteria/meeting space outside, along with the staff and student meeting spaces outside as well. By doing so it allows students who wish to study the chance to do so in the workshops or library without getting interrupted and distracted by those who wish to play or socialise thus creating a solid place for learning. Also  I placed the library and gallery on the floor as I would deem it to be the more high traffic spaces of the school, which reduces the congestion on stairs. Furthermore I have also decided to split the meeting spaces of staff and students and I feel as people generally like to socialise and interact with people of their own age, however the balcony in the centre allows them to interact with each other if they wish to do so. Furthermore the staff offices were placed it in highest point in the building due to circulation as it mean only the little staff have to use the stairs as much and lessens overall congestion on the stairs while also providing the staff with the best vantage point in the building.

Peer Mark/ Attendence record

Thanks for the help throughout the sem Stephen! Had great fun :D

Real Time images of Developed Model and Environment

Entrance to School

Panorama of the Valley

Overview of Environment

Bridge onlooking meeting student meeting space and elevator (left)

Note the transparency in the bridge, which is used to allow for onlookers on top to see and perhaps identify people on the valley floor before boarding the elevator down and also to add to the view of the scenery.

 Interior of the teacher's meeting space, onlooking the students meeting space.

Cafeteria and secondary space for students and staff to meet and interact.

Balcony of Cafeteria onlooking the Staff meeting space

Birds eye view of the entire landscape

Lecture Theatre

The lecture theatre is positioned in a way that allows for natural light to flow in while lessening glare for students if it were positioned directly in front of the sun. Furthermore with the students facing inwards instead of outwards the students are more likely to pay attention in class than get distracted and look out into the landscape.

Workshop/Research space

This texture was chosen for the workshop as it is a fairly innovative and unique texture which may in turn spawn more creative thinking in the students design.

 Ground floor onlooking the staircase and gallery space/general meeting area

texture was chosen for the same reason as the workshop

Library/Computer rooms

This repetitive pattern was chosen to show that it is a public space and that you are but one of many using the space. It may allow for one to be more conscious of their actions and its effect/disruption on others.

Collective Offices of Staff

The offices of the staff are placed in the highest point in the building for its better view for the more permanent users of the building. It can also onlook down into the lecture theatre and studio spaces allowing for staff to see what others are up to.

Side view of Valley with elevators descending.

Rear facade of Folly

View from folly

Low angle shot of the building

Two Studio spaces

Draft Cry Engine Valley

Elevators and Folly

The Elevators both display a sense of thought and design of both an engineering standpoint and architectural through utilising many valued choices throughout the design process. The student's lift (left) is created utilising circular shapes as they have a larger surface area. There is also multi-levels steps which allow for several students to be able to board the lift at a given time, improving circulation from the valley to the school. The teacher's lift however is much more small and personal allowing for maybe only one or two individuals to step on, giving it a more personalised environment and also due to the smaller ratio of teachers to students, they do not need such a large lift.

Furthermore the lifts are open as to fully embrace the exterior environment allowing for the individual to experience the valley with all their senses. The lifts also slowly rotate around as they descend imitating the fall of snow around them, while also allowing for the individual to get a 360 degrees view of the valley.

The folly is extremely similar to the lifts in that it allows for the exterior to penetrate the interior compared to the actual school which is relatively closed to the elements.

36 Custom Textures

Rotational

Scalar

Linear

Homogeneous

Interactivity

Speed

Experiment 3 - Chosen Valley and Text Mash-Up

My chosen valley for this assignment was Perisher Valley and the other snow plains nearby. This felt like a nice change in style from the tropical and rocky environment I designed in Experiment 2 and perhaps designing a different environment will allow me to learn new skills in cryengine and design.

"The Physical and Metaphysical" - Text Mash-Up

1. Reisner, Yael "To really connect with people, architecture needs to get back in touch with its emotions" Architectural review, 2010 Sept., v.228, n.1363, p.33-34.

2. Gregory, Rob, "Back to basics: exploring old ideas in new ways, Japan's architects move toward an architecture of the future primitive", Architectural review, August 1, 2007, Vol. 222, Issue 1326.

3. Ken Wallace, Lucièenne Blessing, "Engineering Design: A Systematic Approach", Spinger, 2007.

Physical and Metaphysical

Those outside the architecture profession often perceive a building to be brilliant for the aesthetic experience it offers. Architecture defies definition. Occupying middle ground between substance and the insubstantial, where traditionalism, speculation, permanence and impermanence co-exist, she described a generous mentality within Japanese culture that appears able to accommodate diverse style and multifarious expression. In contrast to Western single-mindedness, where choices distinguish between things, either 'one thing or the other'. However, The main tasks of engineers is to apply their scientific and engineering knowledge to the solution of technical problems and then fully optimise those solutions within the requirements and constraints set by material, technological, economic, legal, environmental and human related considerations. But its logical and impersonal nature, it deprived people of us emotional environment because if there is no emotional input, there is no architecture touches people's emotions. In teams, individuals realise interdisciplinary unique product development...where the mental creation of a new product is the task of design and development....and its physical realisation is the responsibility of production engineers. When asked about their virtually expressionless language, Nishizawa will not discuss colour, material or form, but does admit that in earlier work, unadorned white surfaces represented an active evasion of decision-making. Displaying Vorreiter's relatively blinkered 'one or the other' attitude, while engaged in what Nishizawa describes as an already agonising process, resolving the distribution of programme, consideration of additional variables such as material and texture was dismissed as an unwanted complication. Even now, despite their success, form is still presented as an outcome rather than an end ill itself, with Sejima saying almost incidentally, 'of course, regardless of specifics, I insist that the final form must be beautiful'

The university spanning across the valley will not only act as a bridge in its literal sense but also as a bridge between both disciplines of engineering and architecture, incorporating the more logical and physical characteristics of engineering and the slightly metaphysical characteristics associated with architectural design into the design process and decision making 'many valued choices' to accommodate both into the structure providing an interesting and innovating structure that students of both disciplines can admire, enjoy working in and draw inspiration from.

I will be doing this by focusing on circulation, equality, providing comfort and ease for the people using the building and creating an efficient learning environment through association of like minded people and spaces.

18 Perspective Drawings

9 One Point Perspectives:

9 Two Point Perspectives

Extra Perspective drawings

One Point