March 2016
Abstract
University faculty
buildings and other educational institutions are so much more than simply
teaching and learning spaces. Long gone are the unimaginatively organised
classrooms of tedious rows of tables. New, exciting faculties have become life
institutes, idea banks, research leaders, businesses, corporations and even
mini cities in some cases. The time students spend on campuses is meticulously
planned for best use of space and learning experiences. Facilities for students
and faculty staff are carefully coordinated, timetabled and spaces allocated
for a wide range of teaching methodologies, support, tools, technology and
equipment. Adequate and flexible space, lighting, environmental conditions and
student wellbeing must also be considered – depending on the region and
site-specific weather conditions. Innovation and top facilities will help in
securing the best students and teachers, guarantee successful learning
experiences and setting standards. There is competition for student places,
both nationally and internationally and a fierce quest for the best continue to
shape the way we design our learning spaces. But how does the latest learning
technologies and building design affect the way these contemporary ‘learning
machines’ function as institutions and places for learning and student and
faculty life? A diverse range of people access universities today and the
education system has dramatically changed over the past decades. The student
experience is top of the agenda with well-designed accommodation, social and
recreational environments also expected as part of the package and the
benchmark is set high.
The buildings covered in this chapter are:
DaeJeon University Convergence Space / Hyup Dong Won Architects, School of Architecture KTH / Tham & Videgård, Royal College of Art Woo Building /
Haworth Tompkins Architects, Physics
Department Building / Marsino Arquitectura, Sculptural roof tops new arts centre Pomona / wHY, National Taiwan University, College of
Social Sciences / Toyo Ito &
Associates, The Technical Faculty,
SDU / C.F. Møller Architects / Faculty of Fine
Arts, University of La Laguna / gpy Arquitectos.
Introduction
Aims
and desires for the spatial and architectural experience in learning spaces are
full of clues and buzz words. Attractive features, fluid circulation and openness
to chance encounters in intricate meeting spaces are all key terminology. Planned
viewpoints or deliberately placed glimpses across campuses and landscapes
beyond, inspire and invite the occasional daydream. This and more, reflect the uniquely
designed university learning environments expected today.
Location,
climate and population, including student, faculty and programme requirements
play a big part in designing successful university buildings. Access to
industry partners, collaborators and funding, together with state of the art
research centres all sit high on the wish list for any educational institution.
Furthermore, with continued future economic growth there is heightened demand
and true expectation for flexible and shared use of space within institutions
and their daily activities. Allocation for increased student numbers and internationalisation,
high on the agenda for both students and faculty staff must all be carefully
considered in the early design negotiations. Architects and designers must foresee
these trends alongside the all-important student experience, wellbeing and
security.
The
site, structural framework and form become the base for what on plan appears as
a diagrammatic ‘board game’ of activity in faculties, particularly during term
time. Inspirationally functioning spaces breed creative thinking, flexibility
and openness to new ideas. With cohorts coming in and going out, through the
academic years, wear and tear and durability of materials, shelf life and
maintenance is to be considered. Each of the projects featured here have
adapted environments for sustainable conditions.
Exteriors
can be deceiving, as in the case of DaeJeon
University Convergence Space, in Korea by Hyup Dong Won. Here, the brick exterior appears dominant, with varied
use of brick and play with texture. Alternating glaced facades and structural staircases
align and decorate the exterior. Homogenous materials merge in style into the
existing buildings on campus. Once inside, the circulation converges and expands
the relationship between exisiting facilities, with fluid movement between the
buildings and beyond. The main framework contains the activities in lecture
rooms and labs. The large Science and IT lecture hall adds not only important
common and learning space for the faculty, but also cleverly interweaves paths
through the campus and facilities. There are views through irregular openings and
the courtyards between classrooms add light and intrigue. Social interaction in
the many spaces in-between, such as stairwells, roof gardens and corridors lets
ad hoc meetings take place between lectures and seminars.
Tham & Videgård have developed a similarly informal and
progressive stance in common areas of the new School of Architecture at the Royal Institute of Technology, KTH in
Stockholm. A spirited response has been taken to the existing site
and surrounding early 20th century buildings. The new steel and
glass façade shows off a drastic curved form with weathering steel walls merging
into the landscape of existing red brick buildings. Large picture windows, reminiscent of huge periscopes
at the top overlook the neighbourhood and appear to stand guard. Intriguing curved
interior environments, suggesting movement, in plain yet hardwearing materials
allow a neutral canvas for creativity. It becomes an interior landscape choreographed
through the lit curves, openings, stairs and exterior views and wider
perspectives.
Curvilinear
pathways continue throughout the six-storey facility, assisting interaction and
flow. The architects see the interior more like a ‘landscape’ than a
traditional institutional building. A sunken garden and roof terrace form part
of this holistic ‘landscape’. With study spaces scattered along the pathways,
the journey itself is an inspiration. Glimpses of work in progress in studios, break
out spaces and lecture halls give an impression of constant productive vibe. At
times this is more about creative and social interaction; students and
lecturers discuss ideas, share news and host accidental meetings along the way.
The double height, bright exhibition area is used for student shows and events.
This transforms into a larger open lecture space, and can be used for high
profile speakers, cross-school lectures and celebrations. When approaching the
building after dark, the lit up windows and activity inside glows in the late
winter afternoon. It cannot be the worst place to do all-nighters before student
project presentations..
Approaching
the entrance of the new addition to the Royal College of Art London
Battersea campus, the Woo Building by
Haworth Tompkins in Howie Street, visitors
are greeted by large site-specific gates by Max Lamb (one of many successful
RCA graduates). This is the new home for the Ceramics
& Glass and Jewellery & Metal programmes from the School of Material. The
Woo Building connects the disciplines with the School of Fine Art, already on site
in the Dyson and Sackler buildings. Conveniently
located in Battersea, an area already with strong creative reputation.
The Woo
Building’s naturally lit, high ceilinged state of the art Jewellery & Metal
workshops are located on the top floors. Access is restricted due to very
specific and delicate processes and use of specialist tools and technologies.
The unique metal foundry in the Sculpture building opens up opportunities for
experimentation with further processes, largely unavailable in most schools. Meanwhile,
the Ceramics & Glass workshops and studios invite free circulation between
spaces and activities. A unique kiln space is used for a range of processes and
can handle small to large-scale work and intricate experiments for research. Collaboration
between the schools benefits the whole learning and creative experience well
known at the RCA.
As
we see in the other projects, fluid and flexible use of space is in demand. The
Physics Department Building in
Arica, Chile by Marsino Arquitectura is
no exception. Combining quiet study
space, laboratories, formal and informal learning spaces is key also in this
project. Meeting points, possibilities of new adventures and acquaintances are
equally significant. Sharing of knowledge and experience amongst these custom
built interiors is made easier and more flexible by including current and
future needs. Designed stools in the labs, hints of colour and natural
materials amongst the concrete and steel walkways add individuality to the
spread out spaces. It is easy to exchange glimpses with other students and
oversee activities across the open spaces and wide stairways and ramps.
The
climate has been very much part of the process. Inhabitants, spaces and
equipment must be protected from the weather; mild but with high risk of
environmental factors such as mid-day sun radiation and dust from the ocean.
The architects designed a structure of mesh fabric to cover the building. This was
inspired by mats in local markets, and adds protection and character to the
design concept.
Flexible
spaces are further utilised not just inside but also outside on the terraced
areas at Pomona College, Claremont, California. The Sculptural roof tops new Arts Centre by studio wHY is
innovative in its utilisation of existing and improved resources. Large
auditorium, gallery space, classrooms, studios, workshops and informal meeting
spaces are spread out over 3250 m2. Due to the suitable climate,
much of the social integration, central courtyard and walkways between spaces
are located outside. Small study groups may also take place outside.
Covered
by a large steel and timber curved roof, four separate buildings make up the
activity and learning spaces. Stucco, already a main material on the campus, has
been clevery used by the architects to references the existing materiality.
Each building is clad in a varied form of stucco, tweaked and individualised
for the project. “I want the building to be about light, texture and
materials”, explain the architect. The surrounding topography and mountain
views have been a natural influence, adding drama through interesting levels,
walkways and dramatic landscape panoramas through fully glazed windows and
walls. The architects designed specific seating and drawing tables for study
areas and art spaces, a noticeable detail to the project.
Combining
multi-use spaces, interior and exterior views and vistas is also the case at
the National Taiwan University, College
of Social Sciences in Taipei by Toyo
Ito & Associates. Each space has a different spatial narrative, influenced
by geometry.
Consisting
of two main buildings, the taller 8-storey building towers behind and appears
to protect the lower building housing the library and research areas. Study zones,
lecture spaces and general faculty spaces are placed along the central corridor
in the taller building with views across the campus and to the street outside.
Double and triple height sky gardens are located on the sides, acting as
reminders of the environmental factors and human scale.
Intriguing
tree like white irregularly placed columns quietly interrupt the library environments
curved bookshelves and walkways. With inspiration from nature this feature adds
an element of composure to the library and quiet reading spaces. Natural
lighting from the top of the structures gives an even more dreamlike
atmosphere.
The curious façade of the new Technical Faculty at the SDU in
Odense, Denmark by C.F. Møller echoes the
outstanding research taking place inside (high end materials- and construction
technology, robotics and nano-optics). Describing
the new building on the SDU website, the Dean explains that “..sustainability, high
technology and education go hand in hand”1. This building is shared by several education and research institutes.
Five buildings are compiled into one via bridges and walkways at different
levels intersecting at the eyecatching central copper staircase, the "Møblet"
(Danish for ‘furniture’). Social and informal meeting
spaces are integrated with access to a tranquil roof garden and cafe. The overall design
is reinterpreted by using similar materials to those of the original 1970s campus
design by Krohn & Hartvig Rasmussen, but are updated, transformed, hidden
and revealed at the same time. For example, the glass building’s attached exterior
skin of high performance fibre reinforced concrete. Slabs of concrete with patterned
circular ‘bubbles’ act as viewports, shade and shelter. All interior spaces
enjoy views of the natural landscape. Solar energy collection and natural
ventilation, minimal energy consumption and regulated indoor climate is all
sensibly integrated.
A central staircase sweeps through the space,
housing studio and lecture spaces, creating a central spine for the interior. Large
laboratories are based on the ground floor with access to the outdoor areas for
field studies. Studios, workshops and group areas occupy the fist and second
floors. Meeting and recreation spaces can be found in the central zones of the
building and the roof garden.
Lastly, we look at the new Faculty of Fine
Arts, at the University
of La Laguna,
Tenerife by gpy
arquitectos. The architects say that they set out to create
‘innovative spaces for experimental and
creative education’. This is certainly the case, as the floor plan and layout shows.
Like a racing track, the interior and exterior concrete landscapes intertwine with
ramps, curved spaces and suspended concrete slats embracing the building. Inside, the art studios are flooded with natural light in the vast
double height interiors. Dividing walls/doors are used to open up or separate learning
spaces, depending on needs and activities. Concrete spirals of endless walkways, circular
‘in-between’ spaces and green patio gardens create a matrix of routes. I cannot
help but think this must be a skateboarder’s dream..
As in all of the projects covered in this chapter, these spaces of formal/informal
spatial ambience naturally encourage human interaction, education and spontaneous
sharing of ideas.
Conclusion
So
how well do the buildings work in reality? It may be too early to measure real successes
here, but as a student it must surely add to the exhilarating time that
university life should be – as a learning experience, independence, awakening
and social integration mechanism. Perhaps the futuristic university faculty building
will come with a theoretical extendable kit-form that can be morphed onto
existing structures, as needs will change and demand for places (in the most
innovative schools) – and more space - will no doubt continue to grow.
Heidi Saarinen
1 http://www.sdu.dk/en/Om_SDU/Fakulteterne/Teknik/Nyt_fra_Det_Tekniske_Fakultet/IndvielseTek300915
