FINAL DESIGN- Resolutions

The last stages of design required the resolution of unexpected issues and a last minute alteration on the location of the building. Last but not least, the problem of how to integrate spaces for different learning stages was tackled and solved.

The problem of dividing library spaces appropriately was the most difficult issue to solve. The decision made at the earliest stages to keep with the theme of languages presented problems that could not be broken down into simple age groups, or even learning stages. In an English-speaking and largely mono-lingual context, children often come to their second language at different stages and naturally learn at different rates.

Also, there is the issue of which language to foster. The library is not small, but providing enough space to support several languages was difficult. This is especially true because one of the problems facing English speakers learning a second language is a simple lack of opportunity to practice in context.

These two problems were solved simultaneously with the creation of "Language Zones" within the library that provide a space students can immerse themselves in one language. Each is a reconfigurable multi-media space packed with magazines, music, posters, video and even vending machines all in the language being presented. This creates a small zone where children can practice the Immersion technique. These zones can easily be reconfigured to take different languages, allowing possibilities for languages to be "booked in" for intensive activities.

The Different floors are split into reconfigurable Language Zones

The concept of live and loud Language Zones that encouraged interaction and conversation also provides a place for younger children who require a more interactive environment. Coupled with the Courtyard, these spaces encourage the most essential part of learning a language; practice. Meanwhile, quieter, more traditional learning spaces are provided on the upper level, along with a Language Theater for presenting and viewing audio and visual material in different languages.

The issue of what to do about the Courtyard and the stair was  resolved by a late alteration in building location and orientation. The entire building was moved to the river's edge where the curved outer wall fit neatly onto a small outcrop on the bank. This presented the lifts and foyer to the main Riverwalk Path. It also pressed the courtyard "entrance" out over the river. 

Site Plan (with ground floor exposed) showing new location on the river bank, and the slight change in orientation

Site Section looking West

This transformed the open space from a second, conflicting, threshold into a more secluded inner space that opens onto the river. The Courtyard and river view can still be accessed from the main Riverwalk, but it is no longer a main entry. Rather, it is now more of an internal space that gives access to the exterior.

What was previously the Courtyard entrance is now a place to view and experience the river

This shift finally resolved the issue of what to do about the stair. Relieved of its task of being a hidden main entry, the central stair is now a fixture for the Courtyard, providing a place to enter and leave the building, but also to serve as a focus for the open space below. The stairs are now shallower, with a going of 250mm which encourages seating and reinforces the idea that the Courtyard is more a place than a thoroughfare.

Model shown in view from the river. The South section now requires a retaining wall embedded in the bank

FINAL DESIGN - Uses and Form

Work this week has concentrated on two things. The first was trying to define and then show how different age groups would use there spaces. From the beginning, they idea of the multilevel library was to allow vertical separation be a natural way to differentiate age groups.

Some reading on the matter revealed a mass of research into what children's requirements are, and what sort or spaces help them learn. These range from the highly structured pre-school to high school graduation seen in most schools and which seems to be the commonly held wisdom in our part of the world. But there are no shortage of other theories as well, from inclusive methods to environments like rural schools where children of all ages learn in the one setting. There seems to be very little hard evidence (or perhaps just too much conflicting evidence) to say which sort of space is best for which age group.

I informally interviewed some teachers and simply asked them how they arranged their classrooms. I asked this first, and then asked which ages they taught. They ranged from complete indifference to the physical environment to strongly believing it was an essential part of the classroom experience. Some teachers were strong advocates of a multi-media approach, others were traditional (and this did not depend on the teacher's age or time of training).

Given that this library is not for a specific school or even a specific age group, I decided to simply differentiate the spaces on the basis of possible intensity of use, and type of use. Naturally, this leads to a certain age typing anyway, as louder and more vibrant environments usually appeal as learning environments for younger children, while older children generally need other settings. Thus, rather than having age exclusive zones, there might simply be differences in types of facilities.

Finally, since the emphasis will be on languages and communication, there is a strong case for presenting environments based on activity rather than age. Practicing reading is a specific activity regardless of the age of the reader, as is practicing conversation.

Representative Section: Different levels still reflect different intensities ant types of activities rather than set age-groups.

The second aspect that occupied this week was finalizing the tectonics of the design. I have not fundamentally changed the layout, but have altered the floor plan to great more interesting effects than the original smooth-sided design. The floors now rise as inverted steps, and the stair has been substantially redesigned. The second tub lift has been removed, and the stair has been rotated around by sixty degrees, taking it off the axis of building courtyard.

Current Ground Floor: There are two options for the steps. The option shown installed provides a broad set of steps that can double as seating and a feature of the courtyard. It is very heavy and probably just too much. The second is a straight stair that is still broad enough to be a seating feature. It allows voids either side withing the building, offering options for light wells and internal features built around the staircase.

FIRST FLOOR: Simple CAD version of first floor. This shows the broad stair in place. The conventional stair would have voids either side running from top to bottom. This floor is representative, and holds the administration offices as well as main foyer. Anticlockwise from the stair are magazine racks, then varied spaces for younger children or louder activities.

FINAL DESIGN- Further Refinement

Not a great deal of work has been done. How to improve the stair is causing some issues and also the question of indicating space. The latest effort is at least measures up, with a compliant rise of stairs (150x250 per step). The small rise is to accommodate the youngsters.

Stair section and rough plan.

Does all space have to be indicated as used? If a building's use evolve over time (especially a public one), it might not be possible to indicate all uses imagined for an area. Multiple views might be required for a given space... or is that too much information?

One distinct difference in this floorplan is the expansion of the foyer area to accommodate the larger stair. Information desks and a display area have been moved to this space.

FIrst Floor Plan- with uses indicated.

FINAL DESIGN- Feedback From Presentation

A bit of a hiatus.

After feedback from the presentation, some major changes are underway. In particular, the entrance is being revamped to make it more distinctive. The basic idea is to bring the stair out from the undercroft and instead project it up into a foyer. Glass block walls to provide transition from ground level to the interior. The central wall of the stair will be used for small presentations and displays.

Also, specific (or suggested) uses will be mapped out better in the drawings.

Section view of new main entrance

Trace of possible uses on foyer level. The administration office and some media lounges have been sketched in.

FOLIE TO BUILDING- Presentation Design

Projection from the South East

The presentation helped resolve and clarify many features of the library that had been fuzzy to this point. In particular, the dimensions and floor space devoted to different functions were all resolved in greater detail... but not us much detail as was truly required. 

North-South section through center

South Elevation

Intensity of use varies with level

 More elements of the folie have been extracted and included in the design at this point. The entry with its stair provides a chance to include the major element of the folie, and the tubular lifts allow a recurrence of the slippery-slide theme.

Tube lifts hark back to the slippery slide of the folie

The distinctive glass block material of the folie is incorporated into the stair design

Ground Floor

Otherwise, the concept of a layered learning environment was expanded. The design now included three levels and a more open plan. There is a greater mix of interior and exterior spaces appearing at irregular places within the design.

First Floor

Precise uses of floor space have not been resolved, but general use and intensity has. The building proceeds from open to the public (and the elements) on the ground level, up through a highly interactive level with ablutions and offices, and with the middle floor being similar to a conventional modern library.

Second Floor

 Access revolves around the main stair that rises from the undercroft, as well as two tube lifts to either side. A fire exit is installed in the South West Wall, which is least accessible to the other exits.

Third Floor

The third floor is intended as the quite study and paper book area. Creating an interesting space that encourages quiet study is the main challenge here.

FOLIE TO BUILDING- Some Redesign

Several large pieces of assessment in other subjects have prevented a lot of work on this over the last week. This is reflected in the lack of posts.

However, some gradual redesign in the light of feedback from the last tutorial. Mostly, the building has been enlarged from one storey to three and the structure made lighter. There is more irregular space and the envelope has been sculpted more. The skillion roof has been replaced with an undulating design that is far from finalized.

This redesign was done with tracing paper minutes after the tutor's feedback. In response to his comments I have tried to lighten the structure and reflect the idea of a "tree house" a bit more. Perhaps a bit too literally, in fact. But the idea of more levels has already taken hold, and access by tubular lifts has been included. Both these elements are retained in the current design.

This design is anything but finished. Details adapting each space to their respective uses are still lacking and undecided; the interior still needs to refined and made less generic. However, I am satisfied that the envelope and basic concept of the building are settled.

these are experiments in a new roof line. The idea was to create a top level with ahighly undulating roof. The folds in the roof would create seperate rooms for study. However, this roof concept was abandoned in favour of a completely open and circulat top floor plan.

A new section and the roof is already being flattened a bit. The space and access requirements of the undulating roof became apparant in section. However, I have not yet abandoned the idea and will be looking for ways to make it work in the final.



More developed section that looks more like the current idea. However, it appears that the skillion roof has crept back in, although in elevation the roofline undulates. Current thinking is to reintroduce the compartments on the top floor but remove the slope from the roof, solving some access problems and providing more usable space.

FOLIE TO BUILDING- Dradt Sections & Plans

Sections and floor plans are now scaled. Total footprint is just under 500m2, including central courtyard. Total height is eight meters.

The total floor space for shelving is less than a quarter of the entire building. It may be necessary to place another level, or half level to increase fraction. Provision of informal reading areas is ample with verandahs and undercroft. However, there is not a lot of space for quiet study, which is again an issue.

Equitable access has been prioritized, with main entrance being a single ramp for everyone. However, this presents issues with presentation, and is an area that needs to be resolved. I have some ideas, such as incorporating a hanging garden or living wall into the ramp so it acts like a terrace. The main doors would need to announce themselves at the top; a bit of a retake on getting to your destination the long way.

Cross section of reading room and undercroft. Interior wall of reading room has cubicles for quiet study; they overlook the interior garden. The exterior wall is ringed with the shelves and outside that is the veranday running round the circumference of the building. The undercroft is deliberately bulky and over engeneered. The idea is that the underside can be slowly carved out into sculputure and seating over time. At the start, it is undressed stone.

Floorplans and an Elevation: the floorplan is radial. Spaces for use have taken shape, but there is a low ration of actual book shelf space. this may need to be remedied with another storey or rethinking access.

FOLIE TO BUILDING- Refined Designs

With the help of some exemplars, a better idea of the library is taking shape. Using the idea of large prefabricated ribs from the Vennesla library in Norway. Ultimately, the materials and overall form will be very different, but the method is highly adaptable to the open yet clearly compartmentalized (paradox, much?) shelving and reading area, as well as the undercroft.

The floorplan takes on a circular shape

The last section before taking on the Vennesla concept

Current section showing Vennesla influence. Undercroft area broken into six to eight ribbed sections. Each section supports stairs and a ramp winding from ground to first floor.