DEVELOPING PLAN
After 3.1 I came back to my original plan and began rethinking and redesigning. The training centre became its own building and the 'landmark' of the site. The design was driven by the reductive diagram, rationalising the plan into private learning spaces and public learning spaces, highlighting the connections to the public space which surrounded it. Naturally the design began to develop, however it is important to note the beginnings of the design.
3.1 REDESIGN
1. The original plan layout of the Training Centre with developed Retail Units
2. Seperating the programme of the Training Centre into two halves allowing circulation through.
3. Using the geometry of the Retail Units enhance the geometry of the Training Centre and encourage circulation
THE REDUCTIVE DIAGRAM
The original reductive diagram for the 3.1 redesign. Highlighting the private learning spaces in purple and the public in green. Although the predominant shift in design was led by plan, the breaking apart of the programme was a key factor in being able to shift the design.
THE REAPPROACH
As I seperated the site for greater circulation purposes this meant cutting through the training centre. As I did so I pulled away the lecture theatre space from the main body of space creating a public area and main thorough between the two.
ENHANCING CIRCULATION
CREATING BUILDING GEOMETRY
RATIONALITY TO PLAN
CONCEPT EXPRESSED IN FINAL PLANS
REDUCTIVE SECTION
In order to understand the new approach of the training centre I developed a new reductive diagram of spatial layouts. This sectional diagram then lead me to begin thinking about these spaces in plan.
From the reductive section I developed a reductive plan. Developing a rational strategy to the design approach was key, making sure that these three needs were met:
The plan also gives space for different learning types around the building, varying from private to public.
As I began to start developing plan alongside the reductive diagram of the rational approach I began laying out spaces on each floor and how they could be spatially organised. I focused on a detailed programme with the organisation of space being controlled by geometry and environmental considerations such as toilets and fire stairs being placed on the north facade and the open learning space being south facing to gain maximum daylight.
- Open learning space for all users
- Central access core which rises up the building
- Three entrance points; Leaf St, Retail and Homeless Shelter
- Toilets, stacked for ease in access
- Meeting room
- Three classrooms
- Office
- Reception
- Staff facilities
- Classrooms
- Group learning space
- Break out space
As I began developing the programme of the spaces and the layout I looked at how pedagogy effects space to help inform the spatial orientations and distribution. To view how pedagogy inspired plan develop click the button below.