Fahan School Gymnasium and Performing Arts Centre
Project date: February 2010 - Category: EducationalOriginally a dairy farm, Fahan School is set among magnificent grounds and gardens in suburban Hobart.
Established in 1935, the school has since become an oasis hemmed in by encroaching houses.
The undeveloped western side of the school provided an opportunity for expansion and to create a focus to this edge, defined by Wayne Rivulet.
The Gymnasium and Performing Arts Centre were conceived as one project to maximize potential for linking spaces to add value for the school.
A strategy was developed to integrate the buildings with the terrain and establish a dynamic precinct, defined by movement within, under and between the structures.
The pre-cast concrete structure is integral, the materiality of both buildings drawing from the existing ground condition through the exposed dolerite aggregate.
Buildings are accessed by bridge and sunken into the hillside to aid their thermal performance, minimize the visual impact and contain noise.
The earth-covered roofs negotiate site levels, creating a unifying external space offering places of prospect, reflection and impromptu performance.
The circulation within is defined by ramps, stairs and corridors submerged into the ground, their external form configured as topography.
Natural light from above defines movement, bold colour creating inspiring spaces with a sense of delight.
Established in 1935, the school has since become an oasis hemmed in by encroaching houses.
The undeveloped western side of the school provided an opportunity for expansion and to create a focus to this edge, defined by Wayne Rivulet.
The Gymnasium and Performing Arts Centre were conceived as one project to maximize potential for linking spaces to add value for the school.
A strategy was developed to integrate the buildings with the terrain and establish a dynamic precinct, defined by movement within, under and between the structures.
The pre-cast concrete structure is integral, the materiality of both buildings drawing from the existing ground condition through the exposed dolerite aggregate.
Buildings are accessed by bridge and sunken into the hillside to aid their thermal performance, minimize the visual impact and contain noise.
The earth-covered roofs negotiate site levels, creating a unifying external space offering places of prospect, reflection and impromptu performance.
The circulation within is defined by ramps, stairs and corridors submerged into the ground, their external form configured as topography.
Natural light from above defines movement, bold colour creating inspiring spaces with a sense of delight.
STATUS:
Completion January 2010PHOTOGRAPHY:
Jonathan Wherrett
Rocherlea Primary School
Project date: February 2010 - Category: EducationalThe outdated facilities at the former Rocherlea Primary called for rebuilding the school at the adjacent Brooks High School.
A row of Cypress Pine trees has played a prominent role in the identity and memory of the school for both students and the community.
The concept for the new school involved transporting this legacy, utilising the structure of pine trees as an organizational device, seeking to inspire, nurture and provide a welcoming community atmosphere.
The placement of the buildings is likened to a stand of pine trees, the roofs forming a protective canopy allowing light and breezes to filter through. Buildings align with the existing ring road, the entry pathway a pedestrian ‘street’ forming the spatial backbone of the school.
The pathway provides access into the public forecourt containing community orientated spaces.
The forecourt divides the learning areas into two distinct precincts; an infant orientated area and general student learning, each with tailored play gardens and activity zones.
Controlled by a common external form, each classroom unfolds its own identity to form a society of structures. A variety of material, colour, texture and scale has been used to encourage a positive learning atmosphere.
The buildings incorporate a number of passive energy saving features.
A row of Cypress Pine trees has played a prominent role in the identity and memory of the school for both students and the community.
The concept for the new school involved transporting this legacy, utilising the structure of pine trees as an organizational device, seeking to inspire, nurture and provide a welcoming community atmosphere.
The placement of the buildings is likened to a stand of pine trees, the roofs forming a protective canopy allowing light and breezes to filter through. Buildings align with the existing ring road, the entry pathway a pedestrian ‘street’ forming the spatial backbone of the school.
The pathway provides access into the public forecourt containing community orientated spaces.
The forecourt divides the learning areas into two distinct precincts; an infant orientated area and general student learning, each with tailored play gardens and activity zones.
Controlled by a common external form, each classroom unfolds its own identity to form a society of structures. A variety of material, colour, texture and scale has been used to encourage a positive learning atmosphere.
The buildings incorporate a number of passive energy saving features.
STATUS:
Completion December 2009PHOTOGRAPHY:
Ray Joyce, Fiona Graham
UTAS Sport and Recreation Redevelopment
Project date: January 2010 - Category: EducationalThe Sport & Recreation building at the Sandy Bay Campus of University of Tasmania has been subjected to many ad hoc alterations and additions. This redevelopment allowed a more holistic approach to be taken, addressing fundamental inadequacies whilst creating a fresh identity to attract new members.
A stronger profile is created through the provision of high quality and fully accessible facilities, the natural ventilation and daylight strategy optimizing the functionality of the centre.
An expanded entrance provides a singular access point and a secure foyer, the external expression creating a strong presence. Particular components are articulated by abstract references to the structure of muscles and tendons, colour helping to convey a sense of activity and energy.
A major functional reorganization placed noisy activities centrally, with a layer of quieter activities positioned on external walls. Daylight is introduced to the centre of the building via a new stair, the void acting as a thermal chimney to assist with natural ventilation of the ground floor.
Upstairs, the end walls have been opened up with additional glass louvres introducing more daylight and efficient cooling of the space, supplemented by roof ventilators. An external sun shade controls glare and provides shading.
STATUS:
Completion January 2010PHOTOGRAPHY:
Jonathan Wherrett
TAFE Clarence Campus Redevelopment
Project date: January 2005 - Category: Educational , Interior DesignThe original Clarence Campus buildings were constructed as Warrane High School in the early 1960's and passed to TAFE Tasmania in the 1980's. After twenty years under TAFE operations, the buildings had become under-utilised, poorly configured for contemporary Vocational Education and Training programs and contained finishes, fittings and building services that had reached the end of their life cycle.
A five-stage redevelopment program was undertaken to address these shortcomings. The sequence of work takes into account the relocation of groups to either vacate accommodation for redevelopment or occupy redeveloped spaces.
Apart from addressing the tangible inadequacies, the design approach has been to retain and highlight the framework and features of the original structures, with the addition a new layer of design elements.
The new works have consolidated the disparate buildings to create a new first point of contact and a social focus for the campus. The way-finding within the campus benefits from a unique address for each building and a completely accessible circulation path between all levels, including provision of a new lift to upper floors.
New external building elements allows for selective inclusion of natural light, modification of the internal environmental conditions and incorporate a passive approach to glare and heat control.
All the buildings are to have their own identity, linked by a common design philosophy. The key objective has been to transform the campus into an exciting and vibrant learning environment by employing light, colour and movement as design devices.
The planning of the new campus allows a greater interaction between the internal and external environments, both in the sense of direct physical access or in the form of views out to the surrounds. Feature lighting throughout the campus is individual to space and function. Sometimes colour is linked in, sometimes scale is manipulated, and sometimes distance. Variation and interest is the key.
Colour is used as a tool for creating character and identity. A common base palette will run continuously through the campus as a whole, not only to tie the campus together, but also for flexibility and ease of adaptability in the future. However, individual buildings display a distinctive interior colour palette, the purpose of which to provide a distinctive address for zones within the campus and its associated user groups.
Pattern is a tool employed to create movement and link the distinct components of the campus together; particularly in the selection and layout of carpets, but also in the design of the signage and building graphics.
A five-stage redevelopment program was undertaken to address these shortcomings. The sequence of work takes into account the relocation of groups to either vacate accommodation for redevelopment or occupy redeveloped spaces.
Apart from addressing the tangible inadequacies, the design approach has been to retain and highlight the framework and features of the original structures, with the addition a new layer of design elements.
The new works have consolidated the disparate buildings to create a new first point of contact and a social focus for the campus. The way-finding within the campus benefits from a unique address for each building and a completely accessible circulation path between all levels, including provision of a new lift to upper floors.
New external building elements allows for selective inclusion of natural light, modification of the internal environmental conditions and incorporate a passive approach to glare and heat control.
All the buildings are to have their own identity, linked by a common design philosophy. The key objective has been to transform the campus into an exciting and vibrant learning environment by employing light, colour and movement as design devices.
The planning of the new campus allows a greater interaction between the internal and external environments, both in the sense of direct physical access or in the form of views out to the surrounds. Feature lighting throughout the campus is individual to space and function. Sometimes colour is linked in, sometimes scale is manipulated, and sometimes distance. Variation and interest is the key.
Colour is used as a tool for creating character and identity. A common base palette will run continuously through the campus as a whole, not only to tie the campus together, but also for flexibility and ease of adaptability in the future. However, individual buildings display a distinctive interior colour palette, the purpose of which to provide a distinctive address for zones within the campus and its associated user groups.
Pattern is a tool employed to create movement and link the distinct components of the campus together; particularly in the selection and layout of carpets, but also in the design of the signage and building graphics.
STATUS:
Completion January 2006ARTISTS:
Kieran Bradley, Gerhard MurtzGRAPHIC DESIGNER:
James Newitt
