Mid-Sem Design Process P2 | Programme and Practical Design

[This is a continuation of the Design Process my Group and I underwent throughout the Mid-Semester Break]

Individual Studies

After my studies into Valerio Olgiati and Steven Holl, I decided to experiment with potential parameters that stimulate a sensorial space. The first parameter I played with was light vs darkness. Drawing upon Holl’s interpretation of St Ignatius’ Spiritual Exercises, I treated light as a guide through the library space. Drawing upon light as a ‘catalyst’ for growth, I found these studies to impart an interesting narrative into a library space; the act of moving becoming synonymous with growth.

Light vs Darkness Sketches - Exploring light as both an alluring guide through the library space, and as a replacement for physical ‘walls’

At this stage, I was also interested in exploring other facets from our research. Drawing upon the principles of our Stone Taxonomy, I became infatuated with the layered form of Schist; a metamorphic rock found in Queenstown (Where I was staying during the Break). The layered nature of the stone reminded me of Herzog & de Meuron’s Goetz Collection Museum:

Goetz Collection Exterior – With an exterior that blurs the building’s scale, and the spatial arrangements inside

I felt that this illusory effect could be applied to our library design (considering the non-spatial qualities of immersive realities), thus I explored an exterior form based on Schist rock’s layered nature:

Schist Concepts – Applying the Schist form, the building form is sliced and skewed back to create a public access to the roof space. As a result, I further explored Follies as a means to activate the roof space. These elements would have served as the Digital Library ‘leaking out’ into the public space as Installations (unfortunately to my group’s disapproval)

Initial Reunion

After we formed our individual responses to the Brief, we re-united as a group to mediate our ideas. Drawing upon our Moment Drawings (Ethan’s, Jien’s, Noah’s, and my own Moments) and Schemes (Ethan and I; Jien and Noah), we concluded that the current book library template does not translate adequately to a Digital Library. Rather, doing so translates the nearby General Library’s introverted learning environment; misaligning with the information age digital media has ushered in. This view drove us to explore the Digital Library as a collaborative environment.

This direction meant two things for our concept:

Firstly, my stance on creating a sensorially stimulating Digital Library has been set back to a secondary element for now. The focus on creating collaborative learning environments entitles a focus on programme: how people move through and function within our library space. Thus, my group and I have agreed to not be concerned with phenomenology until later in the process.

Secondly, we do not want to undermine the General Library. Because of its function as a book library, the learning environment of the General Library favours introverted, quiet study. We wanted to preserve this quality; feeling a Digital Library should focus on collaboration between users.

Towers and Planes

We wanted to leverage upon digital media to effectively encourage open learning environments; scattered with private pockets. In considering the spatial organisation of this programme, we referenced two elements from our Mid-Sem Schemes: Jien & Noah’s Planes, and Ethan & my Towers. Specifically, we debated upon creating a non-hierarchal ‘field’, where planes would define the spatial divides within a larger footprint; organised alongside a set of towers. These towers would rise above the field; acting as ‘hubs’ that assist users in navigating the library:

Plan Perspective – The towers act as small ‘hubs’ within the planar field; giving bearing to a non-hierarchal space

Rotini – My group and I took inspiration from the form of the Rotini Pasta to create the towers.

We dubbed this tower element the “Rotini”. Acting as the ‘hubs’ of our Library, these elements are distinguished as large spiral staircases rising to 10m above ground. The staircases serve as a medium-sized social/informal study space similar to me and Ethan’s Mid-Semester Scheme study stairs: seating stairs with circulation on the side. Unlike our Mid-semester proposal however, the revolving nature of the Rotini creates smaller social ‘bubbles’ from a continuous stair; decreasing the number of people you can see. I found this to be a novel take on the social stair because it reduces the perceived ‘density’ of the space; making a social space feel more approachable.

Rotini Process Work

Rotini Perspective towards clocktower – The Reception/service core of the rotini acts as the pivot of the social staircase; obstructing sightlines to create smaller social ‘bubbles’.

Rotini Programme – Early Rotini Studies; in retrospect I was still fixated on how to create a sensorially stimulating space in the Rotini, so these studies were mostly dismissed moving forward. On the Right are some rough sketches figuring out the form and programme of the Reception/Service core

Rotini Refinements – Figuring out the Scale and dimensions of the Rotini; based on our personal preferences and real-life measurements, we eventually decided upon a 3m seating space to comfortably sit 3 people/step, or 9 people/’bubble’, in addition to a 1.75m circulation stair to allow circulation for two people side by side. The service tower would also be 3.1m in diameter; enough to house reception necessities + services.)

Rotini Landings – A challenge to the rotini concept was to implement landings without affecting the Rotini’s continuity. This sketch illustrates my proposal based on a Motorway Exit; the ‘landing stairwell’ diverts from the main path, ending at a landing.

Rotini to experience – My explorations into how to transform the Rotini + Planar Field programme into a sensorially stimulating design; from spatial transformations, to planar hierarchy, to materials.