EXP 3 FINAL SUBMISSION

EXPERIMENT 3: THE BRIDGE 5 Real time Images of THE BRIDGE in the cryengine environment:

This school offers a highly selective degree for Architecture, Computer Architecture and engineering for students from around the world. The main concept is the bridge, as the tunnel interlinks three main building hubs of the entrance, teaching and education hubs. The tunnel is serviced by glass bubbles which collect each student and staff member each day from their home globally and brings them to the Blue Mountains, the bubbles also float up and down to the folly on the valley floor. 

View from Hub towards entrance to tunnel

HUB 1: Entrance

View from landing deck on folly, featuring Bubble tranport

Folly

External View of entire Building span

Due to Computer inability to export the large files of Hub 2 and Hub 3, i have had to simplify these two buildings drastically. The following images are from the Sketchup model, showing the interior of the building. 

Internal View of Hub 3, at the entrance of the Studios

Lower Floor of Hub 3. 

Hub 3, from behind, the valley view would be in the back ground of this image.
The Lecture theatre is to the left, and the studios to the right.

Hub 2, lower floor, where dean and head offices are located. 

These images are the building in its simplest form in the environment constructed in CryEngine:

View from near the Kings Taberland Observatory, overlooking the valley and the Architecture School

View from below the school in the Valley

 Links to Work

Article Mashup: 
http://sashakr1101.blogspot.com.au/2013/05/my-theory-inspiration.html
http://sashakr1101.blogspot.com.au/2013/05/mash-up-architecture-theory.html

18 Perspective Sketches:
http://sashakr1101.blogspot.com.au/2013/06/18-sketch-perspectives.html

36 Textures:
http://sashakr1101.blogspot.com.au/2013/06/36-custom-textures.html

Google Warehouse
                                  
Hub 1 - entrance:
http://sketchup.google.com/3dwarehouse/details?mid=d68bda267c5b65efdfda2f34db50b07a&ct=mdsa&prevstart=0
               
  Hub 2 - Staff: 
http://sketchup.google.com/3dwarehouse/details?mid=ba33fd7f1db58ebdfda2f34db50b07a&prevstart=0
               
  Hub 3 - Learning:   
http://sketchup.google.com/3dwarehouse/details?mid=f56431e65a657159dfda2f34db50b07a&prevstart=0
             
Folly and Elevator: 
http://sketchup.google.com/3dwarehouse/details?mid=ae5ba4fdb841664bdfda2f34db50b07a&ct=mdsa&prevstart=0

DROP BOX download of CryEngine document:
https://www.dropbox.com/home/Public/ARCH1101%20EXP3%20SASHA%20KOWCZ%20ROSINKE

36 CUSTOM TEXTURES

SELECTED TEXTURES
                         (with Colour change applied)

Modern Transport system Inspired by the local History

The span of the whole School will be about 1 Kilometre wrapped around the peninsula. 

To avoid having all the functional spaces in one central location, there are three hubs of activity. 

1 - Entrance and gallery space. This also includes a General Staff room. 

2- Lecturer/ teachers hub. The Dean's office, lecturer/ tutors office, staff kitchenette  and staff rooms are located here. The idea, is that the students can pass over this hub and view the staff activities, while also letting the staff know who is on campus already. 

3 - Learning hub. Including Lecture theatre, Studio rooms, computer labs, library, cafe, research space, and a kitchen to service the folly for main meals. 

The teachers hub is located on the edge of the peninsula, while the learning hub is nestled within the valley. Transportation between these hubs is via the Bubble system, as mentioned in an earlier post, everyone has their own bubble, and these bubbles travel globally to pick up and drop off their students/ staff each day. The bubbles can also convert into mini bedrooms, so students can direct the bubble to a new environment  where the student can get a few hours sleep. 

The bubbles transport through the campus via an elevated tunnel inspired by the Glenbrook tunnel. The Glenbrook railway tunnel was constructed in 1892, but it had a steep gradient and water seepage issues meaning that the rails were always wet and dangerous, a renovation was taken out to improve the line but trains stalled in the tunnel due to the gradient, thus it was closed down in 1913 and used to grow mushrooms, in 1942 it was used as a storage area in case of a chemical attack. Toady, the State Rail Authority has leased the tunnel to Mushroom Biotech, allowing the whole 650 metre underground area to be mushroom farmed. 

The Original Glenbrook tunnel

Recent Glenbrook railway tunnel

18 Sketch Perspectives

Quick update

This is my first model...

Positive:

the long ribbon appears a little elegant

Negative - To Improve:

- the centre of the bridge is very cluttered and unjoined

- the shapes do not compliment each other

- the shapes appear very un though off

- the span is still to big

New direction: 

make the span go around the head land, rather then sitting across the whole span.

Design: go either completely organic making it seem very imaginary (eg Mili Lakos) or continue with dimensional practical objects - but make them more interconnected. 

Development of idea: bubble Transport

To solve the problem of not wanting visitors of the school to walk to much to get into the building, the school will have a special transport mechanism - bubble transport.

The idea is, that the bubble collects students and staff from wherever they live (globally), and transports them through the sky to the bridge entrance - which is a dark tunnel, the darkness is a mechanism which tells the visitors that they are arriving soon - the bubble parks itself in front of the school entrance, allowing the student to hop out, collect their things from the boot attachment, and the bubble then disappears below the ground, where it is parked with all the other bubbles until it is needed in the afternoon again. 


The dimensions of the bubble are very small and personal - only able to open up and accommodate the one person it is assigned to collect. 

Once the school day is over, the bubbles come out of the parking lot as their assigned person mentally requests them. The bubble can take the person home wherever the person wishes, to cater for architectural student late nights, the bubble can increase in size and provide a bed for its person to sleep in. 

Exploring The Brief / Inspiration from pre-existing bridges

Brief: 
Imagine you are the Dean of a school of Architecture, Architectural Computing or Engineering. Your school has 100 students who are drawn from all around the world and are supported by scholarships. Your challenge is to design a school that forms a bridge spanning a valley. The valley should be inspired by a landscape from your country of origin (so while it is custom designed by each student the valley has a strong connection to a real place in the world). In addition, you will design a space on the valley floor where you will host a monthly "Deans Lunch" to discuss theories of Architecture, Architectural Computing or Engineering with your students. Design two elevators to transport the Dean and the students to the meeting space and an architectural Folly in which to meet that reinforces or challenges your particular "Theory".


Valley: A low area of land between hills or mountains, typically with a river or stream flowing through it.

the problem with this so far, is that a tall valley most commonly has a very large span - but to build a school for only 100 students in a large span valley would be very impractical, as students would have to walk a great length to get to the actual rooms. 

The only way to do this so its effective it to compromise one aspect - either have a less dramatic elevator to the folly below with a small span valley - so the whole school space is small, or have a large dramatic elevator which lowers from a great height, but the scale of the building will appear small and insignificant in its large spanned valley. I want something that explores shapes and size, in this sense i am not restricted, but i am encouraged to create something creative and monumental - so i think i will go with dramatic, and less on actual practicality of the building - excercise never hurt anyone, so the students and staff at my architecture school will walk, or maybe i can add a feature which increases the connectivity from main building to the land edge..... hmmm.


Inspiration from Pre Existing Bridges:

My Theory / Inspiration

I like architecture that is detailed in such a way that it responds to how the human likes to interact with a space, architecture should ultimately respond to the dimensions of the body. 

I have found that this concept/ theory however is not very inspirational, and does not help me design the Bridge, so i have come up with a new idea...

Architecture is commonly defined as the art of designing and constructing buildings or space for mankind to use, being considered an “art” from the moment a certain aesthetic is sought. The principles of mathematics are used to create functional structures, the right proportions to relate all parts of the building and attain a pleasing appearance.  
http://www.monsa.com/en/architecture-interiorism/architectural-shapes/

"That early kindergarten experience with the straight line; the flat plane; the square; the triangle; the circle! If I wanted more, the square modified by the triangle gave the hexagon, the circle modified by the straight line would give the octagon. Adding thickness, getting 'sculpture' thereby, the square became the cube, the triangle the tetrahedron, the circle the sphere." 
( http://www.froebelweb.org/web2000.html) 

Frank Lloyd Wright once said, "the maple wood blocks . . . are in my fingers to this day." He acknowledged that his early exposure to the Froebel blocks had a lasting influence on his work. These wooden blocks were developed in the 1830s by Friedrich Froebel, a German educator and inventor of kindergarten, to help children learn about geometric forms, mathematics, and creative design. Wright’s career choice was determined by his mother, who wanted her son to grow up to build beautiful buildings and purchased the blocks for her young son. He was fascinated by them and acknowledged that his architectural designs were influenced by the geometric shapes he experimented with as a child.

As an architect Wright developed a system of rotating geometric forms that became one of his principal methods of design. Wright believed that geometry had cosmic meaning and that its use as the means of ordering design connected man to the cosmos. In this idealistic and romantic view, architecture could provide a means of harmony between the individual, society, and the universe (Anthony Alofsin, Frank Lloyd Wright: The Lost Years, 1910–1922: A Study of Influence [Chicago: University of Chicago Press, 1993], pp. 4–5).

Most buildings contain interior spaces that are rectilinear. Frank Lloyd Wright thought in curves and straight lines—triangles, circles, ovals, squares, and spirals—as well as shapes adapted from nature. For Wright, geometry was the basic building block of nature. Geometric forms also held symbolic significance. The circle, he said, suggested infinity; the triangle, structural unity; the spire, aspiration; the spiral, organic progress; and the square, integrity. Nearly all of these forms can be found in the architecture of the Guggenheim Museum (Frank Lloyd Wright: From Within Outward Audioguide [New York: Antenna Audio, Inc. and the Solomon R. Guggenheim Foundation, 2009]). Look down and you find circles in the terrazzo floor beneath your feet. Look up at the underside of the ramp and you see it punctuated by triangular lighting panels.

Wright believed that structure created beauty and geometric forms gave his work a consistent and systematic quality. This comprehensive vision in which aesthetics are inseparable from the universal principles of form informed Wright's work throughout the decades. 

http://www.guggenheim.org/new-york/education/school-educator-programs/teacher-resources/arts-curriculum-online?view=item&catid=730&id=119

I like the concept of shapes emerging and hiding behind and amongst each other, where the spaces in-between and within the shapes are what make up the functioning building of the school. 

 Guggenheim Frank Lloyd Wright

Shapes forming personal spaces

NA House. Shapes created through framing

 Guggenheim Bilbao. non-linear planes

curved, twisting planes

Layered shapes of alternating colours creates a very interesting shape and form

New location

A new location was in order as the Tatra Mountains in Poland are to large, and my building would just be engulfed by this landscape, especially since the population of the school is so small, it would be just so impractical to have an almost 10 km bridge with this school in the middle (which is what i was planning). 

New Location: Blue Mountains National Park

Connection to place: I was born and bred in Sydney, so i have been on many trips to and through the Blue Mountains, adventures included exploring with the family for a day, art camps for the week, hiking through for 2 -5 days, camping over the weekend, day bush walks with friends, and the craziest adventure- when a group of friends decided to trench through an old mining tunnel - this was fun, we were crawling through wet clay and water holes for about 2 km through a space no taller than 1m! 

Span: From Leura headland, to Little Switzerland Drive. 1400m, 1.4 km

Span of bridge across the Valley

View or surrounding area

View from area near bridge site out towards the valley

Surrounding area

A walking bridge in the National Park

Walking platform on rock face

the environment and surrounding landscape