Discovering: Biomimicry

Initial consideration of this topic brings to mind biomimicry which examines systems, models and processes of nature to inspire solutions to human problems. This is very similar to the aim of Project 2 which is to identify a site issue which exists in HSW and solve it with an idea from nature. 


As instructed by our tutor, for our next tutorial we were to provide images of precedents and inspiration both to us and of the project. I am very passionate about sustainable design, particularly that which works with the Australia climate. I believe that our climate is one that could be much more catered to, particularly by housing design responding to the unique environments in which they exist. Here is where i also believe a opportunity exists for educating the people of Brisbane about the subtropical climate in which they live and how the built environment can provide positive solutions (saving energy, money) whilst inspiring unique design.  Perhaps this can be a focus of my learning centre, a public place where Brisbane residents come to be educated about the environment in which they live. Therefore, for this reason, one architect particularly inspiring to me is Glenn Murcutt. 

Marika-Alderton House, Yirrakala, East Arnhem Land, 1991-94. Photos copyright Glenn Murcutt. Courtesy of the Pritzker Prize Committee. 


The Marika-Alderton House designed by Glenn Murcutt is a good example of a design which responds directly to it's unique Australian environment. Located in East Arnhem Land, Northern Territory, the house adapts to the hot, tropical climate with features such as wide eaves, plywood panels which can be tilted and moved to act like awnings, providing ventilation and allowing users to control sunlight exposure into the building. The elevation of building intends to assist in ventilation whilst also protecting the structure in times of flooding. Murcutt's design embodies the concept of biomimicry, the design being said to open and close like a plant, providing a flexible shelter that exists in harmony with nature's rhythms (Craven, 2012).


Another of Murcutt's designs which can inspire my concept behind my HSW proposal is the Arthur & Yvonne Boyd Art Centre. The building, located in Riversdale, New South Wales, is considered as a place of learning and inspiration for artists and performers, also providing residential accommodation for those who visit (Bundanon Trust, n.d.)

As I conduct my research the proposal of my design is being formulated; I would like to provide a learning centre for the public which can be visited to learn about the environment, but can also be used for public lectures. The building may contain a lecture hall that can be used by different members of the public, but primarily those who are involved in education for sustainable develop. Perhaps within the building it could also be considered to be used as a function space? Multiple uses would mean greater, more economical use of the building, whilst broadening the scope of those who visit and are in turn educated about the Brisbane subtropical environment, perhaps by way of a type of public gallery?


After conducting this exemplar research, i would like to further examine the HSW site, with particular reference to the plant life surrounding it. I believe that the plants existing at the HSW may teach me about how i could 'borrow' a particular plant structure to shape the form, structure or materiality of a design solution. 

 

An additional site visit revealed the site itself does not contain a lot of plant life. As the site has been unused for a long time the plants existing consist of weeds and odd shrubbery. As I was unable to access the site directly i was unable to determine the exact species of plants. However, when i travelled to the other side of the river, Kangaroo Point, opposite HSW, I did discover a large amount of mangroves growing on the riverbed. 

I found the structure of the mangroves, and the fact that they are a plant resilient to the constant flux of seawater rather interesting. Further research revealed that mangroves grow in saline, coastal sediment habitats, particularly within tropic and subtropical climates. Apart from Australia, mangroves are also native to similar climates such as Africa, South America and Indonesia. 

Therefor, it is understood that mangroves exist as part of a unique climate, the Brisbane subtropical climate. I think that using mangroves to inform my conceptual design is therefor well suited to the purpose of the building. Highlighting the mangrove as a plant unique to the environment links to the idea of creating a learning centre to educate visitors about Brisbane's unique climate. 

References: 

Bundanon Trust. n.d. The Arthur & Yvonne Boyd Education Centre, RIversdale. Retrieved from http://www.bundanon.com.au/content/the-arthur-yvonne-boyd-education-centre-riversdale.

Craven, J. 2012. The Marika-Alderton House by Glenn Murcutt. Retrieved from http://architecture.about.com/od/houses/ss/marikaalderton_3.htm

Week 5: Project 2

Learning from Nature

This week we were divided into our theme specific tutorial groups in order to start Project 2, my theme being Learning from Nature. In approaching Project 2, we are to keep the same site, but start from fresh, beginning with site analysis. As per Yasu's instructions, this is not to include traditional site analysis but rather to approach the task in a way that analyses the 'character' of the site.

Yasu has elaborated on the type of site-analysis to be conducted for Project 2 in the project description. We are to revisit contextual, geographical and social issues of the site, examine users, surrounding areas, social and cultural contexts in order to conduct research to informed a design proposal focussed particularly on our group theme. As this can include a broad range of information, we are to define self-imposed parameters to focus attention to several specific issues to form the core of our design proposal. These parameters are to be set so that the site-specific issues to be explored will require unique research which will identify issues beyond what everyone else can see as obvious facts.

In addition to this, the group was provided with a more detailed scope of works by our tutor, Yvonne, specific to the theme 'Learning from Nature.' This specifies the task of looking to nature for metaphors that will inform sustainable outcomes. We are to observe nature to learn about form, structure, systems, managements, materiality and process. This learning will eventually form a design which will be a sustainable learning centre for the natural environment.  From my understanding so far, the task of Project 2 entails conducting a site analysis in order to identify few select site-specific issues within the HSW site and use nature as a model, mentor and measure to solve these issues, inspiring a sustainable architectural design.

During tutorial, Yvonne advised the group that the best way to start this process is to look broadly at all issues affecting site, and the focus on one at a time. It may be that some issues are more relevant to the site than others and may not need an in-depth analysis. In order to conduct the type of site analysis described by Yasu, Yvonne suggested beginning to understand the site as having both physical and personality attributes. This could possibly include analysis such as; contours (height differences), area, traffic, legibility, accessibility, textures, social and cultural impacts, biological attributes, surrounding programmes, users, connectivity, speed and noise.

During tutorial we were also asked to list 5 key words that were representative of our folie design which we would want to carry through our design proposal. My words were:

1. Adapt/ability
2. Challenge (user's ways of thinking, conventional ideas)
3. Evolve
4. (Object of) Encounter
5. Scale (manipulation)

I think that these are all words that i will be able to translate into the next part of design development. Part of my focus in the Folie design proposal was wanting to challenge the public's conventional idea's of the built environment. Though the folie design was intended to be simple, deeper analysis existed behind the concept, with personal justification of the design extending from the idea that while we have existed on the planet for a relatively short period of time, we have managed to shape the built environment to cater directly to us.

Many thousands of years ago, people lived in harmony with the environment, finding food and shelter without any of the technologies present today. Yet today, whilst living in the modern world can be rather convenient, we are confronted with the very real and threatening issue of climate change. It is quite clear to me that a link exists here - whilst people many thousands of years ago existed in harmony with nature, issues of climate change, pollution and global warming were not present. However, with advances stemming from the Industrial Revolution, our technological potential has increased, as have environmental concerns. While the damage has been done, in order to create a world which is sustainable not only for the short, but long term future, we need to look to the environment to inspire design solutions.

While there have been many advances in recent years regarding sustainable design, a large part of the problem exists in a lack of public awareness. Therefore, I am hoping to developing the next part of my design in a way that will educate and make people more aware of the threats of climate change and how using nature as a model can harness great potential for sustainable design solutions.

For next week's tutorial site analysis is to be conducted. I have brainstormed several site issues to be explored:

- Demographic of and surrounding site
- Green areas surrounding site
- Programmes surrounding site e.g. Educational (formal/informal learning spaces)
- Noise sources and impacts. Quiten, isolate or amplify?
- Site access. Current, potential?
- Accessibility
- Biological features - marine life, plant life
- Textures - rock, fencing, soil, sand, water
- Importance of water to site
- Scale surrounding site - Story Bridge (large)

Finalising: Folie Design

This week saw the intensification of group work as the due date for the final Folie design proposal drew closer.  Many obstacles were observed and overcome, results seen not always a result of good team work but rather from the overwhelming urgency to complete tasks felt by all members. However, on completion of the project, the prevailing opinion of the team was that the final Folie design was successful in addressing the brief. The final posters looked like this:



The final folie design was developed from the second group concept idea (see blog entry: 'Design Development: Learning through Adaptation,). As explained within the design statement, an architectural experience (Folie) was formed by the insertion of wooden 'shards' onto a pathway that was to extend through the HSW site. The shards were formed with the use of concept models and strategically placed to arise from a 'broken' footprint created by two converging pathways, similar to how bricks are lifted and broken from growing tree roots below.

The materials used to form these shards were to mimic those used in the HSW sheds; wood and steel. This was to educate those visiting the site of the construction methods used prior to the 1940's, respecting cultural and historical significance. It was felt that the design would not have connected to with site and context if alternative materials had been used.

Where the shards rose from the pathway, recessed areas of the exact shape and size were formed in the ground. These 'cutouts' were included in the design to give the Folie a functional aspect. They were intentionally detailed as a bright colour (orange) in oder to create curiosity from afar, in line with overall design intentions, but allow 'nooks' for people to sit and experience certain views.  The shards were intentionally oriented to rise from certain directions so that those within the nooks were directed to strong contextual elements surrounding the site, such as the Story Bridge, Kangaroo Point and the cliffs.

Design Development: Learning through Adaptation

Translating Concept into Form:

Our next group meeting started the first of many hours in the design development process, translating concept design to physical design, and eventually, a Folie. As a team we starting with brainstorming in relation to our concept 'Learning through Adaptation,' with a strong idea being that we wanted to challenge conventional ideas of the built environment.

Seen in the diagram, words such as repetition and, motion, amplification, transform and evolve were used. Our first idea was formed; we wanted to create a folie that involved a series of platforms and levels which would challenge the user by prompting them to question the space that they were in. Further development of the idea involved a semi-recessed structure in which the user would enter the structure at ground level, and once in the structure would have to nagivate and adapt to a series of different height and sized spaces, with limited chosen framed views of the outside at certain points to reconnect them to the outside elements (such as the cliffs and Story Bridge).  The arrangement of spaces was also intended to meld floors, walls and ceilings into one continuous surface, in order to challenge (adapt) the user. This idea resulted in concept models such as this:




Whilst this idea was thoroughly developed, it was eventually discarded. As the proposed idea was the be recessed and enclosed, it raised issues of safety and flooding hazards which were felt could not be overlooked or positively addressed by the design. A new avenue was explored by the group. Yasu, in his second week lecture, had discussed learning spaces not always being a destination. Brainstorming  again, we linked this idea with that of the 'path.' This was then connected to our original thoughts about the riverside pathways surrounding Brisbane CBD, and whilst these were definitely considered an object of identity, they were in no way a destination.

We now knew we wanted to take 'path' and combine it with the concept 'Learning through Adaptation.' How could we change what is usually understood as a path to encourage the user to adapt and learn from it? What if the path was changed to look like something different, but was still essentially a path? And how could it be changed. The idea of two intersecting paths 'colliding,' to form 'shards' that rose out of the ground to form a structure was realised. Concept models for this idea looked like this:

So the idea was developed that we would take an object of 'recognition' and distort it to create an object of 'encounter,' one that would make people see (think) differently about their surroundings (the built environment). Now that concept had been developed into a design, we thought as a group it was necessary to disccuss site selection before the Folie design eventuated any further. 

Site selection:

As a group, the site was chosen after a views analysis diagram surrounding the site had been completed. Views highlighted strong contextual features surrounding HSW such as Kangaroo Point, the Story Bridge, the cliffs, Brett's Wharf, and down the river towards New Farm.

It was discussed that from the chosen Folie site, there were to be links to the strong surrounding contextual features, so that persons visiting those areas would be intrigued by the Folie, creating curiosity from a distance. Whilst the storage sheds were also a strong feature of the site, we did not want them to interfere with Folie design, so placement behind the sheds was undesired. The Folie was also not to disrupt but rather exist in harmony with the proposed path which would extend through the HSW.  These considerations resulted in the placement of the Folie site between two of the storage sheds, close to the river, as to exist in continuation with the pathways, accentuating views to and from the site.

Abstraction, Metaphor & Scaling: Concept Design

After conducting site analysis, the next stage of the process was concept design, the week started off with a lecture on 'Abstraction, Metaphor, and Scaling,' prompting much thought about our Folie design.  From the lectures' contents, 'Metaphor' resonated personally, as the example of identifying built objects with places was discussed. Examples included those of London's red telephone booths, and locally, Brisbane's hand painted traffic signal boxes.

This kickstarted my thought process - what, apart from the traffic signal boxes, form's part of Brisbane's visual identity. It took a while, but the answer was obvious; the Brisbane City riverside pathways and walks. They exist all throughout the Brisbane city along the river's edge - linking St. Lucia to Milton, Northbank, Botanic Gardens, Kangaroo Point, Brett's Wharf and New Farm. The New Farm extent had been destroyed in the 2011 floods, but it makes sense to renew the walkway, and continue it within and beyond the HSW site.

Another objective very clear as part of the lecture and brief is the need for a learning space.  But in order to address this we need to consider; what is learning? and what do people need to learn? Brainstorming with group members came up with two schools of thought; learning through being taught and learning through adaptation.

These thoughts were developed in response to the abstract presented at the beginning of the unit theme 'Beyond Representation.' The abstract, taken from O'sullivan  (2006) discusses objects of recognition and encounter, with the first representing something we are familiar with and know to exist, while the latter challenges us, "With a genuine encounter ... our typical ways of being in the world are challenged, our systems of knowledge disrupted."Part due to this abstract and group brainstorming, we formed our definition of learning; 'learning through adaptation.'

This concept resonated with the entire group as we discussed the what exists as the modern day built environment and how what is now produced is so different to what has existed throughout history. We questioned why this was the case? Why do we no longer have to adapt to our environment? And if we are no longer required to adapt, then are we challenged by our built environment, and if  not, how does this foster learning? In short, we agreed, it doesn't. This made our concept stronger, we knew that we wanted to create a Folie that challenged its user, created an object of encounter rather than recognition, in order for those experiencing it to become aware and learn about the built and surrounding environment.

Once the group had agreed on a definition of learning we were then faced with the challenge of how we were to apply this to our Folie.  We knew from the lecture and readings that a Folie was an architectural installation, an activator of space, opposed to a sculptural object, defined by Bernard Tschumi (Bure. 2008).  Brainstorming produced the following diagram:

At this stage, we had analysed the site and it's surroundings, defined learning, had an understanding of the concept of Folie, however the question remained; what can be done to activate space within the HSW site in a way that encourages users to learn through adaptation? How were we to translate concept to actual design.

References:
Bure, G. 2008. Paris / La Villetter. In. Bernard Tschumi. ed. G. Bure, 47-73. Birkhauser: Basel. P60.
O'sullivan, S. 2006. Art ENcounters Deleuze and guattar: THought Beyond Representation. New York: Palgrave Macmillan. P1.

Exploring Site: Howard Smith Wharves

The site for the Folie design project is located at Howard Smith Wharves, opposite Kangaroo Point, underneath the Story Bridge in Brisbane City.

Currently, there are several ways view the site, however physically, the area remains inaccessible. An analysis of not only the direct site, but also the journey to it, observing the surrounds and what might form the existence of the site was therefor crucial to understanding and developing an appropriate contextual response to the brief.

Before visiting the area, researching the historical and cultural significance surrounding the site was helpful in understanding why such a prime riverfront location in Brisbane CBD remains underdeveloped. It was discovered that the existing sheds were constructed in the 1930's, in conjunction the Story Bridge as part of a Public Works Program to aid the community in time of the Great Depression. The three sheds that remain today were constructed as part of the Port of Brisbane which eventually came to be known as the Howard Smith Wharves until they were vacated 1960, and have remained so ever since.  The sheds are listed on the Queensland Heritage Register and are an example of pre-WWII construction in Brisbane, alike the Story Bridge.

Following the infamous Brisbane flood's of January 2011, the area, much alike most of that surrounding Brisbane CBD is well known to be prone to extensive flooding, existing as one of the most controversial arguments impeding site development, with many developments being rejected by Brisbane City Council due to flood hazards.

Whilst flood hazards presents a potentially devastating outcome for the area, it still amazes one that a site so heavily surrounded by such high density, prime residential areas can remain in such a state. While many recent project development applications have been submitted in the last few years, it can be seen that there is also a large amount of community opposition to development. Demonstrated by one local group, the Brisbane CBD Bicycle User Group (http://www.cbdbug.org.au/projects/howard-smith-wharves/) argues that the site is an important link between New Farm and the CBD and any redevelopments that may disrupt this link will see an impact on use by foot and bike pedestrians.

After completing this research, it was time to decide which journey to the site would be most advantageous. From the completed research, consideration of access to and movement around the site had already begun.

It was already known that walking from the direction of the Riverside Centre resulted in a limited view from the west of the site, under the Story Bridge through a large, locked fence. Likewise, from the south-east, it is possible to view the site from above the cliffs on Moray Street in New Farm, however this is rather far and elevated, resulting in a remote and unclear portrayal. There was also the possibility of experiencing the site from the River Cat Ferry, however this would only allow a very 'short and sweet' viewing.

My journey to the site was therefore chosen on what i thought would be the greatest opportunity for viewing the site up close in order to hopefully gain the most observations. I travelled from the city over the Story Bridge to Kangaroo Point, where I was then able to get onto the sandy riverbed directly below the bridge and look directly across the river to the HSW site, viewing the sheds and cliff in entirety.

Visiting the site made me aware of how dominating the bridge and surrounding cliffs are. Whether a person understood the heritage and cultural significance of the HSW sheds or not, they appear to be rundown metal sheds, with the surrounding grounds in just as much despair.