For Week 2, we will be building the 1:1 models. The models will be each created in groups and then overseen by the MA students if they need any help. On the 2nd day we will be completing the models and then finishing the wood surfaces. We will then take photos of the models and make sure that they are presentation quality. The 3rd day, we will be improving out InDesign skills as a group by making the publication. The output will be a presentation for the client on the 4th day and a publication. On the 4th day we will prepare the presentation for our client to see all the hard work we have done for the past 2 weeks!
The dancing floor shown above is converting kinetic energy into electricity which is powering up its LED lights at the same time. Through this process the floor reacts to human actions over it and provide them with a more interactive and sustainable experience. There are various of technical ways to power up the Energy Plugins, such as digital energy meter, photo application as well as LED battery.
Unicef launches video game to teach children about their rights
And how do you balance those more serious concepts within a gaming format? It required a constant looking at the “bigger picture”, Caswell says.
On level four, the studio took a more “metaphorical” approach. The threats were presented through sound, as well as visual metaphors such as hands and chains.
“It’s clear that it’s a threatening environment which is realistic for the young people, but it doesn’t try to depict the actual acts of violence because it’s so different for every victim,” Caswell says.
The game’s illustrative style also allows for this “metaphorical” flexibility.
Unicef launches video game to teach children about their rights
Unicef has launched a mobile game to teach children in Latin America and the Caribbean about their rights.
Right Runner has been designed by London-based design studio, Nexus (which also has offices in Los Angeles). Deborah Casswell, the studio’s creative director, says that the studio worked with UNICEF to work out an “engaging” way to educate children about their rights.
As 2019 marks 30 years since the United Nations Convention on the Rights of the Child, the game seeks to address children who are unaware of the rights enshrined in this agreement.
While Unicef chose to focus on five core rights for this game, Casswell says that that it is in talks for expansion.
7. Encourage me to be active and play with others
My well-being, social life, play, creativity, self-expression and learning can be enhanced when I collaborate and share with others. Provide me with experiences to help me build relationships and social skills with my peers and community, but also give me the tools to distance myself from those I do not want to have contact with. Encourage equality in your product or service by not highlighting differences that can be used in discrimination, such as number of friends or likes.
8. Help me recognize and understand commercial activities
Label advertising clearly so I do not confuse it with other information. Transparently indicate when actions in your product or service commit me to download content or commit to exclusive use of your product. Make sure that I fully understand all purchases before I am paying for those in or through your product/ service.
9. Use communication I can relate to
Make sure that I understand all the relevant information that has an impact on me. This includes the terms and conditions of your product or service. Consider all forms of communication (visuals, sound etc.) and make it accessible to all. Keep in mind that age, ability, culture and language impact my understanding.
10. You don’t know me, so make sure you include me
You should spend time with me when you design a product or a service that I may use. My friends, parents, teachers, and communities also care about your product or service so include them in the process as well. We have good ideas that could help you. Also, ensure that you talk with people who are experts on my needs.
Dan will be sharing a session to talk about his working experience in TASC, along with the different construction, design and structural approach in realizing activities that have been successful in the past.
We will also be working on site at TASC's studio and gallery space together with Dan and Catherine to experience an on-site live project, dealing with TASC as clients through tutorial sessions.
4. Offer me something safe and keep me protected
Make sure your products are safe for me to use and do not assume anyone else will ensure my safety. A marked path or ‘lifeguard’ can tell me why something is unsafe and informs me on how to stay safe. Help me to improve my digital literacy. Give me tools to distance myself from those I do not want to have contact with, making unwanted content or contacts easy to block. Do not expose me to unwanted, inappropriate or illegal content. Provide me also with a model for healthy behaviour. Make sure you equip my guardians with an understanding of this as well.
5. Do not misuse my data
Help me keep control over my data by giving me choices about what data to share, for what purpose and let me know how my data is used. Do not take any more than you need, and do not monetize my personal data or give it to other people. Care about me by respecting my data.
6. Create space for play, including a choice to chill
When using your product or service, consider different moods, views and contexts of play. I am active, curious and creative but guide me to have a break and do not forget to also offer me some breathing space. Foster interactive and passive time and encourage me to take breaks. Make it easy to set my own limits and help to develop and transform them as my understanding of the world around grows.
1. Everyone can use
I need a product that does not discriminate against characteristics such as gender, age, ability, language, ethnicity and socio-economic status. Support this diversity in all aspects of your company’s design and business practices (including advertising). Expect me to use your product in unintended ways and keep in mind that I might use your product even if it is not designed for me.
2. Give me room to explore and support my growth
I need to experiment, take risks and learn from my mistakes. If/when there are mistakes, support me to fix them by myself, or together with an adult. Encourage my curiosity, but consider my capabilities based on age and development. I need support to acquire new skills and encouragement to try self-driven challenges.
3. I have purpose so make my influence matter
Help me understand my place and value in the world. I need space to build and express a stronger sense of self. You can help me do this by involving me as a contributor (not just a consumer). I want to have experiences that are meaningful to me.
The Designing for Children Guide was created by 70+ heroes – designers, psychologists, neuroscientists, health care specialists, educators, and children’s rights experts – during Talkoot, a 48-hour collaborative event in Helsinki in January 2018.
The aim of this evolving guide is to refine a new standard for both design and businesses and direct the development towards products and services that have ethics and children’s best interests at their core.
Indigo Playgrounds, Beijing, China by BAM, A paradise for children in the city.
The playground appears as a perfect square set within the landscape. The square plan is carved into the earth framed by long wooden benches. This perimeter of parent seating creates a safe play zone for the little ones to run wild. To further enhance the sense of closure and protection, a tensile canopy of orange discs floats overhead. The discs cast a checkerboard of shadows across the soft play surfaces, cooling and shading the tots.
More adventurous children are welcomed further into the park to the ‘King of the Hill’ playground. Taking its namesake from the children’s game, a thrilling mountain occupies the center of the space. Arrays of pipes, climbing holds, and climbing ropes offer children a range of challenges to reach the coveted peak. A nest-like lookout on top of the peak is home to one Acer truncatum, the true king of this hill. Luxurious white marble slides offer summiteers an express routes down the mountain. Aside from the mountain the playground also includes islands featuring swings, spinners, and an additional climbing structure.
Ambulance Playground by Luc van Hoeckel&Pim van Baarsen
Dutch designers Luc van Hoeckel and Pim van Baarsen transformed a parking space into a playground for disabled Children in Malawi.In cooperation with Sakaramenta, a social business in Malawi, Pim and Luc designed this play area with the use of recycled materials. The intervention introduces a scrapped ambulance, repurposing it as a playground clubhouse – where paediatric patients (and grown-ups) can occupy their time.
Among the ambulance are other playground equipment which all are characterised by the creative use of old materials like car tires, springs and axles.The playground is located a the side of Beit Cure hospital Blantyre, specialised in orthopaedic treatments. Because of the public function of the play area the young patients of the hospital are able to get back in contact with children from the surrounding area.
The interior of the ambulance has been gutted and furnished with bench seating for children to hangout. Opening ceremony of the playground inaugurated by the hospital’s patients.
The overall objective of this event is to curate an exhibition of the work produced by the 5th year research method module on four post-war New Town case studies. However, within this event other outputs are needed to either be displayed within or to market the exhibition. To undertake these tasks, various workshops and guest speakers have volunteered their time to help develop certain creative skills.
POSTERS - Graphically pleasing posters to present the findings of the research, these do not have to follow a certain format yet all have to look consistently pleasing together.
AUDIO EDITING - Included in the exhibition will be clippings from interviews of residents or designers from the new towns conducted earlier in the year. This will develop students understanding of sound installations in a space.
LEAFLETS - These will advertise the opening evening and duration of the exhibition. These will be handed out to the public during the event and published online.
BROCHURE - This final publication will be a take away and document for reflection even after the exhibition has been dismantled. It will summarise all the case studies and work undergone during the event.
We need to consider what kind of presentation is more suitable for clients in a cooperative live project. Because customers are not used to understanding professional GA plans, they sometimes cannot imagine our design. To help them get a better visual experience, we can help with virtual reality to support.
One of the method of looking at what a Gallery for Young People mean is through understanding the difference between older generation of artists and younger generation of artists. In a discussion, we look at different interests and hobbies as well as the different types of art works resulting from the interests.
From listed variation of exhibits, we try to develop a design that enhance and showcase the artworks in the best way in the gallery space.
Precedent 2 - Exhibition at the Deutsches Hygiene-Museum, Dresden
Another precedent study we referred to was the Kéré Architecture's Sceneography Designs for Exhibition on Racism at Hygience-Museum located at Dresden.
The exhibition space was separated into 3 different rooms representing and giving off the vibe of 3 different atmospheres. Each room used different materials of exhibition structure, different methods of exhibition and different theme of exhibit works. The transitions between each room create a journey to narrate the works in a timeline form, showing a conflict between people’s desires for stability and the organic need for social transformation, emphasizing the charm of the temporary and importance of conversation.
Each rooms also uses different ways of lighting and illumination, particularly studying how the lighting will enhance and amplify the exhibits. The layouts of each rooms are organized with consideration to the narrative of the works exhibited.
As part of our Precedent study, there will be a visit to a museum and gallery to grasp the idea of how to design an exhibition space.
First off is a visit to the Science and Industry Museum, Manchester, This would be a guided tour by the exhibition staff. During this visit, take note on the various type of display methods and items on display. How are certain displays framed? How are they placed on a pedestal or on a wall?
Note that even displays require space of its own and also an array of lighting techniques to enhance the displayed pieces. This is among the strength that the Science and Industry Museum have in their methods of display.
The visit will take place during the first week of Events and further details will be shared in the session plan and coming close to the date of visit.
Scan the QR code in the poster to be linked to the Site location.
Do note that since the location of the Museum is not far, thus it is accessible by bus. Prepare change or a bus pass for the day. And some pocket money for lunch together. Looking forward to the trip!
The term “installation”, which appeared in the 1970’s, generally applies to works created for interior spaces (ie. gallery, museum); outdoor works are more often referred to as public art, land art, or, to put it roughly, humans intervening on an environment and putting their “stamp” on it.
'Learn and design through making' is an essential approach for studying architecture. As one of the major outputs in this event, we aim to produce 2 high-quality physical models to present our conceptual design of the energy transition installation. we are going to explore multiple model-making methods with different materials in order to explore the best option to demonstrate our thinking.
The mock-up room is a square space which is about 4.8X9.25m and 3.6m height. In addition, there are three windows and two doors connect to the corridor. This space is very suitable for us to make experiential installations.
TASC has published a few books providing information and data regarding the activities and events previously held by TASC. The publication help us understand how the agenda and aim of TASC was fulfilled through activities and design, as well as how TASC engaged with children and communities in the best way to achieve a successful outcome and joyful experiences. We intend to hold an event that has a similar impact towards the communities and target clients.
Within the compounds of the imposing grade II listed Victorian building, is now the Rogue Artist Studios. It was formerly the Varna Street Primary School which had since moved to a purpose-built premise a short distance away.
The Rogue Artists studios was established in 1995. It stands as an artist-run Community Interest Company providing accessible studio space which is situated close to Manchester city centre. As the largest independent studio group in the North West, it comprises of more than 85 artists working in 57,000 square feet of space in the former Varna Street school buildings. Artists and members range from graduates to established practitioners that comes from a wide range of discipline : drawing, film and video, illustration, installation, interactive art, painting, performance, photography, printmaking, sculpture, and textiles.
The most common elevation for a Gothic cathedral is that of the architectural form known as the "basilica". This term, used architecturally, does not have any ecclesiastical or spiritual significance such as is associated with Catholic basilicas that have been designated by the pope as a church of great significance, e.g. the Basilica of St Peter, in Rome, or the Basilica of Our Lady of the Rosary at Lourdes.
Architecturally, a basilica is a church that has a longitudinal nave, with a lower aisle on each side, separated by rows of columns or piers, and generally with windows let into that part of the nave that rises above the outer roof of the aisles. This upper section is called the clerestorey. This architectural form is so named because it was commonly used by ancient Roman builders as the structure for secular basilicas used as halls for meetings, markets and as places of justice. Early Christian churches such as Santa Maria Maggiore, Rome, and San Apollinare in Classe have this form, which was adopted by Romanesque builders for their great abbeys and cathedrals, across Europe, such as Durham Cathedral, Saint-Etienne, Caen, and Monreale Cathedral.
During the Gothic period, most cathedrals were built with a single aisle on each side of the nave, such as Salisbury Cathedral, but some had double aisles with the outer lower than the inner, such as Bourges Cathedral. In the South of France cathedrals are sometimes just a single high, wide hall, with tall windows but no aisles, and the lower stage giving a rubust fortified appearance, such as Albi Cathedral. Gothic churches of the Germanic tradition, like St. Stephen of Vienna, often have nave and aisles of similar height, without clerestoreys, and are called Hallenkirche.
Internally, the nave and choir are usually divided horizontally into three stages, the arcade, the triforium gallery and the clerestorey. This arrangement is usual in England where it can be seen at Salisbury, Lincoln, and Ely.
In the Gothic cathedrals and abbey churches of Italy, triforium galleries are most often found in churches influenced by the arhitecture of Normandy, and were used at abbeys of women, as a space for the nuns to attend services. Elsewhere, many churches such as Florence Cathedral and the Abbey Church of Santa Maria Novella, had an interior alavation of two stages, the arcade and clerestorey.
The cross section of the Gothic church. The flying buttress draws the weight of the vaulting outside. It also helps in stabilizing the structure. It also allows the interior walls and piers to be more slender, thus creating more light within the cathedral; more of a feeling of "heaven on Earth".
“La Colline” by Appelle-moi Papa, A whimsical, technicolor land to play
La Colline is a landscape installation recently designed by Appelle-moi Papa Studio for the restaurant La Cantine du Voyage in Nantes, France. The "hills" build a whimsical world with its undulating shapes and lively colors. Both elderly and children can enjoy climbing and play in this colorful paradise.
In keeping with their desire to add colour and reaffirm La Cantine’s warm and convivial atmosphere, Appelle-moi Papa dreamt up La Colline (“the hill”). With its round and generous forms, La Colline is a whimsical, technicolor land where visitors from 3 to 77 years old are invited to climb, roll around, slide, play and lay around, all in a contemporary and colorful aesthetic.
The installation is based on a wooden frame and the “hill” is covered with EPDM. It is a work between playground and artistic installation.
This is an important driver in the Bradford City Village project. A re imagined way to successfully combine the city and residential areas through design can ultimately affect the way people live. Bradford City Council stressed in previous meetings that the most important issue to tackle in Bradford, is that of young people moving away to find jobs, as they are not catered to in the existing residential schemes. This demographic seeks a fun and vibrant city life to be combined with their residential home, developing "Alternative Living" design ideas could pave the way for this to happen. This change in demographic will ultimately benefit the economy and enhance social life for the majority living in Bradford.
The process undertaken during the events project, from initially meeting the collaborator to the end output, could potentially result in a lasting impact. As students, we are keen to explore the different options that could contribute to this scheme in Bradford City Center, and aim to use design activities in order to develop and refine ideas for the "City Village" scheme.
Initial conversations with the collaborator and key stakeholders gave us a good idea of what they are keen to see in our proposals. We will work around these notes and the given information including the Council's goals, in order to create refined design ideas.
Our schemes will be communicated through different mediums and our collected work over the events period will be exhibited at an exhibition in Bradford Assembly, organised by our collaborator. We appreciate that this is a fantastic opportunity to really show our work effectively, aiming to spark conversations and to influence the future design decisions made in Bradford by key stakeholders. We have been asked to explore phase I, including initial designs to show the potential of Bradford City Center and we aim to achieve this through a final exhibition.
Hopefully our conveyed ideas will create a lasting impact in Bradford, one that values positive social impacts as well as other benefits, in terms of economy, diversity in demographics and ultimately, the perception of Bradford.
We have some unfortunate news. We regret to announce that due to the outbreak of COVID-19 we can no longer continue with the events project. However, we are reflecting on the fulfilling experience we have had as a group up until this point of planning the event. We are confident this would have continued to be a successful project which would have had a positive impact on the wider community of Gorton.
We would like to thank our tutor Becky for organising Events 20 and the invaluable feedback she provided to our group during tutorials. Most of all, we would like to thank our collaborators Catherine, Dan and Tam from TASC who were so passionate and enthusiastic about the Make • Shape • Discover project, they infused us with bundles of energy from day one!
What we take away from this project is the understanding of the fundamentality of cooperative group work, the understanding of design for the greater good and social value. Collaboration and communication with the collaborators have been a unique, invaluable experience.
Despite the project coming to an abrupt end and the design stage of the project not taking place, we hope that the work that we have produced so far serves as a good foundation for concepts of what could be done for TASC and the community.
After conclusion of EVENTS, all the creative effort and hard work of students will be showcased at a public exhibition at Rogue Studios. All the sketch models, design ideas together with the final outcomes – presentation model of a flexible furniture unit and a publication will be on display for everyone to see.
This provides an opportunity for people to engage with the work that TASC are doing, create new links between the people of the community and TASC. Everyone will be able to see the vision the EVENTS team is proposing for the workshop, and provide their feedback and thoughts about the project.
Once the design of the flexible furniture unit is finalised and has been presented to the collaborators, the team will have the opportunity to put their ideas to the test by presenting the concept to the children at TASC.
It is a chance to see if the actual users of these furniture units are able to engage with the design as intended by the team. This also allows to demonstrate how the workshop space can be improved from its current state, as well as how adaptability of the furniture can transform the space for different uses.
A study on the flexible box by Studio Precht was used to aid the discussion on solutions that address the issue of space-saving and storage space. While we do intend to design a flexible furniture concept that could be integrated within the TASC studio, we also intend to apply space-saving techniques to other areas of the interior. The box by Studio Precht contains a working desk, a sliding drawer for artwork and a seating area and has been designed so that its elements can be pulled out and pushed back in according to the desires of the user.
The precedent study on Robson Square was used to highlight effective design moves that create welcoming and accessible external spaces. As prescribed by the design brief for the renovation of the TASC studio, it is important for us to consider the importance of the immediate external landscaping. A key requirement is to improve the entrance to the studio, which is currently accessed via a narrow ramp and leads to a door with steps on the interior side, ultimately resulting with a problematic entry point for disabled people. It was decided that successful projects such as the Robson Square should stand as inspiration when designing the key external areas of the TASC studio renovation.
Park Walk Primary School Playground / Foster + Partners
Continuing the practice’s exploration of play spaces for children that began with the Ashburnham school playground in 2017, Foster + Partners, in partnership with the Bryan Adams Foundation and playground designers Made From Scratch, has revitalised a tightly bound outdoor play area in West London. The aim of the project is to heighten the myriad benefits that outdoor free play gives kids, including the development of physical, emotional, social and cognitive skills.
The aim was to take a previously unloved place and turn it into a welcoming green space that encourages children to play outdoors in a safe and stimulating environment. We are sure this space will soon be filled with shrieks of delight and peals of laughter, which we would consider to be the best compliment we can receive for our work.”
The L-shaped site, adjacent to the primary school building, has been divided into two parts – an active physical play area and the smaller portion dedicated to imaginative play. The area dedicated to imaginative play, situated next to the refurbished library, is designed as a woodland garden with a treehouse structure, seating stumps, a play kitchen, and a sculptural living willow pod to create a calm natural sanctuary.
Check out this alternative proposal for the Greater Ancoats Street retail park. MossBalling was produced be MArch students at the Manchester School of Architecture. The concept farm of do it yourself moss planters that would clean the illegal pollution levels around Greater Ancoats Street. The planters are made out of waste materials anyone can access, so try it out at home!
Find out more by visiting: https://www.materialpolitics.com/prefigurative-architectures
Green Space is an essential infrastructure in modern day cities, that is under threat by the financialisation of public space. Here are some of the benefits of green space and why there should be more in the Ancoats area.
Granby Four Streets is an ongoing community-led project to rebuild Granby, a Liverpool neighbourhood that was nearly made derelict by decades of poorly-planned regeneration initiatives. Granby Street was once a lively high street at the centre of Liverpool’s most racially and ethnically diverse community. The demolition of all but four of Granby’s streets of Victorian terraces during decades of ‘regeneration’ initiatives saw a once thriving community scattered, and left the remaining “Granby Four Streets” sparsely populated and filled with tinned up houses.
MUSEUM VISIT - ALL OF US
We are all going to the museum! Representatives from the museum will talk to us about the “Hello Future” project and what they hope to achieve from EVENTS with us, be motivated knowing how our contribution could help to promote environmental awareness in the community, in Manchester! Make sure you go back after EVENTS bring family and friends to check out what we will be building for the museum shop!
During Events week we want you to create incredible designs for the kids and for YOU to gain or develop your architectural skills.
To do this:
1. We aim to have training in software, presentation and architecture in general. We intend to teach software like revit, sketch up and the adobe programs.
2. We aim to have seminars that will help stimulate your minds to create amazing outcomes.
3. Finally, there will be site visits and trips to various fun and inspiring spaces.
-With a background in political science, Dr Leandro Minuchin will be visiting and delivering a talk on the social role of the architect in contemporary urbanism
- The aim is to inform and enhance our proposals with a strong theoretical grounding through political contextualisation
The Right Space project is aiming to design a recreational space in St.Cuthberts Primary School that would encourage interaction and create awareness of ‘Rights of the child’. It is an intervention that provides EDUCATION, ENGAGEMENT and VALUES for all pupils.
We aim to create environments where children are respected, their talents are nurtured and they are able to thrive. By embedding these values in daily school life, we can give children the best chance to lead happy, healthy lives and to be responsible, active citizens.
- Public Consultation led by Trees Not Cars allowed Ancoats community members to voice their concerns and vision for the site, reflected in this diagram
- Collaborator’s vision reflects a child-friendly approach to planning and includes :
- a link between the Canal and Ancoats Marina with cycling, running and walking routes;
- playgrounds and sports facilities;
- green space for activities and family picnics;
- dog park as significant number of dog owners live around Ancoats.
affordable housing and retail services (cafes, bike repairs etc ) responding to residents’ needs
Project site : Central Retail Park, Ancoats, Manchester.
Introduction of ‘Trees not Cars’ campaign by collaborators on-site. Collaborators to give history of site, their movement and their visions for an alternative proposal.
During the second week, we will begin to rationalise our proposals further and begin to curate our exhibition boards. We will be organising the groups depending on their interest (whether that is co-living, eco-living, circular economy and much more). Towards the end of the week we will be focusing the final exhibition layout, printing out the work and transporting it to the venue, ready for the night of the exhibition.
Throughout the Events period we aim to learn lots of new skills and build upon our existing key skills as well as being able to use this event to explore what you may be interested in.
If you’re unsure, don’t worry there is something for everyone!
In January the team visited the Modernist, located on Port Street in the Northern Quarter. We were able to get an initial plan of the space and even noticed that an outdoor courtyard could be used for the official event!
The front of the Modernist is both a shop selling their own products and books, as well as exhibition space along the walls and even some of the tables. Towards the back of the Modernist is an exhibition space with three blank walls and space for a television. What's exciting about the Modernist was that it didn't have a vast amount of wall space which would mean that our design would have to think about how visitors and viewers would experience the different themes and ideas which we are presenting.
Though there is an upstairs office and lounge area, we discussed accessibility and decided that the lower level had enough room for all of our models, posters and brochures. All in all, it's the perfect backdrop to some captivating graphics and intricate models!
We have been working collectively over the past few months to organise everything we need in order to produce the ‘City Village’ proposals during our 2 week Events period. We will be starting off with a walking tour of the Bradford City and initial site impressions which our Collaborator is really keen to hear about! Later on in the week will begin to develop ideas for the City Village site as well as researching alternative ways of living.
We have also invited our collaborator to come and take a look at our initial thoughts and work in process!
Personal Protective Equipment (PPE) is important for everyone's health and safety. Our activities include a live project build for the Manchester Museum Shop. Tasks include moving, refurbishing and building of the shop furniture. The team will abide by the Health and Safety Executive (HSE) - Risk at Work. Our list of protective equipment advised include hard hats, googles, masks, ear protectors, high visibility vests and steel toe boots. These equipment would abide to British Standards. You can find more about the guidelines set by the government in the link below. https://www.hse.gov.uk/toolbox/ppe.htm
Aiming to create a space for youth to bring their works to life, we collaborate with The Architecture School for Children (TASC) working on proposals for a flexible exhibition gallery for young artists. The space is located in a Grade II listed building, which currently operated by Rogue Artist Studio. The proposed space is located on the second floor of the building, highlighted in green.
During the first meeting with TASC, we were welcome by Dan, Catherine and Dan. The main topic of discussion was to structure a brief and understanding of EVENTS20 final outcome specifically for our group.
TASC were very supportive with our design proposals and suggested we proceed with what we want to do along with BA students despite having a design brief themselves.
We were asked to design a gallery for young people, aiming for it to be flexible as well as being used by young artists locally and globally. TASC gave us a tour to site after discussion. We have decided to proceed with designing the gallery space using one of the initial design proposal as our concept.
Events 21 involves live participation from different working parties and collaborators, such as MSA, TSAC, Rogue Artist Studios and the Manchester City Council. All our efforts will be in hopes to attain support from the Manchester City Council, to convert TASC and Rogue Artist Studio into a creative and flexible social hub for the Gorton Area. This means that students will get the opportunity to meet and collaborate with clients, receive working feedback and present a proposal to the directors of Rogue Studios.
Designed as a sensory space for blind and partially sighted people, the 30ft sq ft garden is designed around interaction with senses particularly focused around sight. The back walls are covered with Mondrian-inspired artwork using primary colours which is eye-catching and easy to distinguish. The glass box or ‘infinity pit’ in the center has water running down the glass wall which distorts and blurs vision. Its concept is to suggest trepidation when sight diminishes. Looking through the glass to the plants and flowers beyond to simulate water running down a flower painting. The stone water trail is used as a pathfinder via sound to guide one around the garden.
Our aim for the end of this project is to design and create as a collective, a series of three individual planters, taking inspiration from precedents and input from all the students and our collaborator. Taking the time to really think about what each planter will look like within each team and how that can be achieved. The final product should be an item in which we are truly proud, which enables the roof top garden to be transformed into a pleasant and welcoming space where people want to spend their time, a place to reflect and relax throughout the day.
According to the site survey and measurement, we draw a relatively accurate section of the church roof truss structure by hand. Be prepared for the next modeling step.
The revived Gothic style was not limited to architecture. Classical Gothic buildings of the 12th to 16th Centuries were a source of inspiration to 19th-century designers in numerous fields of work. Architectural elements such as pointed arches, steep-sloping roofs and fancy carvings like lace and lattice work were applied to a wide range of Gothic Revival objects. Some examples of Gothic Revivals influence can be found in heraldic motifs in coats of arms, painted furniture with elaborate painted scenes.
In addition, we studied the window style of Gothic church. Through the decorative art of Victorian church, we can get a deeper understanding of the design art and the story behind it.
Both BA students and MA students need to go to the mmu AV store in person to register in the system for online booking access of PPE before the intense week start. Students are required to show and scan their student card at the AV store counter.
(Link to mmu AV store: https://msaphotoavstore.mmu.ac.uk/default.aspx )
For the second final outcome, Dan and Catherine expressed their desire for a publication, both online and printed versions. They have already produced some publications to showcase some of their previous completed projects. They all seemed to follow the same format (21cm x 21cm) and a similar layout, so we agreed the events publication would also reflect this.
For the content, Catherine was very keen to see hand-drawn images in addition to digital visualisations, as a familiar medium that children can also acknowledge and enjoy viewing. Hand sketches are also good at communicating quick ideas and its a skill that everyone within the group possesses. As well as that, all the models produced during the 2 weeks, both mock-up models and the final presentation model will be photographed along the way by the group and then included in the publication. The models, as well as sketch drawings, would document the overall process and tell the story of the project. Final visualisations produced throughout the second week of the external space, studio and flexible furniture design would round the publication off.
The Master students will create a template for the publication for the overall content, and then members of the team will fill this in as the content gets developed. This will be produced in InDesign, and the final outcome would be professionally printed and bounded before the presentation to TASC.
As stated previously, one of the primary outputs for the project is a presentation model, which will be used to showcase the final design for the flexible furniture unit. This will be made to a very high standard using a range of machineries such as drills, bandsaws, vacuum forms and sanding equipment.
The model will be constructed by a small group of three; one master’s student and two undergraduate students, and this will be completed in the university workshop. Particular students for this role will be confirmed at a later date after the concept workshop has been completed and the chosen design for the flexible furniture unit has been developed.
Sustainable and locally sourced materials will be used during the manufacturing process and great effort will be made to ensure that the flexibility enabling mechanisms integrated into the design work as the real product would.
The presentation model will be produced to a scale of 1:2 to ensure that the design is accurately represented to a high level of detail, but also to ensure that the model is a small enough size to be easily transported to multiple locations for future exhibitions and meetings.
Announcement- Meet the Schools! Vol.3
The last but not the least is the St. Patrick’s Roman Catholic Primary School! This is a Catholic primary school in Collyhurst, an area of high social deprivation. Despite the many challenges it has faced in recent years, it has now become an effective community; a beacon of hope to the children and families in Collyhurst. It is part of a trio of schools that come under the parish of St. Patrick and St. Malachy. It hold pupils aged from 3 to 11 with over 200 pupils in total. The school is conducted by the visionary and passionate leadership of the Executive Headteacher, which permeates leadership at all levels, and the daily life of the school is driven by the example and message of Christ. It has a welcoming family atmosphere and families receive outstanding care and support, especially the most vulnerable in the community.
All the schools show great characteristics and devotion to their education, and we aim to contribute to children's growth as Mancunians through our Town Hall interactive workshops. We would like to thank all three schools for their cooperation to our project, and we're looking forward to meet them all!
Announcement- Meet the Schools! Vol.2
Our second venue is the Saviour Church of England Primary School! It is a primary school situated in an area of social and economic disadvantage close to Manchester city centre. It is a Voluntary Aided School which consists of pupils from 3 to 11 years old, and the school population comes from White British, African and Asian backgrounds. It offers distinct character education such as the Forest School, which give the children the opportunity to explore their surroundings and encourage them to become considerate and independent learners. The school offers a wide range of activities including hands-on workshops, which link closely with our project.
Due to the outbreak of COVID-19 we had to unfortunately cancel this event! We want to thank our collaborators for the patience and for their cooperation in this event! We are sure this would have turned into an incredible project which would have had a real social impact on young vulnerable people in Manchester.
Through this project we have learned a great deal about digital inclusion, social value and homelessness in Greater Manchester. Our focus would have been on designing a flexible space which could potentially be arranged by users as they wish. This flexibility would not only allow for a change in space use but also boost collaboration and the creativity of the users.
Collaboration and communication with both the collaborator and the future users of the space would have helped better understand what their needs are and develop design proposals accordingly.
We were hoping to design a space which will unlock the potential in all of those vulnerable young people who lack the means to either get a degree or a job. As sad as we are to not go further with this live project, our hope is that the digital den will indeed be built in the near future!
Before the first meeting with TASC, we came out with a few Events proposal based on the activities and programs usually held by TASC in their website
Having focused on working with the communities and children, our proposals mostly include engagement and experience with the design products.
1. Play Library
Play Library is an interactive installation that provide spaces for kids to use as a library and play area. It includes variations of different spaces like open space, enclosed space, different materials for different experience as well as spaces for fun activities like jumping, hiding and climbing.
2. Self-sustaining ECO tools
We're looking to engage with kids and teachers to design a self-sustaining eco tools that help plants grow with minimal effort, learning the importance of ecosystem and how we can help to contribute as designers. The idea aims to utilize the different methods of recycling and use of natural resource.
3. Modular Play-thing
The aim is to design a big scale modular components that can be used by kids to create useful or fun objects in school
4. Sensory-based Interactive Play
This proposal was an installation proposal that use sensory as main concept, playing with different potential of sensory experiences for kids to engage with.
Announcement- Meet the Schools! Vol.1
After sending invites for our interactive workshops, we have got a number of responses and have successfully managed to arrange 3 workshop sessions with schools. Here is a bit of information about the schools we will be visiting!
Our first venue is St. Edmund's Roman Catholic Primary School. It is a Catholic primary school placed in the Harpurhey district of Manchester approximately one mile north of the city centre. It is an area designated as one of the most socially deprived districts in the country. There are 202 pupils in roll from reception to year 6, and their educational philosophy is based on the provision of excellent teaching and learning opportunities with a view to developing the whole person so that they prepare the children to be good Christian citizens in the wider community. All children are provided with a Catholic education in a caring and supportive environment where differences are welcomed and celebrated.
The Sharp Project is home to over 60 digital entrepreneurs and production companies specialising in digital content production, digital media, TV and film production. It’s based in a 200,000 sq ft refurbished warehouse previously occupied by electronics company Sharp. It offers flexible office, production and event spaces.
Huckletree Ancoats is a space for original minds and ambitious teams to come together, grow and make a tangible positive impact on Manchester and the world. They offer multiple facilities for businesses to grow and develop like: Podcast Studio, Plant Café, Meeting Spaces, Wellbeing Rooms while offering the opportunity for new startups to network and maybe even find partners for their businesses. It is extremely important when designing a working space, to design it with people’s needs in mind. Creating a space in the heart of the community will rise the local area, bringing new businesses and entrepreneurs.
At Use. Space, a local co-working space in Manchester, they believe that the best ideas come from the merging of minds. Therefore, they provide dynamic and stimulating co-working spaces for start-ups and mature businesses looking for a nook to evolve their niche in the North. They have different spaces available: from co-working and single office spaces to meeting rooms and event spaces. This precedent shows us the importance of designing spaces that are tailored to the current demands that the society has.
The survey is the on-the-spot investigation about internal church roof with Brendan and architect Mark. We followed architect mark to experience the roof structure ‘pot vault’ of the church, observe and measure the structural details of the roof at zero distance.
2.Process of investigation
We met architect Mark and father Brendan in Manchester universities’ Catholic Chaplaincy at 2pm. We began to visit the church with Mark after he handed out the helmet and told us some precautions. We went from the narrow spiral tower on the side to the inside of the church roof. Connecting the interior of the church roof is the front tower. From a small door of the tower to the interior of the roof which is the focus of our study. Mark explained a lot of structural knowledge points to us. Then he took us to observe the surrounding rooms and make us understand the roof structure of the church as a whole. Finally, we went down to the mezzanine floor of the church hall to measure the overall dimensions and main space of the church.
3.Architect’s guidance and suggestion
Mark talked about the construction process of the facade and the structure of the roof. For example, the structural materials, function and the connection structure between the tower and the main body of the building in the main tower; The stress and function of the triangular truss, the support design of the inclined beam between the trusses and the bonding method of the hollow terracotta on the roof.
Later, Mark explained a lot of structural points and features to us, and then he told us the structural difficulties to pay attention to in the next model making, especially how to present the ‘pot vault’ structure clearly.
The first precedent that we looked at is one of the most famous co-working spaces: We Work. They believe that thanks to technology, the traditional working model, in which everyone has an assigned desk, has been steadily eroding. Their workspace follows an activity-based working (ABW) environment which means that it allows their employees to choose from a variety of settings that will help them to be more productive.
The four defining elements of ABW are:
Manchester is growing rapidly with many businesses moving up in the North. Therefore, there are many co-working spaces that we could visit in order to take inspiration for our project. The co-working spaces that could inspire our design are “WeWork”, “Use. Space”, “The Sharp Project” and “Huckletree Ancoats”.
As an architecture student and a future architect, we need more skills than simply designing a building. In our group, students will be able to learn essential skills that they will be needed in the future and for their study.
Furthermore, we will also provide a workshop for the student to learn how to use 2D and 3D software such as AutoCAD and Sketchup, to design and built flexible furniture models. These workshops will serve as a testbed for the physical model and allow students to visualise in 3-dimensional ways.
Other than that, we will also provide workshops for students to learn photoshop and In-design for the publication.
We are proposing to do a brainstorming session where everyone can get involved and share their ideas regarding the redevelopment of the office. During the design charrette, we will form groups where students will have to come up with a large number of creative designs in a short period of time.
This week focuses on the design process and development and ensuring that final outputs are met. With ideas, confirmed students will begin to produce final visuals, technical drawings and models using the skills and knowledge they have learnt the previous week. After the majority of the project aims are met students will present to the TASC collaborators and amend their work according to the collaborators and groups feedback. All loose ends will be tied up and in the end, a final publication and final model should be produced along with the documentation of the entire design process from the beginning. After a group debrief we will conclude events 20 and celebrate while having tea and biscuits.
Firstly, we will brief the group on the project aims to ensure that everyone is familiar with the tasks that must be completed in the following two weeks. Students will also have the opportunity to visit the site and meet the collaborators to have a deeper understanding of the project. The first week consists mostly of group work that promotes social interactions allowing group mates to get to know each other better while producing the required project outputs. There will be a lot of sketching, designing, workshop, model making, photographing and group discussions.
This second week is the start of the workshops. We are happy to collaborate with 3 primary schools which showed their interest in the workshops when the invitations were sent out. Through these workshops, we aim to increase community engagement and also to introduce architectural concepts through an educational approach. To wrap things up, we are to present an evaluation report to our collaborator - Town Hall at the end of the intensive week. This would be a step to understand the responses of the general public which play a major role in the project as the main aim is to get the people connected to the Town Hall.
Re-use and sustainability is a key part of St Mary's RC. Primary School's ethos. Here is a guide on how to re-use plastic bottles to create a hanging green wall. Ideas similar to this could be used within our project to create an exciting and educational sensory walk without generating any further waste.
The first week is about getting to know the team and understanding how to deal with the vulnerable age group – children. We are fortunate to get in touch with the inspiring STEM Ambassador Team that will be giving us a session on how to conduct the workshops in the second week effectively. Building upon the knowledge and understanding gained, we will then construct an interactive piece of model that will be used as a medium to connect with the communities.
We're mainly collaborating with The Architecture School for Children (TASC), along with Tam Dibley who is a member of TASC and Rogue Artist's Studio.
TASC used to be recognized as 'Places' serving as a a community Interest Company based in Greater Manchester. TASC has worked with children and communities for the past 18 years, effectively engaging with them by bringing together schools, artist, developers, architects, educators, children and the wider community to look at and contribute to the development, design and build of their environment in a creative and collaborative way.
As a group, we have decided to meet up once a week to further discuss the details of the project. In the first few meetings, we brainstormed ideas of how we would plan the event and organise group work. With a finalised design brief and session plan, we were able to plan ahead and outline which workshop facilities would be required during the events weeks e.g. computer suites. We were also able to determine how the group would complete each task. For this, we decided the team would be split into smaller groups, with specifically assigned tasks. We have also agreed to brief our team both every morning to ensure each team member is completely aware of the desired outcomes and at the end of each day to review the team's progress.