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Te Puna Whakareia Dining Hall
Current
Chapter Project located in
New Zealand
The Te Puna Whakareia marae is a regular venue for the Ng?ti Pikiao iwi as well as being a regular venue for family gatherings such as tangihanga, family reunions, wananga, health days, and birthday celebrations. Te Puna Whakareia marae is also a popular destination for sports and school groups who take advantage of the large meeting house and associated facilities that can accommodate up to 120 visitors at a time. The existing wharekai, Te Ao Kapurangi, was opened by Te Puea in 1928, and as such has been used by the hapu, Ng?ti Te Rangiunuora, for 85 years. Te Ao Kapurangi was built from milled timber from the Ng?ti Te Rangiunuora Haumingi blocks and included whakairo erected over the entry. It is the only wharekai of its era in Te Hikuwai, the shores of Rotoiti bounded by Te Matarae I Orehu and Matawhaura. The long association of 85 years means that Ng?ti Te Rangiunuora have a very strong affiliation with and affection for Te Ao Kapurangi, and would like to retain the intact dining hall component on site for continued use associated with marae activities. With the aid of a large number of Donated Glu-lam Timber beams, AFH AKL is supporting in the design work of this project.
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Campus Unlimited + Unlimited Paenga Tawhiti School
Inactive
Chapter Project located in
Christchurch
New Zealand
Unlimited Paenga Tawhiti (UPT) is a state school in Christchurch affected by the earthquakes that integrates youth-based training centres, activities, community education and knowledge sharing. Working with the youth and community at Unlimited, we gathered material and started a discussion about a design brief for the issue of rebuilding education. AFH AKL helped instigated a design competition 'Campus Unlimited' which asks participants to design schemes puts education at the heart of the city. For the brief and results from that design challenge, see http://openarchitecturenetwork.org/campusunlimited
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Auckland Sexual Abuse HELP Project
Inactive
Chapter Project located in
Auckland
New Zealand
Objective: A safe place to work and heal. The Auckland Sexual Abuse HELP Foundation has been serving Auckland for over 30 years, supporting and empowering people to heal from the effects of sexual abuse and sexual assault. Prevention is a vital part of their work, helping to bring about a society where relationships are based on co-operation and respect as opposed to competition and power. They also run a 24/7 helpline service, a crisis team, work in secondary schools, run “We Can Keep Safe” a prevention programme in preschools and through their range of therapy services, HELP has provided help to over 13,000 women and children. Architecture for Humanity Auckland (AfH-AKL) is helping Auckland Sexual Abuse HELP to improve the spaces in which it operates. They are at a bursting point in terms of space and with the continued development of the agency they need a space that can accommodate the work they do now and in the future. Together with Auckland Sexual Abuse HELP, the project team at AfH-AKL will explore ways that we can creatively utilise the space available more effectively. Sensitive issues around storage, acoustic and visual privacy, waiting/administration areas are a part of our brief which is tailored to the specific needs of the Auckland Sexual Abuse HELP Foundation. We are trying to achieve this with a modest budget from grant funding. AfH-AKL freely gives its time and expertise but we will need the wider community to help out too! Please contact bobby@afh-auckland.org if you would like to support our cause or know of someone who might be interested in helping. For example, this may take the form of donated materials, services or sponsorship. All in all, AfH-AKL is very excited to work with a community organisation that has done so much for Auckland and will carry on doing so. Auckland Sexual Abuse HELP website: http://www.sexualabusehelp.org.nz/ 24/7 support and information: Auckland 09 623 1700, South Auckland 09 277 9324 Architecture for Humanity Auckland website: http://auckland.architectureforhumanity.org/
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[OAC entry] Mua Muri Negotiation Centre
Complete
Chapter Project located in
Northland
New Zealand
Mua Muri Negotiation Centre Carrying faith, out of the trench. Over my shoulder. Over and over. - Lyrics from 'After the War', I Am Giant. We believe that it is insufficient in the present state of global conflict to merely convert abandoned military buildings into civic space without acknowledging the international military aggression that is still rampant in the world today. The world is not demilitarising rather the context for military deployment is shifting from defending borders to defending supply lines, and the increasing role of monitoring citizens in public spaces. Our team has created a proposal for a negotiation centre that uses state of the art mediation methodologies and the protocols of traditional Maori grievance forums, within a unique heritage landscape of a colonial battleground, the Ruapekapeka Pa. This proposal arises from the lessons imbued in the site including the will to move beyond war and into non-violent conflict resolution. The name of the centre Mua Muri is Maori for ‘past’ and ‘future’, drawing on the Maori concept of time where ‘mua’ implies past, yet also means in front. ‘Muri’ implies the future but also means the underpin our proposal. Context In 1845-46 Ruapekapeka Pa was the site chosen by five Maori iwi (tribes) gathered to challenge British colonial forces. The famous war chief Te Ruki Kawiti, whose subterranean military architecture was emulated widely in World War I, ended the last land war in the district. He offered a strategic opportunity to the British colonial forces. Kawiti's words to Governor Grey, the Crown’s representative, were: "If you have had enough then I have had enough, but if you have not had enough, then I have not had enough either." Thus the battle was over and both sides famously put down their weapons. The incident changed from aggression and conflict to negotiation and understanding - demonstrative of New Zealand's traditions of mediation with particular protocols advocated within Maori culture. Learning from the Land The scheme works with the landscape of the Ruapekapeka Pa, as a former place of war and resolution in New Zealand colonial history. Our team is proposing an architectural addition adjacent to the pa site, a negotiation centre that refers to the toil of Maori trench warfare through its architectural language. The trench architecture of old has left a sculptural landscape of submerged contours and depressions. Reappropriating the materiality and subterranean qualities of the trench architecture, the building hugs the contours of the slope, subtly inset into the hillside. The materiality is exposed wood, raw post beam structures, and a living roof. The site offers north facing views towards the Bay of Islands since the pa sits on one of the highest points. Maori Influence The architectural space is able to accommodate for a traditional Maori powhiri (welcoming ceremony). This is where visitors are formally called forth by the hosts of the land, ending in the joining together of various peoples. The protocol of the negotiation centre will draw upon the values of the hui, a Maori gathering in which negotiations and conflicts are resolved according to a democratic process that allows all sides of an issue to be explored. Outcomes are decided by consensus. Maori protocols are especially sensitive and attuned to the process of expressing grievance. In the tradition of whaikorero, the art of Maori oratory, each opportunity for speech is given due respect. Programme The scheme is a home for negotiation, mediation and reconciliation. It is a programme that allows non-violent conflict resolution to be developed and evolved – the cutting edge of negotiation practices both for local and international benefit. It is where both local indigenous knowledge and the most progressive of international mediation practices can be realised. We are particularly interested in the set of contemporary protocols being developed by the International Mediation Institute in The Hague in the Netherlands, the Centre for Negotiation Analysis and the Community Mediation Centre in Singapore. The negotiation centre can be used at a range of scales, from family groups and regional gatherings to national and international uses. It is a space in which sensitive and significant negotiations can take place, accommodating for different sides to come together on neutral ground. As a centre for improving the state of reconciliation in the world, the building can also hold international workshops and conferences to further the discourse and educate on such issues. How the world moves past war is our agenda. Community Consultation As a culturally, historically and physically sensitive site, our group has consulted with the Department of Conservation, local Iwi and the local community to come up with a scheme that enhances the site without damaging it or breaching tapu (sacredness). According to a member of the Iwi, the tapu nature of the site is due to the blood of the ancestors being spilled on the land. However, most of this tapu has been lifted to allow people to visit the site. Design The architectural design is located alongside the pa site, rather than directly on the sacred pa site, caters for 50 people and is designed as a workshop space. The building includes an indoor-outdoor flow with the grassy atea (forecourt) facing the northern sun. The significance of the atea is that it is the space where human dignity is accentuated and heightened – a charged space. As well as casually used as an outdoor meeting space, it is is also where groups can be welcomed onto the site through a formal powhiri. Ecological Intervention The scheme also includes a subtle landscape intervention on the pa itself. The site is a protected heritage site, under the auspices of the Department of Conservation. The site is currently covered in grass which has to be mowed and the trench holes are exposed and falling into disrepair. The botanical component includes planting native ground covers across the site that preserves the depressions by binding the soil. It will also allow the contours of the archaeological structures to be made visible. The native planting scheme realises a new ecological niche that has occurred with the loss of tree canopies. The bio-diversity of the site would be improved and we would aim to gradually replace grazing grass with native ground covers. It would also re-establish the scattering of boulder outcrops that have been removed from the site, by asking local farmers to donate rocks to the landscape scheme. Sustainability The triple bottom line of social, economic and environmental sustainability is addressed by our community engagement programme and scheme. Socially, the Mua Muri Negotiation Centre offers opportunity for the Kawakawa community, making it a destination rather than a town to pass through. The local Maori community will also be involved through education and welcoming guests onto the land. The Negotiation Centre as an adjunct to the inspiring landscape of the Ruapekapeka Pa, can draw some of the major tourist traffic that moves through the Bay of Islands towards other town centres such as Paihia, Kerikeri and Russell, but often bypasses Kawakawa, the town with the lowest socio-economic demographic of the region. Recently Kawakawa has attempted to build a unique identity within the region through its adoption of a green roof architectural vernacular due to the artist Frederich Hundertvasser having lived there during the late twentieth century. More recently a striking investment by the local community in an entire earth-covered dwelling for a new Kohanga Reo, (Maori language nest for early childhood education) is a serious addition to this local architectural vernacular. Kawakawa aspires to be the Stuttgart of New Zealand. The Negotiation Centre project thus contributes to the momentum already demonstrated by the local community to build a unique identity for the town based upon sustainable architecture. The green roof vernacular of Kawakawa advocates for all of the many sustainability positives that green roofs offer: insulation and cooling, storm water reduction, aesthetic and social values, increasing biodiversity, etc. However the Negotiation Centre project adds another significant cultural dimension to this local vernacular by drawing upon indigenous Maori subterranean architecture used in the battle of Ruapekapeka as the starting point for the design. Thus the project design is a hybrid of a local historical and contemporary design language. Additionally this proposal for [un]restricted access includes a subtle ecological intervention to help stabilise the contours of the former subterranean architecture on Ruapekapeka Pa through planting recommended native species advocated by the Archaeological Institute of New Zealand increasing biodiversity and the aesthetic landscape values of the site. The scheme uses local materials as much as possible and contains several sustainable features. The compressed earth floor has a high thermal mass, helping to maintain a comfortable temperature inside the building by storing the northern sun’s heat and releasing it slowly throughout the night. The building uses solar design principles, the eave shading the building appropriately throughout the year. Double glazing with a low-emissivity coating on the interior is used for glazing insulation. The rest of the building sits within the ground – a natural insulation. Titiro, Whakarongo, Korero - Look, Listen, Speak Our team believes the idea for reclaiming military sites is highly cogent to evolving civic spaces that embody democratic processes. Our interpretation of the site and the indigenous cultural protocols of grievance, respect and active listening in New Zealand give a unique slant that offers much to the community, both locally and globally. List of construction materials Timber frame, walls - Local vernacular Macrocarpa timber - Recycled railway sleepers - Local volcanic boulders for rock, usually a hindrance in surrounding farmland Floor - Compressed earth floor using local clay/subvolcanic soil - Recycled glass bottles for insulation - Compressed hardfill - Sand blinding Green roof - Plywood - Water proof membrane - Drainage tray made from recycled plastic. - Pumice/aggregates - Scrap carpet - Old hay stuffed under twine - Local soil - Native planting Botanical key species list (all NZ natives) - Blechnum Penna Marina - Northern white flowering Rata - Muehlenbeckia Complexa - Helichrysum Lanceolatum - Typha Angustifolia or Raupo - Libertia NZ Native Iris - Kawakawa Micropiper Excelsum - Pachystegia Insignis
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Mint Brolly Project
Complete
Chapter Project located in
Auckland
New Zealand
Some have done it with bicycles. Others have done it with books. Auckland is a city of four seasons in one day. We've sourced 100 unwanted umbrellas from around the city; then we minted them up for redistribution to the CBD as a gift - a public property. On the handle of each brolly is a lanyard conveying this message and the various quotes about homelessness.
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Mangere East Community Centre
Inactive
Chapter Project located in
Auckland
New Zealand
Overview Mangere East Community is one of the low-income pockets of communities in Auckland region that have fought hard over the years to retain the dilapidated community centre at the central hub of the region’s business district. For the last four years, the community board and city council were made aware of the dire need of the Mangere East village to upgrade their recreation and community facilities, but the process had been deprioritised over other matters favouring commercial incentives, and the Auckland Chapter has been brought on board to try and advocate and expedite the decision-making process for this community. The Auckland Chapter will lead the facilitation of collaborative design and visioning process for the proposed community centre in Mangere East. We will focus on firstly producing architectural schemes for clients and future funders, but also to co-ordinate and manage the community workshop by building an interactive booth at the annual Christmas festival held at the community centre. This will be a high-profile event attended by local politicians and community members who will galvanise around this vision and will serve as a catalyst for progress in area long neglected by rapid urbanisation and development in more affluent parts of the city. Goals Mangere East community is one of the quickest growing neighbourhoods in Auckland and is in dire need of service facilities that would promote community spirit, keep crimes down, and most importantly encourage local youths to stay at school by way of providing recreation spaces and opportunities for continuing education. Description of the project The proposed Mangere East Community Centre will upgrade a dilapidated and neglected community centre that has operated in the last 50 years out of former prefab army sheds and abandoned masonic lodge that were not designed for the particular needs of the community but has been awkwardly repurposed for its use. The new community centre will serve three main functions: 1) Adult education; 2) Early childhood services; 3) Afterschool care. Taking advantage of its central geographic location abutting the adjacent commercial district and recreational reserves, the proposed community centre will complement and incorporate the existing library, sports field (bowling club, rugby league club, soccer club, village green, netball courts), clubhouses, and small retail facilities. The new community centre proposes to enhance and extend the vision for the district development plan proposed for the Mangere East region, by providing additional public facilities and Park & Ride transport hub to mitigate existing problems of overcrowding and congestion, as well as to enhance road safety for pedestrians and particularly children. Design Innovations During the participatory design process, we will adopt the adjacency planning strategy to identify key relationships needed by the community, and revise the design schemes according to existing skillsets of the local experts, so that the proposed building reflects the identity of the community and incentivises them to take ownership and maintain it once built. Full community buy-in from early on in the design process minimises the community feeling alienated, as some recent projects in the area have done. Also, because of the culturally diverse and young demographic in the area, adaptable building strategy is key to the future success of this project, and there is a need to look at several options for not just how it could be used, but also how it could be funded. Most likely this will be developed in phases, with a view to develop the most urgent facilities, then to other amenities that complement existing infrastructure and scale of the neighbourhood. Funding The community is currently supported by a group of dedicated volunteers from the neighbourhood who offer their skills and time in sustaining the activities of the community learning centre. There is only one paid community manager supported by local community trust, who co-ordinates and liaises with people on every aspect. Naturally, the community cannot afford the services of architects, so we are seeking this grant to be allocated specifically for the early days of architectural outreach in order for them to pitch a strong proposal to local authorities and prospective funders to back their proposed development. The estimated cost of the outreach project is as follows: $1000 Est. cost of materials to make temporary foldout booth, signage, logistics $500 for first two schemes: $50 base x2, $200 for modelling material, $50 drafting, $50 mounting boards, $25 printing x 4 A1s, $50 contingency $250 for third scheme (participatory design) $250 for collaterals (brochures, information pack, survey) $250 for variations to scheme (estimate) $250 printing reports to prospective funders Further $500 sponsorship request has been lodged for paints The balance of funding will come from gold coin donations at sausage sizzle stands on the annual festival. If you can help us with our project, please write to us via the contact form of the project lead, Thank you. AFH-Auckland October 2011
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Mulberry Grove School
Complete
Chapter Project located in
New Zealand
TE AOTEA POHUTUKAWA WHARE KORERO THE GREAT BARRIER ISLAND POHUTUKAWA SCHOOL OF LEARNING MULBERRY GROVE SCHOOL - CLASSROOM MAKEOVER We choose to collaborate with Mulberry Grove School, Great Barrier Island New Zealand to design their classroom for the future. The beautifully rugged Great Barrier Island is geographically isolated to the east of mainland New Zealand and is the home to only 800 residents. There is no mains power, water or sewage networks so we need to build off the grid. This promotes designing an autonomous classroom that principally could then be adapted to any small community in the world. Mulberry Grove School is located on a site looking west on a spectacular pebble stone beach. We want to reconnect the school with its beach side context. We also need to consider rising oceans and tides in the lifespan of the building. The school has 28 students ranging from ages 5 to 12years old taught in two classrooms by two teachers. We propose to replace the classroom currently occupied by 8 children between the ages of 7-12. This is the senior class and we want to give them every opportunity and incentive to succeed when they leave MGS and go to boarding school on the mainland. GBI has three primary/intermediate schools and no secondary education facilities. From here the children and must attend boarding schools or their families leave the island. This is a large cause of the population decline over the last decade. It is important to entice people to send their young children here and young families to make the move to live on Great Barrier Island stimulating the local economy. They also are poorly funded because of the low number of students and so it’s hard to provide resources to meet the kids needs in a rapidly changing world. During our stay and through implementing a number of adapted Curriki Design Lessons we came to understand their special classroom circumstances more clearly. We asked the children what was most important to them in classroom. Technology was an important feature as it is crucial to staying in touch with the outside world. Quiet retreat spaces came out as their other main concerns. Having children of such a varied age group in one classroom makes it more difficult to control the education structure and maintain a peaceful environment where everyone is happy and able to learn. It was important help them design a classroom which they want to spend time in. Children also learn to interact with and befriend kids in different ages group, which is positive aspect and we don’t want to take this unique learning methodology and fruitful experience away from them. They also wanted a constant comfortable temperature, abundant natural day lighting and for the building to take advantage of their special beautiful view. The children designed their own classroom each and this helped us to understand their needs and wants in a fun way where they also learnt a lot. The design lessons inspired us to design an adaptable building that would support their unique learning needs. To do this we looked at Design Share’s idea of ‘Learning Studios’. We wanted the building to offer as much as it can back to the whole local community of Mulberry Grove. LEARNING STUDIO SPACES Design Share talk about the idea of a ‘Learning Studio’ as a new classroom model that consists of three kinds of educational spatial components. The first is the ‘Campfire Space’ where learning takes place in a mono-directional lecture style environment. The second is ‘Watering Hole space’. This refers to spaces where children can learn from their peers while doing class group projects, socializing, and general interactive activities. This space can often be used as transitional space. The third kind of learning environment within ‘Learning Studios’ is ‘Cave Space’. This is a place for introverted learning such as unaccompanied quiet reading, researching or small relaxation spaces. Learning Studio’s support wireless computer networks so that any space outside or in can become a place of learning. The need to be able to do different things with kids who have quite different needs is crucial to maintaining the high standard to learning they endeavor to pursuit. In our design the Campfire Space is centralized with sheltered but external decked Watering Hole Space surrounding it to engage with the extraordinary environment. There is a cave space on ground level and on the upper level. This layout enables maximum adaptability of the building without sacrificing engaging learning environment for children. It can transform at night to a GBI conference facility as locals are very knowledgeable about sustainable building and energy conservation and therefore have a lot to teach outsiders. It would also be a place for the community to come together to learn from outside specialists in any field. Inter GBI schools dances, performances, assemblies, weekend galas or produce swaps are all possible events we have considered to cater for. Many that could have the potential to generate wealth economically and in the strength of the community and bring mainlanders over to economically stimulate local businesses in the off seasons. THE MARAE So that the classroom is of value to the local community in as many ways as possible we decided to apply the idea of the Marae to the Learning Studio. A Marae is the name for the traditional New Zealand indigenous Maori meeting house. It is a large multi-functional open building used for a variety of community events and is a place where everybody comes together, building a sense of their people. The school is the heart of the community. The public attends school assemblies and the school grounds are a meeting place for locals. The school currently has no place where they can hold events such as performances, prize-giving’s or interior assemblies apart from in their small relocate-able classroom that are not designed for this purpose. To future proof our design we decide to reconsider the layout of the school that consists fully of small re-locatable buildings. We plan to relocate some of these buildings to create a centre for the school, and therefore the community. This new layout also allows for the school to grow and accommodate what the future may bring. LOCAL LABOR AND MATERIALS We designed the building using a balance of local labor and materials with materials and specialists brought in to the island. Despite their green image, Great Barrier Island currently has no recycling facilities because of the costs to transport it back to the mainland. There is a refuse dump where piles of old white ware, tires, car parts, house hold and green waste lie as a potential source of innovative material. Locals get crafty and try to reuse as much as possible to avoid excess rubbish. Local materials such as waste like tires, plastic and glass bottles used in our design could be substituted for any number of materials that a community has as a resource. We also wanted to create a building that the community would feel is truly theirs. We plan to do this by having elements of the building built by the local community, children and builders. Tires are used packed with dirt for the thicker centre wall. This can be built by the community giving them a sense of ownership and the building a sense of belonging to the final project. The solid walls of the building are constructed first and are made from local mud brick with rubbish such as glass bottles for light transmitting decoration and plastic bottles and aluminum cans are used for air pockets within the walls to help it breathe and keep the inside humidity controlled. We chose to use a balance of local labor and materials with brought in labor specialists and materials to achieve the best result for the community and the school and the environment now and in the future. The school currently has solar panels to generate electricity but presently can’t meet the energy demand of the school. A diesel powered generator produces the excess energy needed to meet school requirements. We choose to use integrated solar technology in the form of semi-transparent printed photovoltaic glass as part of the roof as we see this as the future direction of smart sustainable architecture and want to set a good example for local people building their own residences on the island and mainland. The building should be able to be read as a 3dimensional textbook for the children about the way buildings work, and are built. The school also uses a Wormerator sewage control system and we propose to continue with this as it has proved to be successful. Materials list: • Rammed earth for most walls • Old glass bottles to let colorful light through the rammed earth walls. • Plastic or aluminum waste containers for air packers in earth construction. • Broken pottery, ceramics, bottle tops etc for mosaics on the earth construction as there is a thriving local pottery and craft scene. • Old tires pack with local earth built by locals for centre wall. (In principal this could be any local abundant waste material covered in a cement/earth mix) • Double glazed windows and doors. • Locally sourced timber for tree-like truss system. • The semi-transparent printed photovoltaic glass on the roof generates energy and recreates the atmosphere of being underneath a tree • Metal sheeting for remaining roof structure. (This could be carefully constructed from recycled metal from discarded white ware) THE POHUTUKAWA TREE Our classroom community centre is based on the idea of the tree is a meeting place, a place to share knowledge and a lovely place to enjoy. Our team decided that our design for the classroom of the future would be based on the timeless idea of learning about your environment by being submersed in it. We must teach kids from an early age to have respect for their environment and its precious resources and our project hopes to support this idea. The Pohutukawa tree is a native New Zealand tree found on the site. It has a very long life span up to 800 years and adapts to the site as it grows. We see sustainability as being about the ability to accommodate and deal with the future effectively whatever it may bring. The name Pohutukawa means drenched in mist and refers to the red mist of flowers that cover the tree in the summer months. We wanted to create a landmark building for the area to invite social activity and learning from local residents and entice people from mainland cities and abroad to visit and stimulate local economics in the off seasons. Our classroom aims to be a learning environment for not just the children attending the school but for everyone from Mulberry Grove and afar. Te Aotea Pohutukawa Whare Korero is a place for meeting and sharing knowledge and the design endeavors to support this special community environment and what it has the potential to offer.
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Northcross Intermediate Technology Block
Complete
Chapter Project located in
Auckland
New Zealand
Architecture for Humanity: Auckland Chapter (AfH AKL) was invited to make a proposal for Northcross Intermediate’s Technology Block upgrade. The design team at AfH-AKL recognises that the current cluster of classrooms being used for technology subjects face some challenges in the years ahead with rapid development in Information and Communication Technologies (ICT) in education and believe that the current layout will quickly be outmoded. The consultation process with the teachers of the proposed technology blocks has raised some valid concerns over limited space and the need to make the most of the school’s existing resources. The teachers at Northcross also anticipate more collaboration between classrooms and need for flexibility around teaching spaces. The design team recognises that more effective teaching would take place where the classroom is able to accommodate the changing needs of the student’s education, instead of the education having to be changed around the classroom. However, the design team also believes that well designed learning environments can enrich, empower and inspire learning. The design team has done its best to understand the various issues, challenges and opportunities presented in the project brief. GENERAL RENOVATION & MATERIALITY • Use of recycled power poles for columns. Made from Australian Hardwood from NZ power and transistor poles sourced from Kauri Warehouse, NZ. With simple black steel connections. • Photovoltaic thin-film technology on glass roof which will generate electricity form the sun. Also helps to shade the courtyard in summer. Glass is doubled glazed argon filled to stop excessive heat gain in summer and loss in winter. • Natural day lighting in courtyard. • Passive ventilation using stack-effect with opening in roof for hot air to escape when lower access corridors into courtyard are open. • Mechanically controlled open-able clerestory between classrooms can be opened to increase natural cross ventilation right throughout the tech block and help with temperature stabilisation. • All classrooms open up to the interior courtyard so there is a greater feeling of interconnectivity between tech block classrooms and collaborative projects are more achievable in all weather conditions. • The courtyard space has a polished concrete floor to be durable enough for a variety of projects, wet and bulky included. • Windows between some adjoining classroom s to maintain interconnectivity and allow as much internal natural day lighting as possible. Sound rated glass to maintain acoustic separation. • Energy monitors so students can see how much power is being used. • Glass ‘Windows’ into walls to reveal construction such as studs, insulation, as well as wiring. • Double doors in corridors. • Back entrance large enough to move bigger projects through. 3.6m maximum. • Acoustically zoned for quiet and noisy classrooms. (Possibility for Soft Tech and Electronics to be swapped depending on their use.) FOOD TECHNOLOGY • Shared washing-up facilites with Bio Tech including hand washing basins, sinks, dishwasher drawers, washing machine and tumble dryer. • Set out with perimeter benches with group stove, oven, sinks and storage underneath. Each group has an island workbench with storage underneath. • Storage under benches and cupboards. • Isolatable access past Bio from Food to outside where vegetable/herb garden could be planted. • Larger than original footprint for Int. Mat. Tech. Room. • Large 5 panel door opens into internal courtyard space. Ideal for catering events or projects and can be used as servery space/cafe. BIO TECHNOLOGY • Shared washing-up facilities with Food Tech including hand washing basins, sinks, dishwasher drawers, washing machine and tumble dryer. • Set out with perimeter benches with sinks and storage underneath. Each group has an island workbench with storage underneath. • Storage room. • Predominantly original walls. • Access to outside where vegetable/plant garden could be planted. INTEGRATED MATERIALS TECHNOLOGY • Direct internal access to Technicians Room. • Large 5 panel folding doors open up to internal courtyard appropriate for larger building projects. • Storage room. • Perimeter benches for machinery. • Large group work island benches. SOFT TECHNOLOGY • Predominantly original walls. • Large 3 panel door into internal courtyard space • Storage room • Perimeter benches and group work islands • Large tables for fabric and pattern cutting. • Quiet because doesn’t share wall with a second Tech class. MEDIA TECHNOLOGY • Shared Viewing Room with Design Tech. Could start out as a shared computer lab until laptops are standard and any space is a computer space. • Future proofing. • Predominantly original walls. • Internal room to deter theft as it may have expensive equipment. • Storage room • Large 5 panel folding door opens up to internal courtyard space. Ideal for extension of presentation space directed towards large groups seated on steps. Also good for easy movement of many students when working on collaborative projects. DESIGN TECHNOLOGY • Shared Viewing Room with Media Tech. Could start out as a shared computer lab until laptops are standard and any space is a computer space. • Future proofing. • Storage room • Complete new build replaces relocatable classroom. ELECTRONICS TECHNOLOGY • Large 3 panel folding door opens up to internal courtyard space. • Perimeter benches and group work islands • Storage room • Complete new build replaces current Soft Tech room. TECHNICIANS ROOM • Access to back car park. • Predominantly original walls including storage for long timber. TEACHER'S WORKROOM • Shared workroom for technology teachers. • Easy to access for teachers from shared internal courtyard. • Shared facilities such as phone, fax, photocopiers, printers, kitchenette, meeting table and lesson preparation workspace. • Visual link to back entrance to discourage theft. • Complete new build. COMMUNAL INTERNAL COURTYARD • Can be use das a ‘Campfire Space’ for large student groups to have meetings and project briefings. Seating on steps is provided on perimeter. • Can be used as a ‘Watering Hole Space’ for group projects where students can learn from their peers. • Wheelchair access to all rooms via a ramp in front of Food Tech. • Watertight all weather courtyard. • Can be used as a small amphitheatre for show casing projects to classes. • Large open plan space able to adapt for future requirements. • Could have couches for quiet ‘Cave’ retreat space isolated from classrooms. • Multifunctional. GARDEN • Shared garden for Bio Tech and Food Tech for vegetables, fruit, plants, herbs, flowers etc. • Direct access from Bio and Food. CAR PARK • Same number of car parks but rearranged and loose grass to two new parks.
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Get involved!

Comment by Bobby Shen on May 5, 2013 to MGM#4 Minutes

Feel free to jump into the opportunities listed above, especially if you have expertise in certain areas. The team at AFH AKL are still firming up some details about various projects, we will let you know and post them as an 'opportunity' on the Chapter Network.

Cheers,
Bobby

Hi Simon, We usually have the

Comment by Bobby Shen on February 22, 2012 to 2012 Monthly General Meeting Schedule

Hi Simon,

We usually have the monthly meeting on the first Wednesday of every month. We also send out updates and meeting times via our emailing list. Have you been getting those emails? If not, flick me an email at bobby@afh-auckland.org and I can put you on the list.

Cheers,

Bobby

Moving Back to Auckland

Comment by Simon Khouri on February 22, 2012 to 2012 Monthly General Meeting Schedule

Hi guys, I'm moving back to Auckland in April and would like to catch up and get more involved.
Please let me know if there are any meetings planned and the location and I'll see you there.

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