UOB_DEPARTMENT OF ARCHITECTURE & INTERIOR DESIGN_S2_2020.

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ARCG220 Architectural Design II

KINDERGARTEN

1 st Assignment – Learning with the Past

FEBRUARY 2021

Prepared by: Mrs. Sónia Lamela - Course Coordinator

This assignment promotes the development of general knowledge, critical capacity and personal
interests that will support the student in his architectural practices and design experiences. To be able to
“read” architecture for someone that wishes to become an architect is one end to accomplish. It is
important to be able to establish ways of interpretation and understanding upon which one can exercise
a credible basis of evaluation.

This exercise aims to stimulate the student’s research and questioning capabilities throughout the
subsequent process of design and materialization of an architectural idea, providing information that will
address the issues and needs arisen during the development stages of the design process. This should
result from a process in which the area knowledge and the creative and critic capacity of the student
reveal a progressive improvement of the proposal validity and its design.

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UOB_DEPARTMENT OF ARCHITECTURE & INTERIOR DESIGN_S2_2020.21
ARCG220 Architectural Design II

You cannot simply put something new into a place. You have to absorb what you see around you, what
exists on the land and then use that knowledge along with contemporary thinking to interpret what you
see.
Tadao Ando Architect

To understand this design problem it’s necessary to understand what has been done so far, through the
world in different cultures. Students will conduct a personal survey selecting projects that will help them
reflect the design problem and develop critical architecture thinking.

Students must select two projects in the country, region or abroad to study. A key aspect is to be able to
compare between different design options and solutions and realize how these achievements can assist
them in transforming and materializing their own design to be able to design a suitable project for the
Bahraini environment and society. As per the current situation local cases studies and field research,
interviews and surveying are not mandatory. (A. CASE STUDIES)

At the same time each student must conduct a research about key aspects in Kindergarten design
following the guidelines presented in the Design Brief (safety, playful learning, liberation, adaptability
and openness, nature involvement, colour, furnishings, textures and materials, focal points, etc.). (B.
DESIGN TOPIC)

Starting date: 8th February 2021

Submission: 21th February 2021

Submission format: Graphic and Written reflections in the individual sketchbook covering all the

assignment guidelines saved or assembled in a PDF (even if done in a PowerPoint file) that must be

submitted through Blackboard.

Guidelines:

A. CASE STUDIES

1. General Information: name of the project, architect author, location, year of construction;
2. Context:
1. Geography: main local geographic features: desert inner land, seaside, riverside, mountain,
valley, etc.
2. Climatic analysis: average temperature (summer/winter); rainfall, humidity, sun and wind;

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ARCG220 Architectural Design II

3. Site analysis:
• Surrounding urban environment:
by function (residential, commercial, industrial, mix use, etc.) and
by density (high rise, low rise, condensed, isolated, etc.);
• Public Infrastructure: Roads (highway, main, secondary roads), public transport (train,
bus, subway) etc.
• Landscape and Public Spaces: parks, gardens, natural areas, squares, sports field
etc.;
• Activities and Neighbourhood facilities (supermarket, hospital, school etc.).

3. Conceptual and theoretical approach:

• Concept, main inspiration, guidance, guidelines, key words.
• Theoretical and philosophical considerations regarding design problem and
project requirements.
4. Building Form:
• Main defining features: shape, form, etc.
• Relationship of the building with its surroundings: entrances, circulation,
windows/sights, private vs public spaces, service areas; pedestrian vs cars;
• Materials.
5. Building Components:
• Main Components;
• Functional relationship of the components: bubble diagrams; functional diagrams,
etc.;
• General areas and dimensions;
• Circulation patterns outdoor and indoor: public vs. private; services, accesses, etc.;
• Special features (natural and artificial light, materials, textures, colours, patterns,
furniture…).
6. Sustainable options adopted:
• Building orientation, shading, and natural ventilation….
7. Conclusion:
• Comparison between case studies| CHART;
• How this cases studies affects your design.

B. DESIGN TOPIC – Kindergarten key elements | Collection and analysis of information

Apart from: safety, playful learning, liberation, adaptability and openness, nature involvement,
colour, furnishings, textures and materials and focal points students can enquire – space
dimensions, ergonomics, control of natural light (techniques), passive architecture, landscape
features for children, ambience and artificial lightning, etc.

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ARCG220 Architectural Design II

References:
https://divisare.com/plans-of-kindergartens
https://www.archdaily.com/search/projects/categories/kindergarten
https://www.dezeen.com/tag/kindergartens/
https://www.designboom.com/tag/childrens-spaces/
https://www.designrulz.com/design/2014/10/top-10-amazing-modern-kindergartens-children-love-go/
https://www.archdaily.com/938172/mi-casita-preschool-and-cultural-center-baao-plus-4mativ-design-
studio?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/901783/community-learning-center-beijing-hibinosekkei-plus-youji-no-
shiro?ad_medium=office_landing&ad_name=article
https://www.archdaily.com/406513/saunalahti-school-verstas-architects
https://www.archdaily.com/office/youji-no-
shiro?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/office/arhitektura-jure-
kotnik?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/939773/chongqing-bik-kindergarten-fog-
architecture?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/914422/muku-nursery-takaharu-plus-yui-tezuka-
architects?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/938327/can-roses-temporary-school-
vora?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/909429/maple-street-school-preschool-bfdo-architects-plus-4mativ-design-
studio?ad_medium=widget&ad_name=more-from-office-article-show
https://www.archdaily.com/907109/montessori-kindergarten-
arka?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/office/collingridge-and-smith-
architects?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/537982/kindergarten-valdespartera-magen-
arquitectos?ad_medium=office_landing&ad_name=article
https://www.archdaily.com/949436/kpis-kindergarten-please-feel-
invited?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/881261/public-nursery-in-glyfada-klab-
architecture?ad_source=search&ad_medium=search_result_projects
https://www.archdaily.com/805296/podgorje-timeshare-kindergarten-and-school-arhitektura-jure-
kotnik?ad_source=search&ad_medium=search_result_projects

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We recommend students to visit the Bahraini projects below:

- Bahrain Pavilion, Studio Anne Holtrop Studio, Expo Milan, 2015, Muharraq, 2017
- Pearling Path Visitor Centre, Valerio Olgiati, Muharraq, 2018
- Al Khalifa Library, SeARCH bv in collaboration with PAD, Muharraq, 2017
- House of Architecture Heritage, Noura Al Sayed and Leopold Banchini, Muharraq, 2016
- Bani Jamra Weaving Textiles Factory, Leopold Banchini, Budaiya, 2020
- Dar Al Riffa, Riffa, Office Kersten Geers David Van Severen, 2018
- Al Khamees Visitor’s Centre, Claus Wohlert in collaboration with PAD
- Bu Maher Visitor Center, PAD
- Bahrain Fort and Museum, 2008
- Permanent Exhibition at Sh. Salman Bin Ahmed Al Fateh Fort, PAD and La Meduse
- Manama Old Post Office, Mr. Ammar Basheir
- Post Office, Studio Anne Holtrop Studio, Manama, 2020
- Dar Al Muharraq, Muharraq, Office Kersten Geers David Van Severen

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