teach+learn - general Proposed Space Typesto communicate & reflect reconfigurable classrooms … flexible space configured for project teams learning event …General teach+learn spaces will be designed to supportcommunication in smaller and larger groups, formal andinformal learning, timetabled and non-timetabled activities,fixed and flexible layouts, BYOD and top-up technology.Through presentations, lectures and exhibitions andcollaborative activities, users will be able to share theirlearning with each other, as well as developing businesslinks and career opportunities.Clustered together in key locations, these spaces willsupport delivery of full-time courses, short-courses,professional development programmes, communityengagement, conferences and one-off events. They will beeasily accessible for extended-hours use, with the adjacentstudy commons providing space for lingering, working,networking and socialising.Of the 13% space budget available for general teach+learnspaces, 11% is proposed for seminar/tutorial activities and2% for lectures. This reflects the general shift in educationtowards learning in groups via a range of activities -discussions, presentations, making, doing, communicatingwith others remotely.key wordslearner-focused, tech-rich, innovative, variety, collaborativelecture space 1,300 13% of giaseminar/tutorial space 6,460teach+learn general 7,760 flexible space supporting day-long learning event …FiD london met ococ space model 20160503 7 Chapter 03 ..........p. age 67Tuesday, 3 May 16
teach+learn - special Proposed Space Typesto make & do super-lab facilitating multiple group learning … everything on wheels …Special teach+learn spaces will address subject specificrequirements of the different disciplines represented byLondon Met. Activities will be organised around a number oflocal hubs of activity, each one tailored to a range of subjectareas, e.g. business and law, art and design, performanceand media, computing and electronics, and so on.The hubs will support both discipline-specific and cross-disciplinary initiatives. They will enable high levels oftechnical/academic support and extended-hours accessthroughout the year to key resources.The hubs will be sufficiently robust and flexible in theirmake-up to accommodate the changing needs ofprogramme portfolio, cohort sizes and evolvingtechnologies. Particular attention will be given to newsettings emerging in response to new technologies,including totally immersive environments. Detailed userrequirements will be developed as part of the master-planimplementation process.key wordscreate, make, reflect, collaborate, belong, tech-supportart+design studios 3,230 18% of gia technology-enabled learning …art+design workshops 1,180digital studios/labs 1,300rehearsal+performance spacecomputing labs 300science labs (inc research) 1,880sports science labs 1,790teach+learn special 680 10,360FiD london met ococ space model 20160503 8 Chapter 03 ..........p. age 68Tuesday, 3 May 16
Proposed Space Typesteach+learn - supportto inform & inspire carrels alongside circulation routes … wide variety of settings …Support teach+learn spaces comprise the study commonsand library. Together, they will provide a campus librarywithout walls. Facilities will be largely barrier-free, apart fromcontrolled access to the collections and related quiet study.By providing self-help and assisted services, encouragingBYOD and enabling multi-media access, users will be ableto stay connected to library resources as they move throughthe campus. Staff presence throughout will minimise theboundary line between collections and study commons.The study commons represents 8% of the total spacebudget. It is a major new initiative that reflects the generalshift in education towards greater support for independentlearning on campus - free-flowing space throughout thecampus that will provide visibility, way-finding and a sense ofbelonging. Open for extended hours, it will promote socialinclusion and identity in an environment that is welcoming,comfortable and safe - an informal, creative, learningenvironment that entices students to stay on campus wellbeyond their taught hours.Wifi will be a given, keeping students connected as theymove from one activity to another. Convenience and choicewill be offered via drop-in and bookable settings that includeopen tables, tech-booths (individual, group) and comfortablesofas - all with sufficient power+data outlets to supportextensive use of mobile technology. There will be access toself-help kiosks, reprographic services and storage facilitiesto safe-guard (and charge) personal devices.key wordswelcome, variety, connected, informal, resource-richstudy commons 4,940 12% of gia easy access to resources …library quiet study 700library book stacksteach+learn support 1,350 6,990FiD london met ococ space model 20160503 9 Chapter 03 ..........p. age 69
Proposed Space Typesstaff work space supporting collaboration … a mixture of open and enclosed spaces …to collaborate & innovateStaff work space will continue to support individual workwhile also responding to the growing emphasis oncollaboration, interdisciplinary working and greater flexibility.It will provide a variety of settings, including open-planspace for general visibility, awareness and connectivity,quiet rooms to concentrate, social areas or meeting roomsto meet colleagues, tech-booths to collaborate across timeand space. The balance between individual and groupsettings will reflect a growing emphasis on collaboration andinterdisciplinary working.Staff work space will support both live-in and drop-in users,providing them with the environment, tools and supportservices they need to fulfil their roles. Flexibility will beenhanced via a mix of allocated and shared settings, withexcellent support extended to everyone for user-ownedmobile technology. Knowledge sharing will be enhanced byopportunities for chance encounters and informalinteraction.A range of spatial solutions will be adopted to respond todiverse user requirements and building types. The sameprinciples will apply for both academic and professionalstaff. A key objective will be to provide opportunities for newsynergies, both academic and operational, to develop.Staff work space will be supported by a range of options forstudent:staff interactions, including support/tutorial centresadjacent to staff work space.key wordsbelonging, information-sharing, collaboration, new synergies opportunities for informal interaction … FiD london met ococ space model 20160503 10Tuesday, 3 May 16 Chapter 03 ..........p. age 70
Proposed Space Typescentral functionsto support & celebrate integrated services accessed in a variety of ways … flexible event space to showcase learning activities and achievements …Central functions spaces will enhance the learningexperience of all campus users via facilities designed tomeet social, cultural, sports and general well-being needs.London Met recognise that such amenities are essential increating a sense of community and belonging, as wellpromoting general well-being and knowledge exchange.All amenities will be located to encourage the communityonto the campus during core and extended opening hours.Amenities will be clustered to provide a variety of spacetypes and sizes in key locations, creating vibrant hubs ofactivity that stretch well into the evening. Catering provisionin key locations throughout the campus will make it easy forusers to stay on campus longer.Heritage and contemporary settings will be used to creatememorable events throughout the academic year.Opportunities will be sought to showcase London Met’spioneering academic, cultural and social achievements.Excellent support will be provided for clubs, societies, sportsand well-being activities by making facilities easily availablewith flexible and affordable options for catering and security.key wordsaccessible, welcoming, active, innovativestudent hubs (services, union) 690 10% of gia amenities to support campus life …promote+showcase 1,730catering 1,920sports 1,300campus back-of-housecentral functions 400 6,040FiD london met ococ space model 20160503 11 Chapter 03 ...........page 71Tuesday, 3 May 16
circulation Proposed Space Typesto connect & belong circulation that showcases learning achievements … circulation that encourages interaction …Circulation space will help build community and promote asense of belonging. The main circulation routes (externaland internal) will facilitate way-finding, build generalawareness and showcase the diversity of activities andevents taking place at any one time. Outside/insidetransitions will be enhanced by opening up ground floorspace to provide general access to key elements of LondonMet life. Movement between buildings will be enhanced bysimplified circulation strategies that will not only linkadjoining buildings, but will also celebrate the space in-between. Thresholds will provide clear, intuitivelyunderstood, transitions between public, invited and privatespace. Opportunities will be created along circulation routesfor meeting and lingering. Wifi provision throughout will be agiven. Knowledge exchange within and across disciplineswill be enhanced by making learning and other activitiesmore accessible and visible throughout the campus. Theinvitation to participate will be a key feature.In short, circulation will be about much more than gettingfrom A to B. It will act as a connector that promotes socialinclusion, facilitates informal interaction and generallyenriches campus life.key wordswelcoming, generous, animated, encourages participation circulation that makes activities and resources visible … FiD london met ococ space model 20160503 12Tuesday, 3 May 16 Chapter 03 ..........p. age 72
campus support Proposed Space Typesto function well an infrastructure that supports sustainability …Campus support space is about infrastructure, the coreservice elements essential to all buildings - toilets, lifts,stairs, service risers, plant-rooms, energy centres. Theseelements will be rationalised and added to where necessaryto ensure maximum efficiency and effectiveness for campusoperations. A key element of this approach will be to securelong-term flexibility and affordability.key wordsefficient, effective, sustainable, affordable, enduring FiD london met ococ space model 20160503 13Tuesday, 3 May 16 Chapter 03 ..........p. age 73
Chapter 04 - Architectural Vision and Proposals Urban Design and Masterplanning Study beginning of a processstarting a conversation Design Engine Architects Chapter 04..........p. age 75
The object distinct from the Tower and the Rocket with an external London Metropolitan University space wrapping round Urban Design and Masterplan The object linking the Tower and the Rocket and accessed through tUhrebaLnonDdeosnigMnetaronpdolMitaansUtneirvperlsaitny retained Graduate CentreEarly concept illustrating the idea of a new element or object inserted into the campus The object set back behind an external space London Metropolitan University Urban Design and MasterplanDiagrammatic illustration of space types ordered around a single central heart Chapter 04..........p. age 76
Concept design development The net linking all buildings to create a single connecting volume London Metropolitan University The early instinctive architectural response to the brief was to locate a building at the centre of the campus. This would provide the point of Urban Design and Masterplan entry and contain central functions such as the student hub, catering and study commons. Two distinct approaches were considered; an An external space created in the centre of the net London Metropolitan University object located within the centre of the campus or a net cast over a Urban Design and Masterplan central space.Early concept illustrating the idea of a new element or net cast over the central campus space Object The object approach looked at the removal of the two storey block behind the Graduate Centre to free-up a space to locate new student centre. This approach assumed the retention of external space and options were reviewed as to the relationship of building (the object) and this space. This would create different entrance experiences as well as varying forms of connection to the existing buildings. Net The net approach similar required the removal of the two storey block behind the Graduate Centre. In this case the strategy was to connect all the existing buildings fronting on to this central space to create a multi- leveled and rich environment of central functions, study commons and potentially formal teaching and learning space. Given the perceived need for some external space (later confirmed through the consultation process) options for the incorporation of some external space was reviewed. This approach had advantages in terms of providing better legibility of the existing campus buildings and would encourage radial connections to the spaces within these existing buildings. A merging of these approaches was then explored through the consideration of this space as ‘marketplace’. The external space linked to Rollitt St and from there the library London Metropolitan University Urban Design and Masterplan Chapter 04..........p. age 77
The MarketplaceAcademic Community• social meeting placesLocal community• support, links and resourceProfessional community• business and networking spacesLondon Marketplaces• community focal points Chapter 04..........p. age 78
Plan key Concept design development1. Main entrance 2. Public entrance 3. Marketplace 4. Public bars & cafe 5. Food hall 6. Energy centre 7. The MarketplaceWorkshops 8. Service access 9. CASS 10. Learning Centre 11. Deli 12. Student Hub 13. External garden 14.Pocket park 15. The Street Both the object and net approach suggested the creation of a ‘melting pot’ space, a space which is both open and enclosed with a character ROAD reflective of the wider context. A space capable of being both the heart of the campus as well as reaching out and inviting in the wider HORNSEY BENWELL ROAD COURTNEY ROAD community. These are key aspirations drawn from the wide consultation process undertaken. Garwoauyn d fr otom s bloupield ing Analysis of the budgetary constraints demonstrated that a significant FLeEnBc e S Eubxtsetantdioend to new-build construction project, (either a ‘object’ or ‘net’), approach would have concentrated much of the available funds on the creation of FBuollt tles LSSEuBCb G -s-t4a1tion CSoCmGs- 4 R0oom MSBawoiniatc r LdhV this central building, whilst not addressing the academic and building needs of the rest of the campus. MDPeiavsrihdtOi it nCioSgnuyCtlsiGnidd-e4e 5Gr Satsore In the developed masterplan proposal the ‘marketplace’ concept remains at the core, as an external courtyard space, with the existing EBmoptttley s buildings opened up as ‘shopfronts’ facing onto the space. Through the consultation process the approach was also developed Gsblaiedtei nl e agv n erdla. i l to Ms1lsao/e2xpr0imve it c uoteom f arb olela tdo. 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TG-30C TG-44 TG-30D ?? ? HGG-15 TRG-08 HGG-16 Stair 1 UP TMG-18 4 LCG-S1 Side exit DG.16 LCGC-03 LCG-04c HGG-07 Metr UP UP TSG-05a DG.15 es 1 0 1 2 3 4 5 6 7 8 9 10 UP LCG-05 DG.11 DG.10 LCG-04 TG-05B DG.12 fridge LCG-04a TG-04F TG-05 TG-07 TG-05A DG.14 freezer TRG-07 DG.07 FIRE ESCAPE DG.13 LCG-S2 TMG-10 TSG-06 LCG-L1 TMG-20 UP Access U tPo TSG-13 LCG-07 LCG-06 Stair 2 LCGC-02 LCG-03 TMG-08 TMG-09 S-Block Gnd floor UP DG.09 DG.08 TG-32 2 ABG-09 TG-31 TRG-25 UP UP TG-33 HGG-01 TG-11B 1TG-02 TMG-07 UP ? TG-06 GCGGC-G02-02 D11 D12 Metr 2 3 4 5 6 7 8 9 10 TG-01 TRG-29 UP es 1 0 1 TRG-24 ABG-07 D13 TRG-21 ABG-01 ABG-02 ABG-03 ABG-04 TRG-14 TG-04B ABG-05 D14 D10 C01 TRG-23 TG-35 TG-04C TG-03 TRG-20 ABG-06 D15 ABG-14 TG-04 TG-04A GCG-04 GCG-06 D07 D09 TG-04E GGCCG-G03-03 GCG-05 D18 GCG-01 GCG-11 D04 UP D20 D19 D05 D16 TG-04D GCG-08 GCG-09 GCG-10 Access to Admin-Block Metr GCG-01 ABG-24 es 1 0 1 2 3 4 5 6 7 8 9 10 D22 Gnd floor GCG-07 GCG-12 TRG-03 ABG-23 D21 ABG-20 ABG-19 ABG-21 Metr es 1 0 1 2 3 4 5 6 7 8 9 10 W10 Metr es 1 0 1 2 3 4 5 6 7 8 9 10 Metr es 1 0 1 2 3 4 5 6 7 8 9 10 HOLLOWAY ROAD EDEN GROVEPlan key Chapter 04..........p. age 791. Main entrance 2. Public entrance 3. Marketplace 4. Public bars & cafe 5. Food hall 6. Energy centre 7. Workshops 8. Service access 9. CASS 10. Learning Centre 11. Deli 12. Student Hub 13. External garden 14. Pocket park 15. The Street
Chapter 04..........p. age 80
Concept design development Hubs The space model and how it has been developed is detailed elsewhere, what it meant architecturally however was to challenge how the diversity of space types and the range of exciting specialist spaces could be celebrated. In planning terms this meant the creation of connected streets, often defined as study common, which thread their way through the existing campus buildings. The combination of making this approach manifest, encouraging a greater permeability and the ideas around the public realm explored elsewhere led to the idea of bringing the street frontage, or shopfront, into the heart of the campus Executive Summary Space Use Model & Organisation core shared space, eating, drinking, student hub, etc Proposed organisational ‘Hubs’ Area Quantum shared teaching spaces specialist teaching spaces Indicative Ground Floor plan central focus, or ‘Heart’ Gawroauy n frd o tom s bloupil de ing FLeEnBc eE Suxbtestnadtioend to central focus, or ‘Heart’ FBuo llt tles LSEuBb - station SCG-40 Coms Room MSwaiintc LhV The total area required on campus, and the allocation for specific conceptual diagrams - campus organisation SCG-41 conceptual diagrams - campus organisation MDPeiavsOridht C iitnuioygtnlsiniddeer G Satos re Board SCG-45 25m2 EBmotptl tey s Plant Room SCG-39 Gsblaiedt elien a vgrnae d . l i l to Ms1slao/e2xpr0ivem ti tcouo e bm froa e a d l .tlo Service Yard Area Refuse Loading Yard SCG-38 SCG-47 GLrfaaoixilw lv eto d sle vpt etelo r boe gurtloeuffcned t wral l Btvoaoec hl dliacceuermdlsaa s rsrcate FYaa ltlrod . ftlhhuorsehlds Elec FYaa ltlrod e .smhoewrgeer nsoc v yer OLiuqutsidide GMaosn itor duct uses and departments/subject areas, has been defined by the Riser gleriv l alet l h abigovhe SCGR-03 SCGR-04 Gas ESstcaairp e2 OCbwSuuhantltdleo smrideisecal Stotes SCG-44 SCG-43 SCG-42 rpotoauv g fia hn l g l fglousoollhrev e ey lvr ing ORpoeonm Shower Male Btaoorl e ldaaermd as rcate SCG-28 SCG-36 ftlhhuorsehlds dsihsoawblee r d dsihsoawblee r d Disabled ORpoeonm Shower SCG-35 MsStetoazirzre a t onroinoem Cleaners SCG-30 SCG-34 SCG-46 misrrho e rtolf wall Femalbeenc-hincg hangi benching Female Passage Landin g Level dforiunnktinaginnLSgoCcGke-2r 9 Room MLoaclek-ecrh aRnogoimng SCG-33 SCG-37 SCG-27dforiunnktinagin FOitfnfiecses Centre misrrho e rtolf wall SCG-32 Fitness Gym PC stationI nterview bcuchlekahileninag dhge e i night LstoanffdnounmMbeetrsS.pHaocwe eMvoedr,etlhBwEisNWhEmLiLcROohADdieslbhaassebdeoenn predicted student and SCG-31 SCG-21 developed further NPuhtyrsitioiolongayl Micro white board SCG-23 Sink Fridge buenndcceu, hwrpcibtohouanrtdesr white board Cpbr d Interview PC statioSn CG-22 hsytagtiieonne SCG-20hsytagtiieo nn e Counselling SCIENCE HUB SPORTS HUB PASSAGE mboowbahirledite Desk SCG-26 metacbaorlitc Desk SCChaGngin-g R2m4 PC station sctahcakairbsle sttaacbklaebsle 6 x statacbklaebsle Cpbrd SCG-25 metacbaorlitc Mirror Bpoodd Disabled treatment coach Bed Refuge curtain screens Escape Lobby SCG-18 Passage during the masterplan consultation process, for example, SCG-19 Gymnasium SCG-17 BELG-29 Elect(raotn hic i gShc oler vBeeola) rd TMG-146 MULTI-MEDIA BEUG-20a LIGHTWELL TEACHING HUB UP TMG-149TaMG-149b UP PressuMreat HORNSEY ROAD TMG-149 BEUG-20 BEUG-08 BEUG-09 TMG-150 BEUG-28 BEUG-27 TMG-151 TMG-140 BEUG-09 BEUG-11 BELG-27b introducing a greater proportion of shared spaces and opencage BELG-27a TMG-C09a BEUG-12 ARTS & DESIGN HUB TMG-139 UP Ccaehtia l dinn o ghgoe e irnisght TMG-138d bcuchlekahileninag dhge e i night WAITING BENCH BEUG-07BEUG-06 BEUG-05 BEUG-04 BEUG-03 BEUG-02 Reception VAOBIOD VE Waiting TMG-138c TMG-C09 sanitratoorl yw leer l Male Female bulkhead over commons areas for interaction between students and staff acrossTMG-72a UP bin SCG-05 SCG-03 LIGHTWELL Interview Baby AFlisrsot d Aesi dirgonoatmed Foyer TMG-138b BELG-01 SCG-11 change First Aid SCG-01 SCGcbhea-dn1ge2 SCG-13 Cupbrd asbove whb Entrance TMG-138 BELG-23 Freezers P(aebriomveet seer r vcicue p sbpoinaer)d s Fridges Security BELG-02 P(aebriomveet seer r vcicue p sbpoinaer)d s W/DM Barriers TDM WM Mobi lSecreens TMG-138a BEUG-02a BELG-22 BELG-03 Gas stov e Cupbrd TMG-137a BEUB-01 BEUG-01 BELG-11 W/DM Statabcleksable CL ST Disabled Security BELG-22a BELG-12 Fridges Micro FdoSuofbglloeuC o osllrien Gy dk - P1r4ep Notic eBoard Shelving SCG-06 SCG-04 SCG-02 BELG-25 BELG-04 Interview Food storag e freezers SCG-10 NCulitnriict i on hsytagtiieo nn e MH 6 1h r Glazing Elec Riser TMG-92 TMG-110 TMG-137 SCG-08 Reception desk SCGR-02 Food Tech Interview Fbreidlog we Cabubepolobv wer &d s LIFT-01 TMG-C10 BELG-05 UP SCG-15 SCG-09 Micro LIFT-02 UP PSG LIFT-03 TMG-91 Cupbd SCG-07 Sink TMG-90 fglouollre y Cupbrd Scthaacikrsable TMG-136a BELG-14a BELG-16 hsytagtiieonne s Cupbrd wbhoiater d disciplines. TMG-65a TMG-136 BELG-17 BELG-06 mwbohobiatie rl ed BELG-18 P(aebriomveet seer r vcicue p sbpoinaer)d s hsytagtiieo nn e Duct Haabtocv h e SCGR-01 lockers UP TMG-88 TMG-107 BELG-13 ESstcaairp e1 LCG-222b TMG-89 UP BELG-24 BPLG-01 SCG-16 BELG-21bBELG-21a BELGU-P20a BELG-21 BELG-07 ADMINISTRATIVE TMG-97 TMG-100 TMG-102 BELG-20 UP BELG-14 BPLG-02 TMG-100a TMG-96 TMG-64a BELG-19 BELG-10 TMG-98 TMG-85 TMG-87 TMG-101 TMG-106 TMG-116 UBPELG-19a BELG-26 BPLG-C03 BRG-03b LCG-23 BRG-03a LCG-25 LCGC-09 LCG-22a BELG-15 BELG-08 UP TMB-S11BPLG-04b WATER (cToomupcuhtdeorsw)n desks LCG-22 TMTMG-G58-5d8d BELG-27 TDMisaBble - dLLift21 UP TMG-58a TMG-58b Dials BPLG-C01 BRG-04 TMG-61 Access to cuElpebcotraircdal (cToomupcuhtdeorsw)n desks P-Block Gnd DG.42 LCGC-08 TMG-86 TMG-86a TMG-58c floor BPLG-03 (cToomupcuhtdeorsw)n desks BPLBGR-CG2-7R1 DG.41 TMG-84 GPrA-oBculcnoedcs k Fs ltooo r BPLG-03a BRG-01 LCG-L3 LIBRARY & TMG-99 TMG-63 TMG-66 LIGHTWELL BPLG-C02 Bench SOCIAL SCIENCES UP TMG-43 UP BPLG-04A BRG-05 Stair 5 HUB TMG-67 TMG-65 TMG-63a wwiTt a hec mlcolhmonoup-nubtoteeodtrh s LCD display wwiTt a hec lmcolhmonoup-nubtoteeodtrh s LCD display BRG-03 LCG-S5 Bench Central ‘Heart’TMG-105 TMG-68 TMG-62 See C-Block TMG-42 wwiTt a hec mlcolhmonoup-nubtoteeodtrh s LCD display BRG-01a UP Gnd floor dwg LCG-S6 TMG-83 TMG-56a wwiTt a hec lmcolhmonoup-nubtoteeodtrh s LCD display Stair 6 TMG-56 PROJECTION BOOTH TMG-57 TMG-55a BPLG-04 TMG-83a LCGC-11 REMOVABLE TMG-58 BPG-02 DG.40 LCGC-10 LCG-27a TMG-54b TMG-41 LCG-21 DG.30 TMG-54a TMG-49c BPG-02a TMG-49b LCG-26 BRG-03c LCG-19 LCG-27 TMG-71 TMG-55 TMG-49a fCloA-ocBrcloecsks Gton d TMG-54c TMG-54 TMG-40 LCG-20 TMG-53 DG.39 TMG-39 DG.38 DG.33 TMG-52 TMG-50 DG.37 DG.35 DG.36 DG.32 DG.34 TMG-82 DG.31 LCG-18 TMG-29 LCG-14b TEACHING TMG-81 TMG-72 STUDENT HUB TMG-48d TMG-48c TMG-48e LECTURE / TMG-46 TMG-49 CONFERENCE TMG-48 LCG-17 TMG-80 FOOD / SOCIAL LCG-14a DG.29 TMG-73 TMG-73a TMG-16a DG.28 LCG-S7 TMG-17 TMG-47a TMG-48a LCGC-07 TMG-73d TMG-73c TMG-73b The proposal seeksHUB DG.27 TMG-74 to rationaliseTMG-02 See C-Block current arrangementTMG-47 of space TMG-74a TMG-03 Gnd floor dwg theTMG-16 LCG-S4 LCG-16 LCG-14 TMG-74b TMG-44 TMG-44a PERFORMANCE / MEDIA Stair 4 rol l TMG-44b / DANCE HUB cage TMG-79 UP DG.26 TMG-15 Access to F-Block Gnd TMG-115 floor UP TMG-59a UP TMG-75b UP LCG-16a safe TMG-75a EXTERNAL TMG-01 TMG-22 UP TMG-24 TMG-17a uses across TMG-76a the campus. In particular, theCOURTYARD / TMG-59 dispersedUP Access to TMG-45 and often TMG-78 'MARKETPLACE' C-Block Gnd TMG-14 TMG-17b UP floor TMG-75 TRG-16 TRG-17 TMG-76 UP LCG-15 RAMP UP TSG-01 UP Access to D-Block Gnd DG.06 LCG-00a TMG-04 floor LCG-00 TMG-13a TRG-32 LCG-13 DG.21 TRG-12 UUPP LCG-12DG.20 remote & hard-to-find locations of lecture and teaching rooms. TheSTUDENT UNION TSG-02 TSG-03 DG.19 RShoullettrer LCGC-06 IN/OUT HGG-10 HGG-11 HGG-12 HGG-05 Sink Fridge DG.03 Access to S-Block Gnd OUT TRG-13 floor UP LCGC-05 OUT LCGC-01 DG.02 TMG-13 UP UP UP UP DG.18 LCGC-04 OUT TG-30A TG-30B LCG-28 LCG-S3 IN IN IN DG.01 Stair 3 DGL.2C4 G-11 LCG-10A TSG-07 TSG-04 DG.23 DG.22 TMX-01C TMX-01B TSG-12 LCG-09A LCG-01 TMG-05 DG.04 DG.25 LCG-L2 Electrical box LCG-01a TG-45 UP NOTE: The contractor is responsible for the checking of all site dimensions and levels. These should be DG.17 Pipes LCG-02 HGG-09 HGG-06 TG-30C TG-42 TG-43 DG.05 TG-30D LCG-08 TG-44 aTG-09 masterplanHGG-07 recognisesTG-30 requirement forTMG-06 both distinctTSG-05b specialist HGG-15 TG-20A TG-20 TRG-08 HGG-16 checked prior to ordering of any components and before commencement of the works on site. All Stair 1 TMG-18 LCG-S1 DG.16 LCGC-03 HGG-13 UP UP TSG-05a Side exit discrepancies should be brought to the immediate attention of the Contract Administrator. LCG-04c UP TG-05B TG-05 DG.15 LCG-05 LCG-04a DG.10 LCG-04 DG.12 TG-05A TG-07 TRG-07 DG.14 DG.07 DG.11 FIRE ESCAPE DG.13 TMG-10 TSG-06 LCG-S2 LCG-L1 UP TSG-13 Stair 2 Access to LCG-07 S-Block Gnd LCG-03 KEY: LCG-06 TMG-08 TMG-09 UP floor spaces for specific activities, and the need for shared teaching,HGG-01 UP UP LCGC-02 DG.09 DG.08 TG-32 ABG-09 TG-31 TRG-25 UP UP TG-11B TMG-07 TMG-20 TG-02 TG-01 TG-06 TRG-29 D11 D12 UP GGCGC-G0-202 ABG-05 D13 UP TG-04F TRG-24 ABG-07 TG-04B TRG-21 ABG-01 ABG-02 ABG-03 ABG-04 TRG-14 TRG-23 D14 TG-35TG-04C TG-04A TG-03 GCG-04 TRG-20 ABG-06 D15 GCG-06 D09 C01 D10 TG-33 TG-04 D04 D07 ABG-14 GCG-11 UP D05 lecture and commonsTG-04D spacesGCG-01 GCG-03GCG-03 GCG-05 toGCG-09 bringGCG-10 efficenciesTRG-10 D18 andAccess to D16 higher D20 TG-04E GCG-08 Admin-Block D19 Gnd floor GCG-01 ABG-24 D22 GCG-07 GCG-12 TRG-03 D21 ABG-20 ABG-19 ABG-23 ABG-21 utilisation.BUSINESS, LAW, LIFE SCI. W10 & COMPUTING HUB ADMINISTRATIVE PUBLIC EVENTS many hearts, or ‘Hubs’ These shareHOdLLOflWAeY RxOAibD le teaching, tutorial and communication spaces ‘Haurebnso’wfobcruousgehdt toongestpheerciniatolismtosrpe avicseible and accessible locations, many hearts, or ‘Hubs’ focussed around the courtyard, close to the central core activitypage8 spaces for entry, meeting, eating, and drinking. These shared spaces are linked by forming open-plan commons areas, minimisingssage corridors and defining a clear circulation route, or ‘internal street’ to BEU2-14 navigate the campus. Chapter 04...........page 81SC2-22 75m2UP BEU2-08 BEU2-09 BEU2-10 BEU2-11 BEU2-12 BEU2-13CSlC2-21 BEU2-07 UP BEL2-20a Light 75m2 wellAir Duct NLSMoCbR2b-y03 BEU2-02 BEL2-01 Specialist ‘Hubs’ FSoCy2e-r01 ASirC2DRu-c0t2 MSaCl2e-04 NSMC2R-02 BEU2-17 BEU2-01 FSeCm2a-l0e5 BEL2-24 251m2 DSiCsa2b-0le6d Cle SC
Urban Design and Masterplanning Study beginning of a processstarting a conversation Diagram illustrating the extent of street frontage onto the Holloway Road Urban Design and Masterplanning Study beginning of a process‘Shopfront’ - Holloway Rd Design Engine Architectsstarting a conversation Diagram illustrating how this street frontage can be greatly increased by the creation of a central courtyard space‘Shopfront’ - Courtyard Chapter 04..........p. age 82 Design Engine Architects
Concept design development Shopfront One of the most notable criticisms of the existing campus is how the activity taking place within the University is not evident to those passing by. In some cases, such as the base of the Tower there is an opportunity to open up the facades but in others, such as the Graduate Centre this is much more challenging. The strategy developed was therefore to create a street frontage that would wrap into a newly created central courtyard. This new frontage could then act as a shopfront to the activities of the University. In so doing it further reinforces the idea of reaching out and inviting in and a greater University presence.Diagrams illustrating the extent of street frontage that can be realised by the opening up of the central courtyard space Improved ‘shopfront’ Improved Chapter 04..........p. age 83
Chapter 04..........p. age 84
Architectural design concept proposals A greater presence The elevation below takes this folding street frontage as illustrated in red on the diagrams opposite and unfolds it as a continuous shopfront. A shopfront where the specialist ‘Hubs’ can be celebrated and made manifest. The following pages illustrate in a little more detail some possible opportunities Urban Design and Masterplanning Study beginning of a process FOOD CULTURAL HUBonversation CULTURALHUB Business / Law / Computing Hub Teaching & Learning / Conference Hub Student Hub Art & Design Hub Performance / Media Hub Events Events EventsStudent Hub Art & Design Hub Performance / Media Hub Events Chapter 04..........p. age 85 Design Engine Architects page83
A - Improved B - Lanterns/kiosks C - Additional lift(s)pedestrian can be combined and/or escalators tocrossing of the with public art as improve access to theHolloway Road markers Tech Tower and Tower A BC Chapter 04..........p. age 86
Architectural design concept proposalsD - Improved E - Existing facades F - New one orstaircase treatment, opned-up with new two storeyincluding colour glazing treatment extension toand lighting J Block DE F Chapter 04..........p. age 87
G - Re-imagined interiorsof existing ‘core’ buildings.Exposed structure andservices G Chapter 04..........p. age 88
Architectural design concept proposalsH - New multi-use J - Multi-use theatre K - New entrancetheatre space as helps draw people foyer with bar tocentre piece of into the central heart Great Hall andcultural hub of the campus theatre H JK Chapter 04..........p. age 89
The below sketch illustrates this possible new elevation on to the courtyard adjacent to a potential studio theatre/multi-use hall. Space such as this can help A richer more animated environmentactivate the courtyard. The combination of a more permeable campus with a greater opportunity to showcase the student experience can create a richer, more diverse and far more animated environment. The architectural proposal has developed from a simple idea of an object place at the heart to a multi-layered solution where various strands come together to create a transformative environment. This holistic approach from space model to urban realm requires a consistency in the project delivery. Chapter 04..........p. age 90
Urban Design & Masterplan Architectural design concept proposals London Metropolitan University The Great Hall Improved connection and use of the Great Hall An example of this improved shopfront visibility and connection could be the creation of a new elevation onto the courtyard providing better access to the Great Hall as well as enhancing its function as en events space and its place in a wider campus Cultural Hub. This cultural element is part of the history of the University but also offers an active rather than passive opportunity for inviting the wider community on to campus.define a new The Great Hall thess create a The Great Hallnection into the There are various unique or special spaces Illustration of how one might define a new facade to The Great Hall from the across the current London Met estate. These Marketplace and in the process create a more fluid and significant connection into the aTchreorsesatrheevcaisunrorirocceulinusatudlLnoleienqtaduhoernenorMiSnseupgtepecssieaptralatseLpc.aaeTcbehisneisneththe eLSeacirenninceg Centre, the campus Centre and w The Great Hall as it is used now include the tShupeesr tLuabdiinotsheaSncdienwceoCreknsthreo, tphse within the CASS. Chapter 04...........page 91 tshoecisatluldeaiorsniOanngndsewpaoscruekscinhhotphssepwLeeictahiriannilnthsgepCCaeAncSterSei.sanTdhe Great Hall on the One such spHecoialllsopwacaeyisRThde GcarematpHualsl.on the Holloway Rd campus.
Physical 3D ‘conceptual’ model of the proposed campus, showing the opening up of the site, public realm, and buildings forming ‘shopfront’ to London Met University. Chapter 04..........p. age 92
Architectural design concept proposals A more welcoming campus The creation of the new courtyard and active ‘shopfront’ behind provides permeability and a greater depth to the London Met experience for visitors. The opening up of the base of the tower can provide a more generous and welcoming entrance. The juxtaposition of the tower and Graduate Centre helps define this entrance point and from an urbane realm perspective this is further reinforced by this opening being opposite Eden Grove.Tech Tower The Tower Graduate Centre The Rocket Chapter 04..........p. age 93
Animated clear facade with Reception opened-up with Views of courtyard andstudent social learning concierge located with view surrounding buildingsspace of entry routes and central courtyard Chapter 04..........p. age 94
View into courtyard and New side extension to The Rocketsurrounding buildings, providing bar onto the courtyardincluding a new multi- and improved entrance into theuse theatre Great Hall. Possible welcome point onto street Chapter 04..........p. age 95
An active ‘shopfront’ on to the central courtyard. A consistency of approach to the new insertions and adaptions is hugely important Architectural design concept proposals Bringing coherence to the whole With a wide range of architectural styles on campus a common architectural approach to the new insertions can provide an important ribbon which ties the elements into a coherent whole Chapter 04..........p. age 96
Architectural design conceptproposalsThe campus in the wider cityThe re cladding of the tower and the creation of a much more generousand vibrant courtyard go hand-in-hand in creating a strong new sense ofthe place. It is an approach with clear historic precedent where onehelps signal the other. A quality and innovative approach to both thesekey components is critical in achieving a successful outcome. Chapter 04..........p. age 97
6 New architectural elements 6. 4. 3. - Rooftop addition to J-Block 2. - Tower facade cladding & New entry foyer 1. - Foyer / Bar entrance to D-Block & Studio/Lecture theatre - Entry link to G-Block - Circulation core linking Benwell buildings to C-Block5 Holloway Road interventions4 New central courtyard3 Limited works2 Extensive refurbishment of retained buildings1 Buildings / facades removed 5.Overview
Architectural design concept proposals A modest, appropriate and transformative solution The overall proposals have sought to strike an appropriate balance between the overarching cost and time constraints and the need to create a truly transformative solution that offers London Met a sustainable future. As detailed elsewhere the proposals have also recognised the need to protect future development opportunities and focus change on those areas where there will be the biggest impact on the student experience.(left) Proposed Masterplan: Key components 5. Potential for works outside of the campus boundaries to improve the streetscape of Holloway Road (further consultation with TFL1. Demolition of central F-block & misc low-density buildings required, note: outside of the project budget & cost plan) - to ‘de-clutter’ and open up permeability, access & legibility - identification of London Met campus on a major transport (key to improving the experience of campus) route - creates site for future large scale development in a key - improving campus approach experience position on Holloway Rd (enabling long-term, a future re- location of library and expanded teaching & public areas) 6. New architectural interventions2. Retain and refurbish majority of original & quality existing buildings - J-Block roof extension improves density and long-term - low planning risk - optimised use of time and budget viability of this building, provides good investment in a key3. Limit investment in changes to LRC & Science buildings which location. are remote from the centre of the campus - LRC is low density building in prime location on potentially - Re-cladding to Tower is essential due to deterioration and valuable land. Limit short-term investment (selective fit-out only, no building fabric upgrades), thus keeping options open un-safe existing condition. Furthermore, will provide a highly for long-term vacation of site for redevelopment and densification of use by London Met, or for potential sale to visible first impression of the regenerated London Met generate capital receipt. campus. New lift and escalator improve vertical access.4. New Landscaping to form high-quality semi-public realm within enlarged campus central courtyard (via demolition of F-block) - Entry foyer and Bar to Great Hall, Rocket, and new - identifies a campus heart as a focus for user experience - provides central point for orientation and wayfinding performance / lecture space. Providing active frontage onto - ‘reaches out and invites in’ - in relation to both urban design, and community & professional engagement. central courtyard, quality space for community engagement and events, - exterior event space, an urban ‘market-place’. including external revenue- generating functions. - New circulation areas and cores linking J & G blocks, and Benwell road areas. Limited interventions at key points where current circulation and accessibility issues exist. Proposals are ‘stitching’ together links between buildings to facilitate better usability of surrounding areas. Chapter 04..........p. age 99
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