Architecture of Learning

Jan-Feb 2017 | volume 52

MCI (P) 073/11/2016 PPS 1786/04/2013(022947) Architecture of Learning Inside: Net-Zero Energy Building at the School of Design and Environment – Singapore | Crafting Pedagogy, Outside the Classroom – A Look at Experiential Learning | Mike Guerrero – Principal, Asian Architects; Chairman, Green Architecture Advocacy Philippines | Works of Morphogenesis, Hijjas Kasturi, Hoang Thuc Hao With projects from Australia, Cambodia, China, Denmark, India, Indonesia, Kyrgyz Republic, Malaysia, Singapore and Vietnam SPECIAL DISCOUNT FOR STUDENTS—SEE INSIDE FOR DETAILS! Hong Kong HKD72 RMB80 Indonesia IDR83,000 Malaysia MYR39 Philippines PHP500 Singapore SGD15 Thailand THB290 Vietnam 190,000 The FuturArc App is here!

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Dear FuturArc Readers,

Form-making is not much discussed in the world of Green design. But it should.

The deft handling of surfaces and volumes, the thoughtful arrangement of programme and functionality, can lead to several outcomes that are valued by the punditry. First, it redefines boundaries between in and out. This increases the potential for views, ventilation and daylight—preconditions for a biophilic, energy-saving design. Second, it offers a new taxonomy of edges and in-between spaces. This can engage people, greenery and water—preconditions for community, biodiversity and farming.

Moshe Safdie famously spoke of ‘fractalisation’, the breaking down of mass into smaller elements that are re-aggregated into new wholes. This is a powerful idea that puts form-making at the centre of Green. And we are talking here of a pathway to deep Green.

This should matter to all aspirant Green buildings. But nowhere does it resonate more than in an architecture of learning. Why?

For starters, it offers healthier interiors. Science tells us that fresh air and daylight impact the body and mind. We are less prone to sickness and are more productive. In schools, this means a more natural setting where students learn faster (or do better on tests, depending on the definition of learning). Greenery and water, complementing air and light, become enablers of well-being. The building makes us feel better, not just less unwell.

Then, there is the question of cognition, the building as a facilitator of learning (Crafting Pedagogy, Outside the Classroom, page 86). Imagine a biology class on a roof covered with flora and fauna. Or a building that tracks the sun’s path through the interplay of elements and shadows. Buildings engage or mimic the natural world. And if these were made visible, the building becomes a way to illustrate and interact, a cognitive tool for learning.

Lastly, space outside the classroom is a building block of community. And schools are in part about induction, students interacting with and learning from their peers. A compact building with little or no in- between space may be efficient in its net-to-gross ratio, minimising capital expenditure, but it does nothing by way of social capital. Planned inefficiency is not an oxymoron; it is seeing the value of spontaneous encounters between students and teachers, in having lines-of-sight that let everyone feel part of a community.

The project that aligns most with Safdie’s dictum is the Institute for Integrated Learning in Management in India (page 42). The architects Morphogenesis explained it as a sort of deconstructed Rubik’s Cube. Form- making is the simultaneous engineering of social space and climatic response. In parallel, there is a resolution of the needs of a modern school with the typology of a traditional chawl, the social template of choice.

Others take a more familiar approach. The building of Hoang Thuc Hao’s Sentia School in Vietnam snakes around itself, creating two courtyards that will be its social heart (page 72). The International School in Kuala Lumpur is a spine-and-ribs configuration with a series of courts between teaching blocks (page 56). Both projects empower the roof as a space for greenery and social activity.

Over the last three years, I have been deeply involved in the making of the Net-Zero Energy Building at the School of Design and Environment in Singapore (page 18). This building encapsulates the power of form as an arbitrator between climate and energy, social space and pedagogy. My takeaway? Contrary to what we have been led to believe by critics and cynics, Green is not a choice of performance over quality. It can be both.

Enjoy the pages ahead.

Dr Nirmal Kishnani Editor-in-Chief [email protected] southeast asia edition www.futurarc.com

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To find out how your organisation can be a FuturArc Collaborator, Cover image by Giovanni Cossu please send an email to [email protected]. contents

the futurarc interview 12 Mike Guerrero Principal, Asian Architects Chairman, Green Architecture Advocacy Philippines

futurarc showcase 18 Beauty in Zero

projects 26 Neeson Cripps Academy 30 Urban Rigger 38 TK-SMA BPK Penabur Summarecon 42 Institute for Integrated Learning in Management Campus 48 Aravali Institute of Management 50 University of Central Asia Naryn Campus 56 The International School of Kuala Lumpur 62 Heriot-Watt University Malaysia 68 Lung Luong Elementary School 72 Sentia School

commentary 78 The Alchemy of (Sustainable) Design 86 Crafting Pedagogy, Outside the Classroom

happenings 90 Milestones & Events

95 product advertorials 12 FUTURARC The FuturArc Interview Mike Guerrero Principal, Asian Architects Chairman, Green Architecture Advocacy Philippines

By Harry Serrano

FUTURARC 13 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials

THE ALCHEMY OF (SUSTAINABLE) DESIGN by Dr Nirmal Kishnani

Dr Nirmal Kishnani examines the challenge of teaching sustainability in the classroom, summarising the pedagogy of the urban studio of the Master of Science, Integrated Sustainable Design programme at the School of Design and Environment, National University of Singapore. This is described as a set of aspirations and a framework for a studio assignment. The ambition of the studio was to trigger critical thinking in students—who struggle to translate environmental goals into spatial/planning outcomes—and to inject existing methods of urban design with new domain knowledge.

Image by Giovanni Cossu 1

78 FUTURARC There is growing consensus that sustainability, instance, the space between buildings that are as an imperative, compels us to rethink what we often also the network of public spaces. This design. How this affects process and approach— happens if students are compelled to see past how we design—remains unclear. This is true in buildings as objects and begin to map visible and education as it is in practice. invisible flows and exchanges that are taking place within and through a site. The physical boundaries Educators struggle to reconcile dissonance of a site might be legally or contractually between conventions of pedagogy and emerging important, but they are rarely the limits of an tools and metrics of sustainability; practitioners urban system, such as public space or hydrology. fall back on industry checklists for Green building The goal must be to integrate, strengthen or repair certification. It does not help that sustainability this system of systems. itself is hard to pin down. The people-profit- Educator, advocate and strategist, Dr Nirmal planet principle—useful as classroom rhetoric— Third, the studio must be compelled to engage Kishnani has helped shape curriculum at the National University of Singapore where he is sheds no light on process. We are left with the question of time. Most instinctively design for Vice Dean (Special Projects), School of Design elemental knowledge without tactical knowhow. the now; the act of design becoming a corrective and Environment. He has taught in the Master of There are books on technologies and strategies, lens on what is perceived to be wrong with Architecture programme and helped launch the Master of Science, Integrated Sustainable Design tools and metrics, software and processes. We what exists at the present moment. This is then programme, acting as programme director for are told to design for loops and cycles; that there infused with some newness; new materials, new the first five years. Dr Kishnani is also editor-in- ought to be no such thing as waste. This growing tectonics or new techniques. But buildings stand chief of FuturArc, jury chair of the FuturArc Prize and FuturArc Green Leadership Award. His book, list of parts, taught in classrooms and discussed for decades; master plans even longer. What if Greening Asia—a FuturArc publication, now a text for at project meetings, is tackled one at a time in a design proposal were imagined 30, 50 or 100 educators and students of design—eschews Green checklists and asks what instead might be a design the hope there will emerge a substantive whole. years from now? How will this temporal axis vocabulary for sustainability. He has sat on advisory This has not happened yet. change the definition of good design? This also panels in China, Singapore and Vietnam, targeting raises the question of how do we design for a policy and design practice, and lectures extensively on sustainability in Asia. The question before us—those who make the future of imprecision and uncertainty. case for sustainability—is “how to generate new 1 Sketch of Kranji-Woodlands possibilities from known elements?” And what, Framing a studio if anything, does this mean to the way we teach assignment design? Studio-based teaching is peculiar to the design disciplines but it is, at its core, project-based Design educators, surprisingly, do not talk learning. What makes it specific to design is much about pedagogy. A tutor will assign a its reliance on visual representation. This is the brief and a site to a group of students, who strength of the studio—in coping with information will visit the site and examine a few case and data in ways that other teaching environments studies. Learning is assumed to happen in the cannot. The drawing is ground zero for visualising ensuing weeks when a student infers what is and assessing. Visual representation in the important to the brief (or to the tutor), gleaned form of geo-spatial maps or flow diagrams is from reviews, critiques or conversations. In this simultaneously an act of showing how something is master-to-apprentice exchange, knowledge is and how it might become. In this dialectic between transmitted in the vocabulary of design, mostly the known and imagined, systems-based thinking through drawings and other forms of visual is important. representations. The weakness of a studio is, coincidentally, also In the teaching of sustainable design, this is the drawing (as it is conventionally done). Many not enough. building professionals are not trained to visualise spatial information in the way that an architect is. What else must happen? Many architects are trained to draw objects, not First, learning must embrace new domains of systems. Putting architects and engineers in the knowledge, more than what one educator from same studio, working on the same project, can one discipline might offer. This knowledge must be potentially strengthen disciplinary silos. understood as a set of overlapping, interconnected systems. By mapping each system and system For a studio to become a crucible for learning interface, students are asked to examine the sustainability, new drawing techniques must be scale at which decisions matters. How a proposed found that bridge the qualitative and quantitative. residential zone affects nature and ecology, The drawing becomes an instrument of thinking; it for instance, may be answered at the scale of is an act of non-verbal communication that bridges block, neighbourhood, watershed or geographical disciplines. region. To know at which scale decision matters, students must be armed with perspectives on, These ideas are put into action in a studio brief. say, biodiversity, and taught spatial mapping techniques that allow them to see and locate the • Students are grouped and each group is network of habitats and biodiversity. assigned sub-sites within a wider site. All sub- sites must come together to form a cohesive Second, integration must be a goal, not a master plan. This stipulation places emphasis vague aspiration. At the drawing board, this on the relationship of part to whole, and vice begins by valuing that which is shared, for versa.

FUTURARC 79 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials Beauty in Zero How the new net-zero energy building at the National University of Singapore sets about (re)connecting building performance with architectural quality. by Dr Nirmal Kishnani

1 Long section 2 Axonometric diagram 1 18 FUTURARC Roof level: Solar photovoltaic panels

Level 6: Studios and equipment area

Level 5: Theatrette, studios, laboratories and offices

Level 4: Seminar rooms, hot desking studios and research centre

Level 3: Social plaza and laboratories

Level 2: Information resource centre, laboratories and workshops

2 All images courtesy of Serie Architects FUTURARC 19 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials CAMBODIA

1 26 FUTURARC Neeson Cripps Academy

Neeson Cripps Academy is a school for secondary education in Phnom Penh, Cambodia. Founded by Scott Neeson’s Cambodian Children’s Fund (CCF) and funded by Velcro Companies, the school will provide a high-quality learning programme to the city’s underprivileged children: a robust English language curriculum; STEAM (science, technology, engineering, art and mathematics) subjects; access to the latest digital technologies; and global connectivity through e-learning.

The architects wanted to build a learning compound with interactive and flexible gathering spaces. Thus, a large segment of the blueprint of the upcoming five-storey school building has been designed to encourage strong long-term social networks and collaborative learning among students. The community meeting area will be a gallery/event space that will be used during occasions to host events. Much of the ground level will be left open to provide a sheltered space with a visual connection to a large courtyard garden—this seeks to maximise natural lighting and lessen the school’s vulnerability to flooding. To provide students with the opportunity for an outdoor learning environment, the school will be equipped with a covered multipurpose sports court and a green rooftop—which includes a teaching garden with local vegetation—that minimises solar heat gain and reduces storm water run-off.

1 Façade view

FUTURARC 27 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials INDIA

1 42 FUTURARC Institute for Integrated Learning in Management Campus

Contextually responding to its harsh local microclimate, the project was conceived to fortify itself from the external environment and create a relevant oasis-like internal environment. This resulted in the inward-looking morphology, with a high thermal mass on the outer faces that blocks out the hot winds predominant in the region.

This building provides student accommodation and support facilities within an existing educational campus. Students are housed predominantly in an apartment format where units are placed along the external periphery for maximum daylight, opening to an internal central corridor system. The project is designed to have a low wall-to-window ratio; furthermore to thermally buffering each unit and reducing solar gain from the façade of the building, toilet shafts are moved to the exterior faces of each unit. Deep recessed windows provide shade and help in controlling optimum daylighting.

Spatial planning was done in order to engage the students, generating various interactive conglomerate spaces, each having its own identity within the overall community yet satisfying institutional/residential requirements. The campus is designed in a multi-building format with a street pattern on a grid to generate the built volumes. Courtyards are introduced and cores are identified by carving out voids at different levels to create a multitude of open spaces in the form of terrace gardens and courtyards of diverse scales and configurations for multilevel interactions, creating a miniature urbanscape. The buildings are oriented in a manner such that they open inwards while presenting a largely solid façade to the outside.

Each residential block is planned on a traditionally inspired community living format of a chawl (a large residential building of typically four to five storeys with many separate tenements that share a common balcony; a usual tenement in a chawl consists of one all-purpose room that functions both as a living and sleeping space, and a kitchen that also serves as a dining room). The courtyards and terraces encourage interaction among neighbours and the visual connection with the street creates a vibrant community atmosphere.

1 A brick façade blocks out hot winds and create a cooler interior

FUTURARC 43 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials VIETNAM

72 FUTURARC SENTIA SCHOOL

Sentia School will offer a primary, secondary and high school curriculum. Open corridors will connect all three main blocks of the school, and the five-storey building will be divided according to grades and utilisation. The first block will only be used for primary school students and the following block for secondary school in the lower levels and high school in the upper levels. To create a fun and vibrant façade, colourful sunshades will be used for each window. The arrangement and size of the windows may seem random but they will be installed according to use. The building will be in neutral white and brown colours.

With an asymmetrical site surrounded by tower blocks, the classrooms will run in a zigzag form in a north-south direction. With this layout, the architects were able to create pockets of space where separate age-appropriate playgrounds will be constructed. A main playground will

1 Renderings

FUTURARC 73 main feature futurarc interview futurarc showcase projects people commentary happenings books product advertorials MALAYSIA

1 56 FUTURARC The International School of Kuala Lumpur by Dr Zalina Shari

Designed to be Malaysia’s first school to achieve the Green Building Index (GBI) Platinum rating, the new campus of the International School of Kuala Lumpur (ISKL) is currently being constructed on a 26-acre site in Ampang Hilir and expected to open in August 2018. This project creates an opportunity to bring the elementary school (ES, including early years centre or EYC), middle school (MS) and high school (HS) of ISKL back together in one location. It is designed to initially accommodate 1,800 to 2,000 students, with necessary planning and provisions to extend to 2,500 students without major inconvenience. The master plan and architectural design of ISKL complement the school’s vision to: 1) bring the three schools together without losing their individuality, yet keeping a shared sense of identity; 2) stimulate learning and enrich the sense of community; and 3) become a sustainable exemplar across the region and the world.

SITE AND BUILDING STRATEGIES The site is bounded to the north by Jalan Ampang Hilir and Condominium; to the south by the Royal Selangor Polo Club; to the west by a residential area, including a new Istana for the Sultan of Kalimantan, and the Raintree Sports Club (with a view to the Petronas Twin Towers and Kuala Lumpur City Centre); and to the east by a Tenaga National Berhad (TNB) green reserve, largely hidden by trees and greenery. The site is overgrown with mature trees and grass; hence, to offset the cutting of existing mature trees on the site, some of these trees will be repurposed into sculptures and furniture for the new campus. In addition, the school is collaborating with an NGO to create an adopt-an-acre programme that will replant a substantial number of trees over a five-year period in an area of high ecological importance.

The campus is planned and designed to maximise the opportunities for sports, recreation and socialisation, and to provide an environmentally friendly high- quality space for teaching, learning, playing and socialising. As such, the site is zoned into four areas dedicated for sports (western half of the site); schools (central area); vehicles (along the eastern side); and ecology (southeast corner) respectively.

1 Aerial view from the northwest

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