Culdur 0780730

Eindhoven University of Technology

MASTER

Learning from a building Montessori School Delft

Çuldur, K.

Award date: 2019

Link to publication

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• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain Learning from a building Montessori School Delft

Kevser Çuldur

Eindhoven University of Technology

Built Environment Architecture, Building and Planning Architectural Urban Design and Planning

Graduation studio: Masterly Apprentice II

Supervisors: Dr. J.C.T. (Jacob) Voorthuis ir. J.P.A. (Jan) Schevers ir. R.P.J. (Ruurd) Roorda

Author: K. (Kevser) Çuldur Student ID: 0780730

Eindhoven, April 2019 Learning from a building

Graduation Studio ‘‘ The Masterly Apprentice II”

Content

Preface 7

Firstlings 9

Montessori School Delft 23

Introduction 25

Site 27

Montessori 29

Spatial arrangement 31

Transformations 51

Interviews 52

The Photo 53

Conclusion 58

References 59 6 Montessori School Delft Preface

This booklet is a product of one year of graduation. This year consists of doing research and apply the research on a design. The graduation studio Masterly Apprentice II is an ongoing studio. For this studio the student analyses and learns from a building and his architect. Each quartile of the year new generation starts. They got a new theme. According to this theme the student is free to choose the building and his architect to analyse. For this generation the theme was ‘firstlings’.

For the studio Masterly Apprentice I analysed the elementary Montessori school in Delft designed by Herman Hertzberger. This building is designed in the first five years of the architects oeuvre and fits in the theme “Firstling”. Prior to the rest of this analysis a groupessay will be introduced. The group of Kevser Culdur, Niek Snels, Leon Verhoeven and Martijn van Vliet has written each an essay about the architect they have analyzed. In this booklet is included the introduction written by Kevser Culdur and Niek Snels, essay written by Kevser Culdur and conclusion written by Leon Verhoeven. Thereafter the analysis of the Montessori school in Delft will be introduced and explained. This booklet is part one of a pair. The second booklet is about the design process and product as an outcome of the analysed Montessori School Delft.

Masterly Apprentice II 7

Firstlings

Group Essay 10 Montessori School Delft Learning from a Firstling

Introduction

This essay is an investigation in ‘firstlings’ in Architecture. The definition of this terminology will be the starting point. What does it truly mean and how do we learn from them? To clarify this research, a practical application will be followed out by the analysis of three architectural offices, concerning Giorgio Grassi, Barozzi | Veiga and Herman Hertzberger.

The Oxford dictionary defines this unusual term in the following way: “The first agricultural produce or animal offspring of a season”. In doing so, there is a rather obvious emphasis on the word first, which makes up the biggest part of the word itself. So, if we apply this to the world of architecture; does that mean that the firstling is simply the very first project of an architect’s career?

Let’s return to the dictionary’s description. It also gives the plural form of the word; firstlings. Furthermore, the term is used in five example sentences. Four of these five examples contain the use of the word in its plural form; most of the times as “the firstlings of the herds and flocks”. It might seem a bit odd to talk about first in a plural way, but this triggers the idea of using the word as ‘a set of first’s’ or ‘one of the first’.

Another part of the definition that is worth elaborating on is “of a season”. Here is assumed that there is a time period involved. So a descendant can be part of the first set of the offspring, ergo a firstling. But when the next season arrives, the process is repeated and therefore a new set of firstlings is born. How do we apply this to architecture? Does an architect’s career consist of multiple stages? Discussions are held to apply the term to architecture. By use of reasoning, the following process has been discovered.

Masterly Apprentice II 11 firstling (firstlings) noun The first agricultural produce or animal offspring of a season.

‘There they were to bring their burnt offerings and other sacrifices, tithes and contributions, offerings, and the firstlings of their herds and flocks.’

‘In the course of time, Cain brought to the Lord an offering of the fruit of the ground, and Abel for his part brought of the firstlings of his flock, their fat portions.’

‘The Bible instructs the faithful to tithe their grain, wine, and oil along with the firstlings of the herds and flocks.’

‘The firstlings, both human and animal, were commonly believed to belong to God in a special way.’

‘Every first-born is mine: and every firstling among thy cattle.’

Source: Oxford dictionary

12 Montessori School Delft Firstling

Introduction

The first step is that the architect had a lot of unconscious influences during his youth or the years before he or she decided to become an architect. These influential early memories can be gained from the district he lived in, the culture he or she grew up, the socio-economical values he lived with, the people in their surroundings and the early interests of the architect himself. For example the extension plan of South-Amsterdam by Hendrik Petrus Berlage. An urban-plan which got the attention of a young Herman Hertzberger, who by that time did not knew he wanted to become an architect.

Then there is a moment where the person considers to become an architect. From that moment on he or she started to gain consciously inspiration and knowledge about architecture. In most cases this person starts a study at the architectural school. So a creative and theoretical search starts about all kind of architecture styles. This study leads to the interests of the architect to be.

It takes time to find your definition of Architecture. And this will be partly influenced by an architect’s framework, scope and methodology. The choice of university is significant in determining this. There are many differences in architectural education, the focus the study and its traditions. Architects can be trained in a certain doctrine and these traditions can find their way back in the work of the architects. In the case of Fabrizzio Barozzi and Alberto Veiga we can see the combination of two architectural educations, which find their own way in the working method of the office.

So after all the studies a search will start to direct these (un)conscious influences into a creation. This search will define the methodology of the architect. This methodology is the starting point for the architects first design, writing or other architectural practice. So this methodology will result in a firstling. From this we can conclude a long process precedes, with conscious and unconscious influences, that creates the firstling of the architect. In a professional sense is this search often accompanied with a will to prove yourself, an ambition to show your skills and the architect has a certain plenitude in time and effort.

Masterly Apprentice II 13 Firstling as a project start end

Firstling as a process 0 x

a process with influences ... 0 x

and a process that influences; 0 x

a process that can be repeated 0 x Y Z

Diagram made by Niek Snels and

Kevser Çuldur

14 Montessori School Delft Firstling

Introduction

So to get the best out of his methodology the architect shall design many firstlings. Maybe the last firstling should be the result of the architects long search for the best methodology. In the case of Giorgio Grassi, for example, a manifesting book is the firstling. It describes a clear methodology, a way of thinking.

In your professional career you can either find your methodology, stick to it, develop and re-interpret it. Another option is to become dissatisfied with your design method, maybe because of the changing circumstances for architecture, a different Zeitgeist or political changes. Or you can change you design method for the changing request in architecture.

Then the architect will start a new search, a new process to redefine his or her way of working, to redefine his or her design ambitions. Mies van der Rohe is a well-known architect who changed his design methodology from traditional neoclassical style to a modernistic style. His new methodology led to a successful oeuvre. . His firstling of this methodology was the Friedrichstrasse Skyscraper in Berlin. We also see a clear shift between the purist, white pre-war buildings of Le Corbusier and his more brutal, expressive style after the war.

We define the projects in the firstling period as a search to an answer. This answer is related to a certain question and this question is very specific for the architect. It defines his or her quest and therefore his or her ambitions, working method and design process. This quest is their search for the definition of architecture. The answer to their question can be defined as “the last firstling”.

In the upcoming part, each student will investigate on this topic related to his or her specific architect. These examples will come back together in the conclusion.

Masterly Apprentice II 15 Firstling

Inﬂ uences on Herman Hertzberger

The human minds is created by a lot of sources. It depends on the quality of the sources what creates the range of your perspective. If you have a lot of impulses you will have a broad perspective of your mind. Let’s explain the influences of Herman Hertzberger. Herman Hertzberger was born in 1932 in Amsterdam. He grew up in Plan Zuid designed by Berlage. He spent a lot of time on the streets of Plan Zuid. From the streets he stored in his mind everything what creates and divides the spaces, he saved the proportions, the intimacy, the facades, the window frames, the front door stairs, all kind of details in this district. As a child Herman was fascinated by the architecture of Plan South in Amsterdam. Maybe because he could touch everything, climb on architectural elements. He realized the buildings were not threatening him, but they were touchable and approachable. This can function as a good example for nowadays since most of the architecture is inapproachable.

Herman is educated at the Montessori primary school and Montessori high school. This was a modern, bit anarchic school where the student learn the fundamentals to be critical: to be independent, to be a law unto yourself and not to believe everything. He started at the “Eerste Montessorischool”. He continued at the Montessori Lyceum. The interior and use of this schools were huge lessons for him. For his architecture and especially school designs he used a lot of inspiration from his own education at Montessori schools.

With a family trip to Paris, he visited Maison de Verre desgigned by Chareau and Beivoet. Which had a huge impact on him and makes him decide to become architect. Hertzberger received a book of Le Corbusier from his classmate at the lyceum. The buildings inside this book and also the Amsterdam buildings Herman admired where all from the Modern style.

There was a public study hall in Amsterdam, so he took a membership and read through all kind of architecture books and writings. He learnt about different architectural styles. But his fascination was already created for the Modern Architecture style.

16 Montessori School Delft Firstling

Inﬂ uences on Herman Hertzberger

Since Herman knows he want to become an architect later, he started his architecture study at Delft University of Technology in 1950. From the early research and visits to modern housing, the ambition of Hertzberger was pretty clear Modern Architecture.

During his education Herman was joining competitions. The Weesperflat in Amsterdam was a competition which he won together with his friends. For the end product he improved the design. He introduced an elevated street on the fifth storey, this street should work as a communal street for the married students living there. This opening halfway the building become an important and recurrent theme in Herzberger’s work.

In 1958 Herman Hertzberger is graduated from the TU Delft. He moved to Amsterdam. There Aldo van Eyck called Herman to be part of the Forum team. Forum was an architectural magazine. The issue doesn’t introduce a new style of architecture, but the main aim was to change the perspective on modern architecture, to create ‘another idea’. Hertzberger learnt a lot from Forum writings, members of Forum and especially from Aldo van Eyck.

Herman Hertzberger has designed many buildings, since he stated at the university for architecture. He has designed some non-professional houses which are not included in his oeuvre, like an auto garage and a small private house. Some little architectural elements he applied again on his later work. Herman called the Weesperflat in Amsterdam as the first building of his oeuvre, followed by the LinMij factory in Amsterdam built in 1962. This building has been demolished now, but it was a prototype for his later achievements. In the meantime Herman designed the LinMij factory he made drawings for the Montessori school in Delft. For this school design he used a lot of inspiration from the Montessori schools he studied at. For the architecture he took the primary school in Nagele designed by Aldo van Eyck as an example. The Montessori school in Delft is built in 1966 and is extended many times till 1981.

Masterly Apprentice II 17 Firstling

Inﬂ uences on Herman Hertzberger

Herman Hertzberger had a lot of impulses from his youth, neighbourhood and friends. He also had much impulses from other countries, modern architects and writings about architecture. All these sources has formed Herman Hertzberger as an architect. His methodology for architecture is an outcome of these sources. In his methodology he defined some important themes and uses this in his projects. Always repeating approach is to take the ‘City as a model’. Since “Space” is the main focus in Hertzberger designs, the central space is comparable with the city centre. Where all internal circulations ends. So that everyone keeps returning to it and the paths(streets) keep crossing. The crossing streets keeps the users in touch with each other. And if these traffic corridors are designed as places, then the social cohesion is optimized.

Second important approach is ‘Functional flexibility’, functional change must be regarded as a consistent feature in every design. The building should adapt for the needs of the users. When the user changes during time, the building should adapt for the new inhabitants and not otherwise. This makes the building ‘Sustainable’ at a long term.

1. retrieved from Hertzberger, H.

1. Churchillaan, Amsterdam (2008 ). Ruimte en leren. rotterdam

: 010.

18 Montessori School Delft Firstling

Conclusion

The final conclusive part of this essay tries to summarize the different inspirations towards the creation of the firstling and moreover, if and how the firstling played a role in the career of each individual architect. Parts of the individual essays are used in order to exemplify.

Inspiration - Firstling The youth of Herman Hertzberger, to start with, played an important role in the development of his later career as an architect. Hertzberger grew up in the urban plan of South-Amsterdam, designed by the renowned pre-war architect Berlage. Following the Montessori primary school in Amsterdam did, next to the plan of Berlage, contributed to the development of his societal and architectural vision. Although Hertzberger had a fascination for architecture, his future job as an architect was not that clear during his youth. Both sources of inspiration are in this respect, and in contrast to inspirations gained during his University-period, less conscious. The development towards his career and more specific the firstling of an architect can additionally be distinguished in the inspiration before and after the moment he or she decides to become an architect.

The second type of inspiration is the conscious one, gained after the moment he or she decides to become an architect. If we take Fabrizio Barozzi and Alberto Veiga as an example, we can see how their differing educations played an important role. Barozzi studied at the theoretical and urban conscious university of Venice while Veiga studied at the university of Pamplona, raised during the regime of Franco and known for their catholic driven search for an absolute truth. The resulting architecture of the firm is a balance between context and design, between specificity of place and autonomy of form. Giorgio Grassi has, to add on this, a different educational background. However, his university did similar to Barozzi Veiga, played an important role. Grassi studied at the university of Milano in which he developed a specific orientation regarding the past as a response to the idealist, less historically proven architecture of post-war Italy.

Masterly Apprentice II 19 Firstling

Conclusion

One might state that no clear formula can be given to the development of a firstling. However, we can state that, with the help of the three case studies, youth, zeitgeist and education plays an important role. All influences can be categorized in conscious and unconscious inspirations. In inspiration before and after he or she decides to become an architect.

Firstling - Oeuvre Both Herzberger and Grassi managed to design and write intriguing firstlings and with that, selected specific themes of interest which have been used throughout the rest of their career. For example the use and emphasizing of social cohesion, but also the flexibility and expandability within the work of Hertzberger. The buildings realized in the long-career of the Dutch-architect differ in appearance, however, these themes of interest hardly changed. Grassi has similar to Hertzberger a career with a long time-span, but it took the Italian architect more or less 15 years to realize his first actual building since the publication of The logical construction of architecture. The book / manifest by Grassi describes a clear methodology regarding the use of history. However, analyzing the book in relationship towards the Roman theater and other later realized works show a untruth; Grassi states that his rational architecture should only be judged on idea and not on form, while even a non-architectural professional would recognize a ‘70s Grassi-building’ if seen next to each other. Barozzi Veiga are compared to Hertzberger and Grassi a relatively young firm, but managed to nevertheless make name for themselves quickly. Interesting to observe is that in some projects, a certain minimalist style of ‘povera’ approach seems to prevail over the ‘specificity over place’ versus ‘autonomy of form’ dichotomy. It might be too soon to speak about a break in their working method. The future should indicate whether this theme was their architectural search in the first place or if it appears to be a search for a ‘primal architecture’.

20 Montessori School Delft Firstling

Conclusion

Conclusion The analysis of each individual architect confirm that inspirations for the development of the firstling can be categorized in conscious and unconscious. In other words, between the inspirations before and after he or she decides to become an architect. For example the youth, education and social- political zeitgeist of the architect plays an important role.

The point he or she realizes the firstling is moreover an exciting moment. It is the moment he or she merges all the collected influences in to one model. The moment in which he or she is a free-thinker, not yet largely commercially influenced. It is the moment he or she gets the first publicity and with that, a certain desire among others will be created. The analysis of both Hertzberger and Grassi show how these desired expectation among others become fulfilled, because they stick to their themes of interest within their later realized works. However, the example of both Hertzberger and Grassi are of course two out of many. The repeating methodology in their work does not particularly means that every architect sticks to his or her way of working throughout the career. The case of Barozzi Veiga shows that a working method can be continuously developed without breaking from the initial beliefs. Rather than emphasizing the firstling as a materialized entity in which everything ‘falls into place’ it is an element in a sequence of projects that concretizes the working method of the firm during a particular period and answers to a specific context and conditions.

Masterly Apprentice II 21

Montessori School Delft

Herman Hertzberger 2. Montessori school Delft

3. Primary school De Koperwiek

2. retrieved from Hertzberger, H.

(2008 ). Ruimte en leren. rotterdam

: 010.

3. retrieved from Hertzberger, H.

(2008 ). Ruimte en leren. rotterdam

: 010.

24 Montessori School Delft Introduction

I have chosen for the Montessori school in Delft because the school attracted my attention by its cubist composition. This lovely cubist composition is created by the extended window cubes at the roof, the different roof heights and the staggered edges of the building. I was encouraged about the use of the interior spaces, created by the cubist extensions.

Moreover when I was a child I went to two different primary schools. The first school was a traditional school building, with long corridors. Where the corridors were used as wardrobes. I went to this school at the ages from four till six. From the age of six I went to a newly built primary school “De Koperwiek”. This school is designed by Herman Hertzberger, but not as a Montessori school. I loved many parts of this primary school. In-between two classrooms there is a wardrobe, every classroom had its own wardrobe. This wardrobe gives passage to the toilets that belong to these two classrooms. Visually each classroom is connected to the toilet with a window opening at the sink. I had always found this interesting.

I also loved the sitting-hollow in this school. When I saw this as a child, I thought it would become a huge pool for us. But soon I understood that this place was the sitting- hollow and we could use it for different communal activities.

Masterly Apprentice II 25 Site plan of Montessorischool in Delft, scale 1:5000

26 Montessori School Delft Site

The Montessori school in Delft is built in 1966. In 1960 the administrative board of the Montessori school commissioned Hertzberger to design this school. So the design drawings started in 1960 and in 1966 the school was finished. Hertzberger was glad to design the Montessori school, because now he had the opportunity to give a good architectural answer to the usage of Montessori education.

The surrounding of the site was new built area from 1960. (Bagviewer, sd). This area has been developed very fast from the 1960’s onwards with a lot of apartments because of the housing shortage. The Montessori school is situated towards a crossroad. This crossroad is now a busy traffic artery because the Provincial way flows here. This causes a lot of traffic noise for the school. The school is an autonomous building, but the orientation is parallelized to the two buildings facing the school.

Masterly Apprentice II 27 “Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves” Maria Montessori

source: (azquotes, sd)

28 Montessori School Delft Montessori

This primary school is designed according to the principles of Montessori education. To understand this school it is important to have some knowledge about the Montessori education. The Montessori education is founded in 1907 by an Italian woman, Maria Montessori. In 1896 she finished her study and started working in a hospital in Rome. There she met the ‘idiot’ children. But she was aware these children were not ‘idiot’ in reality. They were very poor children and they had not the right opportunities to evolve themselves. So she started a research for sensory development material. Year after year she created her education method for these special children: the Montessori education. She spread this education through the world. So her education method arises in the Netherlands too.

According to this education method the primary school should represent the real world and the children have to understand what they learn. So they are being educated in an active way, as children learn mostly by doing things, their love for learning is stimulated. Every child is different so the teachers give one to one guidance during the individual learning path of the child.

The groups are mixed with children of different ages. The mixed groups are in the ages interval of 3-6, 6-9 and 9-12 years. Making groups with pupils varying in ages is like the most natural way of living together. The elder one can help the younger one. The varying interest of every pupil will encourage the other ones interest. The children here have all the freedom to develop themselves. They are free to choose the material they want to work with, free to do things they can afford themselves, free to move from their place to do other activities.

Masterly Apprentice II 29 Montessori

With this is education there is no pressure or time slot. The pupils can finish their tasks in their own tempo and sequence. There is no grading system, pupils grade themselves afterwards with the result of the task. If the task was not successful they learn it was not good, and this encourages them to do it better or solve the problem. The pupils learn from the school, the educational materials, the building and the garden. In the garden they learn about the plants and animals and physics. Thus, this is a very active school, where different kind of places are needed. These different spatial areas should make place for different kind of activities.

30 Montessori School Delft Spatial Arrangement

School in Nagele

Herman Hertzberger is a Montessori kid and from his educational experiences he knows how the architecture of the school can respond the best to this education method. He knew the ingredients of a good school. For the first design of the Delft Montessori school he was inspired by the architecture of the primary school in Nagele designed by Aldo van Eyck. This primary school is built in 1957. The school has two rows of 3 classrooms and one is rotated 90 degrees. The classrooms are staggered, so that from every classroom there is an edge open to the garden. The corridor is wide and is the contraform of the classrooms. The corridor is more than a traffic road, it functions as an in between space, so there is place to do communal activities

Floorplan of Primary school in Nagele. Gray: classrooms Light Gray: corridor of school

Masterly Apprentice II 31 Spatial Arrangement extension of school

The same principle with staggered classrooms Hertzberger applied to the Delftse Montessori school. Here the classrooms are L-shaped and are staggered, arranged around a communal space. The school is extended many times. By every extension the classrooms are arranged around a communal space. With every extension the shape of the classroom changed. The central communal spaces are connected with corridors. So a long hallway is meandering through the school. The hallway forms the internal street of the school and makes space for different activities.

Floorplan of Montessori school in Delft gray: ﬁ rst type of classroom light gray: second type of classroom, outcome of later extension white gray: third type of classrooms, ﬁ nal extension.

32 Montessori School Delft Spatial Arrangement classroom articulated

From his educational experiences, Hertzberger knows how the architecture of the school can respond the best to the Montessori education. At a Montessori school the children work individual for their self-chosen tasks. The tasks differ in the need of concentration and not every child has the same concentration capacity, so distraction by the child occurs pretty fast. Particularly distraction is observed as the main disadvantage of this education. To eliminate this distraction to the lowest Herztberger introduces an articulated classroom and turned himself off from the traditional rectangular classroom. He believes the classroom should consist few edges and niches, like a home. A house has different types of rooms, and the users can find their favourite place. The classroom should be the familiar environment of the students, like a home. To make the classroom their property the child should find his own trusted place. The articulated classroom provides a wide range of different places. This fits the best for the Montessori education since the student work individual. (Hertzberger, 2008 , p. 24)

Classroom traditional rectangular vs articulated

Masterly Apprentice II 33 Spatial Arrangement classroom articulated

The cochlea shape was an obvious example for the design of the Montessori classroom. The end of a cochlea is open and wide, when you come closer to the core, it becomes smaller and closer. This is comparable to the concentration level of the students. some work needs silence and quietness, some work needs activity space and is loud. So the classroom should shift from introvert zone to the more open and social extrovert zone. This reasoning concluded in a L-shape classroom. The classroom is divided in different zones, respectively moving from quiet zone to social zone. The inner closed part is for calmness, highly concentrated, intellectual and quiet work, like solving math exercises. The central place of the classroom is for working on the lessons. The child shall sit-up and sit-down often. The child could need a lot of help from the teacher. The third part of the classroom is for wet and practical tasks. A sink is designed there to make this possible. The pupils can work with clay, make cookies, do household activities or do painting. The front of the classroom door is the threshold zone. The transition between inside and outside is smoothened with this zone and works like a front garden of a house. This place is part of the classroom, but is not highly supervised like the inside of the classroom. The threshold zone flows smoothly into the communal hallway. The hallway inside the school is compared with the street of a city. At the hallway there is almost no supervision by the teacher. Since the pupils work individually they are free to move through the whole school. They need to work at the different places of the school, so the hallway works as an extension of the classroom. (Hertzberger, 2008 , p. 24-25)

-Work outside classroom -walking back and -work in hallway forth -individual or in groups -doing wet and dirty -NO supervision works -household tasks -expression -projects

-work outside classroom -individual -sometimes supervised

-“Sit and stand ups” -Calmness -giving lessons -intellectual work -sensible work -concentration -needs a lot of help -no supervison needed ﬁ rst type of classroom at Delft Montessori school. classroom functions as a cochlea shape

34 Montessori School Delft Spatial Arrangement

3dimensional articulation

To accentuate the different zones in the classroom, some difference in spatial height is made. The wet zone is the lowest place with a lowered ceiling. The noise and activity of this wet zone will not distract that much the pupils working at the central and quiet zone. Also because the wet zone is out of view from the other part of the classroom. The other part of the classroom has a higher ceiling. These height provides the classroom of natural day light from two sides. The threshold zone outside the classroom has natural daylight from the roof. These are the highest ceiling zones through the school. This zone is highly accentuated because the transition from inside to outside classroom happens there. This roof light provides the hallway of natural daylight. Hereby the hallway zone is darker and is the intimate place through the school.

Section through Delft Montessori school, difference in ﬂ oor levels and ceiling puts an accent on the arrangement of spaces.

Masterly Apprentice II 35 picture of the hallway

36 Montessori School Delft Spatial Arrangement

School is home

The classroom is like the home of the children. To make the home familiar to the children it is important to increase their feeling of responsibility. To serve this feeling, Hertzberger added wardrobes in front of every classroom. This increases the feeling of belonging to your own home, but also makes the walls free of coat hooks. Now the wall belongs to the extended learning street, the hallway. They are part of the educational material, instead of being covered with coats. Tables and workpieces can be placed towards the walls now.

Hertzbergers ideal was to add a toilet to each classroom too. This addition will increase the responsibility so the children could do the household tasks to keep their home clean and proper. Then they will really feel at home. But in the 1960’s a toilet in classroom was not allowed, girls and boys toilet should be separated. So large toilets were designed at the corridor separately for boys and girls. But with the extension of the school with new type of classrooms, the architect designed for each classroom their own toilet near their own wardrobe.

Hertzberger relates space to learning. He explains that the brain is massive when no knowledge is added. But when you learn something new, and learn more and more, links are made in your brain and a structure is created. Learning more and more makes more space and structure in your brain. More and more space becomes available. This way of how the brain works should be applied at the architecture of the school. Making space should create structure. Or the structure should make space. (Hertzberger, 2008 , p. 67)

Masterly Apprentice II 37 4. kitchen for children 6. niches invites to ﬁ ll this place

5. window tables 7. niches

4, 5,6,7 : retrieved from Hertzberger,

H. (2008 ). Ruimte en leren.

rotterdam : 010.

38 Montessori School Delft Spatial Arrangement

Containing structure

With the interior design of the school two themes are important. The child has to feel him-or herself at the home, it should be a familiar environment that doesn’t change. The structure of the school should be immutable. On the other hand, the child need a lot of positive incentives and a challenging environment. This means that a lot of variety of content should be available. So the structure should be designed as a space wherein a variety of infill is possible. For example the walls should work as shelves. The wall is there but the content of the shelves is changeable. Make niches in the wall. A niche changes chaos into structure, every item find his place in the niche and is structured. Like the kitchen niches.

The window provides daylight. When window tables are designed, the child can sit in front of the window and the heating, watch the nature and can see what is happening outside. Or the child can find his favourite working place there and catch natural daylight is more positive. In the meantime adding wide shelves to the windows makes place for plants or workpieces. Designing the upper part of the door provides to be used as a shelf or storage place too. So the structure contains space. The environment is enriched. (Hertzberger, 2008 , p. 101)

Masterly Apprentice II 39 ﬂ oorplan Delft Montessori school, gray: hallway

ﬂ oorplan Delft Montessori school, Yellow: places to stay at hallway

40 Montessori School Delft Spatial Arrangement

Hallway

The main structure of the Montessori school is the meandering street through the school with the classrooms arranged around this meandering street: the hallway. The hallway is the extension of the classroom and is appointed as a learning street. The L-shaped classrooms are staggered. This staggering creates many edges on a diagonal line. This results in a diagonal hallway with many edges. The reason to create these edges is to make more working places for the students. The working place should have back cover. The back cover gives the feeling of safety, support and makes the working space a bit more intimate.

traditional corridor vs staggered corridor

Masterly Apprentice II 41 8. block unpacked to a stage

9. block used as table

8, 9, 10 : retrieved from

10. the hole, inverse of the block Hertzberger, H. (2008 ). Ruimte

en leren. rotterdam : 010.

42 Montessori School Delft Spatial Arrangement

Block and sit hole

To articulate the hallway more, Hertzberger added a block in the center. This block can be seen as an obstacle. But this block is a positive obstacle. With this addition more places for individual and group work is created. The hallway is divided in spatial zones. The large corridor has more centers of attention now. Also the block can be experienced as a small mountain or fictive island for the children. They can stay on top of it and attract the attention of others. They can use it as stage and do dance moves or theatre games on it. The block is on show, it is open and has view from all sides. The block contributes the children to be extrovert. With the first large extension of the school, the hallway is extended with a new core. This is the second core for communal space in the school. To articulate this space too, Hertzberger designed the inverse of the block, the sit hole. The hole is filled up with little stools, these stools are removable. Children can staple the stools, play with it, or use it as seat while the teacher read out a book. Where the block is a fictive island, the sit hole can be experienced as a fictive pool by the children. This hole is in many sights the inverse of the block. The dimension are the same, but this in the ground. When the children sit in there, they are out of view, they are ducked away. This is a more intimate place to sit in and attracts less attention. The sit hole is introvert. The block and the hole are together complementary. These additions to the school enrich the environment of the children. A rich surrounding has a lot of variety. It makes the children more active, stimulates their thought and enlarges their brainspace.

Masterly Apprentice II 43 light gray shows the educational promenade zone. (class)rooms are in gray.

11. vitrine and buletin board facing the educational promenade. placed in front of every classroom. 11 : retrieved from Hertzberger, H.

(2008 ). Ruimte en leren. rotterdam

: 010.

44 Montessori School Delft Spatial Arrangement

Educational Promenade

With the second large extension of the primary school, again the classrooms are arranged around a central space. All these central zones are linked together in a large meandering hallway through the school. The large hallway is the educational promenade through the school. It is very well articulated, it contains many places to place worktables or do some other activities. Because of the extensions, the educational promenade resulted in an U shape. It became a very long corridor. For this reason a second main entrance was added to the school. The school is divided in three parts, for the three age intervals of Montessori education. The second extension is for the ages of 4 to 6, the first extension is for the ages 6 to 9 and the very first built part is for the ages of 9 to 12. When the youngest children use the second main entrance of the school, they do not see what is happening by the other groups. The directory of the school observed this, children should use the very first main entrance of the school. While walking from the main entrance to their classroom, the toddlers shall notice all the work done by the upper classes. The classrooms of the Montessori school are designed with vitrines and bulletin boards towards the hallway. The vitrine and bulletin board have the function to show what is inside. Here the workpieces of the pupils are exposed. These workpieces attract the attention of other students. Hertzberger compares the hallway with the street of a city. Walking through this street should be an educational promenade. During this promenade the interests of the pupils are triggered. They see other students working and see the kind of activities. They see what is waiting for them in the following years and challenges them. Seeing each other’s work will give new ideas and enlarges the knowledge of each other. Here the students from different classes meet each other, highly social cohesion is present. So this is a plus-plus working. A large hallway is financially irresponsible, but for the education of the students it has a huge positive impact. That means a large corridor is not wasted space and wasted money.

Masterly Apprentice II 45 12. B2 concrete blocks drawn detailed.

column in hallway.

12: retrieved from the archive of

Het Nieuwe Instituut

46 Montessori School Delft Spatial Arrangement

B2 Concrete blocks

For the architecture of the school Hertzberger used B2 concrete blocks. Concrete blocks are cheap materials but they are also unfinished. Hertzberger allows the users to make the building their own property. The users can finish the wall to their own taste or paper with the workpieces of students. the B2 concrete blocks are big building blocks, they look like Lego blocks. So the children have lessons in a Lego-built like building. The hallway is 10 blocks high, the classroom is 13 blocks high. Ending the roof of the different spaces at the top line of the B2 blocks, makes it easy for the children to measure the height of the walls. So also this detail stimulates the children to explore more from their surroundings.

Masterly Apprentice II 47 13. not fenced schoolyard with main entrance

14. back schoolyard, fenced.

13, 14 : retrieved from Hertzberger,

H. (2008 ). Ruimte en leren.

rotterdam : 010.

48 Montessori School Delft Spatial Arrangement

Playground

The interior of the school building teaches a lot of lessons. Also the schoolyard is part of the world that teaches the children. The front of the main entrance serves for a lot of social cohesion. Waiting for the school time the children make appointments to meet after school, or they have small talks, the parents talk to each other. It works as a meeting point. Also the main entrance is a threshold zone too. Here the transition from inside to outside happens. At the Montessori school Hertzberger has smoothen this transition with designing few steps and low walls.

Fencing the schoolyard is like turning the school off from the outside real world. The outside real world should not be the enemy of the school. Besides at the primary school the children become prepared to live in the real world. So it is important to stay in communication with the outside real world. For this reason Hertzberger designed the front schoolyard as an open public space. Here children can play after school and in weekends. The boundary of the schoolyard is fenced with a low wall existing of open cubes. The opening in the cubes works intriguing for the children, they can knot ropes through the open cubes. In the back schoolyard Herzberger has designed many sandboxes to intrigue their world of experience, to intrigue their mind and thoughts. The children use it as houses, as a cooking plate, as moulds, etc. Hertzberger added a gutter to the playground. The combination of water with sand enlarges the experiences of children. It intrigues their mind and thoughts. But nowadays the sandboxes and water gutter is removed from the playground, because the parents mentioned the children were many times dirty and the sandboxes were not safe for the children. But a large part of the back yard is used as a small arboretum and kitchen yard. This stimulates the knowledge of the children for biology, ecology, geology, meteorology, physics etc. Thus, at many fields Herztberger added a lot of details to the architecture of the school to enrich the experience world of the children. And this supports the active learning of the Montessori education. I can conclude this building fits very well to the Montessori education. The main lesson I learned from this analysis is that you have to know the user of your building pretty good and make a well fitted design for the user.

Masterly Apprentice II 49 15

50 Montessori School Delft Transformation

In March 2018 there was an open day for the Montessori school. That day I visited the school and saw the interior and playgrounds. I noticed the intimate dark hallway of the school is changed in a white, light and open hallway. The few lightening spots in the ceiling of the hallway are removed and long fluorescent tubes are applied. The ceiling plates are painted in white too. The parents of the children were not happy with the dark interior of the hallway, it felt scary and narrow for them. Below the high cube windows there is no working space, because there is always leakage from roof during rainy weather. The block was meant to be used as a stage, but now it is used as an exposition table. The school directory added a new stage to the hallway. Building up the stage from the blocks was heavy work, so they decided to add a permanent stage. The window frames of the roof windows are painted white. White 15. retrieved from secretary of paint does not need a lot of maintenance instead of black paint. This saves the costs for AHH ofﬁ ce the school.

Masterly Apprentice II 51 Interview

I had an interview with two old students of the Delftse Montessorischool. I asked their about their experiences with the school. I understand they were really glad to have studied at this primary school. I interviewed Michaela Rees and Marjan van Veldhuizen. For Michaela Rees the most favourite place was the corridor and gym. Because there was no supervision from the teacher. And she loved acting, so there she had her space. For Marjan the most favourite thing was the vitrine, she loved it. She also liked to sit at the window tables.

52 Montessori School Delft The Photo

To complete my analysis about this Delftse Montessori school I reproduced a model of a photo taken from this school. I have chosen for the black and white photo with the children exposing in the hallway and on top of the stage block. The articulation of the space attracted me and also the darkness of the photo made it look like scary but magical. At the following pages I compare the original photo with the photo of the photomodel. First image the original photo. Second image is the photo of the photomodel.

For this photomodel made the interior concrete block walls with foam and pressed them on grains. this gave the structure of the B2 concete blocks. Then I carved the lines with the back of a fruit knife. All the black woorwork is laser printed. I paint them black, after that I paint them with a glossy lack to catch the glosiness of the black wood frames. For the floor I printed marmoleum structure on A3 papers. For the ceiling I cutted styrodur with the foam cutter, this resulted in a fine hairy structure. I painte in the opposite direction of the hairy structure, this was a good way to reproduce the ceiling look.

Masterly Apprentice II 53 54 Montessori School Delft retrieved from secretary of AHH ofﬁ ce. Masterly Apprentice II 55 56 Montessori School Delft picture of reproduced photomodel Masterly Apprentice II 57 Conclusion

The Montessori school can visually be divided in three parts, each part has been created with the later extensions. At each extension Hertzberger repeats the principle of organizing the classrooms around the communal space. These communal spaces are articulated to create many spaces for different activities. The articulation is created by the contra form of the articulated classrooms. The classrooms are articulated to create different activity zones inside. In this school the large communal space are connected with small corridors. They all together forms the meandering street, i.e. the hallway, through the school. All students get in touch here with each other.

58 Montessori School Delft References

Written sources: Hertzberger, H. (2008 ). Ruimte en leren. rotterdam : 010. Hertzberger, H. (2015). Architecture and Structuralism . rotterdam : nai010. Hertzberger, H. (2017). Andere Ogen.

Audio recorded by Kevser Çuldur: culdur, k. (2018). gesprek hertzberger [Geregistreerd door H. Hertzberger]. amsterdam, nederland. Culdur, K. (2018). interview 1 [Geregistreerd door M. Rees]. delft , nederland. Culdur, K. (2018). interview 2 [Geregistreerd door M. v. Veldhuizen]. delft, nederland.

Online sources: azquotes. (sd). Opgehaald van https://www.azquotes.com/quote/843997 Bagviewer. (sd). Opgehaald van Kadaster: https://bagviewer.kadaster. nl/lvbag/bag-viewer/index.html#?geometry.x=83767.508871153&geometry. zoomlevel=6&objectId=0503100000000145&detailsObjectId=0503010000050086 basisonderwijs. (sd). Opgehaald van nederlandse montessori vereniging: http://www. montessori.nl/171/basisonderwijs.html Lagere scholen Nagele. (sd). Opgehaald van Architectuurgids: http://www. architectuurgids.nl/project/list_projects_of_typeofbuilding/typ_id/11/prj_id/645 Maria Montessori. (sd). Opgehaald van nederlandse montessori vereniging: http:// www.montessori.nl/20/maria-montessori.html Montessori method. (sd). Opgehaald van Monarch Montessori: http://www. monarchm.com/who-is-maria-montessori/ Montessori School Delft . (sd). Opgehaald van AHH : https://www.ahh.nl/index.php/ en/projects2/9-onderwijs/114-montessori-school-delft Ten BIG Differences between Montessori and Traditional Education. (sd). Opgehaald van age of montessori: http://ageofmontessori.org/differences-montessori-traditional- education/ oxford dictionary. (sd). Opgehaald van https://en.oxforddictionaries.com/definition/ firstling tijdlijn . (sd). Opgehaald van herman hertzberger: https://www.hertzberger.nl/index. php/nl/biografie/tijdlijn

All not defined pictures and diagrams are made by the author, Kevser Çuldur.

Masterly Apprentice II 59 Design for a building Delft Student Hotel

Kevser Çuldur Masterly Apprentice II 1 Eindhoven University of Technology

Built Environment Architecture, Building and Planning Architectural Urban Design and Planning

Graduation studio: Masterly Apprentice II

Supervisors: Dr. J.C.T. (Jacob) Voorthuis ir. J.P.A. (Jan) Schevers ir. R.P.J. (Ruurd) Roorda

Author: K. (Kevser) Çuldur student ID: 0780730

Eindhoven, April 2019 Design for a building

Graduation Studio ‘‘ The Masterly Apprentice II”

Content

Preface 7

Analysis 11 Student housing 13 Montessori school Delft 19 Hotel Unit 21 Site 25

Delft Studenthotel 31 Design approach 33 Floorplans 41 windows 52 Facade 53 roofterrace 54 towers and section 59 technical drawings 66

Conclusion 71

Reflection 73

Acknowledgements 74

References 75 6 Delft Student Hotel Preface

This booklet is the second part of the graduation project of Kevser Çuldur. The first part consists of a booklet about the analysis of Delftse Montessorischool by Herman Hertzberger. In that booklet a broad and deep analysis is explained about the primary school. This booklet is explaining the design process about the Delf Studenthotel by K. Çuldur. This design is based on the themes learned from the Montessorischool Delft. This themes are applied critically to the design. Both booklets are complementary on each other. The two booklets together forms the complete graduation process of K. Çuldur.

Masterly Apprentice II 7

Analysis 10 Delft Student Hotel Analysis

Target group

Delft is a small city in the Netherlands, but a well-known city for students from all over the world. The city houses the Technical University of Delft. Many students from different countries come to the TU Delft for a short stay study or to do a complete study. The municipality of delft expects many more foreign students in the following years. Because of this the city needs more accommodation for students. I will react to this need with designing a student hotel in Delft. The student hotel shall especially accommodate foreign students. These student come mostly for one semester or sometimes two semesters. They are not familiar with the housing services in the Netherlands. When they come over to the Netherlands they cannot bring furniture with them. It will be difficult to organize everything for a rental room. Searching for a room and organizing things costs time. To facilitate all these difficulties I decided to design a student hotel. The hotel should be a complete home with complete full services. This means that all the rooms will have to be fully furnished and services have to be provided in a well-organized way such as internet, sports, laundrette, restaurants, meeting rooms and study rooms.

A heart-warming house where you meet a lot of people and you do not feel alone when you have newly arrived. Well organized accommodation reduces stress and makes exchange students start their experience in the Netherlands in a good way.

Masterly Apprentice II 11 1. communal living room at MIT Bakerhouse

2. typical bedroom of MIT Bakerhouse

1, 2 : retrieved from https://www.

archdaily.com/61752/ad-classics-

mit-baker-house-dormitory-alvar-

aalto

12 Delft Student Hotel Analysis

MIT Bakerhouse

To understand how students live, I first analysed few well designed student houses. The examples I would like to explain are the MIT Baker House Dormitory, the Girls Disentis Dormitory and the Studen housing weesperstraat. The MIT Baker House Dormitory in Massachusetts is built in 1948 by Alvar Aalto. This dormitory is facing the Charles River and Alvar Aalto wanted to design the rooms facing the River. To find the best solution for how to design a maximum amount of rooms with all of them facing the river, he comes up with a S-like design. The rooms are oriented towards the east. Parallel to the rooms Aalto designed one ongoing staircase till the final level. The staircase is facing the north. In between the staircase and the rooms there is the corridor. The S-shape corridor has widenings on the corners, these spaces are used as communal spaces through the building. These communal spaces are like small living rooms and they are free to enter for all inhabitants of the dormitory. So there is no limitation for the user in which living room he wants to visit. The ratio in square meters between communal space to rooms is 2:3. (ad classics: mit baker house dormitory , sd)

1603 m2

1087 m2

Typical ﬂ oorplan of MIT Bakerhouse communal space Bedroom Staircase/elevator storage/undefined space bahtrooms/wc (sanitary)

Masterly Apprentice II 13 3. solid constructive core in the centre of Disentis Girls Dormitory with staircase, elevator and pantry

4. entrance bedroom through private sanitary zone

3, 4 : retrieved from Hurst, A. (sd).

Gion Caminada: Girls' Dormitory.,

Disentis. AA Files 51, 1-13.

14 Delft Student Hotel Analysis

Girls Dormitory Disentis

The Girls Dormitory in Disentis is designed by Gion Caminada in 2004. This dormitory is designed on a hill and is five storeys high. The building is cubic like and has views over the village from all facades. The interior of the building is defined by a core and rooms around the core in U-shape. The opening of the U-shape forms the communal room together with the core. At every level the U-shape of rooms rotate 90 degrees. So the view from the communal space rotates every level. The core facilitates the infrastructure(staircase and elevator), a pantry and a heated seat. The communal space is shared by eight or nine girls, i.e. rooms. Each room contains its own plumbing. When you enter the room you walk through the sanitary zone to the rest zone. The ratio in square meters between communal space and rooms is 1:2. (Hurst)

110 m2

230 m2

210 m2

97 m2

ﬂ oorplans of Girls dormitory Disentis, communal space each level the U-shape rooms are rotating 90degrees Bedroom Staircase/elevator storage/undefined space bahtrooms/wc (sanitary)

Masterly Apprentice II 15 Analysis

Weesperﬂ at

The Student housing Weesperstraat in Amsterdam is designed by Herman Hertzbeger and is built in 1966. For this studenthousing Hertzberger has designed living units. Each unit has its own entrance from the central staircase. The unit consists of 18 bedrooms with shared kitchen and living room and shared sanitary. Here the students have to use the kitchen and living room in their own unit. There is no free routing in-between the units. The units are closed with an entrance door. The ratio in square meters between communal space and rooms is 1:3

typical ﬂ oorplan of Student housing Weesperstraat. Each ﬂ oor exists of two living units. communal space Bedroom Staircase/elevator storage/undefined space bahtrooms/wc (sanitary)

16 Delft Student Hotel Analysis

Studenthousing

Analysing these student houses helped me how to organise the interior space of the Student Hotel. Some key design decisions are important to apply at student housing. The students are from different countries so from different cultures. They are all unfamiliar to each other. It is important that they remain in contact with each other. I have to avoid that students isolate themselves in their rooms. From the Baker house I have noticed that small rooms pushes the students to leave their room. On the contrary they have less space in their room to store their stuff. The communal spaces in the baker house are accessible for every resident, so people from different storeys can meet each other at one of the communal living rooms. The Baker house has shared sanitary facilities. At the girls Dormitory in Disentis the girls have their private sanitary in their room. They have enough space in the room to rest, study, relax and clean. But for cooking or having some hot beverages they have to use the communal room on their storey. The girls are in touch with each other when they use the staircase, elevator or pantry. Also at this Dormitory the girls are free to decide which communal place they want to use, because every story is free accessible for everyone. On average 9 bedrooms, i.e. girls, shares one communal space. At the Student housing at weesperstraat the students were not able to move free through the living units. This isolates the units from each other and decreases the communication between all residents. This results in some design artefacts I take over from these studenthouses

Masterly Apprentice II 17 Analysis

Studenthousing

The intervention between communal space and private space works pretty good at the Bakerhouse, also because there is series of living rooms you can choose from. This increases the social community through the building. - I would like to design communal spaces free accessible by residents through the whole building. From the girls dormitory is Disentis it works good to design the communal space around the internal infrastructure. When the students use the staircase or elevator they meet other students at the communal room. - The measurements of the room gives a pleasant stay inside. - Provide the rooms with private sanitary is priority for the hygiene and health of the students and also some luxury each student needs. - Place the sanitary zone at the entrance of the room. - Placing the communal space central and wrapping this with rooms works well to bring students in contact with each other. Both student houses works well with their square meters ratio of communal space to bedrooms. - I want to design a student hotel wherein the square meter ratio of communal space to bedrooms is between 1:2 and 2:3

These design artefacts taken from the student houses should be combined with the lessons I have learned from the Delft Montessori school about how to design space

18 Delft Student Hotel Analysis

Montessori School Delft

Montessori school Delft: three different types of classrooms, but all L-shaped

In this school the large communal space are connected with small corridors. They all together forms the meandering street, i.e. the hallway, through the school. All students get in touch here with each other.

Montessori school Delft: Educational promenade meanders through the school.

Masterly Apprentice II 19 take the footprint of L-shaped classrooms and place them towards each other.

shift the footprint diagonally and ﬁ t the pieces into each other.

then rotate the cluster of two footprints 45 degrees. Closed footprint for a ﬂ oorplan arises.

20 Delft Student Hotel Analysis

Hotel Unit

For the interior design of the student hotel, the space organisation from the Montessori school is taken as an example. The articulated L-shape classroom provides solution for the hotel rooms to create different zones inside. Divides the study zone, rest zone and sanitary zone. It is important to get the hotel residents in touch with each other, like Hertzberger does at the Montessori school in delft.

With the first design Hertzberger staggered the classrooms and placed them in opposite position. L-shape room is rotated 180 degree. This arrangement created the articulated diagonal broad hallway, communal space. So I take the L-shaped room and place them in opposite position towards each other. The two hotel rooms are like two puzzle pieces which fits in each other.

With the first extension the L-shape classrooms are rotated 180 degrees and are shifted to left and right. This creates a central space with diagonal rotation line. Applying this approach on the two hotel rooms results in two hotel rooms that shifts and fits in each other. These two shifted and fitted rooms can be seen as intertwined. The contour of these intertwined rooms is articulated now.

With the second extension the classrooms are rotated 90 degrees around the central Hall. For this approach I rotated the intertwined rooms 90 degrees. This rotation enclosures a central space. This approach gives me the perfect solution for organizing the hotel rooms around a central space. The entrance of the hotel rooms face the central hall now. The residents get in touch with each other. Widen the central hall of the unit makes it possible to create corridors going left and right. This widening provides natural daylight inside.

Masterly Apprentice II 21 open the ﬂ oorplan of the hotel unit and place the communal spaces in centre of it.

repeat the ﬂ oorplan of the hotel unit and connect the ﬂ oorplans with a corridor, part of the social promenade.

22 Delft Student Hotel Analysis

Hotel Unit

Like the Montessori school and the MIT Bakerhouse, it is important to meander the hallway through the building. The hotel units can be linked together through the small corridors. This concatenation is a structure what is possible to repeat. This kind of structuring things is also the way how Hertzberger works. He need organization in his designs. Structure organizes. This structure for the hotel units organizes the Delft Student Hotel. Now one hotel unit is created and the concatenation is created. But how is this going to be placed on the plot?

Masterly Apprentice II 23 5. Poptahof 1960

6. Poptahof 1965

5: retrieved from https://indebuurt.

nl/delft/genieten-van/toen-in/toen-

delft-poptahof-jaren-60~15448/

6: retrieved from https://indebuurt.

nl/delft/genieten-van/toen-in/

toen-delft-toen-poptahof-nog-

bestond~33452/

24 Delft Student Hotel Analysis

Site

In the 60s, the surrounding of small city Delft existed of meadows. In this period a high amount of housing was needed. The city planners decided to design a huge housing project around Delft. The plan was called “Voorhof 1”. For this era, high flat towers were seen as the future of housing. So this area was filled with the latest modern technology flats in 1960. Now this place is called the Poptahof. This area of Delft is the high density part of the city. (toen in delft: poptahof jaren 60, sd) (toen in delft: toen poptahof nog niet bestond, sd)

Masterly Apprentice II 25 Railway Station

Poptahof

city boulevard in orange line, development area in green

Railway Station

commercial zones in yellow and orange

tramline

26 Delft Student Hotel Analysis

Site

In the surround of Montessori school Delft some possible plots are available to start a design on. The possible places to design is green coloured. Voorhof was like the second city centre of Delft. The inhabitants were from a financially low background and from a mixed culture. This is also the most multicultural part of the city Delft. Because of the high density and the multiculturality a new commercial and shopping zone has been created in Poptahof/Voorhof . This shopping zone is linked to the city’s central shopping zone with a city boulevard (see the yellow orange zones). This city boulevard through Delft is caused by shopping and a cultural path through Delft (see the orange path on the map) On this path there is a tramline connection to The Hague Scheveningen. The neighbourhood Poptahof is being renovated. The old flats are not all in good condition, some of them are replaced and some are renovated. The renovation is still ongoing. The central train zone of Delft is a huge transformation project of Delft. Parts of this project are adjacent to the Papsouwselaan and neighbourhood Poptahof.

Masterly Apprentice II 27 commercial zone in plinth city boulevard/shopping street

tramline Cycle routing

28 Delft Student Hotel Analysis

Choice for designplot

Thus, few plots are free for a new design of student hotel. I have chosen for the plot at the main crossing point of Papsouwselaan with Westlandseweg, because this plot is situated on a multicultural shopping zone. The student come from all over the world to Delft. The student hotel shall be multicultural in itself. Having multicultural shops and restaurants in their neighbourhood will let them feel at home faster. Another reason is that the tram stop for the tramline to Scheveningen and the Hague is facing this plot. The foreign students can move easily to the touristic place of the Netherlands. With this tramline they have fast and easy connection to the Delft central train station and The Hague Central train station and the coast of Scheveningen. The third reason why I chose for this plot is, there is a safe bicycle connection to the TU Delft. The foreign students who are not familiar with cycling shall learn to cycle in Delft. To keep it safe for them, it is important that they not cross that much busy motorways. Also this plot lays on a new constructed short cycle route to TUDelft.

Masterly Apprentice II 29

Delft Student Hotel

Kevser Çuldur 32 Delft Student Hotel Delf Student Hotel

Design approach

The plot on which I want to design lays at the crossing point of Westlandseweg and Papsouwselaan. The buildings in the surrounding are almost all autonomous buildings. And they differ in orientation. So it was obvious that I start to design a freestanding and autonomous building too.

autonomous buildings

different orientation of autonomous buildings

Masterly Apprentice II 33 Delf Student Hotel

Design approach

First I started with a grid of 4x4 meters. This is the same distance Hertzberger uses for the Delft Montessori school grid. I divided the plot in nine blocks of 16x16 meters. This measurement is obvious for an average gallery flat design. I started with making mass models. I tried out different heights for the blocks. I took the sun orientation into account and lowered the blocks facing the industriestraat

Westlandseweg

Papsouwselaan

Industriestraat

start with a block, divide in equal parts and place parallel to industriestraat housing.

Sun orientation

34 Delft Student Hotel Delf Student Hotel

Design approach

But the blocks in a square did not fit well on site. The other existing housing block at the border of the plot was totally ignored. This housing block has commercial functions in his plinth, so it lays on the shopping path. To make a real Street of this shopping path I placed my building block parallel to this housing block. Now an enclosed Street is created. Two rows of building block is been created. Four blocks are facing the Papsouwselaan and two blocks are facing Nijverheidsdwarsstraat.

Westlandseweg

Nijverheidsdwarsstraat

Papsouwselaan

open the block in U shape and place parallel to housing block at Nijverheidsdwarsstraat

Papsouwselaan

create an inner commercial street, to ﬁ ll the gap of the city boulevard/shoppingzone

Masterly Apprentice II 35 Delf Student Hotel

Design approach

To define the height of the building blocks for the Student Hotel the top ends equal to the parallel housing block, sixteen meters high, i.e. five storeys high.

deﬁ ne height of the building blocks

36 Delft Student Hotel Delf Student Hotel

Design approach

Because of the student hotel is located at a broad crossing road. This plot asks for a high-rise building. High-rise building block shall stay in balance with the high-rise building at the opposite edge of the crossing. Doing the sun study with a high rise tower at the edge shall shadow the road Westlandseweg during the midday sun. So other houses are not overshadowed. To complete the whole design of the Student Hotel the ending block should be high too. But not too much high, because then it shall be out of balance with surrounding buildings. Where the plot faces the south there is an opening made for a green garden. This opening also provides sunlight for the hotel design and shopping street. The shopping zone flows through the hotel design and is connected to the city boulevard, i.e. shopping zone.

sun orientation deﬁ nes the green park and building heights.

3D concept design

Masterly Apprentice II 37 Railway Station

38 Delft Student Hotel Delf Student Hotel

Montessori School Delft and Delft Studenthotel scale 1:5000

Masterly Apprentice II 39 4 2 9 8 6 5 3 7 1

23R x 0,174

22G x 0,202 UP Hotel Entrance

12 13 DOWN 14 15 16 17 18 19 20 21 22 23 UP

2 3 4

5 6

8 9

21G x 0,200 22R x 0,182

22 DOWN

study/exhibition

city boulevard/ shopping street

restaurant

entrance parking garage

bicycle cafe/readshop storage

2 3 4

5 6

8 9

21G x 0,200 22R x 0,182

21 22

public garden

Ground Floor scale 1:500

40 Delft Student Hotel Delf Student Hotel

Ground Floor

The Delft Student hotel should form a commercial street together with the existing apartment block. This street is going to lay on the existing shopping street, i.e. city boulevard. On the plinth commercial functions take place at each building. In the hotel I also want to place commercial functions in the plinth.

On the ground floor of the hotel is designed a small reading shop combined with a cafeteria, on the backside of this cafeteria there is the storage for students bikes. This bike storage is facing the Nijverheidsdwarsstraat. From this street there is an underground parking for the hotel and supermarket visitors.

Towards the cafeteria, at the opposite of the street, I designed a large restaurant. This restaurant provides enough space to facilitate the students and also guests from the neighbourhood. The entrance of the hotel and cafeteria is not intern connected with the student hotel.

Surround the cafeteria and restaurant I designed a green public garden with water, trees and grass. Around these gardens there is public place to stay or do activities. I articulated the shopping street with steps. These steps divided the street in three zones. One is the routing through the square. Second step accentuates the threshold zone or is place to take rest on a bench. The third step are entrances or at wide places these steps provides large activity place. So the communal activity place is articulated and each functions is defined with these three zones.

The entrance of the hotel is at the bottom of the highest tower. In the entrance there is space for lounge and mailboxes of the residents. From the hotel entrance there is access to a large room which provides space for exhibition and some study places around. Directly from the hotel entrance there is a large staircase going up to first floor.

Masterly Apprentice II 41 shopping street

42 Delft Student Hotel Masterly Apprentice II 43 First Floor scale 1:500

44 Delft Student Hotel Delf Student Hotel

First ﬂ oor

The first floor is different from the other floors in the hotel. The main internal routing goes through this floor. This routing should be fireproof and wide. In case of emergency huge amount of students should through this hallway. To keep this hallway always wide and free of obstacles I designed shared houses on this floor. Where the communal living room and kitchen is shared by the housemates. These houses has small rooms, but enough space for four inhabitants. This house is designed like the Dutch student housing culture. Variety in different types of rooms and housing makes it easier for the students who wants to rent. Small room has low a Bill. Like a budget room. On both sides of the fireproof hallway these houses are designed. At the corners of end towers studio rooms are designed. These rooms provides enough space for couples who come over to Delft and want to share the same room. These studio rooms already contains their private kitchen and sanitary. The two building blocks facing the Nijverheidsdwarsstraat are connected with a walkway. In between the towers there is emergency exit connect to the shopping street.

in 3D one studenthotel unit at the ﬁ rst ﬂ oor with large emergency exit

Masterly Apprentice II 45 Second floor and up to floor 4 scale 1:500

46 Delft Student Hotel Delf Student Hotel

Second ﬂ oor and up

From the second floor the hotel units what is created after analyzing student houses can be applied at these six building blocks. These standard hotel units starts from the second floor and goes up to the top. Sometimes the internal arrangement of the floors will change for different functions. The contour of this hotel unit defines the contour of the blocks. These blocks are connected with outdoor corridors.

The outdoor corridor function as small terraces, here the students catch fresh air or smokers can smoke a cigarette. If students want to they can place plants here or make their vegetables grow here. For the use of materials I took the work of Lacaton and Vassal as an example for the hotel design. With cheap materials they make it possible to build large spaces. So for the outdoor corridors I used polycarbonate corrugated sheets. I choose for polycarbonate because this is a strong plastic, is also used for armors. Students can damage the plastic walls very fast, but this material will not be damaged quickly. The polycarbonate walls are moveable. When the students wish to they have an open small terrace or they can keep it closed when it is rainy or too much breezy.

in 3D one standard studenthotel unit.

Masterly Apprentice II 47 standard bedroom type 1

standard bedroom type 2

48 Delft Student Hotel Delf Student Hotel

Second ﬂ oor and up

At the interior of the hotel units each level exists of seven rooms and one room is replaced for a shared kitchen. in the middle of the central space a spiral staircase is designed with small void around the stair case. This void shifts each level, so the residents can socialize in-between the levels. The second staircase for fire safety goes through the outdoor corridors. The elevator and installation shaft is also placed at the central space.

The two intertwined L-shape rooms differ in spatial design inside. Like we have seen at the Girls Dormitory in Disentis, the sanitary should be placed at the entrance of the room. The two intertwined rooms has different type of entrances. The room which sticks out of the square has at the entrance the toilet and sink at one side and the shower at the other side. Walk through this sanitary zone the student enter the rest zone. Here the bed, wardrobe and overhead cabinets are placed towards the long wall and the desk and relaxing chair is placed at the other side. At the other room type the sanitary zone is on the left if you enter the room. Then going around the corner there is the bed, wardrobe and overhead cabinets placed. In front of the windows there is space for desk and relaxing chair. The surface of the rooms is 20m2.

Masterly Apprentice II 49 view in a standard studenthotel unit, facing the shared kitchen and outdoor corridor

50 Delft Student Hotel Masterly Apprentice II 51 Delf Student Hotel windows

There are two types of windows designed at the Delft Student hotel. One type is a large glazed façade for the sticking out rooms. This accentuates the verticality of the hotel. The other type windows are placed in-between floor and ceiling. These windows are placed 50 cm from the floor. The height of the window is 180 cm. The distance between window and ceiling is 30 cm. This window is again divided in two types. One works as a seat window, the other covers the desk behind it. The window which covers the desk has the same outside measurement like the seat window. But at the bottom the transparent glass is covered with solid plates. The solid plates has the same color of window frames and is 25 cm high. Total covered height is then 50+25= 75 cm, same as table height.

variation in windows

52 Delft Student Hotel Delf Student Hotel facade

The window frames has the color dark anthracite. The façade of the building has the color sand beige. I have chosen for this color contrast because I like to place this huge Student hotel complex smoothly in its context. The color sand beige is a natural color, color of the skin tones, color of sand, color of nature. I made the window frames dark anthracite because for the residents these are the beautiful viewports on Delft.

The façade cladding is made from aluminum zigzag sheets. Also Lacaton and Vassal influenced me to clad buildings with cheap materials. I discovered that cheap material should not be untreated and unattractive. Nowadays aluminum provides a huge amount of possibilities for façade cladding. Aluminum can be painted and molded in each form you wish. They are produced as lookalike natural and stone materials. Façade of hotel is not lookalike natural material, but painted to a natural color tone. I started with a corrugated aluminum sheet, but this did not gave the modern straight-lined look. For this, I discovered the zigzag profile aluminium sheet. This was the right profile for the student hotel design. It accentuates the verticality of the hotel towers the best.

facade materials: anthracite aluminium window frame, sand beige zigzag proﬁ led aluminium facade sheet

Masterly Apprentice II 53 54 Delft Student Hotel Delf Student Hotel roofterrace

At the top of the fourth floor I have designed roof terraces. The rooms which sticks out from the building block has private access to the terrace from their rooms. They can reach the terrace with an internal ladder arriving at a plateau with the measurements of 2x2 meters. From this plateau a door opens to the roof terrace. Other residents has also access to the roof. They can reach the terrace by the outdoor staircases placed in-between the hotel building blocks. There is an ongoing routing through the hotel. Each floor is connected horizontal and vertical with each other. So there is a raster of routing through the whole Student Hotel complex.

Masterly Apprentice II 55 roofterrace

56 Delft Student Hotel Masterly Apprentice II 57 Westlandseweg Papsouwselaan nijverheidsdwasrstraat

floor 6 and up Industriestraat scale 1:500

58 Delft Student Hotel Delf Student Hotel

Towers and section

The two towers at the ends of the Delft Student Hotel are high-rise tower. The tower on the crossing roads with Westlandseweg and Papsouwselaan is 20 storeys high with the same roof terrace on top of it. The roads are here wide-ranged, so a huge open space for motorway is reserved. The high-rise tower shall be the landmark point at these important crossing. A landmark for the city boulevard and for the second city centre of Delft.

The tower at the crossing roads of Industriestraat with Nijverheidsdwarsstraat is 10 storeys high with the same roof terrace on top of it. The height of this tower is in subtle connection with the surrounded buildings. Higher tower shall bring the city structure out of balance.

These two towers do not have a direct connection on each floor with an outside corridor anymore. The second fireproof staircase is brought inside the tower. This provides a sleek, slender and clean design structure of the hotel towers. To provide the students in the towers with larger communal spaces, at some floors the communal space takes two standard bedrooms into use. The functions for the communal space are shared laundry, shared lounge with TV, shared game room. The sport facilities takes one complete floor of one unit into use. This is designed in the highest tower. In the following section drawings these spaces are visible.

Masterly Apprentice II 59 Section

60 Delft Student Hotel Masterly Apprentice II 61 West elevation

62 Delft Student Hotel Masterly Apprentice II 63 Delf Student Hotel

Parking garage

Level -1 scale 1:500

64 Delft Student Hotel Delf Student Hotel

ﬁ fth ﬂ oor plan

Floor 5 roofterraces scale 1:500

Masterly Apprentice II 65 Delf Student Hotel

horizontal window detail

- CS 86 reynears rotating part

-Prefa slide-in fastener for zigzagprofile

-Prefa zigzagprofile 22/40/2,0 -Z-profile -Support profile L shape -Water-retaining foil -Insulation -Distance holder -Insulation -Fastener in construction -Construction wall

66 Delft Student Hotel Delf Student Hotel

Vertical window detail

-Vertical window detail -Carpeting -Floating screed 50mm -Insulation 45mm -Finishing layer 25mm -Prefab Appartmentfloor VBI 260mm -Plasterboard

-CS 86 reynears fixed part

Masterly Apprentice II 67 Delf Student Hotel

Technical section 1:30

68 Delft Student Hotel Masterly Apprentice II 69 7.

7: retrieved from https://

www.ahh.nl/index.php/nl/

projecten2/9-onderwijs/114-delftse-

monessorischool

70 Delft Student Hotel Conclusion

A visible translation is made from Montessori school Delft to Delft Student Hotel. Hertzberger started with designing the classroom for the Montessori school in Delft. To create places with different functions he articulated the classroom. He also articulated the hallway and saw this as an extension of the classroom. He designed space what makes the children active. He provided the school with a lot of working places. With this design Hertzberger compared the school with a city where people meet each other and learn from their surroundings. In this model the hallway is comparable with the street, the students are free without supervision from the teacher. The classroom is comparable with the house, with different kind of activity places and supervision from the teacher like a mom. The model of the street is applied on the student hotel to bring the students together, to increase the contact in-between students. the use of communal space is an important theme for student housing. In this student hotel a repeating structure is present, this organizes the interior space. This structure is enriched with the articulated floorplan. Each floor is designed as a free accessible unit for residents. The functions the student need is all included in the hotel, like laundry, fitness, game room, lounge room, study room, bike rent, restaurant, cafeteria, garden, terraces. The rooms has enough space and many cabinets, sanitary is private. Students share the kitchen on each floor. The surrounding of the hotel is always active, there is always something to do. Students really shall feel themselves at home.

Masterly Apprentice II 71 72 Delft Student Hotel Reﬂ ection

My graduation project took one year and a quartile. This graduation studio is an ongoing studio. Each generation has to follow the same steps. It is fine to see what work they have done and to know what is expected from us. This studio works in group relation and the older generations helps the younger ones. Everyone is open to help each other, since the expectations are high and sometimes hard to achieve. My start at this studio was good. I had a good preliminary presentation. But then started the design period. I had difficulties to start shaping my design. The architect I have analysed, Herman Hertzberger, has an opposite approach for what I usually do with designing. He doesn’t like to fit the building in an envelope what limits your possibilities. With the Montessori school he started designing the interior ordening. It was difficult for me to make this translation. For this reason I have worked parallel on the exterior and interior shape of the hotel. The six building blocks(tower) is originated from the site analysis and the lesson from Hertzberger to design in a structure. The interior shape of the hotel is a direct translation of the floorplans of Montessori school Delft. This floorplan created the shape and appearance of the building blocks. So during my process I had all ingredients from the school, from studenthousing, from the site analysis. At the end all these ingredients came together and I am really glad with the result. When I had no idea how to solve for example the façade or windows, the Montessori school gave me the answer for the solution. So a research of the school was done in the begin, but during the design process of my hotel I discovered how these details are applicable on the design. When I saw the beautiful result of the hotel design I was motivated more and more. Now I am at the end of this process. A product is made. But sure there are still things to improve or to make it better. With this graduation studio I have learned to work with Archicad. I made renderings for the first time. I really loved the results of the render. I also wished to learn making renders with cinema 4D, despite my personal circumstances it was not possible. But there is always space to learn this in the future.

Masterly Apprentice II 73 Acknowledgements

First and foremost I would like to express my gratitude to my tutors for their guidance, their insightful thoughts and many reflections: J.C.T. (Jacob) Voorthuis, J.P.A. (Jan) Schevers and R.P.J. (Ruurd) Roorda, and teacher assistant M. (Mateo) Basso. Furthermore, I would like to thank my generation, Niek Snels, Léon Verhoeven and Martijn van Vliet; and all the fellow students from the Masterly Apprentice studio for their feedback and for creating such a pleasant and constructive work ethic in the graduation studio. And lastly, I thank my fiancee, my relatives and my friends for their help, understanding and their patience.

74 Delft Student Hotel References

Written sources: Hertzberger, H. (2008 ). Ruimte en leren. rotterdam : 010. Hertzberger, H. (2015). Architecture and Structuralism . rotterdam : nai010. Hertzberger, H. (2017). Andere Ogen. Hurst, A. (sd). Gion Caminada: Girls' Dormitory., Disentis. AA Files 51, 1-13. Vassal, L. a. (2017). Lacaton & Vassal horizonte post-mediátoco. El croquis.

Audio: culdur, k. (2018). gesprek hertzberger [Geregistreerd door H. Hertzberger]. amsterdam, nederland.

Online sources: delftse montessorischool . (sd). Opgehaald van ahh: https://www.ahh.nl/index.php/nl/ projecten2/9-onderwijs/114-delftse-monessorischool ad classics: mit baker house dormitory . (sd). Opgehaald van archdaily : https://www. archdaily.com/61752/ad-classics-mit-baker-house-dormitory-alvar-aalto Bagviewer. (sd). Opgehaald van Kadaster: https://bagviewer.kadaster. nl/lvbag/bag-viewer/index.html#?geometry.x=83767.508871153&geometry. zoomlevel=6&objectId=0503100000000145&detailsObjectId=0503010000050086 cs-68 HI . (sd). Opgehaald van reynears: https://www.reynaers.nl/nl-NL/architecten/ producten/ramen/cs-86-hi kartelprofiel. (sd). Opgehaald van prefa: https://www.prefa.nl/productcatalogus/ gevelsystemen/kartelprofiel/ Montessori School Delft . (sd). Opgehaald van AHH : https://www.ahh.nl/index.php/ en/projects2/9-onderwijs/114-montessori-school-delft student housing weesperstraat. (sd). Opgehaald van ahh : https://www.ahh.nl/index. php/en/projects2/14-woningbouw/135-student-housing-weesperstraat-amsterdam toen in delft: poptahof jaren 60. (sd). Opgehaald van indebuurt: https://indebuurt.nl/ delft/genieten-van/toen-in/toen-delft-poptahof-jaren-60~15448/ toen in delft: toen poptahof nog niet bestond. (sd). Opgehaald van indebuurt: https:// indebuurt.nl/delft/genieten-van/toen-in/toen-delft-toen-poptahof-nog-bestond~33452/

All not defined pictures and diagrams are made by the author, Kevser Çuldur.

Masterly Apprentice II 75