CASE STUDY. Introductio n The history of architecture h

CASE STUDY

Introductio
n
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The history of architecture
have define that form
follows function. Meaning
that the form taken by the
building will be heavily
influenced by the core
function of the building
These case studies will to
explore the theory,
philosophy and creative
ideas behind the project.
The connection that the
architect created between
his/her idea and the lines
in his/her sketches

Intro cont’
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Other factors to be
explored include the
design concepts or
aspirations and
demonstration of the
architectural design
elements
Case studies on
incredible and award-
winning residential
buildings featuring
innovative design
concepts enable the
student to get new
ideas on how to
approach
architectural design
This report will study
architectural designs
such as Chau Chak
building, Science
building, Swanston
building, and
Melbourne design
school. The benefits
of doing a case study
on innovative designs
include:

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•The study enables the student to understand the
scope of the project better.
•The study equips the student with new innovations
and information that enable the student to develop
inventive and functional designs
•It sparks creative thinking within the student’s mind.

Case Study 1: Chau Chak Building
UTS
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The Chau Chak building is
one of the Australian first
building to be designed by
the celebrated modernist
architect Frank
Gehry(Calzini 2015) .
The building is located in
Haymarket precinct, City
Campus (Calzini 2015) .

The design concept was a
cluster of tree houses
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Sketching and conceptualization by Gehry

Context
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.The Chau Chak building challenges the
traditional idea of the context
.The building form can fit in an urban,
local, rural, virtual or global context.
.The east facing facades feature a fluid
brick façade that celebrates the
sandstone heritage of Sydney while the
west facing facades feature angular
glass shards that fit in with the
contemporary surrounding structures
(Calzini 2015)
Contrasting brickwork and glass facades
Use of contrasting materials and undulating angles

Structural detail and spatial
connectivity
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The construction of the
building challenges
construction norms; the
standard construction
method using brick veneer
has been altered to achieve
a seamless fluid form with a
smooth texture finish.
The interior spaces were
designed adopting the new
education model for UTS
that required increased one-
on-one interactions and
direct communication
between users
The resultant design features oval-
shaped spaces that allow a sizeable
number of users per session. In addition,
the building contains numerous informal
spaces within the circulation space that
are easily accessible from the food
courts that are well ventilated and
contain lots of natural lighting (Calzini
2015)
Detailed brickwork

Case study 2: Science Building
UTS
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The Science and
Graduate building
(also known as
building seven) is
located in the City
Campus for UTS
(Neustein 2015)
The entire concept
of the building
follows an organic
form which can be
seen in the exterior
envelope, the
shape of the
atrium, spiral
staircase and the
lighting fixtures
The building is a
spectacular
example of a
building that was
inspired by its
organic concept
down to the details.
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The exterior has an
organic undulating
facades that are
accentuated by
contrasting
rectangular glass
windows (Neustein
2015) Organic form concept

Concrete spiral
staircase
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The main circulation feature of the building is the spiral staircase that is
accentuated by an above skylight
The resulting shape allows beautiful natural lighting
from above. In addition, it is cladded with pastel tiles
that give the space a warm and welcoming aura for
all its users ((Neustein 2015.

Building services and function
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The lighting fixtures within
the green auditorium have
been designed following a
conical flask shape . These
lighting fixtures provide
vibrant green colour that
amplify the green colour
and ambience of the
auditorium. (Neustein 2015)
The base color chosen for
the entire design was
green. The colour has been
linked to calmed
environment necessary for
learning and creativity. The
color is present in the
exterior facades, the
interior learning spaces and
the green auditorium

Case Study 3: The Swanston building
RMIT
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The Swanston academic
building (SAB) was designed
for the RMIT University’s
College of Business. It is
located within the university’s
urban campus along Swanston
Street(Smith 2012)
RMIT urban campus has
been described as a ‘city
within a city’
This building has been lauded
for its contemporary approach
to educational architecture,
bold use of colors, use of the
latest technology fittings and
sustainability(Smith 2012)

Site planning and vertical circulation
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Utility and space enhancement:
Use of bold colors and geometry
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The entire building is accentuated
with bold colors that are not often
featured in commercial or education
architecture (Smith 2012). The
exteriors facades are made up of
jagged edges that are folded and
curved, that feature yellow, grey
and blue accent panels).
Bold geometric shapes can be seen
throughout the building from the shapes
of the exterior panels, the luminaires of
the light fittings in the interior and the
shape of the furniture(Smith 2012)
Triangular shaped panel and windows Use of striking geometry and bold colors Lecture hall with striking geometry
features and colors

Function, User behaviour and
requirement studying
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Due to space constraints, the
design was envisioned on the
idea of a ‘vertical campus’,
that is, vertically stacked
informal open spaces that are
connected to the central
circulation system(Smith
2012).
The building contains double-
volume lobbies that function
as social spaces. These
lobbies act as informal
learning centers for the
individual learning and group
discussions and also function
as focal points for each floor
The windows follow a
distinctive triangular design
that provides maximum views
and optimum environmental
performance(Smith 2012).
There are three windows per
level, each of which offers
three particular views;
straight out, down and up
Social informal learning spaces

Case study 4: Melbourne School of
Design
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This structure houses the architects, urban planners, landscape
architects, ecologists and builders among others
This building was designed with the idea of pedagogy and broader
studio environment as these fields of study in such a type of
environment
Its true to say the building has been designed for visibility and
engagement on the part of users especially the students..

Environment responsive
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The design of the structure has
been done in way that its
spatial allocation and
configurations, programmatic
adjacencies and relationships
foster a rich learning
environment which pushes for
creativity and resourceful
design research(Kaji 2015).
The building has many
inventive structural and
environmental ideas that have
made it grow into a live learning
tool for both the students and
staff at large (Kaji 2015). For
instance the outstanding
impressive atrium offers
spectacular visual and physical
interconnection between
students and the staff.

Structural details
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The open
permeable ground
plane and the
transparent facades
expose the creative
and cooperative
undertakings to the
rest of the
campus(Kaji 2015).
The environment created
as a result of spatial
organization ,transparenc
y and the various
inventive spaces that
were created as a result
of creative planning by
the designers pushes for
interactive studying that’s
is not only good for
performance but also the
real world.
The building offers a flexible environment where one can think,
design, draw experiment and prototype. This doesn’t have to happen in
classrooms because with the changing times its true to say that technolo
plays a big a big part and the conversations that take place in different
places are important.

Conclusion
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Architects have used art in
their designs as a visual
language and as a form of
communication such as Chau
Chak UTS building to resemble
a cluster of tree houses. The
social function demonstrated in
the art can be interpreted by
viewers to give different
meaning deeply rooted in their
culture and community.
The architectural designs such
as the Science building UTS,
the Swanston building and
RMIT are not only intricate in
their utter simplicity,.
Our responsibility as future
architects lies in transforming
the built environment by
borrowing inferences that
mirror our communities and
cultural practices, combining
these ideas to come up with a
concept that relates to the
community and interacting
with the site to achieve
uniformity and sustainable
design.
The designs are also breath-
taking in how they exemplify
merit demystifying the myth
that excellent ought to be
expensive and farfetched

Conclusion cont’
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The designs achieve illustrations of
how and simple form can be fine-
tuned into an aesthetically iconic
structure
One that standout
among the rest while
taking the all-important
strides in modern
technological
advancements in tune
with the rest of the world
through creative ideas
and philosophies that
end up creating
interesting architectural
design elements

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References
Burchett, M., Torpy, F., Brennan, J. and Craig, A., 2010. Greening the great indoors for human
health and wellbeing. Sydney: Plants and Indoor Environmental Quality Group, Centre for
Environmental Sustainability (CEnS
Calzini, J., 2015. Dr Chau Chak Wing Building. Gentry Partners Bolsters UTS, 104(2), pp. 24-33.
Calzini, J. and Bennetts, P., 2015. Dr Chau Chak Wing Building. Architecture Australia, 104(2), p.24.
Dias, A.M.P.G., Skinner, J., Crews, K. and Tannert, T., 2016. Timber-concrete-composites increasing
the use of timber in construction. European Journal of Wood and Wood Products, 74(3), pp.443-451.
Iyer-Raniga, U., Moore, T., Ridley, I. and Andamon, M.M., 2016. Aligning goals for sustainable
outcomes: case study of a university building in Australia. In Engaging Stakeholders in Education
for Sustainable Development at University Level (pp. 163-176). Springer, Cham
kaji-O'Grady, S., 2015. Melbourne School of Design. Architecture Australia, 104(1), pp. 22-32.
Neustein, D., 2015. UTS Science and Health Building. School of Architecture at the University of
Technology, Sydney, 104(3), pp. 14-22.
Smith, D., 2012. The Complex: The Swanston Academic Building by Lyons offers architectural
complexity without contradiction. Deakin University, 101(5), pp. 28-36.
.

Thankyou
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