4.1 PRECEDENT STUDIES
4.1.3 Grantleigh Titanium Learning Centre, Richards Bay, South Africa
75 | P a g e Figure 4.26 - Grantlegh titanium science centre (Theunissen_Jankowitz_Architects, 2013)
4.1.3 Grantleigh Titanium Learning Centre, Richards Bay, South Africa
76 | P a g e Figure 4.27 - Site satellite image (Google, 2021)
4.1.3.2 Participatory Planning
The project architect, and director of Theunissen Jankowitz Architects, Mr Greg Hendricks (2020) during an interview with the researcher revealed that weekly workshops were conducted with grade 11 and grade 12 learners, and teachers from the school. According to him this collaboration in the form of participatory planning process that yielded results reflected in the building. Unfortunately, some of the ideas which emerged from this process were thwarted by budget restrictions.
4.1.3.3 Context
The Titanium Learning Centre is situated in the northern section of a private school campus, isolated in the middle of gum tree forest plantation between the communities of kwaMbonambi and Bhejane, approximately 25 km from Richards Bay. It is a destination location which is influenced by site planning rather than urban planning. In essence it has to respond to the site and needs of the school community, then the greater community at large.
The building is bordered by neo-classical inspired auditorium and main reception buildings of the existing school on the west, a new maths science block in the north, and the gum tree forest on the east, situated at the end of an avenue. The design sought to contrast the existing context with modern forms and an organic shaped roof. (Leading Architecture and Design, 2013, Hendricks, 2020).
77 | P a g e Figure 4.28 - Site plan (Hendricks, 2020)
4.1.3.4 Structure and Finishes
The structure consists of plastered and painted reinforced concrete columns and brick walls.
The distinct steel roof which was derived from the concept of a bird in motion, mimics the rib cage of a bird. The roof span increases from the west to the east section of the building. The curved cold-rolled steel beams supporting the roof extend, connecting to the ground at certain points to reveal the bird-like ‘ribcage’ (Moorcroft, 2013, Steel Awards 2013, 2013, Leading Architecture and Design, 2013, Hendricks, 2020).
4.1.3.5 Spatial Programme
The Titanium Learning Centre features a raked 144 seat auditorium, two science laboratories located on the first storey, teachers’ offices, a boardroom, kitchen, and an outdoor covered amphitheatre. The building is linked to an enclosed courtyard, the new maths block, and ablution block. The spatial programme makes provisions for water harvesting utilizing three 5000 litre water tanks above the ablution blocks. The enclosed central courtyard is employed for outdoor lectures and dissections. The building itself is arranged symmetrically to the auditorium.
78 | P a g e Figure 4.31 - Building section (Hendricks, 2020)
Figure 4.29 - Enclosed courtyard (Leading Architecture and Design, 2013)
Figure 4.30 - Maths and ablution blocks (Theunissen_Jankowitz_Architects, 2013)
The auditorium and administration areas are accessed from the foyer, which links the porte cochère to the outdoor courtyard. The laboratories upstairs are accessed via a bridge and staircase (Moorcroft, 2013, Steel Awards 2013, 2013, Leading Architecture and Design, 2013).
4.1.3.6 Learning Stimuli
The roof structure elevates the character of the building through its form. Navigating around the exterior of the building becomes an experiential, and visual gratifying encounter, considering that the visual perception of the building changes in relation to various viewpoints (Moorcroft, 2013, Steel Awards 2013, 2013, Leading Architecture and Design, 2013).
The Centre features brightly coloured accents on certain elements of the building, utilizing energetic colour palettes, on contrasting lightly coloured walls. This is synonymous to comments of Day and Midbjer (2007), regarding such colours as invoking physiological responses of excitement. The design architect, Hendricks (2020), confirms this as his intention during the interview.
79 | P a g e Figure 4.32 – Perspective
(Theunissen_Jankowitz_Architects, 2013)
Figure 4.33 – Bright colours (Theunissen_Jankowitz_Architects, 2013)
“Colour, obviously [was used] for motivation and inspiration to the learners (Hendricks, 2020; 08:30).”
He further elaborates on the selection of colours.
We just looked at vibrant colours. You know. The whole, the existing building of the school is, it's very dull. And you know, we just wanted to, to, colours that when kids go there, they're going to be alive and you know, just feel alive. And hence our palette was based on, on vibrant colours (Hendricks, 2020; 14:26).
Daylight is considered in all learning spaces. They consist of glazing on at least two sides of the space, which also have openable sections for natural ventilation – with the exception of the auditorium. Inverter air-conditioners compensate when consistent air quality is required.
Lightwells positioned centrally in the building transmit daylight from the skylights on the roof to the entrance foyer.
The architect designed a multi-dimensional timeline under the raked ceiling which indicates scientific pioneers and milestones throughout history. The idea was to transcend the foyer from a transitional space to an inspirational space that extends learning beyond the classroom (Leading Architecture and Design, 2013, Hendricks, 2020, Steel Awards 2013, 2013).
But the whole idea was that you'd sit underneath it and you'd read, you know.
You'd basically, if you're waiting for somebody, you won't wait idly and look at your cell phone. You'd look and walk and learn about lots of things. And that's what it was about. It's about having this, taking every wall, every panel, texture, to make it something that you can learn from (Hendricks, 2020; 41:21).
80 | P a g e Figure 4.34 - Experiential entrance foyer (Leading Architecture and Design, 2013)
This idea of promoting the building as a self-exhibition of learning was carried throughout other elements within the centre. Notably, it is evident in the furniture, electronics, and signage. Custom teacher desks were made to resemble square root symbols. The electrical wiring in the ablution blocks is left visible within transparent perspex conduits, allowing learners to see the coloured live, neutral and earth wires in a real-life setting. Electrical kiosks have transparent glass panels, with all their trip switches on display for learners. Signage has been inspired by the periodic table of elements.
The enclosed courtyard, outdoor covered amphitheatre, and the science experiments room behind the latter amphitheatre, allow for interaction with the outdoors synonymous with contemporary learning ideas. Similarly, it puts learning on display to passers-by. In the case of science experiments room, the work is continually left on display as it progresses to its final stage (Hendricks, 2020).
81 | P a g e Figure 4.36 - Custom teacher's desk
(Theunissen_Jankowitz_Architects, 2013)
Figure 4.35 - Bathroom vanities (Theunissen_Jankowitz_Architects, 2013)
Figure 4.37 - Entrance porte cochere and signage (Leading Architecture and Design, 2013)
82 | P a g e Figure 4.38 – Perspective (ArchDaily, 2017b)
4.1.4 Francis Kéré’s 2017 Serpentine Pavilion, Kensington Gardens, London, United Kingdom