Scott Sutherland School 2015 Yearbook

 

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A selection of Student work from Architecture, Architectural Technology + Surveying

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A New Beginning Scott Sutherland Yearbook 7 Holly Kennedy, Volha Druhakova // Editors This is the last SSS Yearbook to be produced at Garthdee House. By next year students will have spent a year in the new Riverside East building and will, no doubt, want to reflect on the qualities of their new home and its impact on their education and work. For now, we thought it would be worth reflecting on the particular qualities of the present or ‘old’ school building and the way in which students and staff have made use of it in recent years. During our time as students the Garthdee campus has changed beyond recognition. In the process we have lost a union bar in the city, but gained a number of new resources on site. As Year 6 students we are not just leaving the building, we are also leaving the school too. Looking back over the past 6 years it is interesting how much the school has also changed. Developments in the workshop (digital printing and laser cutters) and changes in the labs (the emergence of 3D modelling and BIM etc) have had a major impact on the work we produce and how it is presented. It feels as if architectural education has changed a lot, although we can’t quite agree on the nature of the change. Whether education is more or less radical, technologically driven or marketing-orientated are questions on which you might chose to make your own judgement based on the work in this year’s book. As we are moving to a new building, we thought it might be a good time to experiment with the format of the yearbook. We decided to go for a large square format so we could show work in a legible fashion. We hope you like it. Contents 04 Scott’s Present, Past and Future 10 Competition entries 13 The Big Crit 2015 24 Architecture Part 1 25 Stage 1 Studio 28 Stage 2 Studio 34 Stage 3 Studio 42 Architectural Technology 49 Journeys 54 Essays on Modernism 58 Product Design 60 Architecture Masters 61 Stage 5 Studio 66 Stage 6 Studio 84 Electives 86 Dissertations 90 Sketchbook Editorial Team Volha Druhakova // Editor Holly Kennedy // Editor J’ Stewart // Commissioning Shallom Okello // Commissioning Zisan Duniya // Design and Production Rob McCaughan // Design and Production Special Thanks to Penny Lewis Scott Sutherland School 2015 1

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A Working School Life in Scott Sutherland School’s ‘Old Building’ Volha Druhakova // Stage 6 After five years of study Volha Druhakova reflects on the very particular qualities of the present Scott Sutherland School building. It took me a while to actually understand the coding system for the rooms at the Scott Sutherland Building. Actually, it is very straightforward: S stands for Scott Sutherland School and A, B, or C corresponds to basement, ground and first floor respectively. This is followed by a room number, although sometimes not in order that you expect. Each of these numbered spaces have their own identity expressed in a variety of ways by those who think of the building as their own. There is SB42 or the big lecture theatre, SB36 - the long studio on the other side of the courtyard, the studio with glulam beams (SC 32), ‘Fergus’ (SB21) ‘ and ‘ the Old house’. 1 3 1 Stairs in the south wing 2 Ground floor corridor South wing with student work and storage lockers along the walls 3 Stairs in the East wing 2 The building is planned with all of the spaces off a central corridor, which closes in on itself forming four wings around central courtyard. New visitors can get easily lost if not familiar with organisation of the plan or the codes. The absence of a legible plan form and the difficulty in navigating the building can be considered a negative thing ; however, strangely, for those of us who studied or worked in there for many Scott Sutherland School 2015 5

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Present, Past and Future separate spaces; larger as studios, smaller seminar rooms and yet smaller cellular staff offices. Studios Each architecture year has its own studio, and so different years are quite isolated from each other; it feels a bit like trespassing to go into somebody else’s studio. At some point one of my projects was to design an architecture school. We speculated on the possibility of all years to be together in one space and to learn from each other. During that project we tried to formulate what would be the ideal architecture school in terms of circulation, work, presentation and learning spaces and the first point of departure was of course our own building, identifying what worked and what didn’t. In the end about half of us ended up designing something similar to the current school, so it is probably all right. Studios accommodate activities such as dayto-day self or lecturer-assisted study (drawing, work on computers, model making); storing work using any available corner, a patch of wall, floor or someone else’s desk; displaying work -from pinning up sketches in progress to completed presentations printed on large format paper or projected on the pull-down screens; crits and reviews, discussions - in groups and more private ones; having breakfast, lunch and dinner (unofficially), because students often stay in studio from 8am till 10 pm. All of the above would involve using various drawing media and 1 years, it adds to the feeling of being at home and distinguishes its residents from outsiders. Corridors are quite dark and fairly narrow, however it is usually the case that any suitable wall or corner is taken over by the students to display work, or simply store work such as enormous models of cities or skyscrapers (the lack of storage does not need explaining). There is also a fragment of a space frame and scaled casts of the classical orders displayed on the walls around stairs. It adds to the atmosphere of the place and registers the potential of the multiple functionality of circulation spaces. This architecture school is a place of work. Following the conventional 1950s planning of educational facilities, it consists of many different 2 6 Scott Sutherland School 2015 3

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STUDIOS WORK HARD. It is expressed in the photographs, as in real life we get used to all the amount of activity and stuff around and stop noticing it. Offices Staff offices, rooms of nice proportions with tall ceilings and large windows, are usually shared between 3 or 4 people and distinguished by better organisation. They even manage to subdivide them to create small meeting areas. Offices contain a wealth of interesting things including thematic selection of periodicals, books, works of architecture and art, previous generations of students work, memorabilia etc. all kept in the most popular storage solution -wall shelving. Walking into any of the staff offices is a learning experience in itself -they are containers of ideas. The preparation to the move involved a major clearance of offices, the activity which was always thought about, but never actually happened, but hopefully this aspect of tutor’s offices will remain. How do you transfer culture from one place to another? Probably with material carriers: physical things, which embody culture. Maybe the new building does not need dedicated storage space (also the case with digital one), because things get forgotten in there and so lose their purpose. Labs, lecture theatres and pin-up spaces Review and exhibition spaces, lecture theatres, seminar rooms, computer labs are all learning spaces. Reviews happen in studios and the whole school is literally an ongoing exhibition. Once a year studios get a real makeover for the End of Year Show, when everything is transformed for the celebration of achievement and hard work. The most important events such as the Big Crit and open days happen in what is considered the best presentation space: the old house, where the architectural qualities of the place adds a special value to the event. I can’t imagine the Big Crit anywhere else really, but it may change when the school moves. Two lecture theatres are also used for presentations (usually full) and for the lectures (rather empty), and surely everyone is familiar with the situation when the technical side of things does not quite work. The manner of presentation is becoming more and more towards the digital, and so is the methods of production of work. In recent years there was constant demand to increase quantity of computer workstations in the school, resulting in more rooms adopted as computer labs. Some students don’t even use the studio anymore. Is there a need for seminar rooms as this mode of teaching can happen online? The separation of physically produced part of work from its digital component creates problems and the pre-digital age building could not be easily adapted to avoid this. However, I believe that it is important for an architecture school not to substitute studios for computer labs, but to integrate both; as now all students have their own laptop alongside a sketchpad and a cutting mat. Having both studios and labs requires more space, but perhaps the enormous studios of new building will provide some answers. 4 5 1 Makeshift review space (Stage 5/6 Unit 2 studio) 2 Arrangement of permanent review/exhibition space within the studio (Stage 3 studio) 3 Smart organisation of workplace so everyone has their own space (Stage 3) 4 Office with small meeting area made by subdividing the room with shelving units 5 Small office Workshops Intermittently the workshop in the basement become the most important place for every student. Here is the chance to have your project built. It can be at a variety of different scales from 1:1 for the product design to contour Scott Sutherland School 2015 7

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Present, Past and Future models. Around studio deadlines the workshop becomes a place of hectic activity, filled with noise, dust and queues of people. Again, CAD-CAM is taking over conventional tools, faster than the workshop can respond. A building For an architecture student there is another use of the building: as a learning tool itself. When we need to look closer at precast concrete construction elements, arrangement of saw tooth rooflights , prefabricated concrete panels, Crittall metal windows, example of well-proportioned steel stairs, terrazzo flooring, light conditions in south facing spaces or courtyard planning - we can easily find them just a few steps from the studio. This will be true for the new building as well, only there students will learn different things. The way we use building does not only depend on the type of activity undertaken, it is also an expression of certain culture created by several generations of users. This culture is probably the most important thing to retain when moving to a new place. 1 1 Opening of an exhibition in the Old Hall 2 Studio arranged for reviews 3 One of the computer labs 4 Workshop 5 Drawings (based on the drawings provided by the RGU Estates Department) 3 2 equipment, cutting and gluing card, paper, wood, casting concrete (definitely unofficially), using the pull down sockets to get access to mains electricity (we greeted their installation, finally after much struggle, with cheers), producing various smells, lots of rubbish, trip hazards, etc. Because of multitude of activities now and again studios need rearranging to accommodate presentations, exhibitions, or different number of students. So everything is temporary, shifting; one rarely has their own desk for a long period of time, sometimes not at all. This is quite a strong issue amongst students: without exception everyone longs for their own part of space, untouchable and unchallenged, the space that can be customised and individualised. And if complete with additional storage space close at hand –it’s dream come true! However, I noticed that it is a question of a smart approach to the organisation of space, rather than not having enough space; studios prove to be flexible. 8 Scott Sutherland School 2015 4

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Ground floor plan First floor plan North Elevation East Elevation South Elevation Basement floor plan West Elevation 5 Scott Sutherland School 2015 9

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Look Again Festival information hub design Scott Sutherland School Students // Stages 2-5 The students were set a brief to design a new temporary structure for the city’s Castlegate to act as the festival hub and information point for Look Again 2016. The students were asked to use recycled and low cost material for the hub. The winner was Lucy Fisher with “Mirror pavilion”. “Aberdeenshire Map” by Andy McDonagh and Kyle Scott and Pallet Pavilion by Calum Ward & Vicky Mitchell were runners up. Competitions continued text. 1 1 Mirror Pavilion Lucy Fisher 2 Pallet Pavilion Calum Ward & Vicky Mitchell 3 Viewpoint Pavilion Kirsten Macfarlane & Karen Reid & Emily Fawdon 4 Aurora Pavilion Thomas Perritt & Sophie Houston 5 Aberdeenshire map Andy McDonagh & Kyle Scott 2 3 4 10 Scott Sutherland School 2015 5

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120 Hours Preserving Pyramiden Blanka Borbely, Gabriel Wyderkiewicz, Amanda Vos // Stage 3 120 Hours is an international student competition set up by The Oslo School of Architecture and Design. The title of the competition comes from the time allowed for the full competition process from conception to completion. Frozen in time, Glaciären drapes its protective form around the abandoned Pyramiden. A rarity in this area of the world, the history of this once pulsing but ill-fated community must be brought back to life. To play to the town’s strengths we turned to the landscape to find the answers in order to preserve this piece of history, a structure that can dwell for thousands of years – a glacier. The aim for this piece was to be able to protect the town from the harshness of the extreme environment it lies in, whilst reflecting the arctic landscape. The Glassier will harvest the inconsistent sunlight it receives through fibre optic technology so it can act as a beacon of the north. Highlighting the monument, the piece will be seen from miles away and can be explored by visitors touring Svalbard. 1 1 Site plan 2 Setting in the landscape 3 Concept 2 3 Scott Sutherland School 2015 11

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Big Crit Poster Poster Design Competition 10-17.03.2015 Winning entry: Natali Hristova Competitions 1 32 1 Natali Hristova 2 Kimberly Smith 3 David Jones 4 Xanthe Bodington 4 12 Scott Sutherland School 2015

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The Big Crit 2015 A Recap of the Big Crit Zisan Duniya // Stage 6 Unit 2 The 7th edition of The Big Crit was an unforgettable experience for many people who were present. It is an annual student review show which highlights some of the best works that have emerged throughout the year. The event also provides an opportunity for students to meet and interact with a panel of highly respected architects and professionals. This year that panel was made up of Harbinger Singh Birdi, Heinz Richardson, Adam Khan, Alan Dunlop, Cecilie Andersson and Ben Addy. One of the presentations being delivered by the Stage 5 students on the ‘Future of Norway’ was called the Northern Verge. They were asking this question ‘Could Norway’s and by implication Scotland’s economy flourish without oil?’ After the presentation Cecilie Andersson, who was very familiar with the context, commended the students on being able to carry out projects that were presently relevant to the Norwegian context. Another presentation, which was delivered by the Stage 6 students, ignited questions from Ben Addy and Heinz Richardson about the effects of densification in contemporary urban cities. This presentation was titled ‘Denburn Masterplan’ and it proposed to create green spaces and building typologies capable of merging the unconnected layers of Aberdeen’s city centre. At the end of the presentations everyone assembled to reflect on the broader issues that had been discussed during the day. A few students were also awarded gifts for their spectacular presentations. The colourful event was nicely brought to a close with a cocktail event hosted by 57’10 and the Build Our Nation committee. 1 1 Stage 3, Belmont Street project 2 Heinz Richardson, Opening Remarks 3 57’10 Cocktail Event 4 The Big Crit Panel, Closing Remarks 2 3 4 Scott Sutherland School 2015 13

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