This is the basic movement diagram I developed, noting how a positive motion in one direction creates an opposite reactional relationship:
Here I also started to think about the mechanical requirements of this system, realising there'd need to be a sliding system incorporated into the joint of the frame and floor/ceiling systems to allow for the movement (represented by the navy circles). This is great as it brings back the sliding movement I explored in project 2.
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This room would be the performance class but also double as a stage for open air performances. I was left with an unused expanse of space under the flooring that wouldn't be appropriate for public use as a recreational space due to the imposing nature of the roof (class room floor) so I turned it in to a pool for synchronised swimming. I then added a 1m concrete wall around it with retractable glass so it could double as a footing for the stage to rest on.
To really make it believable, I researched some mechanical systems but they were all a bit too complicated to break down so instead I looked to the Story Bridge for inspiration for the steel structure. Pile footings and slabs were also added, with the pool section having some level of detail by including a central drain, sloped bottom, ladder and tile overhang at the edge. In the flooring systems I used a basic bearer and joist configuration with wood panelling on the top. This didn't show in the section cut as it all became blacked in, but thought I would mention it anyway. All of this rested upon 3 steel I-beams with the sliding system attached to the ends, and then these were connected to the diamond brace. I thought about how the floor and ceiling might lock in place inside the frame to stop unwanted movement, so added little latches/grooves within indicated by the tiny rectangles running centrally through the frame. These stop halfway along as this is the maximum expansion allowed for the closure of the space. From my technologies units, I considered geometric stability, as this structure runs along one plane. In plan, I have added a triangular steel structure at a 90 degree angle to connect the ends of the brace to make it a rigid structure. I thought about showing this in section (along with the building behind it) as an indication of context and how it connected to the main structure, but thought for representational purposes it would be clearer to isolate this.
Finally got my hand-drafted sections done on trace. Some elements I
didn't bother re-inking as it'd be easier to copy/paste in Photoshop for
the final panel, such as the pool and ceiling section.
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| Brace contracted, room height expanded to become stage (graphite on trace) |
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| Brace expanded, ceiling and floor contracted to enclose class space(graphite on trace) |
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| Inked in section |
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| Inked in section |
I took a photo with my phone with the trace overlayed instead of scanning to get a grittiness to it. Played around with layering in Photoshop and decided that the pencil version worked best with a filter and came up with this. I'm really happy with it and the filter really gives it an evocative, ephemeral feel.
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| Original overlay taken with phone camera |
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| Final image with filter |
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Next in the operative section was the public space. Out of necessity, it had to accommodate raised viewing for the stage. This was simply achieved through a simpler diamond expansion/contraction system attached to concrete slabs, allowing the platforms to be utilised as general adjustable seating for the parkland when not used by the school:
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| Seats raised for viewing of stage |
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| Seats lowered for everyday use. Heights can be adjusted accordingly. |
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| Operative section of seats |
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