Studio D 2017
Directors: Arch Sarah Ganzel, Arch Omer Frank
סטודיו ד' תשע"ח
מנחים: אדר' שרה גנזל,אדר‘ עומר פרנק
In this semester, the urban environment of the project and its contribution to the complex urban system were examined, in a wide scale.
At the beginning of the semester we examined the idea of the ideal city and served as a satellite exercise that accompanied the products during it. My ideal city relates to the wandering experience in the city described by Kevin Lynch.
During the semester I studied the systems that make up the city of Jerusalem in an attempt to diagnose the connections that take place between these systems.
The anti-cul de sac project deals with the experience of merging these systems, and turns the roaming experience into an unstoppable one.
The project attempts to propose a structural thesis that can connect between completely different areas in the city, placing it in the complex site where it is located, as a case study of its success in an attempt to connect the various areas of the city with changing variations.
בסמסטר זה נבחנה הסביבה האורבנית של הפרויקט ותרומתו למערכת העירונית המורכבת, בקנ"מ רחב.
בתחילת הסמסטר נבחן רעיון העיר האידיאלית, ושימש כתרגיל לוויני שליווה את התוצרים במהלכו,העיר האידיאלית שלי מתייחסת לחווית השוטטות בעיר אותה מתאר קווין לינץ'.
במהלך הסמסטר בחנתי את המערכות שמרכיבות את העיר ירושלים,בניסיון לאבחן את החיבורים שמתרחשים בין אותן מערכות.
הפרויקט 'אנטי כול דה סאק', עוסק בניסיון התפירה של אותן מערכות, והפיכת חווית השוטטות לנהירה ובלתי ניתנת לעצירה.
הפרויקט מנסה להציע תזה מערכתית-מבנית שתוכל לקשר בין איזורים שונים בתכלית בעיר,הצבתו באתר המורכב בו הוא ממוקם משמשת כמקרה בוחן להצלחתו בניסיון לקשר בין איזוריה השונים של העיר בווריאציות משתנות.
Senegal Elementry school
The Learning Field project is an architectural field in Marsassoum, Sénégal that offers studying, working, and meeting space for children, youth, and adults in the local community.
With Yuval Yadlin
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Utility and program The two types of classrooms, frontal and workshop/lab, provide for different kinds of learning. The frontal classrooms are located further away from the yard and function as a quiet learning space. The professional classrooms, are connected to an agriculture yard by a dynamic façade that can be opened almost completely, turning the workshops and yard into one continuous space. The workshops are suitable for making local crafts and for local crops processing.
A double façade with different entrances allows an easy transformation of the space as needed.
The school is suitable for day and night classes and thus allows education and professionalization opportunities for multiple age groups at different times of the day.
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Construction The project is divided into three main masses with intermediate open spaces between them. Each mass is designated through a different program: Frontal classrooms, labs and workshops, and an administrative structure.
A system of clay bricks and wooden columns and beams rests on a constructive concrete base and is covered with an insulated concrete ceiling. Each mass gets a different cladding: terra cotta-colored combed plaster for the classrooms and workshops, natural stone for the administrative building, and white plaster for the canteen.
A tin roof is placed as a separate system on top of wooden trusses to create a buffer from heat and radiation.
The field is divided into two sections which allows for the construction to be completed in two stages. The first section, the administrative building and the workshops, can be built first a stand-alone U shaped system. The second section, comprised of three additional classrooms and a private outdoor seating area, can be added as a second stage.
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Appearance The building materials are mostly local and thus allow integration into the local landscape. The simple construction techniques allow quick learning and replication of the structure in near-by settings for the use of the local community.
Three translucent walls made of spacious clay bricks, located between the site and the street, create a buffer for privacy and quieter atmosphere, and serve as a climatic buffer that regulates the classrooms temperature.
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