TO THEORIZE ARCHITECTURE BASED ON ANALYSIS OF SELF & A ; ARCHITECTURE
Takaharu Tezuka was born in twelvemonth 1964 in the metropolis of Tokyo, Japan. He received his Bachelors from the Musashi Institute of Technology in Japan and Masters in Architecture from the University of Pennsylvania in the United States of America. He so worked for Richard Rogers Partnership Ltd from twelvemonth 1990 to 1994 in London. Together with his married woman, they established Tezuka Architects in twelvemonth 1994 and have won legion awards for their broad scope of work from the Japan Institute of Architects Prize and the AIJ Annual Architectural Commendations for Roof House and Kids Design Award, the Ministry Prize Gold Prize for Fuji Kindergarten in 2007. His calling so started blossoming with other undertakings runing from houses, commercial and educational edifices, community undertakings and even universe renowned museums and exhibitions.
Designed and built in twelvemonth 2012 to ease drama and kid development based around Montessori rules, Yamamotochou Fuji Kindergarten is an excessive pre-primary school in Tokyo, Japan. The most bewitching component is so its outstanding halo-shaped signifier which accommodates about 600 kids. This design maximises and utilises the full the tight urban site by consciously including the sense of drama, with a roof deck environing the full single-storey construction with a big enclosed cardinal courtyard. “While we are busy working, besides we are besides inspired by our kids. We found out kids loves doing circles. It is a sort of natural inherent aptitude, so we were inspired to do the edifice unit of ammunition so they can maintain running around” . With its round orientation, the courtyard becomes a cardinal point to run into for the preschoolers, carry throughing a intentional system of togetherness. Tezuka besides designed the kindergarten by integrating bing trees stick outing from the buiding, which provides a sense of welcoming of nature but besides acts a green canopy. Their thought of
The Fuji Kindergarten architectural analysis was based on 3 theories, which is climatic factors, architectural theory and design schemes. As for design schemes, the inside informations are really clean and precise, all the things of what high-end architecture is approximately. There is a sense of graduated table to the bannisters, door grips, floor, ceiling tallness and H2O fountains which are so good considered for the graduated table of the users. To suit different group sizes and different activities, all the furniture can easy be moved and rearranged. As for the chairs and desks for the childs, many wooden boxes are used to divide smaller countries which besides act as extra benches for siting. These boxes are besides used to hive away drama points, larning stuffs and children’s coats and places. This provides great flexibleness, and the interior infinite is often reconfigured through the twelvemonth. Besides, the railings designed harmonizing to kids graduated table. Railings are placed at each border of the roof to maintain kids safe. The infinites between the bannisters are besides sufficient plenty to let kids to sit on the roof and swing their legs over the eaves of the roof during assemblies or occasions. As for the fanlights, it allows kids to look down into the suites below. Individual fanlights are designed in each schoolroom to let the natural sunshine to ooze in. Children could besides mount up rope ladders taking up to the fanlight. The three trees embedded in the edifice besides form a drama characteristic. Children can scramble in the subdivisions or drama in the cyberspaces that are placed around the short pantss to forestall anybody falling through to the suites below. In maintaining with the school’s educational ethos of non-directed drama and find, there is no fixed drama equipment on the roof or in the courtyard, with the exclusion of a slide associating the roof to the land. Takaharu believes that this will further regard for nature, so that kids could play around it and extinguish psychological barriers between in and out. Last but non least is the particularization of ceiling tallness and the usage of traditional visible radiation bulbs. With the consideration of the graduated table of a kid, the ceiling highs are set to 2.1m which stresses an utterly near the land degree to the rooftop. Takaharu Tezuka besides had the thought of utilizing traditional bare visible radiation bulbs with strings attached in this edifice to educate the childs about the manner visible radiation is produced when they pull on and off.
The Fuji Kindergarten architectural theory was based on 5 Le Corbusier’s 5 points of Architecture which is, the free design land floor program, roof garden, pilotis, free design facade and horizontal Windowss. Based on the free design land floor program, the school is designed to promote kids to mix and weave around the infinite which promotes self-discovery and to research without intervention. It besides encourages societal accomplishments and eliminates hierarchal constructions preschoolers to mix and steer about at will. Besides, no fixed walls are placed between schoolrooms, so the kids can travel in between category freely. As for the roof deck, it is an advanced drama resource. It has a little incline towards the interior perimeter, which at a tallness of merely 2.1m allows staff at land degree to maintain an oculus on kids playing up above. With specific border of a start to an terminal, kids would of course run about the roof without vacillation. This besides boosts the action and wellness of the children.Based on pilotis, the columns are non merely designed to back up the construction but to extinguish back uping walls that would impact the physical and ocular connexion within the kindergarten. The Fuji Kindergarten free design of facade separated from the outside of the edifice from its structural map. Stilts and thin seeable floor slabs sites absolutely into the bing site. This besides encourages kids to play about and research the construction of edifice. Last, horizontal Windowss run along the full kindergarten to let suites to be lit every bit.
During most of the twelvemonth, the big sliding screens that form the interior wall of the edifice are pushed back, opening up the interior infinites to the sheltered courtyard in the centre of the school. This provides unobstructed positions throughout the kindergarten. It ensures that the suites are ever good ventilated and, as a effect, there is no demand for an air conditioning system. Other systems have been carefully designed to work in the unfastened interior infinite. During winter, the sliding screens remain closed and suites are kept warm by utilizing underfloor warming system. Lighting can be adjusted utilizing ceiling-mounted pull chords, leting instructors and kids to command the degree of illuming in their portion of the edifice. As Japan has a long history of holding frequent temblors. The columns are placed somewhat farther apart and specifically designed for temblors. Besides, the edifice is besides surrounded by large trees which shade the roof during hotter period like summer.
Throughout his calling, “Takaharu Tezuka holds a profound belief in the construct of design with a surgical knife instead than a hack saw, and the importance of making functional places unambiguously catered to the occupants populating within.” ( 2014, Levin ) As a decision for his architecture believes, Takaharu Tezuka summarized that “Our minimal art is non a manner but a effect. We try to do a undertaking where we ourselves want to populate or remain. We believe the reply can be found in our life style. We are seeking to hold a normal happy life, and the life of human being is ever the ultimate intent of architecture” .
Architecture is a like a linguistic communication with vocabulary that carries messages and communicates significances. By utilizing this architectural linguistic communication, based on my theory of ego, I think Takaharu tezuka has merely one thought, which is to stress on human activity and connectivity. He is really inventive and demanding when planing architectural inside informations. Architecture imaginativeness is steadfastly rooted into Takaharu’s cardinal apprehension of construction, stuffs and economic sciences. There’s a touch of material elegance in the architectural signifiers and preciseness of the structural solutions. These personal touches are emerged from understanding their client’s life style and aspirations. However, there is no uncertainty that beyond these facets, Tezuka is even more interested in abstract and allusive qualities of architecture like infinite and visible radiation. His work is besides singular for its mutableness, its ability to take on different visual aspects depending on the season, clip of twenty-four hours and the activity of the residents. The architecture responds to these conditions freely, largely by changing the grade of closing or openness in taking to hike the quality of architectural mutableness. Tezuka’s work seems like it is tied into a long tradition of Nipponese Common architecture good known for skiding doors, screens and removable elements. These are exactly the elements that most intrigued the early modernist who visited from the West to Japan, such as blunt Lloyd Wright and Walter Gropious. Through the influences of those designers, the impression of flexible spacial boundaries entered the architectural imaginativeness of planetary modernism. Tezuka designs a client’s house which includes elements of sunshine, air current and humidness that has an undeniable touchable freshness. These are places suited to citizens of the 21stcentury which combines and embraces nature into simple life.
Planing for instruction. 2011. p48 Retrieved from hypertext transfer protocol: //www.oecd.org/edu/innovation- education/centreforeffectivelearningenvironmentscele/48533289.pdf on 22 June 2014
Design and Trend. 2013. Retrieved from hypertext transfer protocol: //www.designntrend.com/articles/3813/20130412/worlds-best-classroom-japan-fuji-kindergarten-wraps-around-100-year.htm on 22 June 2014
Planing for Education: Collection of Exemplary Educational Facilities. 2011. Retrieved from hypertext transfer protocol: //edfacilitiesinvestment-db.org/facilities/9 on 22 June 2014
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