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James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
James Jones - Architectus - Case study | Creating living and learning environments
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James Jones - Architectus - Case study | Creating living and learning environments

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James Jones delivered the presentation at 2014 Student Housing Forum. …

James Jones delivered the presentation at 2014 Student Housing Forum.

The 5th annual Student Housing Forum brought together university planners and managers with designers and student accommodation experts to look at the ways in which universities can provide distinctive, affordable, secure, supportive and inclusive campus living. It examined the features that distinguish best practice, considers the challenges for supply and affordability and beyond that explores the ways in which student accommodation goes beyond a residence to an environment that offers the best campus experience.

For more information about the event, please visit: http://www.informa.com.au/studenthousing14

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  • 1. informa 5th annual student housing forum james jones architect design principal architectus
  • 2. what is the objective of student housing? •  create a pleasant place to live •  make a contribution to the area’s public realm •  engage the knowledge agenda
  • 3. how to create effective student housing? •  approach to the setting, location, context •  understanding of the building type •  architecture as the means
  • 4. approach to setting + location + context analysis - understanding - astute urban tactics •  integration with campus or city plan •  response to urban context •  morphology - underlying spatial logic •  plan form + cross section response to site •  permeability - through block links •  internalisation - externalisation •  increase pedestrian amenity – eliminate car parking •  create gathering spaces for performance and events •  compose public space to facilitate natural activation
  • 5. understanding of the building type design explicitly for ways of living in small apartments - unit sizes can be small if; •  accompanied by communal living areas (1) •  communal, cooking, eating areas well designed •  bedrooms acoustically rated, private •  bedrooms do not open onto communal living areas •  work/study space included in each bedroom •  mechanical exhaust from kitchens + bathrooms •  adequate minimum storage space •  ability to modify internal environment •  natural light + adjustable air to all habitable rooms
  • 6. stumbling blocks – observations •  administrative efficiencies which may meet provider’s bottom line, can discourage student interaction and integration of the development with the community (1) •  too much emphasis on ‘ what it looks like’ can shift emphasis, focus or understanding away from ‘how it works’ • green stars no guarantee of urban connection, natural activation, social integration (1) Transnational and Temporary: students, community and place-making in central Melbourne: Fincher, Carter, Tombesi, Shaw and Martel, 2009
  • 7. architecture as the means
  • 8. case studies ………………………………………………… University of Western Sydney (CLV) 2009 342 beds Victoria University of Wellington (CLV) 2009 389 beds University of New South Wales (CLV) 2010 1021 beds Australian National University 2010 153 beds University of Newcastle 2014 750 beds University of Melbourne (CLV) 2016 648 beds ………………………………………………… Total 3,303 beds
  • 9. UWS Campus LivingVillages University of Western Sydney - Parramatta 74 apartment 342 beds 2009 design principles •  low rise •  multi-bed apartments - walk up •  pavilion in courtyard morphology •  active communal indoor + outdoor space •  natural lighting + air to all spaces •  reverse masonry veneer walls •  solar hot water + grey water reuse •  optimum orientation and sun shading •  durable material quality
  • 10. UNSW Campus LivingVillages University of New South Wales - Kensington 240 apartments - 1021 beds 2010 •  multi-bed apartments - walk up + lifts •  pavilion in landscape court morphology •  medium rise 8 levels •  community + transition/quiet spaces •  heritage theatre and courtyard integrated •  cross ventilation •  natural lighting to all spaces •  insulated walls and roofs •  solar hot water, grey water recycling •  vented floor slabs •  rainwater storage
  • 11. UNSW Village, Kensington Campus
  • 12. UNSW Village, Kensington Campus
  • 13. UNSW Village, Kensington Campus
  • 14. UNSW Village, Kensington Campus
  • 15. UNSW Village, Kensington Campus
  • 16. UNSW Village, Kensington Campus
  • 17. UNSW Village, Kensington Campus
  • 18. UNSW Village, Kensington Campus
  • 19. UNSW Village, Kensington Campus
  • 20. UNSW Village, Kensington Campus
  • 21. ANU Australian National University - Canberra 153 studio + 1 bedroom 2010 •  prefabricated module system •  two single loaded wings linked •  common lift lobby - communal space •  courtyard landscape outlook •  external cladding prefabricate panels
  • 22. ANU Laurus Wing Modular Student Housing
  • 23. ANU Laurus Wing Modular Student Housing
  • 24. ANU Laurus Wing Modular Student Housing
  • 25. ANU Laurus Wing Modular Student Housing
  • 26. ANU Laurus Wing Modular Student Housing
  • 27. ANU Laurus Wing Modular Student Housing
  • 28. Victoria University of Wellington Campus LivingVillages Te Puni dormitory, 1+ 2 bed apartments - 389 beds 2009 •  college type • 3 linked buildings reduce mass •  steeply sloping site •  main entries at lower level •  transparent floor as datum + social organizer 
  • 29. University of Wellington
  • 30. University of Wellington
  • 31. University of Wellington
  • 32. University of Wellington
  • 33. University of Wellington
  • 34. University of Wellington
  • 35. University of Wellington
  • 36. University of Wellington
  • 37. University of Newcastle University of Newcastle 1, 2 & 6 bed apartments 750 beds 3 buildings - 250 beds each 2014 (pending) •  medium rise to 7 levels •  multi-bed apartments •  ‘tower in park’ morphology •  active communal indoor + outdoor space •  propellor plan for efficiency •  natural lighting + air to all spaces •  optimum orientation and sun shading •  durable material quality •  5 star green star
  • 38. CAMPUS LANDSCAPE SETTING
  • 39. LIBRARY AND GREAT HALL
  • 40. PROPOSED CONCEPT PLAN – SITE BOUNDARY
  • 41. PROPOSED CONCEPT PLAN – NETWORK PLAN
  • 42. SITE CONTEXT - MOVEMENT
  • 43. PROPOSED CONCEPT PLAN COLLEGE-BLOCK-APARTMENT-ROOM college block apartment room
  • 44. PROPOSED CONCEPT PLAN – BLOCK – THE ‘DELTA’ PLAN • Maximize passive cross ventilation • high internal thermal mass • solar access control (vertically and horizontally) • maximize building orientation • grey water re cycling • triple a rated fittings and fixtures • low VOC products
  • 45. PROPOSED CONCEPT PLAN – BLOCK – THE ‘DELTA’ PLAN •  3 x 6 bed units (18 beds)
  • 46. PROPOSED CONCEPT PLAN – BLOCK – THE ‘DELTA’ PLAN •  6 x 1 bed studio units (6 beds)
  • 47. PROPOSED CONCEPT PLAN – COLLEGE – SOCIAL IDENTITY •  reduce number of building cores • enhance view corridors •  minimize ground works • engage existing landscape • allow for 6 bed unit typology
  • 48. PROPOSED CONCEPT PLAN – COLLEGE – COMMUNAL HUB •  reduce number of building cores • enhance view corridors •  minimize ground works • engage existing landscape • allow for 6 bed unit typology
  • 49. PROPOSED CONCEPT PLAN – COLLEGE – SECTIONAL STUDY
  • 50. PROPOSED CONCEPT PLAN – STUDY SKETCH - FORM
  • 51. University of Newcastle
  • 52. University of Newcastle
  • 53. University of Melbourne Campus LivingVillages University of Melbourne – Carlton 414 apartment 648 beds 2016 (scheduled) •  medium rise 14 floors •  mixed apartments - lifts + walk up-down to study areas •  street + lane + square morphology •  natural activation at ground plane •  progressively controlled outdoor space •  common study per floor + social spaces •  anytime anywhere •  natural light + air to all spaces •  solar collection, thermal chimney •  optimum orientation + sun shading •  5 star green star (design)
  • 54. Aerial
  • 55. ESD
  • 56. Ground Plane Activation + Linkages
  • 57. Space Planning
  • 58. View from West
  • 59. Village Square Overview
  • 60. Village Square
  • 61. Village Square Overview
  • 62. Village Square Overview
  • 63. View from West
  • 64. Sun Screen Study
  • 65. Look and Feel
  • 66. "Social, cultural, economic and intellectual liveliness associated with university activity is a feature of many of the world’s most liveable cities. Tasmanian communities can be invigorated by injecting the energy of student life…" University of Tasmania Open To Talent: Strategic Plan 2012 – Onwards, p11
  • 67. informa 5th annual student housing forum james jones architect design principal architectus

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