Case Study of a School in China Contains architectural drawings with analysis

1. LIYUAN MIDDLE SCHOOL, CHINA
SUBMITTED BY :
YAJAS
MOLLIEE
SUNAYANA
MAULSHREE
BHAVYA
CASE STUDY

2. LOCATION: WUXI, JIANGSU, CHINA
AREA: 40800.0 SQ.M.
N
Yangtze
River

3. • ARCHITECTS: MINAX ARCHITECTS
• PROJECT YEAR: 2015
• TEMPERATURE : THE ANNUAL TEMPERATURE IS 15.5 DEGREE
CELCIUS
LIYUAN MIDDLE SCHOOL

4. • THE SITE IS LOCATED IN THE CENTER OF THE CITY WUXI,
CHINA.
• IT IS DIVIDED IN TWO PARTS, ONE ON THE SOUTH AND
ONE ON THE NORTH SIDE OF THE RIVER.
• THE CAMPUS HAS AN INNOVATIVE SPACE ORGANIZATION,
SUBDIVIDED BETWEEN SIX BUILDINGS WITH DIFFERENT
FUNCTIONS.

5. • THE CAMPUS COMPRISES OF 6 BLOCKS WHICH ARE :
1) ADMINISTRATION BLOCK 4)TEACHING BLOCK B
2) TEACHING BLOCK A 5)LECTURE HALL BLOCK
3) LIBRARY BLOCK 6)SPORTS BLOCK
1
2 3
4
5
6

6. SITE PLAN
• SITE AREA : 39641 SQ.
M
• GROSS FLOOR AREA :
11150 SQ.M
• BASEMENT AREA :
11573 SQ.M.
• GREEN AREA : 30 %
• UNDERGROUND
PARKING : 132
• GROUND PARKING : 9
N

7. TEACHING BLOCK A , FIRST FLOOR PLAN
1- CLASSROOM
2- PRACTICAL LAB
3- STAFF ROOM
4- INSTRUMENT ROOM
5- STORE
6- DRINKING WATER
7- CORRIDOR
N

8. 1- CLASSROOM
2- CORRIDOR
3-SPECIMEN ROOM
4- PARKING
5- OUTDOOR
TEACHING BLOCK A, SECTION

9. 1 , 5 –CLASSROOMS
2- PRACTICAL LAB
3- OFFICE / STAFF ROOM
6- DRINKING WATER
7- CORRIDOR
TEACHING BLOCK B , GROUND FLOOR PLAN
N

10. TEACHING BLOCK B, SECTION
1- CLASSROOM
2- CORRIDOR
3- SPECIMEN LAB
4- PARKING AREA
5- OUTDOOR

11. TEACHING BLOCK B , ELEVATION 1
TEACHING BLOCK B , ELEVATION 2

12. PLANNING
• THE MAIN CONNECTION BETWEEN THE SOUTH AND NORTH ZONE IS A
RIBBON-SHAPED CORRIDOR, AT THE SECOND FLOOR LEVEL.
• THIS CORRIDOR LINKS VISUALLY THE TWO DISTINCT AREAS AND SHAPES
THE SCHOOL'S OUTLINE.
• THIS CORRIDOR PRODUCES A COMPLEX PLANNING WITHIN THE CAMPUS
AND ALSO DRAWS A RELATIONSHIP BETWEEN THE PLACEMENT OF
BUILDINGS AND THE MOVEMENT DRAWN BY IT.

13. DESIGN FEATURES
• THE FACADE PATTERN HAS BEEN DESIGNED TO RESEMBLE THE WAVES OF THE
WATER.
• ITS SMOOTHNESS AND DYNAMICITY CREATES A RELAXING ATMOSPHERE.
• THE CENTRAL COURTYARD, SHAPED BY THE CORRIDOR'S ROUTE, BREAKS THE
TRADITIONAL SCHOOL OUTLINE.
• THERE ARE DIFFERENT BLOCKS FOR DIFFERENT FUNCTIONS.
• PROJECTED CORRIDORS HELPS IN PROPER VENTILATION.

14. • THE LIBRARY AND LECTURE HALL ARE LOCATED ON BOTH SIDES OF THE
MAIN COURTYARD.
• THE READING AREA OF THE LIBRARY AND THE LECTURE HALL ARE
IRRADIATED BY SUNLIGHT COMING THROUGH SEVERAL ROOF WINDOWS
WHICH GIVES A RELAXED ENVIRONMENT.

15. LECTURE HALL , PLAN
1-Library
2-Rest Platform
3-Office
4-Information
Center
5- Study Center
6- Art Room
7- Corridor
8- Sunken Green
Area

16. ANALYSIS
• DUE TO THE SHAPE OF THE BUILDING AND COURTYARD
PLANNING, THERE IS AMPLE AMOUNT OF VENTILATION.
• DUE TO THE PRESENCE OF A WATER BODY IN THE CAMPUS ,
THE MICRO CLIMATE INSIDE THE CAMPUS IS AIRY.
• THE CONCEPT OF THE BUILDING HAS BEEN TAKEN FROM THE
WATER BODY PRESENT INSIDE THE CAMPUS.
• AS A CONTRIBUTION TO THE ENVIRONMENT ,THEY HAVE USED
THE ROOF TOPS AND CONVERTED THEM INTO GREEN AREAS.
• THE ARCHITECT HAS MADE THE BEST USE OF THE WATER BODY
DIVIDING THE CAMPUS AND THE FACADE PATTERN HAS BEEN
DESIGNED TO RESEMBLE THE WAVES OF THE WATER.
• THERE ARE SEPARATE ENTRANCES FOR THE ADMINISTRATION
BLOCK , TEACHING BLOCK AND THE SPORTS BLOCK.

17. • THERE ARE DIFFERENT BLOCKS ACCORDING TO THEIR
FUNCTIONALITY .
• THE LIBRARY AND THE LECTURE HALL ARE EAST-WEST
ORIENTED . THEREFORE THE LIGHT ENTERED IS VERY LESS. TO
CONTERACT THIS, THE ARCHITECT HAS USED SKY LIGHTS IN IT.
• THE POSITIONING AND PLANNING OF THE BLOCKS ARE DONE
IN SUCH A WAY THAT IT TRAPS THE HEAT AND MAINTAINS
THE TEMPERATURE
SKY LIGHTS

18. • THERE IS NO PROVISION OF RAMPS FOR THE
SPECIALLY ABLED STUDENTS
• NO SEPARATE TOILETS FOR THE SPECIALLY
ABLED
• LESS NUMBER OF TOILETS