PORTFOLIO
LYNSEY DYER | ARB 073582E
CONTENTS



PROJECT EXPERIENCE


1.   DUNBLANE HIGH SCHOOL, DUNBLANE, SCOTLAND.


2.   DONALDSONS COLLEGE, LINLITHGOW, SCO...
DUNBLANE
                                                                                                                 ...
DUNBLANE
                                                                                                         HIGH

  ...
DUNBLANE
                                                      HIGH

                                Classroom teaching wi...
DUNBLANE
                      HIGH

Dunblane High School, Dunblane,
Scotland.
Dunblane High School w as the
exemplar scho...
DONALDSONS
                                                        COLLEGE

                                           Don...
DONALDSONS
             COLLEGE

Donaldsons College for the Deaf,
Linlithgow, Scotland
The concept for the main school
bui...
DONALDSONS
            COLLEGE

Donaldsons College for the Deaf,
Linlithgow, Scotland
The materials of the school building...
DONALDSONS
                             COLLEGE

                Donaldsons College for the Deaf,
                Linlithg...
FALKIRK
                     SCHOOLS

Grangemouth High School,
Grangemouth, Scotland.
Completion early 2009
Input: Archite...
ST PAUL’S WAY
                                                                                                            ...
ST PAUL’S WAY
              SCHOOL

St Paul’s Way School, Tower Hamlets,
London.


The head teacher of the existing school...
MUSSELBURGH
               HEALTHCARE

    Musselburgh Primary Care Centre,
    Edinburgh, Scotland.
    Input: Architect ...
MARINA
                           HOTEL

Marina Hotel, Yas Island, Abu Dhabi,
UAE.
Input: Design manager and
architectural...
MARINA
                         HOTEL

Marina Hotel, Yas Island, Abu Dhabi,
UAE.
Management of the Interior fit-out of the...
CONTENTS



COMPETITION WORK


1.   GIANTS CAUSEWAY VISITOR CENTRE, IRELAND.


2.   HIGHLAND HOUSING FAIR, INVERNESS, SCOT...
GIANTS
                 CAUSEWAY
the myth – inspiration.
‘One day, the Irish giant Finn MacCool
was going about his busine...
GIANTS
                CAUSEWAY
Giants Causeway Visitor Centre,
Ireland.
Visitor Experience
The concept w as to prov ide a...
HIGHLAND
                   HOUSING

Highland Housing Fair Competition,
Inverness, Scotland.
Input: Designer and presentat...
CONTENTS



POSTGRADUATE PROJECT


1.   FLUX, DIGITAL ANIMATION STUDIO.
FLUX
                                 STUDIO

‘Slippery Surfaces’
concept that the architecture of the digital
animation s...
FLUX
                                   STUDIO

Flux, Digital Anim ation Studio.
Sea Foam Green
Pantone 3375; 34% Cyan, 0%...
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Lynsey Dyer Portfolio

  1. 1. PORTFOLIO LYNSEY DYER | ARB 073582E
  2. 2. CONTENTS PROJECT EXPERIENCE 1. DUNBLANE HIGH SCHOOL, DUNBLANE, SCOTLAND. 2. DONALDSONS COLLEGE, LINLITHGOW, SCOTLAND. 3. FALKIRK SCHOOLS, FALKIRK, SCOTLAND. 4. ST PAUL’S WAY, TOWER HAMLETS, LONDON. 5. MUSSELBURGH HEALTHCARE, EDINBURGH, SCOTLAND. 6. MARINA HOTEL, YAS ISLAND, ABU DHABI, UAE.
  3. 3. DUNBLANE HIGH SCALE ROUTES GREEN SPACE AMENITY ROUTE ROUTE Dunblane High School, Dunblane, Single and 2 storey Existing Baxters Loan The green The all weather pitch Processional Pedestrian route to height wings hav e footpath retained. landscaped edge has been retained. pedestrian route to the nearby pitches. Scotland. been positioned has been retained. the front door. adjacent to the Completed November 2007. existing housing Input: Architectural assistant from planning to completion. Site Strategy The proposed school has been sited View to w ithin the existing high school playing Ochil Hills fields and sits at the low er level of the site. The public and student ‘front doors’ are orientated tow ards the main v ehicular and pedestrian route w hich links to the Old Doune Road junction. This road Main runs betw een the existing high school learn Entrance (site of the proposed housing) and the all-w eather pitch. The w estern boundary of the site is Highfields defined by the existing Baxters Loan Housing footpath and green landscape edge. The southern boundary to the site is defined by the existing fence and boundary treatment to the Montgomery Crescent housing. The east boundary has been sculpted Existing play School to create a green link betw een the Grounds school and the extended community/school pitch that sits to the w est of the Highfields housing. The existing site topography has been amended to create a lev el platform for all external social space areas, w ith a clearly defined route to the elev ated community pitch. Orientation The school has been orientated to respond to the primary pedestrian and vehicular routes to the front door, w hilst SOCIAL SPACES COMMUNITY VEHICULAR SCALE ROUTE GREEN SPACE also giv ing consideration to the v iew s Retention of green South facing The community pitch The bus drop-off is 2 storey wing to the Pedestrian link both into and out of the site. boundary to the courtyards hav e has been increased located adjacent to proposed housing. between housing and adjacent housing. been created for in size. the public and school sites. external student play. student entrances
  4. 4. DUNBLANE HIGH Dunblane High School, Dunblane, KILBRYDE SHERIFFMUIR Scotland. Dunblane High School w as part of the Stirling Schools PPP Project. I t w as built w ithin the grounds of the existing high Classrooms Classrooms school. Games The school w as designed to cater for Hall approximately 950 students and 80 staff as w ell as containing community Social Social House House facilities. I t had a budget of £16 million. Space Space The layout for the new school w as based around the requirement for a main ‘social space’ at the heart of the Reception Sports school and to reflect the management Library Social Space/Dining Facilities structure and adjacency requirements set by the council. The school required to be organized for pastoral purposes, as three ‘houses’. For this reason the Social design w as conceiv ed w ith the central House ‘social space’ connecting the three Space ‘house’ w ings w ith an additional P.E Classrooms w ing w hich w ould also be used in the ev enings by the community. The ‘community’ elements of the school such as the library and STUDENT VISITOR dance/fitness studio w ere located at ENTRANCE ENTRANCE the main façade of the building w here they w ere articulated to engage w ith the user as they approached the RAMOYLE building. FLat Project
  5. 5. DUNBLANE HIGH Classroom teaching wings, Flexible Learning Areas and Social House class class spaces. spaces spaces flexible Flexible Learning Areas - One of the key learning design principles w as the inclusion of space flexible learning spaces w ithin each classroom w ing of each house. The flexible learning area w as proposed class to feed off the circulation route and class spaces spaces prov ide an opportunity for all types of indiv idual and focused group learning. This not only prov ided an additional flexible teaching area but it stopped the monotony of an institutional corridor. staff base To engage the space, slot w indow s house from the classrooms w ere included. This social also prov ided an element of superv ision space to the space w ithout the requirement for continual interaction of a staff member. Social House Spaces - Whilst the drama of the double height social space, ‘heart of the school,’ w ill appeal to most v isitors and students alike smaller, more intimate, ‘house’ social spaces w ere proposed. These social space areas w ere located directly off the main social space and serv ed to create a distinctiv e identity for each of the houses. House notice boards, aw ards, lockers, signage and bespoke colours combined to badge the ‘house identity’. I mportantly the house social spaces w ere of a scale more sympathetic to younger students and prov ide a less daunting introduction to school life. The house social spaces open out into the external student social areas creating an important link betw een inside and out.
  6. 6. DUNBLANE HIGH Dunblane High School, Dunblane, Scotland. Dunblane High School w as the exemplar school for the Stirling Schools PPP Project and therefore a lot of the design w as replicated on the other schools. Ev en though the school w as a PPP project w e managed to include and realise a number of design elements that hav e made the school an exiting learning env ironment as w ell as a community focal point. I w as fortunate to be able to organise ‘end user participation’ as part of the design process. This allow ed the students to hav e a sense of ow nership over their new school, promoting a positiv e attitude tow ards the building before it w as constructed. Many of the ideas and thoughts from the w orkshops w ere actually realised in the final build, a fact I am v ery proud of.
  7. 7. DONALDSONS COLLEGE Donaldsons College for the Deaf, Views of the valley Linlithgow, Scotland Completed April 2008 Input: Architectural Assistant The original 150-year-old building ow ned by the Donaldson’s Trust w as no longer fit for modern purpose & a new tailored solution w as required. The live existing Donaldson’s College building in Edinburgh w as a nationally recognized landmark building & the Donaldson’s Trust w ere keen that the new building at Linlithgow w ould achiev e a similar status. To prov ide a building that w as responsiv e and met the tailored needs of the end users, the design team play adopted a collaborativ e ‘charrette’ process inv olv ing the project stakeholders in order to refine the project scope & brief. learn The result w as an interesting and complex design that responded to its location and mov ed aw ay from the grand institutional style of the existing college. Ev erything w as designed w ith the pupils in mind. Main Entrance
  8. 8. DONALDSONS COLLEGE Donaldsons College for the Deaf, Linlithgow, Scotland The concept for the main school building w as a series of v olumes that sat w ithin the landscape, each capturing a v iew to the countryside or maximum light. These spaces w ere expressed as ‘boxes’ or ‘pods’ to the exterior. As the building cascades dow n the site, the v iew of it from the road is slight. Not intrusiv e on its rural location. The internal spaces w ere dev eloped to hav e either physical or v isual links to each other. This w as important as the students hav e hearing impairments and therefore good sight lines are important for communication w ith other students and teaching staff. The nursery w as developed as a single aspect corridor to allow the space to be light and prov ide v iews to the central play zone. The main entrance to the school w as created as an interesting double height space and included conference facilities w ithin the main pod. This w as important to the school for additional funding for the school as it is run by a Trust rather than a gov ernment body.
  9. 9. DONALDSONS COLLEGE Donaldsons College for the Deaf, Linlithgow, Scotland The materials of the school building had a limited neutral palette of grey brick and grey cladding panels but this w as interrupted at points w ith the use of v ibrant yellow s and oranges. This w as used to accent elements such as the assembly hall. This helped to giv e the extrusions a hierarchy. The use of Kalw all to the gym hall gav e the space a light and airy feel but didn’t distract. When dealing w ith hearing impairment and signing, it is important that the light lev els are correct and indirect. Landscaping also played a big role in the design as it w as hoped that, ev en though the design of the school w as modern and bold, the school w ould nestle into its env ironment and become part of the landscape. The site contained a number of v ery mature trees w hich w ere carefully w orked around during the build to ensure they remained.
  10. 10. DONALDSONS COLLEGE Donaldsons College for the Deaf, Linlithgow, Scotland Residential Block ‘In the Garden’ The concept for the campus residential building w as to draw on the nature of the site. The idea w as to make this little building an object in the garden. I t w as felt that a separate building w ould giv e the residential building an indiv idual identity and the students w ould treat this as a home rather than part of the school, unlike the prev ious Donaldsons College. The scale of the residential building w as very important as it w ould be occupied by children and it should feel homely and w arm. View s from the building w ere important as a sensory engagement w ith nature w ould help the students in their day to day life. The residential block also had to be a secure and safe env ironment for the students and therefore the main access Main Entrance point w as ov erlooked by the main school.
  11. 11. FALKIRK SCHOOLS Grangemouth High School, Grangemouth, Scotland. Completion early 2009 Input: Architectural Assistant for the bid submission. Grangemouth High School w as one of 4 new -build schools built as part of the Falkirk Schools PPP Project. The school w as designed to cater for approximately 1100 students and 89 staff as w ell as containing community facilities. The concept for the design of the school w as to prov ide as much external space for the students as possible, hav e flexible spaces that prov ided actual and v isual links throughout the school to help the students orientate themselv es and prov ide teaching w ings that w ere hinged to the main social space of the school. We w ere keen to make the school a focal point w ithin the community and by the careful use of a selected palette of materials w e celebrated the entranced w ith the use of timber and folding forms. The school is now reaching completion w ith minimal changes to the initial proposals and design, something w hich is v ery rare in a PPP project.
  12. 12. ST PAUL’S WAY SCHOOL St Paul’s Way School, Tower Hamlets, Urban Regeneration London. zone. Input: Architect on the bid submission. Enhanced Gateway to St Paul’s Way. St Paul’s Way school w as part of the BSF Spatial & v isual programme in England and it w as to be connection between the plaza and the an important project as it w as hoped church elev ation. that it w ould regenerate the area and Community use plaza bring the surrounding communities for local arts. together. Sculpture plaza. Proposed to be built in the Tow er Meeting point for the community, promotes Hamlets area of London, it had to cater neighbourliness & social for a number of religious backgrounds, inclusion. most prominent being I slamic. Space for the expression of div ersity, I n order to help the regeneration of the both personal and area, the proposal w as designed to cultural. create a ‘gatew ay,’ flanked by the Community cohesion. existing church and the new school. I t Biodiv ersity – nature and wildlife within the w as important that the ‘gatew ay’ urban env ironment. became a public engagement area Community focal point. and part of the community. I n this zone a community plaza w as created w hich w as env isaged as an arts plaza as the school w ould house a community arts Mile End P ark St Paul’s Church New Primary Sch ool Leopold Es t at e Regenerat ion CHP Cent re New Communit y School Communit y Plaza facility. To the main entrance a pedestrian plaza w as created to link the new Health complex w ith the School and community facilities. Gateway Gateway Propos ed Development Affordabl e W orks pace Enhan ce d R et ail New Communit y Cent re Healt h Cent re Hous ing Cat holic Church New Developm ent Furze Green
  13. 13. ST PAUL’S WAY SCHOOL St Paul’s Way School, Tower Hamlets, London. The head teacher of the existing school had v ery definite ideas on how the new school should be run and our concept tried to reflect this as effectiv ely as possible. The concept of the school w as based on a large spine w all that w ould run the length of the school splitting the community facilities to the front and public façade of the school from the more priv ate teaching pods to the rear. The brief suggested that the curricular subjects be split into categories and that each year group should hav e its ow n separate teaching area. This w as resolv ed by creating the teaching pods to the rear. We decided to draw on the I slamic influences from the community and apply this to the main façade and to the rear of the teaching pods in the form of a patterned mesh screen, similar proposal to that of the UAE pav ilion designed by Foster & Partners.
  14. 14. MUSSELBURGH HEALTHCARE Musselburgh Primary Care Centre, Edinburgh, Scotland. Input: Architect on the bid submission. Musselburgh Primary Care Centre w as a new build health centre for three GP practices located in Musselburgh, Edinburgh. The proposed site w ould require an adept concept as it w as landlocked on 3 sides w ith only minimal access at 2 points; one v ia an existing lane and one option of an access road to the edge of the site. The site originally housed a w irew orks factory and only the ground slab of this remained. The concept for the healthcare centre w as to giv e each GP practice its ow n w ing and hav e these springing off a central core for the shared and community facilities. This also allow ed for enclosed external spaces that could be used as breakout spaces by the patients and staff, and gav e each GP M practice room a v iew . We w ere keen to promote the use of the existing lane as a main entrance. This w as important to us as the existing stone w all of the w irew orks factory P boundary still remained and allow ed a connection to the history of the site to remain. As part of our concept w e w anted the Health centre to be as sustainable as possible, the use of the existing lane also allow ed us to promote C a pedestrian and cycle link to the health centre. I n terms of sustainability, retention and use of the existing slab and the use of ‘green’ materials (timber, linoleum internally and locally procured C materials) w ere all proposed.
  15. 15. MARINA HOTEL Marina Hotel, Yas Island, Abu Dhabi, UAE. Input: Design manager and architectural consultant for the client, Aldar Hospitality, at the production stage of the project. On this project jmw h w as appointed by the client as a consulting body to coordinate and adv ise the project architects, Asymptote, on the production phase of the project as w ell as be architectural consultants, for the client, for the interior fit-out of the hotel. We w ere responsible for coordinating the complex design team consisting of 3 architectural practices and ov er 20 sub-consultants. As a consultant on the project, my main responsibilities w ere as follow s: Creation and implementation of protocols for the design team and contractor. These included a draw ing issue protocols, peer rev iew protocol and protocols for the Project Management System, Aconex, as requested by the client. Continual peer rev iew of the project in terms of DDA, build-ability, Regulatory body requirements including the Abu Dhabi Tourist Authority. Peer rev iew of the sub-consultants submissions prior to issue to the contractor.
  16. 16. MARINA HOTEL Marina Hotel, Yas Island, Abu Dhabi, UAE. Management of the Interior fit-out of the guest rooms, restaurants and public areas. A key role for me, w hilst w orking on the Marina hotel, w as management of the internal fit-out. Not only w as I responsible for coordinating betw een the main contractor, sub-consultants and sub- contractors, but I w as also an architectural consultant for the client, Aldar Hospitality. This role inv olv ed: Checking that the designs met w ith DDA and the Tourist authority requirements, and reporting to the project managers any potential problems. Rev iewing the sub-consultants interior design proposals on their suitability for the project in terms of design. Rev iewing and commenting on the suitability of materials proposed by the contractor. Management of the design teams to ensure that the information required w as issued efficiently. Continual peer rev iew of the sub- contractors shop draw ings to ensure they w ere in line w ith the original proposals. Tracking the material submissions and client sign-offs.
  17. 17. CONTENTS COMPETITION WORK 1. GIANTS CAUSEWAY VISITOR CENTRE, IRELAND. 2. HIGHLAND HOUSING FAIR, INVERNESS, SCOTLAND.
  18. 18. GIANTS CAUSEWAY the myth – inspiration. ‘One day, the Irish giant Finn MacCool was going about his business on the north coast when the Scottish giant Benandoner began taunting him from across the channel. Benandoner shouted that he would beat MacCool if he could get his hands on him. Then he added that MacCool would be spared that fate, since Benandoner couldn’t swim across the channel. MacCool began tearing large chunks from the cliffs and pushing them into the ocean bed, building a sturdy causeway between Northern Ireland and Scotland. When he finished, he shouted to Benandoner: “Now you have no excuse.” But MacCool was tired from constructing the causeway and he wanted to rest before facing Benandoner, so he came up with a plan to buy himself some time. He made a large crib, disguised himself as a baby, climbed inside and waited. When Benandoner arrived at MacCool’s house ready to fight, he found the crib with the “baby” inside it. “My goodness,” he thought. “If this is the size of the baby, how big is the father?” In fear of meeting the baby’s father, the Scottish giant turned around and ran back across the causeway, destroying it as he went.’ defining the vision. The v isitor centre drew it’s inspiration from the unique coastline of this World Heritage site and the romantic myth surrounding the formation of the Giant’s Causew ay. The proposal created a tangible link betw een the myth and the science uniting giants w ith geology. Our v ision w as to create a v isitor centre that united the cradle and the coast.
  19. 19. GIANTS CAUSEWAY Giants Causeway Visitor Centre, Ireland. Visitor Experience The concept w as to prov ide a facility w hich allow s a clear point of reference to engage the coastline as w ell as the giants causew ay itself. The building plan w as a clear representation of v isitor needs and aspirations, directing v isitor traffic through the café and retail areas. The v isitor centre w as designed to extend the essence of cradle and coast throughout the entire causew ay coastline by reinforcing w alking, cycling and sea access to key locations of interest, w ith the v isitor centre at it’s heart. Visual Impact The design utilized the existing ground levels to extend and amplify the headland through the creation of tw o zones – ‘contemplation’…..linked to v iews of the sea and ‘activ ate’……. linked to the pedestrian routes. The exhibition and green shuttle departure w as settled into the headland to prov ide a low v isual impact from the coastline. The idea To create a v isitor centre w hich seamlessly integrates into this ‘area of outstanding natural beauty’……merging into the ‘w orld heritage site.’
  20. 20. HIGHLAND HOUSING Highland Housing Fair Competition, Inverness, Scotland. Input: Designer and presentation coordinator. Working alongside env ironmental engineers, Biro Happold, the concept for Plot 10 w as Carbon Neutral. Carbon neutrality, by definition, requires a building or dw elling to hav e net zero carbon emissions, w hich can be achiev ed by either using w holly renew able energy, or by generating enough renew able energy to offset any non-renew able energy consumed on an annual basis. The concept for plot 10 w as a terrace w ith a simple plan, form & section making it simpler to construct. The intention w as to highly insulate the build using sheep’s w ool bought through the Wool Marketing Board and use locally manufactured clay bricks. The south facing roof allow ed for the application of photov oltaic and solar thermal connectors. A sunspace w as also included w hich allow ed free thermal gain. Due to limitations in technology and the position of the plot it w as unlikely that site generated renew ables w ould enable the design to be completely carbon neutral so w e proposed that the building utilised the biomass community heating scheme and prov ision w as made to connect to a medium scale w ind turbine located adjacent to the site as an onsite small scale turbine, according to calculations made by the env ironmental engineer, w ould hav e caused turbulence in the w ind flow due to the proximity of the adjacent buildings.
  21. 21. CONTENTS POSTGRADUATE PROJECT 1. FLUX, DIGITAL ANIMATION STUDIO.
  22. 22. FLUX STUDIO ‘Slippery Surfaces’ concept that the architecture of the digital animation studio should be influenced less by physical surroundings but instead by an attempt to spatialize the mov ement of bodies and the flow of data and information. Flux Studios is a digital animation studio that w ill activ ely animate the city fabric w ith the use of ‘smart technology’, giv ing rise to reactive and responsiv e spaces. The form/skin/structure/ and program of the building should result from the notions of transfer and flux. The architecture is conceiv ed as a physical analogue to the mov ement and continuous flow of data and information. Through an ev olution process, the design has progressed from a simple exercise of morphosis of the existing Glasgow façade, to an architecture of surface and skin; reclaiming the autonomy of the skin by emphasising the differences betw een v olume and surface. Analogy – skin of an animate body – the surface w hich the body experiences the w orld, the surface of maximum friction, to an architecture of enclosing spaces by enfolding that skin/surface, to the play betw een I Nv elope / ENv elope; the persistence of the surface is activ ated by the performance of I Nv elope / ENv elope, the constant nature of the building becomes a representation of the continuous flow of information and data. The architecture must be a seamless part of contemporary existence in the city, part of the fluid reality that is city space, responding to mov ement and information. New urbanism has to embrace the digital era, be dynamic, and create a sense of aw e that surpasses that of familiar images and electronic interfaces.
  23. 23. FLUX STUDIO Flux, Digital Anim ation Studio. Sea Foam Green Pantone 3375; 34% Cyan, 0% Magenta, 24% Yellow, 0% Black. A - At the seaside, sea foam green finds the origin of its name.A partic ular colour to m ildly contrast with the sky and sea. It is the colour of light refracted through water or glass. B – In post-war American schools dorm itories, green was used as a neutralising agent, the same way people use white nowadays. Studies in spatial psyc hology have revealed that this colour has proved to be pleasant, a c alming effect in the peripheral vision, and not at all distracting. A + B – Sea Foam green is simultaneously nature and artifice, a colour that is clearly not of earth but of liquid, it is the colour of fluidity. Glass A m aterial made from hot liquid materials, that when cooled, do not crystallise but rather remain in an amorphous state. It is so viscous that it becomes solid yet it is completely transparent. Solid yet fluid.

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