АРХИТЕКТУРА И ДИЗАЙН ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ

UWC Dilijan College
Tomorrow’s Education Today
www.timflynnarchitects.com
T I M F L Y N N A R C H I T E C T S

About Tim Flynn
2
• London based architect with over 30 years
of experience
• Tim Flynn Architects (TFA) set up in 2007
• Offices in London, Moscow and Yerevan

Project Vision – Bringing Regeneration to Armenia
3
RVVZ Foundation $150 philanthropic project with vision to:
• Raise educational standard in CIS countries and get Armenia onto the world educational map
• Create legacy as part of Armenian countrywide development of Education, Tourism, Local
Enterprise, PPP
• Armenian International School and not International School in Armenia - teaching in English
and all students need to learn Armenian
• School that respects and enhances the local environment
• Facility whose buildings are not only sustainable and efficient but also can be locally
maintained
• Raise construction standards and local population awareness of their environment

Armenia
4
• Mountainous country in the Caucasus
region situated on the borders of Asia
and Europe
• Population of 3 million living in the
country and 7 million in Diaspora
• A landlocked country along the route of
the Great Silk Road
• History reflects number of cultural
influences from Byzantine, Persian,
Mongol and Ottoman periods. It has
been independent from Soviet Union
since 1991

Dilijan
5
• Renowned spa town during Soviet Union due to its microclimate
• Used to be favoured by artists, composers and film-makers for beauty of its sloping wooded hills
• Plans to assist Dilijan to develop in cultural centre again

Unfolding of the School (1)
6
• Initially the school didn’t set
out as a boarding school
• The idea was to create a
summer camp for 200
children
• On 10 hectares in the vicinity
of Dilijan National Park

7
• Founders wanted to turn the
summer camp into a school
and increase number of
students to 400
• As a result more land was
bought

8
• New brief emerged to create
a boarding school for 450
students and as a result
more land was bought

9
• The final brief was to
design an international
boarding school for 650
students
• On 88 hectares
• Each time there was a new
requirement we’ve
expanded the design

Why UWC Dilijan College?
10
United World Colleges (UWC) educational network was a good fit:
• Compatible mission ‘Inspiring students through education to create a more peaceful and
sustainable future’
• It seemed as a natural choice as Armenia is in a conflict region
• Scholarships - admissions policy that aims to make places available to anyone
regardless of their socio-economic background
190 international students from 64 countries will attend the college this year

11
• 30,000 sqm of Boarding school for 650 student on 88 hectares of land – massive impact
on environment
• We needed to minimise it and put back
architectural design challenges – environmental impact…

12
Challenges presented by location choice:
• Mountainous terrain
• Territory of National Park
• High level of seismic activity
• High probability of land slippage
• Mountain river running nearby
architectural design challenges – location …

13
• Armenia as a country is under-developed
• Building techniques are basic
• Limited availability of materials
• Scarce skilled local resources
• Lack of infrastructure
• Cultural/communication challenges
• Many of the ‘new’ building technologies would be not only inappropriate but too expensive
architectural design - other challenges …

14
project goals…
• Involve local population and positively impact the whole region
• Use traditional methods as well as bring expertise and international standards
• Create legacy - by way of an example TFA established an architectural practice in
Armenia, staffed fully by local architects and designers, invested in their development

15
•Utilise what is there – do not reinvent the wheel
•Local stone and skills for construction
•Incorporate sustainable design and new technologies with tried and tested
construction methods
project goals…
15

how did we do it – architectural principles…
Created framed buildings that can be constructed using
local materials.
• Ease of construction
• Local labour
• Cost
• Reduction of carbon footprint
• Known technology
• Local seismic technology / knowledge
16

Created massing and design of buildings that are broken up by variable
panels and materials.
• Large buildings - reduce scale
• Impact on local setting
• Sympathetic local sustainable materials
• Buildings that are sympathetic and in context
of the site without ruining it
17

Advantage of Creating Green Architecture
• Ecological compensation
• Quality of life
• Use of existing natural resources
• Solar insulation, heat retention
• Rainwater retention and harvesting
of rainwater
• Growth / ever changing / colour /
seasonal / softening
18

19
Idea to “cut out” the existing aging orchard
how did we do it…

20
Build the school and put back what was taken out
how did we do it… …
20

• Architecture was influenced by mountains …
21
how did we do it…

22
how did we do it…
….we wanted to incorporate buildings into the landscape

T I M F L Y N N A R C H I T E C T S 23
how did we do it…
Green roof design blends in mountainous surroundings

24
how did we do it…
…and the school is nestled in the National Park

25
architectural design…

‘Rolling’ roof panels soften and break up the massing
how did we do it…

27

28
• Break down spaces to create more intimacy – create a school that has a human scale
• Create a dynamic and ever changing school
• Recognise vicinity of the National Park as a major element
• Create sense of connection and orientation
• Create learning spaces that extend outside classrooms
• Create flexible and multi use spaces that can be used for learning, gatherings,
downtime…
how did we do it – educational principles…

29
Large campus for 650 students is not a big block of buildings that can feel intimidating
how did we do it – create a school that has a human scale…

30
Each building is broken down…

31
to create smaller spaces …

…. and feel more welcoming and comforting for students

33
Interior design brings the dynamic element
how did we do it – create a dynamic and ever changing school…

34

Translucent shell of the building ensures that interior of the school is ever changing

…via sunlight

…shadow, cloud formation…

Exterior blends with rich colours of the surrounding landscape…
40

…and corresponds to the seasonal changes of the National Park
41

42
so the school looks different throughout the year…

…and students never go to the same boring school every day

44
how did we do it – create a sense of connection and orientation
Students always know where they are

45
…. and what the weather is outside

46
They feel part of the landscape…

47
They feel part of the landscape…
….and connected with the surrounding nature

48
Interior design brings the dynamic
element
The atrium spaces create bright corridorless school

49
Colours are used to reinforce the way finding and create a jovial atmosphere

50
Each floor has
a predominant colour

51
… as do the classrooms on
different floors

52

Spaces cater to bigger or smaller groups in different ways of
teaching and learning
how did we do it – learning is not limited to classrooms…

54
..and furnishing can be moved around

Atriums provide variety of flexible spaces for learning,
meeting, collaboration, social events, concerts, etc.
how did we do it – learning is not limited to classrooms - atriums

Areas that encourage
collaboration,
communication and sense
of community
57

58
A university feel campus, fostering independence

59
High back pods for teacher/student meetings

60
….or just to relax

Variety of learning and social spaces
61
how did we do it...we created a learning hub

Larger and smaller cellular spaces
supports different ways of learning
From bigger to smaller that
are not intimidating for younger
children
Areas to study, meet,
have seminars, just relax
or traditional areas

First floor is a traditional library respecting the Armenian current way of learning

64

Quiet learning spaces…
65

66
Areas for larger or ..

smaller groups …
67

Relaxed areas for reading
68

or areas to meet, study and collaborate …
69

Floor to ceiling windows draw exterior inside the classroom
70
how did we do it – faculty...
Classrooms

71
Classroom sizes accommodate larger or smaller groups of students

72
Classrooms are totally flexible

73
Trapezoidal desks can be
reconfigured or moved around

74
…in many different layouts

Teacher’s station is mobile and
Wi-Fi connected
75

Latest technology allows lectures to be projected anywhere throughout the school
and beyond
All classrooms have laser touch interactive white board, projectors, camera
76

77
Science Lab design is based on method of teaching developed by Imperial College
how did we do it – faculty…
Science Labs

78
Teacher is positioned so he can see all students, demonstrate and control the
experiment from his workstation

79

80
Which also allows theory teaching
while students are doing experiments
`

Learning extends beyond classrooms, Wi-Fi technology is available outside.
Plans to create learning pods in a national forest

Sympathetic development for the Boarding Houses creating a village feel
82
how did we do it – Boarding Houses...

83
We wanted to avoid a massive, impersonal building complex for 650 students
and create homely/family atmosphere for students

84
Traditional architecture of the houses
with timber pattern and tufa stone
creates an effect of mountain homes
referring back to Armenian heritage

85

Glass box design of multi-function centre contrasts
the traditional design of boarding houses
86
how did we do it – multi-function centre…

87
A centrepiece that houses the dining facilities

88

89
One part contains a fully serviced and equipped restaurant size kitchen

90
…and brightly coloured dining facilities

91
The second part is the Black Box area, a multi functional performance space
with state of the art theatre equipment to enable professional performances

92
Retractable seating enables total flexibility of the area

Fully equipped and multi-use sports centre
how did we do it – Sports Centre

Architecture picks up main elements from the academic building that maximises light
penetration and….

…natural vegetation via the living walls

96
…and green roofs

Indoor facility includes competition size swimming pool

Multi-gymnasium areas for competition basketball,
netball, indoor football, gymnastics, trampolining, table
tennis and badminton

A fully equipped fitness gym includes judo
and dance area

All-weather basketball, volleyball and tennis courts

UEFA international standard flood-lit grass football pitch

107
Part of the bigger project vision – create a truly local solution
green roof story...

108
Solar Panels and Renewable energies are expensive and hard to implement in Armenia

109
Not just implementation of western tried and tested methods
Green Roofs and Living Walls meant utilising what was already there and available

Brought to life the solution that fully blends the school landscape with the surrounding nature..
110

..which is taking advantage of biodiversity of the region
Armenia has more then 3,500 wildflower species of plants
The density of higher flora species per sq km is more then 100 species
111

Climate encourages considerable vegetation growth.
112

Local soil mix important
factor
•In Armenia more then 15 soil
types.
•Light brown alluvial and rich
brown.
•Residues of volcanic lava.
•Rich in nitrogen, potash,
and phosphates.
trully local solution…
Soil for living walls was mixed
after experimental phase with
local mined zeolite and lava,
peat from lake Sevan and
saved local soil.
113

Many solutions came
from
local population - surface
stones and debris
required clearing.
114

115
Local population involved from the beginning

116
landscape design…
Seeds and bulbs were found and collected locally.

117
40 species of plants were chosen.
landscape design…

• Green roof and living walls reflect nature’s cycles and not year round
manicured lawn
• First school to cover such a large area with native vegetation – 4750 sqm.
green roofs and 1500 sq m of vertical living wall
118
blend with nature cycle…

• Students involved with local population in harvesting, collecting and planting bulbs.
• Started with Summer Camp students and extended to volunteer groups.
green roof as part of education…
119

120
Students and volunteers were educated on :
• Biodiversity of the region
• Bio-design and use of appropriate bulbs and wildflower
plants/seeds with greatest benefit to attract bees,
wildlife
• Benefits of green roofs and living walls such as carbon
reduction and broader environmental issues, insulation-
reducing energy cost, reduction of flash floods, sound
insulation, extended roof life span, etc.

Green Roof solution is on-going science lab for students
• They monitor the roof as it grows through different seasonal
changes
• Enrich biodiversity and improve vegetation of the green roof with
aim to gain maximum of local and endemic species
121

Part of students every day life on campus is
maintenance of the landscape and green roofs.
122

123

124
Achievements so far and further goals
Phase 1 completed in August 2014
• Main academic building.
• Sports centre.
• Swimming pool.
• Boarding houses.
• Multi-function centre.
• Technical buildings.
• Medical centre.
• Security gatehouse and maintenance
facilities.
Phase 2 construction commenced in 2015
• The Performing Arts Centre (PAC).
• International standard concert hall seating 650
audience.
• Flexible theatre space seating 250 people.
• Dance studio and music school including
individual practice rooms.
• Additional boarding houses, residential log
houses, a school lodge and spa facilities for
visiting parents.

Project Achievements
Focused on utilising what was there, not forcing the solution but taking advantage of existing:
• Use of local materials, soil mix, plants.
• Finding practical solutions – not a manicured lawn but taken from the woods.
• Doing thing simply and achieving the same impact as with sophisticated solution.
• Green Roofs – made and grown in Armenia.
Putting the local economy at the centre of the project
• Involve local population from the start.
• Green roof implementation and maintenance – all with the help from local population.
• Support business around school.
Creating legacy
• Educational aspect both for students and locals – it extends way beyond classrooms.
• TFA has set up an office and trained 20+ young architects.
• Bringing international standards and creating new process.
125

126
• Received BREEAM Certification – first building in Armenia to be certified
• Leadership Award in Trendsetting Architecture 2015
• European Property Award 2015
• Collaboration with Dumfries House Trust, chaired by HRH The Prince of Wales

‘THANK YOU’
www.timflynnarchitects.com

АРХИТЕКТУРА И ДИЗАЙН ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (10)

Similar to АРХИТЕКТУРА И ДИЗАЙН ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ

Similar to АРХИТЕКТУРА И ДИЗАЙН ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ (20)

More from EdCrunch2015

More from EdCrunch2015 (20)

Recently uploaded

Recently uploaded (20)

АРХИТЕКТУРА И ДИЗАЙН ОБРАЗОВАТЕЛЬНЫХ ПРОСТРАНСТВ