Analysis of Self and Architecture

Takaharu Tezuka was born in twelvemonth 1964 in the metropolis of Tokyo, Japan. He received his Bachelor from the Musashi Institute of Technology in Japan and Master 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 running 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 maximizes and utilizes the full tight urban site by consciously including the sense of drama, with a roof deck environing the full single-story construction with a big enclosed cardinal courtyard. “While we are busy working, besides we are besides inspired by our kids. We found out kids love 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, carrying through an intentional system of togetherness. Tezuka designed the kindergarten by integrating bing trees stick outing from the building, which provides a sense of welcoming nature but besides acts as a green canopy. Their thought of

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The Fuji Kindergarten architectural analysis was based on 3 theories, which are climatic factors, architectural theory, and design schemes. As for design schemes, the inside information is really clean and precise, and all the things of high-end architecture is approximate. There is a sense of a graduated table to the banisters, 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 easily be moved and rearranged. As for the chairs and desks for the children, many wooden boxes are used to divide smaller countries which act as extra benches for sitting. These boxes are used to hive away drama points, learning stuff, and children’s coats and places. This provides great flexibility, and the interior infinite is often reconfigured through the twelvemonth. Besides, the railings are designed harmonizing to kids' graduated tables. Railings are placed at each border of the roof to maintain kids safe. The infinite between the banisters are besides sufficient plenty to let kids 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 ooze in. Children could besides mount up rope ladders taking up to the fanlight. The three trees embedded in the edifice form a drama characteristic. Children can scramble in the subdivisions or drama in the cyberspaces that are placed around the short pants to forestall anybody falling through to the suites below. In maintaining 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 with the land. Takaharu believes that this will further regard for nature, so that kids could play around with it and extinguish psychological barriers between in and out. Last but not 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 children about the manner visible radiation is produced when they pull on and off.

Architectural Theory

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 windows. 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 between categories 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 the land degree to maintain an oculus on kids playing up above. With a specific border of a start to a terminal, kids would of course run about the roof without vacillation. This 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 up walls that would impact the physical and ocular connexion within the kindergarten. The Fuji Kindergarten-free design of the facade separated the outside of the edifice from its structural map. Stilts and thin seeable floor slab sites absolutely into the bing site. This besides encourages kids to play about and research the construction of edifices. Last, horizontal windows run along the full kindergarten to let suites be lit every bit.

Climatic Factors

During most of the twelvemonth, the big sliding screens that form the interior wall of the edifice are pushed back, opening up the interior infinities to the sheltered courtyard in the center of the school. This provides unobstructed positions throughout the kindergarten. It ensures that the suites are ever well-ventilated and, as an 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 an underfloor warming system. Lighting can be adjusted utilizing ceiling-mounted pull chords, letting 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 periods 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.” As a decision for his architecture believes, Takaharu Tezuka summarized that “Our minimal art is non a manner but an effect. We try to do an undertaking where we ourselves want to populate or remain. We believe the reply can be found in our lifestyle. We are seeking to hold a normal happy life, and the life of a human being is ever the ultimate intent of architecture”.

Architecture is like linguistic communication with vocabulary that carries messages and communicates significance. By utilizing this architectural linguistic communication, based on my theory of the 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 planning architectural inside information. Architecture imaginativeness is steadfastly rooted in Takaharu’s cardinal apprehension of construction, stuff, and economic sciences. There’s a touch of material elegance in the architectural signifiers and the preciseness of the structural solutions. These personal touches are emerged from understanding their client’s lifestyle 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 singular for its mutableness, its ability to take on different visual aspects depending on the season, a 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 well known for sliding 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 Gropius. 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 21st century who combine and embrace nature into a simple life.

Mentions

1. Planning for instruction. 2011. p48 Retrieved from hypertext transfer protocol: //www.oecd.org/edu/innovation- education/centreforeffectivelearningenvironmentscele/48533289.pdf on 22 June 2014
2. 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
3. Planning 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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