Republic of the Philippines

BATANGAS STATE UNIVERSITY

College of Architecture and Fine Arts and Design

Pablo Borbon Main II, Alangilan, Batangas City

A.Y. 2022-2023

“THE EPHERIA PROJECT”

A Proposed Neo-Futurist School for Filipino Kids in 2050

Eighteen.kk, CH6V+28Q, Baguio, Benguet

A Research Paper Presented to the Faculty of

College of Architecture and Fine Arts and Design

Batangas State University

In Partial Fulfillment of the

Requirements of Architectural Design 3:

Architectural Interiors

For the Degree in Bachelor of Science in Architecture

Submitted by:

LAT, JM. 1, MITRA, ME. 1, and TEÑOSO, LA. 1

 TABLE OF CONTENTS

RESEARCH PAPER

1 – Introduction.......................................................................................................... 1

2 – Statement of the Problem .................................................................................... 2

3 – Design Objective ................................................................................................. 3

4 – Review of Related Literature................................................................................ 4

i. Designing a Future School ................................................................. 5

ii. Exploring the Benefits of Classroom Diversity and lnclusion ............... 8

iii. Planning Standards .......................................................................... 10

iv. Neo-Futurism ................................................................................... 13

5 – Architectural Programming ................................................................................ 25

6 – Design Concepts regarding the geographical location of the regional area where

it is located .............................................................................................................. 33

i. Concept and Site .............................................................................. 33

ii. Terrain, Climate and Temperature with its Effect on the Choice of

Materials........................................................................................... 34

iii. Socio-Economic Conditions

Demography in Relation to Diversity................................................ 36

iv. Education ......................................................................................... 38

v. Design Consideration ....................................................................... 38

vi. Design Solution ................................................................................ 39

7 – References ........................................................................................................ 40

Other Sources.............................................................................................. 41

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APPENDICES

1 – Mind Map...............................................................................................................

2 – Architectural Illustrations........................................................................................

i. Matrix Diagrams ...............................................................................................

ii. Bubble Diagrams .............................................................................................

iii. Innovations ......................................................................................................

iv. Architectural Details .........................................................................................

v. Sketches ..........................................................................................................

OTHER DESIGN REQUIREMENTS INCLUDED:

1. CONCEPT BOARD / SITE ANALYSIS

2. FLOOR PLANS

3. ELEVATIONS

4. SECTIONS

5. ARCHITECTURAL SCALE MODEL

6. INTERIOR PERSPECTIVES

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4
INTRODUCTION

According to the Global Partnership for Education, education is

considered a human right and plays a crucial role in human, social, and economic

development. In the current Education Rankings by Country 2022, the Philippines is

ranked 55th with a population of 115,559,009. The Philippines' educational system has

been demonstrated to be of poor quality. The country's law requires a thirteen-year

education, which runs from kindergarten to grade twelve, also known as the K-12

program. Learning is important to help people gain knowledge, increase life

satisfaction, improve self-esteem and their own abilities, and become more fulfilled in

their lives and careers. It will serve as the foundation for everyone’s success. In the

near future, everything will have its own development and improvements. Life can be

changed, and it will take education to advance, considering the pace of technology.

As of today, children’s knowledge has advanced due to technology.

The impact of technology on children today has made a difference between children

in the past; therefore what will happen in the future? Children aged 3 to 6 already know

how to use a smartphone or tablet to search. This means that children are becoming

experts at a very young age. Technology alters the world by making life easier and

more advanced. Computers aren’t only used in businesses or companies but also help

schools take on the role of teaching students. More machines or anything involving the

use of technology makes people better at performing more complex tasks. With this, it

can take education to the very next level. It might develop the culture of school

education. Without a doubt, Philippine education has been transformed by the ongoing

COVID-19 pandemic. Students across the country have been adapting to modern

learning for over years. And so as to ensure everyone’s safety, most students have

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pursued alternative means, including online learning instead of attending face-to-face

classes, to continue their education. While there may be a sense of normalcy in the

future, as with the hope that people will be able to enjoy a normal life through the

administration of vaccines, there’s still this truth that things will never be the same

again. In order for students to continue their studies in an efficient and effective

manner, education must be improved as well.

This project will be proposing a Filipino School for Kids year 2050, at a

neo-futuristic approach, a late-20th/early-21st century architectural style that evolved

out of an idealistic approach to the future: high-tech architecture upon developing

themes and ideas which is seen as a departure from the more skeptical and referential

style of post-modernism. This educational structure will be built on Kisad Road in

Benguet, Baguio: the city center of business, commerce, and education in Northern

luzon, that shares natural and scenic landscapes with picturesque mountain views,

tranquil atmosphere and cool breeze. Amidst diversity, this futuristic design is planned

to deal with the diverse skills of the future’s young generation, promoting the

enhancement of such capabilities without the limit of age.

STATEMENT OF THE PROBLEM

This design project is intended to develop a Filipino School for Kids of

the future, incorporating the predicted neo-futuristic evolution of learning facilities in

2050 at a highly urbanized city in the Cordillera Administrative Region of the

Philippines: Baguio, province of Benguet; at an approximately 1.4 hectares land.

Specifically, this research design study sought answers to the following

questions:

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i. What will the spaces of a future learning center look like?

ii. How will the place evolve with more dynamic technologies?

iii. In the course of time, what will be the most suitable form/scale/function of design

must be incorporated to support the operations of the future schools/learning center?

DESIGN OBJECTIVE

A Filipino School for Kids following the elementary education

curriculum having the following:

• Classrooms: 24

• Staff: 1:30

• Students: 500-720

• Administrative Office

• Cafeteria

• Gymnasium

• Health Services

• Lobby

• Multipurpose Center

• Restrooms

• Science & Technology Facility

• Library

• Field

• Indoor & Outdoor Parking

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 The objective is to design a proposed Elementary School with focus

on conveying its vision of prevailing epheria, “the knowledge the comes from

situations” upon dealing with the diverse skills of the future’s young generation,

promoting the enhancement of such capabilities without the limit of age.

Total Classes = 24

• 3 Sections of each class: nursery to grade 6

• Students in each class: limited to 30

REVIEW OF RELATED LITERATURE

Allowing students to feel comfortable at school is an important

component of elementary school design. To accomplish this feeling, designing school

navigation requires to be intuitive for young children. The classroom environment must

also be sized accordingly. Incorporating furniture and accessories that fit elementary-

aged children allows them to independently complete tasks without being

overwhelmed by the nature of an enlarged environment. Moreover, future of education

is embracing the idea that every learner has unique talents and weaknesses, and each

student deserves the opportunity to find their path to learning. To align design with this

education shift- shifting focus from teaching to learning, where young people “learn to

learn”, there’s a need for an act which is to move beyond the traditional lecture format

to a personalized learning approach that favors unique classroom designs.

Individualized learning demands spaces set up for individual work, group work,

collaboration, and presentation centered around learner. Students are growing up in a

fast-paced ‘flattening’ world where the jobs they will be doing have, in many cases not

been thought of and the technology that they will be using has yet to be invented. If

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children are to ‘learn how to learn’ they need to be given

opportunities to use such tools as robotics and learn about the responsible us

e of web 2.0 applications such as podcasting and blogging (Crockett, Jukes, &

Churches, 2011)

I. Designing a Future School

In the United States, William "Bill" Lager (2010 A,D,) Lager

discovered an electronic classroom of tomorrow (ECOT). ECOT is not a home

education program. However, it is a community school for the general public. In Japan,

Yokohama International School is designing the classroom of the future. Kim Confio et

al. (2010) created a list for standardized classrooms. It included a flexible classroom

space, such as a folding wall or combining rooms. Table and chairs that can be easily

moved and rearranged make for a versatile desk/table space. Furniture for various

divisions. Flexible projection on the classroom walls with flexible speakers, interactive

whiteboard with adjustable lighting, book shelves, and so on.

School facilities have evolved from the traditional classroom with

one teacher addressing a roomful of students sitting in individual desks all facing

forward to the teacher’s desk. In the 1970s there was a shift to open-plan schools with

various seating arrangements and sizes of classes (Kowalski,

2002). With many educators believing that learning is best supported with a st

udent-centred approach that sees the teacher as

a facilitator of learning, the creation of the flexible learning environments is now

gaining momentum.

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 Upon envisioning substantial changes in the futuristic educational

system, there is an increasingly diverse media for learning where the challenge for

educators is to determine the goals that each medium can best accomplish and the

resources essential. And this challenge will remain a continuing challenge, as

technologies continue to change, impacting both learning and doing, and providing

new ways for productively assimilating learning and doing. Thus, education system

must include extraordinary infrastructure and innovative teaching tools to raise

standard of education. There is intense need of transforming education systems to

adapt to the demands of the futuristic world. It necessitates the capacity to see the

world through different lenses, to appreciate different value systems, to respect

different cultures

Creating Flexible Learning Spaces

The elementary school classroom of the future is flexible and

expandable. Classroom layouts are designed to be adaptable by accounting for large

group instruction and small group breakouts. Learning commons accomplish this task

as they are large spaces that offer themselves to a range of instruction, revolve around

the use of technology and accommodate collaboration amongst students and

teachers. Elementary school design must reflect the age of the students occupying

these spaces. Elementary school students are inquisitive and intrigued by various

subjects, so their environments must be built to inspire academic exploration and

stimulate creativity. These dynamic learning spaces allow both teachers and learners

to shape classroom environments to fit a variety of unique learning styles. Thus,

flexible furniture can aid in teaching by improving the collaborative components of the

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curriculum. All improvements, no matter how minor, have the potential to make a

tremendous difference for students and staff.

According to Wasson, Ludvigsen and Hoppe (2013), student

centred learning is best achieved in a flexible learning environment which

allows students to move around and engage in a range of targeted

learning activities. Dufour & Marzano (2015) also state that students learn best

by actively ‘experiencing’ their learning rather than being passive listeners. This is

often referred to as real world learning.

Additionally, flexible learning spaces offer teachers greater oppo

rtunity to learn from other teachers. Such environments foster the notion of

deprivatizing teaching (Madden, 2012) bringing the teacher, teaching behind closed

doors, into a shared practice arena. In a learning environment where collaborative

learning is the norm, teachers have opportunities daily to observe the teaching practice

of colleagues, thereby providing many ideas on how their own teaching practice can

be improved. Flexible learning spaces support collaborative learning. Classes work

together on problem solving and in turn share learning experiences. Students work in

groups and in teams, learning from and with each other, supporting and receiving

support from each other and thus learning the value of interdependence. We know that

students who are highly engaged are generally self-motivated and remember what

they have learnt (Peterson, Mucinskas & Gardner, 2016). Effective teachers consider

individual learning styles and needs and plan tasks that are open, flexible and

meaningful.

Spacious corridors jutting into wide open common areas allow

for learning to flow in and out of the classroom. This resonates with a literature

review conducted by Blackmore, Bateman, Loughlin, O’Mara, & Aranda, in 2011

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which highlights the

importance of giving space for active learning. Allowing students to modify thei

r learning environment to better facilitate the learning activity can only occur if the

spaces is built for such flexibility.

Incorporating Exploratory Classes

Today, there is an emphasis being placed on encouraging

elementary school students to explore their academic interests. Classes are no longer

limited to the traditional core subjects of language arts, social studies, mathematics,

and science. Instead, classes use innovative curricula to investigate areas such as

science, technology, engineering, and mathematics (STEM) concepts such as robotics

and engineering. These courses promote collaboration amongst students as they

embrace project-based learning. With this educational transition in mind, design

learning spaces to support the evolving curriculum has been adapted.

II. Exploring the Benefits of Classroom Diversity and Inclusion

Ethnicity, socioeconomic class, religion, reading level, athletic

ability, background, gender, personality, and many other factors distinguish diverse

schools. Strong EdD programs teach educators to value the unique aspects of what

makes each student different, and helps them embrace those differences in the

classroom.

An in-depth research review of dozens of other studies on

diversity—conducted by The Century Foundation, a New York-based think tank—

found that having different and divergent perspectives can create positive learning

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outcomes. Those outcomes, explored below, can have benefits that reflect well beyond

students’ graduation and can impact their lives going forward.

Diversity Improves Cognitive Skills and Critical Thinking

The presence of diversity in the classroom allows students to

consider perspectives and opinions beyond those they’ve already formed or were

shaped in early life by family and friends. By presenting students with viewpoints far

different from their own, it gives them the opportunity to think critically about their own

beliefs and examine the world in fresh ways. As noted by an article in Scientific

American, exposure to diversity alters the way individuals think by promoting creativity

and innovation, as well as decision-making and problem-solving skills. As the article

summarizes, “Diversity jolts us into cognitive action in ways that homogeneity simply

does not.”

Exposure to Diversity Helps Students Enter Adulthood

When students enter the professional world, they join a vast and

diverse workforce. Interacting with people of all different backgrounds and mindsets

can present a challenge without prior exposure to diversity, especially at a younger

age. Companies are taking note of their employees’ ability to handle diversity with

grace and maturity; 96 percent of major employers, according to the Century

Foundation, say it is vital that employees are able to work with people from diverse

backgrounds.

Diversity Prepares Students for Citizenship

As part of the Century Foundation’s research study on diversity,

the authors reviewed 27 different studies about the effects of diversity on people’s

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willingness to interact with and improve their local community—a concept known as

civic engagement. The study found that experiences with diversity in college do lead

to increased civic engagement. This indicates the more involved citizens are with their

government and political landscape, and the more educated they become about

government processes, the more informed decisions they can make about how they

are governed. As the U.S. Department of Education notes, students’ experiences with

diversity help mold them into more engaged citizens.

Diversity Promotes Creativity

At its core, creativity is all about bringing together different ideas

and transforming them to make something new, unique, and personal. The more ideas

and experiences people are exposed to, the more creative they can be. Indeed,

Scientific American cites a study conducted by several research professors who found

that groups with racial diversity significantly outperformed groups without diversity in a

problem-solving scenario. In professional and nonprofessional situations that call for

creativity, it is a wise choice to bring together diverse perspectives.

III. PLANNING STANDARDS

Paaralang Elementarya or elementary education is the first part of

the educational system, and it includes the first six years of compulsory education from

grade 1 to 6, with an optional 7th grade offered by some schools. Major subjects

include maths, science, English, Filipino and social sciences. Optional subjects include

music, arts, physical education, and health. Private school students may select

subjects from a wider curriculum including religious instruction in the dogma of their

choice.

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 In accordance with the Department of Education School Designs

(2020), design considerations includes (1) function and needs of its user, (2) economy

in construction, utilization and maintenance, (3) human dimensions, (4) applicable

building codes, (5) green building adaptation, (6) effect of climate change, (7) calamity-

resilient school buildings, (8) designed to withstand 250 kph wind velocity, (9) designed

to withstand major earthquake, (10) complies with the national structural code of the

philippines (nscp) 2010.

While, in the HLURB's planning standards, sectoral standards in

Education aspect include:

1.1 Pre-School (Kindergarten Level)

1. School site must have a minimum lot area of 500 square meters. The area may

be divided into a minimum 140 square meters for the playground. This area is only

good for not more than 4 classes.

2. Space for playground must be provided, otherwise, easy and safe access to the

nearest part of open space not more than 200 meters walking distance from school

site may be presented as an alternative.

3. Classroom size should be 1 ½ square meter per child.

4. There should be at least one toilet seat for every 25 children at one time, preferably

with separate bathroom for boys and girls.

5. Lighting and ventilation should be proper and adequate. There should be natural

and electric lighting. For a classroom 7 x 9 meters, there should be at least two

fluorescent lamps and one wide window and electric fans to allow cross ventilation.

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1.2 Elementary School Sites

Standard Requirements

Size. This size of the site must meet the requirements of the

enrollment and kind of schools as well as the recreational needs of the pupils. It shall

be wide enough to make adequate provisions for an athletic field playground, lawns,

agricultural activities and future building expansions. The standards requirements of

school sites for elementary schools are as follows:

a. One-half hectare (1/2 ha.) for a barrio school which has only one or two classes

and no grade above Grade IV.

b. One hectare (1 ha.) for a central school which has six classes or for non-Central

School which has from three to four classes.

c. Two hectares (2 has.) for schools which have from seven to nine classes.

d. Three hectares (3 has.) for schools which have from ten to twelve classes.

e. Four hectares (4 has.) for schools which have more than twelve classes.

Adequate. There should be sufficient number of standards classrooms

to accommodate the school enrollment, as well as enough internal spaces for other

basic curricular and administrative needs of the school. A standard classroom should

provide at least 1.2 sq. meters of space per pupil and on that basis the standard

dimensions of elementary classrooms have been prescribed.

In a complete elementary school, there should be a room of

preferably, a separate building for Industrial Arts (shop) classes and other room or

separate building for home Economics classes, with a minimum standard area of 2.5

square meters per place, or a total of approximately 100 square meters.

Internal space should also be provided for such basic needs as an

administrative office, a library (and/or learning resource center), a health clinic (first

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aid), a guidance and counseling room, toilets, storeroom, launch counter or room etc.

At least 2 electrical outlets should be provided infront of each classroom, for the

implementation of any feasible educational technology which requires electricity.

The minimum standards for instructional and administrative spaces are as follows:

1. Classroom (elementary) 1.40 sq.m. per place

2. Elementary School Shop 2.50 sq.m. per place

3. Administrative Office 5.00 sq.m. per place

4. Library/LRC 2.40 sq.m. per place

(10% of total

employment)

Provided that it is

not smaller than

The size of a

classroom

5. Medical/Dental Clinic 28.0 sq.m. per gross

6. Guidance Room 28. sq.m. per gross

7. Corridor Above ground level, the minimum clearance width

is 2.0 m. provided that the provisions of the national Building Code & Fire

codes of the Philippines other relevant rules and regulations are observed.

IV. Neo-futurism

Neo-futurism is an architectural style that began in the late 20th

century. It developed many of the same ideas and concepts as Futurism. It is

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considered a break from postmodernism’s more critical and referential aesthetic, and

a more utopian attitude toward the future. It attempts to reconsider the appearance

and practicality of rapidly expanding metropolitan regions. Neo-futurism has been

described as a complement to technology, consisting of constructions developed today

using new materials to produce previously unthinkable designs. It integrates eco-

sustainable urban planning, human emotional responses, ethical principles, and the

utilization of innovative materials and technology. The movement’s roots may be

traced back to the mid-century architectural expressionist works of designers Eero

Saarinen and Alvar Aalto, as well as Jorn Utzon and Henning Larsen, the renowned

Danish architects. It is the idea developed to include more human emotions and

sustainability into cities’ development using modern technology and new materials. It

is also seen as a step towards a realistic, modern standard of living, rejecting the post-

modernist construction style which developed in the late 1960s. The post-modernist

idea faced a lot of scepticism on the grounds of being unattainable and unrealistic.

The Central idea behind Neo-Futurism:

Neo-Futurism’s ‘Avant-grande’ designs focus on atypical forms to

achieve the practicality and aesthetics of fast-developing cities. It deviates from typical

and usual structures, square or rectangle buildings. Neo-Future structures tend to side

with more flowy and not very rigid buildings, teleporting the city’s look into some sci-fi

movie. The Neo-Futuristic architects believe in testing the boundaries of designs, not

only that of city buildings but every other aspect of what makes a functional and

sustainable city.

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Characteristics of a Neo-Futuristic structure:

The construction and design of Neo-Futuristic architecture design

are easily distinguishable from the ones common today. These structures seem to

spiral upward making them twist and curve. Domes, spirals and everything out of the

box design is a part of the Neo-Futuristic design technique. Although, it is not precisely

the curves that define Neo-Futuristic designs. It is the idea of sharp deviation from the

present layouts to make the cities look more pleasing. Aside from human emotions,

human values are also incorporated as a significant character of this architectural style.

This style uses new and different materials like glass, aluminium, and steel in their

construction for a sleek and modern look. Thus, construction continuously embodies

modern technology, making it more high-tech.

Neo-futurism Draws Much of its Aesthetic from Imagining an Ideal Future

The goal of Futuristic design is to establish a humane, sustainable,

and progressive future. This concept is evident in the field of Futuristic building design

in forward-thinking modern-day cities that have fully embraced and displayed both

technology and an awareness of ecology in their Futuristic skyscrapers and residential

complexes. The fluidity and dynamism of the form are a few of the key characteristics

of Futurism architecture. Before the futurist movement, designs were characterized by

clean lines and rectangular or square shapes. This style, which incorporates structural

components from the surroundings, accentuates a feeling of the structures’ connection

with their fluid features. Futuristic buildings thus employ glass elevators, metallic

materials, and mechanical parts to embrace technical advances aesthetically.

The overall aesthetic of neo-futuristic architectural design can

sometimes be seen as a rejection of pessimism and a reaching outwards toward a

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positive vision of the future. This is the reason why much of the neo-futuristic

architecture around today could resemble the domes and habitats drawn onto the

covers of sci-fi magazines, or the cityscapes of futuristic movie sets. But neo-futurism

is much more than a fascination with science and technology; it is also an avant-garde

movement.

Neo-futurism has inspired many design teams to become innovators,

creating buildings and complexes across the globe that demonstrate their talent and

ingenuity. Zaha Hadid might be considered in some architectural circles to be one of

the finest neo-futuristic architects of her time, having won the prestigious Pritzker Prize.

Hadid has designed several neo-futuristic buildings, from the London Aquatics Centre

to the Riverside Museum in Glasgow; she even helped design Heydar Aliyev!

Futurism first created in 1960s to highlight machine and motion. The

style rejected the traditional styles and focused on the future. Neo-futurism is part of

the futuristic architecture. Today neo-futurism builds off of many high-tech themes as

technology plays a huge life in today society so the future will to. The architecture is

highly calculated to insure the maximum flexibility and lightness within the materials. It

also has abstract and different decorations which are determined by the individual

architect. Unlike most buildings, futuristic ones are made only to last a short time as

the style believes in the current generation to dream and create their own buildings.

Futuristic buildings can only remain futuristic for so long, so more and different designs

will need to be create as time continues. A mix of materials can be seen throughout

Neo Futurism buildings including a glass façade, aluminum construction, and steel

supports. There are vast sizes, shapes and designs with Neo Futurism buildings since

they are all futuristic ideas and each architect has their own thoughts on the future.

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Existing Neo-futuristic Structure

The structure was opened in the Campania area of southern Italy, the

first constructed by the business following the architect’s unexpected death. There was

no need for more confirmation that Zaha Hadid’s legacy would carry on inspiring

people, even after her passing. The initiative was undertaken by Vincenzo De Luca,

the mayor at the time, to help assist in the economic, cultural, and environmental

restoration of the neighborhood.

Interior of the Salerno Maritime Terminal in Salerno, Italy; Jack45, CC BY 3.0

During the busy summer months, the structure’s harsh, the asymmetric

concrete exterior was meant to shelter people from the area’s intense heat. Its curvy

shape, a Hadid signature, even echoes the water, abstractly like an oyster. Within,

there are administrative offices for international border controls and commercial

shipping routes, as well as a terminal for global ferries and cruise liners and a separate

port for regional and local boats. Internal slopes crisscross the structure, improving

connectivity between spaces.

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 Heydar Aliyev Center

The design of the Heydar Aliyev Center establishes a continuous, fluid

relationship between its surrounding plaza and the building’s interior. The plaza, as the

ground surface; accessible to all as part of Baku’s urban fabric, rises to envelop an

equally public interior space and define a sequence of event spaces dedicated to the

collective celebration of contemporary and traditional Azeri culture. Elaborate

formations such as undulations, bifurcations, folds, and inflections modify this plaza

surface into an architectural landscape that performs a multitude of functions:

welcoming, embracing, and directing visitors through different levels of the interior.

With this gesture, the building blurs the conventional differentiation between

architectural object and urban landscape, building envelope and urban plaza, figure

and ground, interior and exterior.

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 WU Vienna, Library & Learning Center by Zaha Hadid

The new Library and Learning Centre rises as a polygonal block from

the heart of the new University campus. The interior of the LLC is informed by the

external circulation of the masterplan which maps out the different levels of the

building. The straight lines of the building’s exterior separate as they move inward,

becoming curvilinear and fluid to generate a free-formed interior canyon that serves as

the principal public plaza of the centre, as well as generating corridors and bridges

ensuring smooth transitions between different levels.

The Central Library Oodi in Helsinki by Arkkitehtitoimisto ALA, 2018

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 The library building in the heart of Helsinki consists almost entirely of

public space and offers a wide selection of services. It is the new central point for the

city’s impressive public library network. The design divides the functions of the library

into three distinctive levels: an active ground floor, a peaceful upper floor, and an

enclosed in-between volume containing more specific functions. This concept has

been developed into an arching form that invites people to utilize the spaces and

services underneath, inside and on top of it. The resulting building is an inspiring and

highly functional addition to the urban life of Helsinki and the Töölönlahti area. Apart

from the top floor, Oodi’s facade is made entirely from wood, which softens the general

appearance of the architecture around Töölö Bay. The wood used for the exterior wall

is spruce. The energy-efficient library is an impressive and alluring calling card for

Finnish architecture.

Iceberg Palace in Sochi by Andrey Bokov, 2012

The ‘iceberg skating palace’ forms a central part of the sochi 2014

olympic games, hosting figure skating and short track speed skating events. the

scheme has been designed by GUP MNIIP mosproject-4, the ‘moscow research and

design institute for culture, leisure, sports and health care buildings’. containing 12,000

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seats positioned across two tiers, the multi-purpose arena has already successfully

hosted major events.

Liège-Guillemins railway station in Liège by Santiago Calatrava, 2009

Architect Santiago Calatrava has completed a station with a vaulted

glass and steel canopy in Liege, Belgium. Called Liège-Guillemins station, the project

links two areas of the city previously divided by railway tracks. Calatrava aimed to

enhance this permeability by creating a building without facades, relying on the roof

for shelter and the building's identity.

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 El Palau de les Arts Reina Sofía in the City of Arts and Sciences, Valencia by

Santiago Calatrava, 2005

Surrounded by 87.000 sqm of gardens, walks and water features, this

monumental work of architect Santiago Calatrava is the centerpiece of the architectural

complex City of Arts and Sciences, housing the Opera of Valencia and the

headquarters of the Orquestra de la Comunitat Valenciana. The building has 37,000

square meters, and more than 70 meters high. the Main Room, Magisterial Classroom,

an amphitheater, and the Chamber Theatre: Inside four large rooms are located. To

this is added an Exhibition Hall. The spaces are varied and numerous. Cantilevered

slabs fly at different heights and connected by hidden staircases between the side

metal housing, in addition to the elevators with panoramic city views. The main

component of the architectural ensemble of the City of Arts and Sciences represents

a commitment to art, broadcasting music, dance, and theater. His suggestive forms

refer to the nautical activity and are almost like a metaphor of a ship that had aground

in the channel of the old Turia River. The project is mainly based on two premises: to

offer a place for professionals in the arts and sciences and a pleasant place on an

urban scale, with multiple uses besides a series of spaces for expression of cultural

diversity.

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 L'Hemisfèric in the City of Arts and Sciences, Valencia by Santiago Calatrava,

1998

The City of Arts and Sciences, developed by Santiago Calatrava, is a

large-scale urban recreation center for culture and science. Set in the old dried-up river

bed of Turia, midway between the old city of Valencia and the coastal district of

Nazaret, this city covers an area of 350,000 square meters. The predominant idea of

the project was to restore the neglected area of Valencia, as well as to provide a linear

park that stretches through the city. The project would be one link in a chain, that was

designed, to take a leap into the third millennium. The series of five buildings planned

for this city will join the cultural axis linearity accompanying a sense of it and will provide

an open and public space, also it will add features for the Valencians.

23
 L'Oceanogràfic in the City of Arts and Sciences, Valencia by Félix Candela,

2003

L'Oceanogràfic is an oceanarium situated on the dry Turia River bed

to the southeast of the city center of Valencia where different marine habitats are

represented. It was designed by the architect Félix Candela and the structural

engineers Alberto Domingo and Carlos Lázaro. It is integrated inside the cultural

complex known as the Ciutat de les Arts i de les Ciències (City of Arts and Sciences).

It was opened on 14 February 2003. It is the largest complex of its type in Europe,

spanning 110,000 square metres (1,200,000 sq ft) and holding a capacity of

42,000,000 litres (11,000,000 US gal) of water, including a 26,000,000-litre (6,900,000

US gal) dolphinarium and a 7,000,000-litre (1,800,000 US gal) ocean tank with sharks,

rays and other fish. It is home to 45,000 animals from 500 different species—including

sharks, penguins, dolphins, sea lions, walruses, beluga whales, birds, reptiles and

invertebrate—all inhabiting nine two-tiered underwater towers representing the Earth's

major ecosystems. The aquariums utilize sea water pumped from the La Malva-Rosa

beach. The park is divided into ten areas: the marine areas are arranged into

Mediterranean habitats, the Arctic oceans, islands, the tropics, the temperate seas and

24
the Red Sea. The park also includes a dolphinarium, an area of mangrove swamps

and marshland, and a garden with more than 80 different species of plants. The steel-

fiber reinforced concrete thin-shell structure was designed by renown architect Félix

Candela, at age 87 in 1997, and structural engineers Alberto Domingo and Carlos

Lázaro. The distinctive hyperbolic parabola (hypars) shape of the roof is reminiscent

of the Los Manantiales Restaurant in Mexico City, which Candela designed in 1958.

The Oceanographic is currently operated in partnership with the Vancouver Aquarium

Marine Science Centre in Vancouver, British Columbia, Canada.

The British Library of Political and Economic Science

The British Library of Political and Economic Science (also known as the

BLPES or as the LSE Library) is the main library of the London School of Economics

in London, England. The library, founded in 1896, is the largest social sciences library

in the world, containing over 4 million printed volumes. The library is located on

Portugal Street, just north of the main buildings of the school. The current building is

25
the former headquarters and warehouse facilities of WH Smith, opened in 1916 and

taken over by the LSE in 1976, to be reopened as a library in 1978. The building was

heavily renovated between 1999-2001, redesigned by Foster and Partners, with a

distinctive atrium and circular staircase designed by Norman Foster, costing over a

million pounds. It also has Bloomberg Terminal machines with live feed of economic

markets and data analyst.

26
ARCHITECTURAL PROGRAMMNG

A. PROPOSED BUILDING 1

27
28
29
B. Proposed Building 2

30
31
C. Proposed Building 3

32
33
D. OTHER AREAS

34
DESIGN CONCEPTS REGARDING THE GEOGRAPHICAL LOCATION OF THE

REGIONAL AREA WHERE IT IS LOCATED

Concept

This Epheria project, a proposed Filipino School for Kids year 2050 is

designed at a , neo-futuristic architectural style that evolved out of an idealistic

approach to the future: high-tech architecture upon developing themes and ideas, and

is seen as a departure from the more skeptical and referential style of post-modernism.

This structure encompasses the concept of an archipelago, referring to cluster of

islands surrounded by bodies of water, one structure composing of three buildings

connected by a bridge that intends to develop a futuristic design.

Site

Baguio, planned as a convalescent-cum-recreational center and a

highland refuge by American colonizers, has evolved into a highly-urbanized regional

center. The availability of essential urban services and facilities has helped transform

the settlement into the summer capital of the country, a major educational and tourist

center, the seat of the regional government and, in recent years, an emerging industrial

and health service center north of Metro Manila. Congestion arising from rapid

population growth and uncontrolled urban expansion are exerting pressure on the

city’s amenities, resources and the natural environment.This profile traces the city’s

evolution as a hill station to a highly urbanized regional center, and discusses and

analyses its plans for future development. Systematic planning, cooperation and good

governance are crucial to address the many challenges that the city faces, and to allow

for its sustainable development in the future.

35
 Terrain, Climate and Temperature with its effect on the choice of materials

Baguio city is located 16°250N and 120°360E on Luzon Island,

Philippines, approximately 250 km north of Manila. Although it functions independently

as a chartered city, Baguio is situated within the province of Benguet in the

Cordillera. Baguio City occupies about 57 square kilometers of mountainous land

about 1,524 meters (almost 5000 feet) above sea level. Due to its high altitude and

moist tropical landscape, the area used to be covered by mossy plants. The name

Baguio is said to be derived from the Ibaloi word, bagiw (lit. “moss”). Although the

weather in Baguio still follows the typical Philippine seasons: dry (summer) from

October to May; and wet from June to September, the combination of the geography

and flora makes Baguio eight degrees cooler in any month compared to areas in the

Philippine lowlands. Thus, the average temperature ranges from 15 to 26˚C, and drops

to 8˚C from December to early February. The lowest temperature recorded was

6.27˚C, on 18 January 1961. However, this climate has disadvantages during the

afternoon and the rainy season. Baguio can get very foggy and damp and it is known

to have the heaviest volume of rainfall in the country. (4.77 meters in July 1927). The

36
heavy rains usually limit the number of airplane flights to one during the morning and

cause a large number of landslides in some areas.

The more developed portion lies in the northern half of the city (Saldivar-

Sali & Einstein, 2007). The city, approximately 57.49 km2 in area, extends 8.2 km from

west to eastand 7.2 km from north to south (OCPDC, 2002). It has a perimeter of about

31 km, being bounded by the municipalities of La Trinidad (the provincial capital of

Benguet) in the north, Itogon in the north-east, Tuba in the west and Sablan in the

northwest. Politically and administratively, it is divided into 129 barangays. Generally,

the city’s climate is characterized by two pronounced regimes: a dry season from

November to April, and a rainy season from May to October. Baguio city’s rainfall

record of 1168.1 mm in24 h on July 14–15, 1911 (Jennings, 1950) is among the highest

in the world. From 1950–2003, the average annual rainfall in Baguio was 3648 mm

(Saldivar-Sali & Einstein, 2007). In October 2009, the rainfall in the city was extremely

high due to a tropical cyclone, rendering a rainfall record of 462 mm for that month,

almost four times the monthly average (Papa, 2009). Rainfall is generally higher in

Baguio than in the rest of the country: for instance, it receives twice the volume of

rainfall usually experienced in Manila (Saldi-var-Sali & Einstein, 2007). As a hill station,

Baguio city is famed for its cool climate owing to its elevation from 950 to 1650 m asl.

Most of the developed areas are on a 1500 m high plateau in the Cordillera mountain

range of Northern Luzon. In terms of accessibility, Baguio city can be reached from the

western lowland areas via three national roads, namely Naguilian Road, Kennon Road

and Marcos Highway. It is also accessible via the Ambuklao Road and Halsema

Highway from the northeastern highlands and through the Baguio–Bua–Itogon Road

from the eastern part of the city.

In conclusion, it has been shown that fog could be an important factor

increasing the destructive role of pollutants on wood formation. It was manifested in

37
decreasing of cambial activity resulting in formation of narrower annual rings as well

as in reduction in radial dimensions of earlywood tracheids. Thus, shrinkage and

swelling is one of the cons of wood as material for construction, trees need water to

grow and wooden materials can easily absorb water if not treated or maintained

properly. When water gets into the wooden fibers, the material expands, and its

structural properties become much weaker. This dictates the choice of materials

wherein reinforced concrete, iron, glass, textile fiber and all substitutes for wood, stone

and brick, allowing maximum flexibility and lightness, are being utilized instead.

Location and elevation maps of Baguio city and its adjacent municipalities.

Data source: 1995 Topographic Map (NAMRIA, 1995).

Socio-economic conditions

Demography in relation to Diversity

Based on the population census by the NSO (2007), Baguio city has a

population of 301,926. Starting from two groups of native Filipinos (Ilocanos and

38
Igorots: Wilson, 1955), the city’s population now includes other native groups like

Pangasinenses, Tagalogs, and Kapampangans from across the country, as well as

foreignnationals who have opted to settle in the city (Acupanda, 2007). The city’s

population has now become diverse. Ilocano is the most common mother tongue

dialect, spoken by 50% of households, followed by Tagalog (23%) and Pangasinense

(4%). Close to 10% speak the indigenous Cordillera dialects including Ibaloi and

Bontok (3%each), while the remaining 13% speak other languages and dialects

(OCPDC, 2002). Baguio’s households are relatively conversant in English. The variety

of languages and dialects indicates that significant migration has taken place, also

accounting for the large population growth. Statistical data by the NSO (2000) revealed

a sex ratio of 104 females to 100 males. The city has a very young population, with

68.70% below 30 years of age. To support such a young pop-ulation structure, there

is the need to provide services to sustain socio-economic welfare in health and

nutrition, education, public safety and protection, etc.

Some of the most popular tourist destinations in Baguio city. (From left to

right: The Mansion, Burnham park/lake, Camp John Hay & Baguio Cathedral). The

Mansion, formerly known as Mansion house, was built in 1908 and served as the

residence of the US Governor-general who was then the administrator in the

Philippines. It is currently the official summer residence of the President of the

Philippines. Burnham Park was named after its planner himself, Daniel H. Burnham,

an American city planner, who designed the original plan for Baguio city. This park is

well known in the entire country. Camp John Hay was established in 1903 to serve as

a military reservation of the U.S.army. This former rest and recreation facility of the US

Armed Forces is now a popular tourist destination in the city with its world-class golf

course and other amenities. The Baguio Cathedral has also been a major landmark in

39
the heart of the city. It served as an evacuation center during the Second World War.

Sources:OCPDC (2002).

Baguio’s status as the summer capital of the country, its grow-ing socio-

economic activities and employment opportunities, and the development and

availability of basic and essential urban ser-vices and facilities are the major factors

that inspired and encour-aged people to flock to this city. Its continuous growth and

development has helped in its evolution as a hill station to a highly urbanized regional

center. Over the years, however, population growth has been rapid and urban sprawl

has been widespread without regard for seismic and geologic hazards and the city's

capability to provide the necessary services. The population ofBaguio has greatly

surpassed the maximum number of people that the city was envisioned to

accommodate. From the 2007 census,this relatively small city, of just 57.49 km2, now

supports about12 times more than its carrying capacity. Due to the ever-increas-ing

demand for better living conditions, Baguio city’s carrying capacity, in terms of natural,

physical and socio-economic re-sources, has reached critical status.

Education

Another fast growing sector in the city is education, which gen-

erates an average annual income of PhP2 billion. This has helped sustain the city’s

income for the last few decades (Cabreza, Caluza,& Dauigoy, 2009). The education

sector has also become the city's primary profit center (Cabreza et al., 2009),

coinciding with the decline in tourist arrivals in the wake of the world financial

crisis(NSCB, 2010). Currently, Baguio city is regarded as the education center of

northern Luzon in the Philippines catering to both local and foreign students. This is

due not only to the good standards of the learning institutions in the city but also to the

moderately cool conducive environment the city provides. Public and private schools

40
and universities can be found in the city. The city’s literacy rate is 98%

(www.baguio.gov.ph, 2009).

After gathering the above informations, the proponents concludes

with the following:

DESIGN CONSIDERATIONS

1. FUNCTIONALITY - the form of the building is determined by its underlying

purpose.

2. HUMAN FACTORS - the building design delineates the concept of

anthropometrics and ergonomics.

3. HEALTH AND SAFETY - a safe working environment for the users is ensured.

4. MATERIALS - well-considered and justifiable material choices is incorporated.

5. ACCESS STRATEGY - the built environment caters to people of all abilities.

6. TECHNOLOGY - idealistic approach to the future is adapted within the learning

spaces.

DESIGN SOLUTIONS

1.CONNECTIVITY – the character of spaces is defined according to their specific

function, location, and relationship to another.

2.LOW ENVIRONMENTAL IMPACT – the structure is designed in harmony with the

natural setting.

3.WASTE MANAGEMENT – there is an allotted area for garbage disposal.

4.LONGEVITY AND FLEXIBILITY – utilized rigid and pliable materials including

reinforced concrete, iron, glass, textile fiber.

5.PATHWAYS CONFIGURATION – widened paths and ramps are provided.

41
6.PASSIVE AND ACTIVE SUSTAINABLE DESIGNS – natural and artificial ventilation

is adapted.

42
REFERENCES

[1]Blackmore, J, Bateman, D, Loughlin, J, O’Mara, J, & Aranda, G. 2011,

Research into the connection

between built learning spaces and student outcomes: Literature Review. Educa

tion Policy and Research Division, Department of Education and

Early Childhood Development, Melbourne, viewed 15 November, 2016.

[2]Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century

fluencies for the digital age. Corwin Press.

[3]DuFour, R., & Marzano, R. J. (2015). Leaders of learning: How district, school,

and classroom leaders improve student achievement. Solution Tree Press.

[4]Estoque, R. (2011). City profile: Baguio.

https://www.researchgate.net/publication/229094398_City_Profile_Baguio

[5]Kowalski, J (2002) Planning and Managing School Facilities, Greenwood Pu

blishing Group, Connecticut.

[6]Madden, J. (2012), School improvement: Innovation for the future. In Smith, R &

Lynch D, (2012) Case Studies in Education: Leadership and Innovation, (pp. 148-

174), Brisbane: Primrose Hall Publishing Group.

[7]Myskow, E (2019). The effect of pollutant fog deposition on the wood anatomy.

https://link.springer.com/article/10.1007/s10342-018-01160-4

[8]Peterson, A., Mucinskas, D., & Gardner, H. (2016). TEACHING FOR GOOD

WORK, TEACHING AS GOOD WORK. From the Laboratory to the Classroom:

Translating Science of Learning for Teachers, 21.

[9]Vaughan, E (2017). Elementary School Whole Building Design Guide.

https://www.wbdg.org/building-types/education-facilities/elementary-school

43
[10]Wasson, B., Ludvigsen, S., & Hoppe, U. (Eds.). (2013). Designing for chan

ge in networked learning environments (Vol. 2). Springer Science & Business Media

OTHER SOURCES

[1]How will Schools Be In The New Future? | AskEducareer

[2]Why School Is Important – Bridge to Success (waterburybridgetosuccess.org)
[3]Education system in the Philippines: A complete guide (kabayanremit.com)
[4]Education Rankings by Country 2022 (worldpopulationreview.com)
[5]https://omdayal.com/blog/neo-futurism-in-architecture-towards-a-more-
sustainable-life/
[6]https://www.teacherph.com/2016-new-deped-school-building-designs/
[7]http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/blackmore_lear
ning_spaces.pdf
[8]https://londonhuawiki.wpi.edu/index.php/Neo-
Futuristic_Style#:~:text=A%20mix%20of%20materials%20can,own%20thoughts%20
on%20the%20future.
[9]https://www.woldae.com/expertise/education-design/elementary-classroom-design
[10]https://plannerspace.blogspot.com/2021/05/hlurbs-sectoral-standards.html?m=1
[11]https://soeonline.american.edu/blog/benefits-of-inclusion-and-diversity-in-the-
classroom/#:~:text=Diverse%20schools%20feature%20differences%20in,%2C%20p
ersonality%2C%20and%20much%20more

[12]https://myteamengineering.com/pros-cons-wood-as-a-building-

material/Vhttps://myteamengineering.com/pros-cons-wood-as-a-building-material/

44
APPENDICES

ARCHITECTURAL ILLUSTRATIONS

i. Mind Map

45
ii. Matrix Diagrams

A. Building 1 - 1st floor

46
B. Building 1 – 2nd floor

47
C. Building 1 – 3rd floor

48
D. Building 2

49
E. Building 3

50
iii. Bubble Diagrams

51
52
 iv. Innovation

Digital spaces and fabrication technology have become as prominent as ever within

the current state of our post-pandemic society, becoming increasingly more accessible

and enabling quick and spontaneous acts of iteration and evolution. These

technologies have resulted in the ability to mass-produce non-standard, highly

differentiated building components within the same facility as their standardized

counterpart, transforming how buildings and their respective components are

conceived, designed, and represented, and how they are manufactured, assembled,

and produced.

The beauty of digital fabrication is its ability to blend aspects of mass and artisanal

production to the point where costs nearly disappear. Technology’s capacity to

fabricate so simply and almost seamlessly raise the issues for its potential to

53
significantly alter our current perception of architecture, thus producing the question:

has the influence of mass production in architecture resulted in a loss of intentional

design?

54
v. Architectural Details

55
56
57
vi. Sketches

58
OTHER DESIGN REQUIREMENTS

1. CONCEPT BOARD / SITE ANALYSIS

59
2. FLOOR PLANS

60
3. ELEVATIONS

61
4. SECTIONS

62
5. ARCHITECTURAL SCALE MODEL

63
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6. INTERIOR PERSPECTIVES

67