Analysis Of The Influence Of Different Factors On The Design Of Buildings

Introduction

A research investigation was conducted by Revel Fox & Partners on the request of the EOAN Group Trust. Prior to this, there was little or no information pertaining to the ‘education of the disadvantaged pre-school coloured children’. Research was obtained via interviews, workshop conferences and meetings with specialists. The types of children under study were normal, gifted, a-typical and culturally deprived. Fox developed general educational standards in terms of methods of teaching, staff ratios and physical environment. His research took on the form of a proposed building plan which included a nursery, crèche, administration, clinic and research unit. His design materialised into the Early Learning Centre in Athlone in 1972.

Methodology

The aim of my essay is to understand how the social, economic, technical and political circumstances, during a particular time period, have influenced the design of buildings and the spaces which they generate. The understanding of past architecture fosters an appreciation for how the built environment affects our lives in the broader cultural context. It gives us insight into the use of architecture as a tool for oppression and liberalism. The biography of Revel Fox provides insight into past experiences that has influenced his design rational and his morals which underpin the quality and type of architecture produced.

The research method implemented is a case study of a building. An analysis of maps and architectural drawings are undertaken in order to locate the building historically and gain an understanding of its functionality and spatial qualities. Furthermore, a comparison is made with another building of similar programme in order to understand the interrelationship between local and international architecture.

Biography of revel fox

Revel Fox was born in Durban in 1924. By the time he had graduated from high school, World War 2 had begun. He studied architecture at UCT for 18 month before enlisting to the army and sent to Italy. Here he developed a love for European architecture and witnessed the effects of fascism, which would later govern his attitude towards conservation and his political career. After the war, Fox returned to UCT to complete his studies and graduated BArch in 1948. He worked in Rhodesia, Sweden and Worcester before settling in the Cape. Sweden’s Empiricism architecture had a lasting effect on Fox and greatly influenced his design rational. They placed emphasis on social architecture and their uncompromising attitude to the design of new structures didn’t clash with their rigorous conservation process. His selection of social housing, educational and cultural facilities and restoration projects are attributed to this. He adopted their tradition of simple form, modest scale and careful use of resources. Fox had a tripartite career in architecture, urban planning and politics.

The early and middle years of his career found much success, however his later works were criticised for its classical/ postmodernist nature, which were viewed as a betrayal of modernism. Fox regarded classism as a timeless design process rather than an adherence to an ‘ism’. His work reflects his love for Europe and location in Africa. His work demonstrates the interrelationship between the ‘International Style’ and vernacular African architecture to meet the demands of South Africa. These include the provision of mass housing for people displaced during apartheid and the planning of our cities to meet the demands of post-apartheid. Fox ensured an apolitical stance, however he expressed vocal objection regarding the forced removals and protested against the demolition and proposed development of District 6. He chose to work in areas that were of benefit to all communities. When he was commissioned for the Cape Technikon development in District 6, he attempted to persuade a change in location and when it was rejected he resigned from the project.

History of the Cape

During the mid-seventeenth century the Dutch East Indian Company established a station in the Cape. The Bantu tribes were unwilling to work as labourers; as a result slaves were imported from West Africa and East India. When the British gained control the coloureds were Christianised, which was a major factor in westernisation. The Boer sided with the British out of fear that the success of non-white would be detrimental to their livelihood.

During the nineteenth century the Boer migrated north where there continued to be social and political differentiation. Meanwhile, in the Cape the British had abolished slavery permitting the coloureds to become politically integrated. During the twentieth century political differentiation had beset the Cape as well.

Demographics of the Cape

The population growth between 1921 and 1960 indicates a percentage decline in whites with and an increase in coloureds. According to the 1960 census the coloureds make up 10% of the population. The geographical distribution of the coloured population is in the Western Cape. This is the area originally occupied by the slaves. After slavery was abolished the coloureds opted to stay due to the high density of cheap Bantu labour available in the Cape during the Industrial expansion.

Socio-political and socio-economic issues

The 01 economic region comprises of Bellville, Cape, Simonstown and Wynberg. Coloureds have a high birth and death rate, more specifically a high infant mortality rate. This is characteristic of low socio-economic status. It is a result of poverty, overcrowding, widespread disease, crime, poor health and hygiene conditions, poor housing and lack of proper nutrition. Despite the high death rate their population continued to overpopulate the whites. The short lifespan of coloureds, coupled with a high birth rate result in the concentration of the population in the early stages of life. This affects the socio-economic development. Income used possibly for education is spent on dependants. A decrease in the birth rate would raise the standards of living. The dominance of the younger generation implies an extensive need for educational facilities. Their ignorance towards birth control resulted in large families. The average household was 6 and were multigenerational due to the absence of orphanages, old age homes and illegitimate births.

Majority of infant deaths were due to malnutrition, Kwashiorkor. Children were deprived of milk when a second baby followed too soon. Preventative methods are better than curative, due to the high risk of relapse. There were high crime rates, addiction to alcohol and adolescent gang activity. A large portion of income was spent on alcohol and there was a withdrawal from family responsibilities.

Cultural deprivation

Africans have distinct social, cultural and biological qualities. Coloureds are a result of slave integration, resulting in heterogeneous social, religious and cultural heritage. They share a religion and language with the whites yet are differentiated due to pigmentation. They don’t conform to the dominating white or black majority and are therefore marginalised. This resulted in feelings of insecurity, inferiority, intellectual intimidation and a shaken sense of belonging.

‘Culturally deprived’ children are unable to benefit from schools due to absence of cognitive stimuli at home, resulting in difficulty with verbal expression and abstract thinking. This results in low self-esteem, withdrawal from competitive situations and a perception of teachers as threatening. The teachers perceive those students as restless.

Children turn to each other for support and affection when they are neglected by adults. This contributes to adolescent gang activity. They express themselves physically, rather than verbally. They grow to be status rather than person orientated. Malnutrition causes reduced brain size resulting in an impairment of intellectual development which affects temperament, personality, confidence and their view on life. They are disadvantaged as their norms, values, skills and knowledge doesn’t conform to society.

Educational facilities in the cape

During the 1970’s education wasn’t compulsory for coloureds. It was the responsibility of the provincial administration, church or missionary organisations. An exponential population growth resulted in a deficit of facilities, which were understaffed and overcrowded. The spaces generated were depressing, lacked toys or outdoor play areas; forcing children to occupy the streets. The poorly trained teachers were unequipped to manage poverty stricken children. These are contributing factors for early dropouts and retardation.

Building analysis

Locality

The building is situated at 10 Springbok street, Athlone. This is suitably located due to the high density of residential development surrounding the site. It complies with the zoning for cultural, educational and welfare. The site is on the periphery of a concentrated commercial zone, this is convenient for working parents. It is closely situated to public transport routes, specifically Klipfontein and Jan Smuts drive which are used as bus routes to the railway terminals. This intersection has developed into a hijacking and smash-and-grab hotspot in recent years, posing a threat to the safety of children.

Architecture as a tool

The nursery provides what is lacking in underprivileged homes. The mother is substituted by a nurse and the home by a nursery. Thus the building should have a domestic character. Physical controls such as size shape and texture create stimuli with either encourage or inhibit learning. Children can’t maintain concentration for long periods and their interest rapidly shifts. An environment with slight uncertainty promotes curiosity and positive cognitive change. Subsequently spaces should be able to adapt to predetermined demands as well as unspecific situations.

Schedule of accomodation

The nursery unit can be broken down into modular spaces of specific and unspecific activities coupled with varying group sizes. The larger spaces (blue) aren’t activity specific and accommodate twenty children each. Larger groups cause children to become disorientated and withdraw from the teacher whose role shifts towards a supervisor. These spaces can be directly or indirectly linked to form larger spaces. The small spaces (green) are partially specific. And accommodate 5 children. They serve the larger spaces on a short term basis or provide relief from them. Furniture in the larger area can be pushed into these smaller areas for short periods before being pulled into use again. They also serve as dolls corners or reading nooks, allowing children to withdraw temporarily. The teacher’s office (green) is placed at the centre to optimise supervision. This space links all the surrounding spaces and acts as a reference point for the child throughout the day. Thresholds (yellow) are unspecific and accommodate 40 children. They dissolve the harsh edge of the building, allowing activities to extend outdoors if the weather permits. The served spaces (red) are activity specific and accommodate a maximum of 40 children. These include bathrooms, lockers and facilities for serving meals. They are permanent so the child is aware that they are constantly at hand.

Orientation

The sun rises in the east and by noon is positioned north. The nursery operates primarily in the morning and consequently the rooms would have to be orientated between N and E. Prevailing winds during summer and winter are respectively in the SE and NW. These exposures require protection. The following diagrams demonstrate two unit conditions. The first is orientated north and the latter east. The following diagram illustrates possible combinations for the expansion of the premises.

Stylistic origins

The Early Learning Centre physically and philosophically embodies brutalist architecture. Brutalism had an underlying socialist agenda. The design comprises of repeated modular units forming complex configurations with specific functional zones. Each zone is distinctly articulated and grouped together into a unified whole. The zones include nursery, crèche, clinic, administration/ kitchen and research centre.

Structure and materiality

Structure and materiality are dependent on the available funds. Athlone is an area of low socio- economic status. The centre represents unpretentious, schematic and inexpensive construction without appearing poverty stricken. The timber stud frame is prefabricated. This enables light and easy transportation, quick erection and fewer labourers. During the 1970’s, the municipal building regulations classified timber stud buildings as temporary structures. Floors are an important component of a nursery due to prolonged contact with it. The use of in situ concrete slabs and cement screed complies with their intention to create a prototype that’s adaptable to various site conditions. Cork linoleum was used for the finishing. It is suitable for applications where hygiene, comfort, warmth, impact and sound and shock absorption properties are required.

The walls comprise of 2 layers. The outer structural layer is a cavity wall which serves as a protective barrier from the elements. The interior layer is a lining of soft board materials that are secured to a timber framing. The lining can be used as a pin board for the display of work and shelves and cupboards can be secured to it. The structure remains uncompromised and the soft boards can easily be rearranged and replaced. The ceiling is low and protective in some areas and high in others. This creates varying light effects and absorption of sound. There are covered play areas and outdoor play areas with sandpits. The equipment used has a varying degree of flexibility. This is achieved through correct scale, easy mobility and shapes that are easy to stack and cluster. A chair could alternatively function as a table when sitting on the floor.