back to future (thesis)

Done By : Lara Smadi 0098614 Ola Alulaimi 0096810 Esra’a Hourani 0095360 Supervised: Dr.Nabeel Alkurdi

First and foremost to ALLAH we thank you for the strength that kept us standing and for the hope that kept us believing that this affiliation would be possible and more interesting. And all the lessons we have learned, and yet to com. We would like to express our gratitude to Dr. Nabeel For his expert guidance, encouragement and valuable suggestion at every step. The completion of any project brings with it a sense of satisfaction, But it is never complete without thanking those people who made it possible and constant support has crowned our efforts with success (Arch.Huda Alnajar ,Arch Rula Alasir ) We whole heartedly thank Indoor and Ali baba for the kindness and patience they have given us. We are extremely happy to acknowledge and express our gratitude to our processors at the University of Jordan for their constant support and encouragement.

Acknowledgement

1. GOALS AND OBJECTIVES.. 2. ABOUT THE PROJECT 2.1- WHAT THE PROJECT ? 2.2- WHY THE PROJECT?

3. ABOUT THE INTANGIBLE HERITAGE 3.1- THE HERITAGE CYCLE DIAGRAM

-3.2 أهمية التراث والفنون الفلكلورية في نشر الحضارة وترويجها

3.3- THE MEDLIHER PROJE

4. ABOUT JORDAN 4.1- ANALYSIS OF CURRENT STATUS 4.2- INTANGIBLE HERITAGE PROJECTS IN JORDAN

5. ABOUT THE COMMUNITY SCHOOL 5.1- WHAT IS DEFINITION COMMUNITY SCHOOL

6. PROJECT LANGUAGE 7. CULTURAL ANALYSIS 7.1- CULTURAL STUDIES….QUESTIONS 7.2- CULTURAL STUDIES….STATISTICS

CHAPTER ONE : INTRODUCTION

CHAPTER TOW: SITE ANALYSIS 1. SELECTION THE SITE 1.1- SITE CRITERIA 1.2- WHY AL- ABDALI 1.3- LOCATION OF SITE IN AL-ABDALI 1.4-HISTORICAL BACKGROUND

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11 12

12

13-14

15

16-17

18-20

27-28

29-31 32-33

36 36

37-38

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2. STUDYING MACRO SCALE 2.1SITE APPROACH 2.2- MAIN STREET 2.3- LAND USE 2.4- SOLID AND VOID 2.5- LAND MARKS 2.5.1- AL- ABDALI PROJECT 2.6- FACILITIES 2.6.1 FACILITIES

3. STUDYING MICRO SCALE 3.1- THE SITE 3.2- SECTIONS 3.3- ENVIRONMENTAL CONDITIONS 3.4- public transportation 3.5- NOISE 3.6- DENSITY OF RESIDENTIAL CLUSTERS

3.7- SKY LINE 3.8- BUILDING TYPOLOGY 3.9- VIEW

4. CULTURAL STUDIES THE SITE 4.1-AL-ABDALI POPULATION

5. SITE CONCLUSIONS

CHAPTER THREE: CASE STUDIES

40 41 43 44 45 46

47-48 48

49 50

51-52 53 54

55-56 57

58-59 60

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67-96

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CHAPTER THREE: CASE STUDIES

1. IDEA : 1.1- THE HERITAGE SCHOOL/ NEWAN 1.2- THE HERITAGE SCHOOL/ INDIAN 1.3-TENT MARGELH ( ( المرجلةخيمة

2. CONCEPTUAL : 2.1- UMM EL- FAHEM MUSEUM FOR CONTEMPORARY 2.2- ATRISCO HERITAGE ACADEMY

3. FUNCTIONAL : 3.1- CULTURE AND ART CENTER 3.2- SWOPE MUSIC SCHOOL AND PERFORMING ARTS CENTER

4. PROGRAM : 4.1- SOUTH KOREA'S NATIONAL INTANGIBLE CULTURAL HERITAGE

5. FORMAL 5.1- COMMUNITY CENTER /CHAIN

Chapter four: program

Chapter five : concept

1. Scenario 1.1- Function 1.2- Users 1.3- Goals

69 70 71

72-77

78-81

82-68 78-89

90-93

94-96

97-114

115-129

117 118 119

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Chapter sex : Sustainability Research

1. SUSTAINABILITY RESEARCH 1. INTRODUCTION 2. PRINCIPLES OF SUSTAINABLE DESIGN 3. MATERIAL FLOW IN THE BUILDING ECOSYSTEM 4. SUSTAINABLE DESIGN METHODS References

2. DESIGN PRECEPT 3. CONCEPT 4. CONCLUSION 4.1- ZONING 4.2- LAYERING 4.3- conceptual sketches 5. SCHMATIC DESIGN

130-139 132

133-136

137

138-139

140

120-121 122-123

124 125

126-127

128-129

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Introduction

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‘’If you don't know

where you want to

go, you will never

know when

you arrive ‘’

-kobreg and bangnall

3.1- THE HERITAGE CYCLE DIAGRAM -3.2 أهمية التراث والفنون الفلكلورية في نشر

الحضارة وترويجها 3.3- THE MEDLIHER PROJE

2.1- WHAT THE PROJECT ?

1. GOALS AND OBJECTIVES.. 2. ABOUT THE PROJECT 3. ABOUT THE INTANGIBLE

HERITAGE

4. ABOUT JORDAN

6. PROJECT LANGUAGE

7. CULTURAL ANALYSIS

Chapter one : Introduction

4.1- ANALYSIS OF CURRENT STATUS 4.2- INTANGIBLE HERITAGE PROJECTS IN JORDAN

5.1- WHAT IS DEFINITION COMMUNITY SCHOOL

7.1- CULTURAL STUDIES….QUESTIONS 7.2- CULTURAL STUDIES….STATISTICS 9

Goals and objectives..

Goals Local to design a unique project , aims to provide multiple facilities that attract visitors , regard they are interested and educated and provide traditional habits society . • Regional Giving Jordan its own character and the exchange of cultures and traditions with Arab countries • international Give a clear vision about the traditions and customs of Jordan and teach those who wish to in one place

Why the project ? More than 60% of the population lives in the metropolis of Amman, concentrating the culture of Jordan in that city. Jordanian pop culture is heavily influenced by the "West". European and American music, movies, fashion and other forms of entertainment are popular among Jordan's people. Clubbing and partying culture is present in Amman, especially in the Western half of the city. A small minority of youth, mostly the rich in West Amman, exhibit counter-culture traits like face piercings and tattoos. English is widely understood and even spoken in lieu of Jordanian Levantine among Jordanians in the upper class and upper middle class

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HERITAGE: Cultural Heritage is an expression of the ways of living developed by a community and passed on from generation to generation, including customs, practices, places, objects, artistic expressions and values. Cultural Heritage is often expressed as either Intangible or Tangible Cultural Heritage.

Tangible heritage

Intangible heritage

includes buildings and historic places, monuments, artifacts, etc., which are considered worthy of preservation for the future. These include objects significant to the archaeology, architecture, science or technology of a specific culture.

as the practices, representations, expressions, as well as the knowledge and skills (including instruments, objects, artifacts, cultural spaces), that communities, groups and, in some cases, individuals recognize as part of their cultural heritage. It is sometimes called living cultural heritage

Intangible heritage

constantly recreated by communities and groups, in response to their environment, their interaction with nature, and their history. It provides people with a sense of identity and continuity, and promotes respect for cultural diversity and human creativity. is manifested inter alia in the following domains:

Oral traditions and expressions, including language .

Performing arts n and rich space

Social practices, rituals and festive events

Knowledge and practices concerning nature and the universe

traditional craftsmanship

What the Project ?

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The Heritage Cycle diagram The Heritage Cycle diagram gives us an idea how we can make the

past part of our future. • By understanding people value it • By valuing it people want to care for it • By caring for it it will help people enjoy it • From enjoying it comes a thirst to understand • By understanding it………..etc

holistic approach to natural and cultural environments and to movable and immovable heritage resources, including tangible and intangible elements

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نشرأهمية التراث والفنون الفلكلورية في وترويجهاالحضارة لكل منطقة جغرافية كما لكل حضارة خصوصيتها التراثية والفلكلورية التي تميزها عن غيرها من المناطق -رامي حداد . د

.والحضاراتوكلمة تراث تأتي من كلمة إرث، وتعني ما يخلّفه اآلباء واألجداد لألجيال الالحقة، أما الفلكلور فهو المأثور الشعبي من عادات

. وتقاليد وأغان وطب شعبي وغيرها من األمور التي يتم تناقلها بين أفراد المجتمع شفهيا

تبرز أهمية التراث والفلكلور في تنمية الحس الوطني واالجتماعي لدى األشخاص من خالل نقل الموروث والتغني به، ترديده،

وتقليده، كما أن ذلك الموروث يعتبر منبرا من المنابر التي تعمل على جلب الباحثين والمهتمين بالموروث اإلنساني إلى بلد ما، .وبالتالي تسويق ذلك البلد حضاريا وثقافيا باإلضافة إلى تسويقه تجاريا

فة كما تكمن أهمية الفنون التراثية والفلكلورية في احتوائها جزءا كبيرا من ثقافة المجتمع المحلي باإلضافة إلى إمكانية نقل تلك الثقا

بطريقة ممتعة للمشاهد والمستمع، فتختصر عليه الرجوع إلى الكتب والمراجع أو قراءة التاريخ ليتعرف على ثقافة المنطقة . الجغرافية أو ثقافة بلد ما وتعُرف بعاداته وتقاليده

هذا باإلضافة إلى أن الموروث الشعبي، عامل هام في تربية األجيال الذين يولدون صفحة بيضاء، وينالون الثقافة من المجتمع

الذي حولهم، فيفترض توظيف ذلك الموروث بطريقة تضمن المحافظة على العادات الصحيحة والتقاليد الفاضلة وهكذا فإننا نروج . تلك العادات والتقاليد محليا ، ونحافظ على هويتنا

ن ويسعى أي بلد إلى ترويج نفسه سياحيا ، ثقافيا ، اجتماعيا واقتصاديا بين بلدان العالم المختلفة، وتكمن هنا أهمية التراث والفنو

الفلكلورية في أنها تلعب الدور األكبر في الترويج حيث أن تلك الفنون وذلك التراث اصبح محط اهتمام كبير للحضارة العالمية . التي ال ترغب في زوال تلك الفنون، بل على العكس، المحافظة عليها

أن االنفتاح على العالم هو الحديث الدائر في معظم الجلسات والندوات والمؤتمرات الثقافية والعلمية، األمر الذي ال يمكن إغفاله

في الحديث عن الموروث والفلكلور ، فال يمكن ألي شعب في أي منطقة أن يتمرد على موروثه الشعبي، ألن من يفعل ذلك هو .كمن ينتزع ثوبه ويجلس عاريا ، فال يحظى باحترام من حوله

إذا نظرنا إلى األردن فهو رغم صغر حجمه وإمكانياته ، فهو بلٌد غني بالموروث الفني والفلكلور الشعبي ، ويضم العديد من .الفنانين واألشخاص الذين اخذوا ويأخذون على عاتقهم نشر ذلك الموروث داخليا وعالميا

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لقد أخذت بعض المؤسسات على عاتقها وضع برامج إلحياء التراث، فكانت أول تلك المؤسسات، األكاديمية األردنية للموسيقا

شريط ( 450)بدعم من وزارة الثقافة، حيث قامت األكاديمية بمسح التراث الموسيقي األردني حيث تم رصد فيما يقارب

تسجيل وأقراصا مضغوطة باإلضافة إلى رصد الكلمات الشعرية والنوتة الموسيقية في كتيبات مرفقة بتلك األشرطة

واألقراص، كما قامت جامعة الزيتونة الخاصة، بعمل مهرجان سنوي إلحياء التراث والفلكلور كرمت من خالله علمين من .أعالم الفلكلور األردني، األمر الذي كان له أطيب األثر في نفوس األشخاص المهتمين بالتراث والفلكلور األردني

ما تم إنجازه بالقليل، لكن ال يزال هناك الكثير أيضا ، فيجب أن تشتمل الجهود على كافة مجاالت التراث والفلكلور ليس

باإلضافة إلى وجوب التحرك بجدية، نحو توظيف التراث األردني في الدعاية إلى األردن وترويجه سياحيا وأكاديميا من خالل . المهرجانات والمؤتمرات التي تقوم على إحياء التراث وتجسيد الصورة المشرقة له

-: فإني أدعو إلى ما يليولذلك

. وتصنيفها ( بصرية ـ سمعية)رصد التراث والفنون الفلكلورية كمادة . 1 . ترويج تلك المادة محليا وعربيا وعالميا من خالل ترجمتها وتوزيعها على الفضائيات وشبكات اإلنترنت. 2تضمين تلك المادة في المنهاج المدرسي لتوضيح المفهوم لدى األجيال القادمة والمحافظة على موروثنا الشعبي بشتى . 3

.المجاالت . األردنيالعمل على إقامة مهرجان ومؤتمر وطني سنوي خاص، وشامل لكافة أشكال الموروث الشعبي . 4

عميد األكاديمية األردنية للموسيقا

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The MedLiHer project The MedLiHer project aims at enhancing institutional capacities in Egypt, Jordan, Lebanon and the Syrian Arab Republic to facilitate their effective participation in the international mechanisms established by the Convention for the Safeguarding of the Intangible Cultural Heritage, as well as to support the elaboration of specific safeguarding measures with the participation of communities and groups concerned in each of them.

Mediterranean Living Heritage Project (MedLiHer) in Madaba Governorate A number of positive results of (MedLiHer) project have been accomplished both at the district level, Madaba, and the state level, the Hashemite Kingdom of Jordan. These achievements can be summed up as follows: 1. Training 18 researchers on “Community-Based Inventorying of ICH”. These trainers received the best training possible

from heritage experts, and experts in ICH Convention/2003 2. Developing preliminary national heritage inventory making, and gathering information, documents, and images

related to 38 heritage elements 3. Training heritage staff at the Ministry of Culture and members of JO NATCOM Division on nominating files for ICH

Representative List, and urgent safeguarding preserving lists. 4. Creating an ICH website that is set to be launched at the beginning of next year. 5. Identifying the threatened elements of heritage and those that need support. 6. Creating an ICH national database.A template was developed for the purpose of the project and inventory-making

was made in line with that. 7. Creating a good ICH media awareness. Mass media covered the first workshop for training researchers and the

second workshop of staff training. Moreover, a number of activities related to the project will take place such as a photo exhibition, TV film on Madaba heritage showing a traditional Jordanian wedding, carpet making (i.e. sadoo) and Arabic coffee.

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Weaknesses

• Absence of a national umbrella for managing tangible and intangible heritage at present

• Preservation of heritage comes at the minor rank in the national economy.

• Insufficient financial resources.

• Unavailability of national qualified personnel.

• Unavailability of national qualified personnel.

• Low level of awareness in general, interest in heritage is almost restricted to academia and researchers.

Strengths

• Jordan has a huge amount of heritage resources.

• Royal directives to preserve

• National agenda and Action plans of governments.

• Culture diversity in Jordan

• Jordan's approval of a number of international cultural agreements.

• Availability of communication networks at national, regional and international levels.

Analysis of current status

to give an overview of the current situation of Jordan‘s Intangible Cultural Heritage

List of ICH in need of urgent safeguarding

1) Traditional music and musical instruments in Jordan 2) The tribal jurisprudence and tribunals in Jordan 3) The popular isophony of the Bedouin and rural areas in Jordan 4) Traditional medicine and traditional healers in Jordan 5) The folkloric poetry of Jordan

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Representative List of the

1) Knowledge of traditional Bedouin carpet weaving techniques 2) Traditional Jordanian costume 3) Traditional embroidery of Jordan 4) Traditional children games in Jordan 5) The cultural space of rural life in northern Jordan 6) Traditional Jordanian cuisine 7) Oral heritage and cultural manifestations of Circassia and Chechnya's of Jordan 8) The cultural space of the Bedouins of the North-Eastern Jordanian Badia desert 9) The polyphonic rural singing of the northern rural areas of Jordan 10) The wedding songs in Jordan 11) The knowledge of water distribution in Southern Jordan, i.e. Petra and Wadi Musa 12) The healing craft through amulets 13) The peasants' songs of Jordan. 14) The Jordanian folkloric dance 79 15) The cosmovision and knowledge of astrology among some individuals in Jordan 16) The places of memory and living heritage of the Bedouins and peasants of Jordan 17) Traditions and practices associated to Moslem and Christian fests 18) The Bedouin tent and its design 19) The folkloric novel of Jordan 20) Traditions and practices associated to pastoral life in Jordan

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Intangible heritage projects in Jordan

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The Amman Archaeological Museum The Amman Archaeological Museum was built in 1951 on the Citadel Hill in Amman. It houses artifacts from all the archaeological sites in the country. The collection is arranged in chronological order and represents ancient items of daily life such as pottery, glass, flint and metal tools, as well as monumental materials such as inscriptions and statuaries. The museum also houses several jewellery inscription statuary and coin collections.

The Anthropological Museum /University of Jordan The objective of the establishment of the museum is to preserve modern Jordanian heritage as a testimony to the accomplishments of Jordanian society and its interaction with the environment. The museum also aims at offering means to study Jordanian society during a specific period of its history through the material cultural objects, especially those concerned with eating, drinking, costume and agriculture.

The Jordanian Museum of Popular Traditions The museum is located within the eastern section of the Roman Theatre in Amman. Its aims are to collect Jordanian and Palestinian folk heritage from all over Jordan, to protect and conserve this heritage and to present it for future generations. The museum is also concerned with introducing our popular heritage to the world.

Jordan Folklore Museum The museum houses items representing the following Jordanian cultures: The culture of the desert (Bedu). The culture of the villages (Reef). The culture of the towns and cities (Madineh). The collection of the museum represents items of daily life from the nineteenth and early twentieth centuries, such as: Costumes of the various areas in Jordan. Utensils used for food preparation, making bread, coffee, and tea.

The Jordan Museum The Jordan Museum is in the dynamic new downtown area of Ras al-‘Ayn. Presenting the history and cultural heritage of Jordan in a series of beautifully designed galleries, The Jordan Museum serves as a comprehensive national centre for learning and knowledge that reflects Jordan’s history and culture, and presents in an engaging yet educational way the Kingdom’s historic, antique and heritage property as part of the ongoing story of Jordan’s past, present, and future.

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Jordanian House of Art Jordanian House of Art is a small museum which includes rural room, music room, Amman Gallery , the first TV and Radio broadcasting room, handicrafts and modern art room. This museum was established in 2002 and it has some updates but not so much as it takes time to add any thing to this small museum. Most people come and visit this museum from tourists and community, group or, if applicable, individuals concerned Students and the local community.

Rooting of social values and cultural heritage among the youth This programme is needed to fill in the generation gap to allow the involvement of the youth in the cultural heritage events. Employing certain techniques such as educational courses in order to promote rooting of social values and cultural heritage among the youth. There is a mutual and active cooperation in conducting cultural activities with interested bodies especially in the local community of Zarqa governorate. Community, group or individuals concerned: The members forming the general assembly of the society and the local community of Zarqa governorate.

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Dr. Mahesh Prasad believes that “Education is not the filling of a pail but the lighting of fire” Education is the foundation of life that keeps the wheels of progress and development running. Keeping this in mind, the school offers an impeccable quality Education under unique conditions. It is the mélange of a wholesome educational programmed that facilitates the student quest for knowledge, enhancing the quality of life and preparing them for the real world. These are the distinctive hallmarks of a Heritance

Why is school ??

The schools focused tremendous energy on moving away from didactic classrooms to a more dialogic and participative pedagogy. Inter-disciplinary themes. A learning community where each is free to be and grow towards the realisation of his/her highest human potential through a harmonious integration of spirit, heart, mind and body.

SPIRIT

HEART

MIND

BODY

Education

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We will commit to practice and foster a state of attentiveness to all our thoughts and actions. Attentiveness involves giving ourselves completely to the present moment and silencing our insecurities, fears and unwanted thoughts. Attentiveness is the first step towards selfless love and compassion.

Attentiveness

The Heritage community will always respect what one is and can become. We will Endeavour to instill respect for the work we do, the people we engage with, the things we use, and the environment we live in. Above all, we will foster and strengthen a sense of respect for oneself.

Respect

We will do the utmost to nurture a culture and habit of excellence and actively encourage high standards of character, behavior and action. We will equally discourage mediocrity, carelessness and negligence in thought, word and action.

Excellence

The school will encourage and enable in thought, word and deed, authenticity of being and transparency, and by implication discourage all acts of hypocrisy, pretension and double standards

Authenticity

Education

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What is definition Community school

Community schools focus on the whole child by providing resources to support academics( intangible

cultural ) Health and social services . At the same time . Youth

and community development occur

community school is a public school that acts as the hub of its

community by engaging community resources to offer a range of on-site programs and

services that support the success of students and their families.

Community school serves the child and extends its boundaries into community order to accelerate

academic achievement its shares responsibility for student family

and community success.

Main components of community school Support services to meet social , emotional and physical well being of students.

Innovative teaching and learning practice . School as the heart of the community

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to design a unique project , aims to provide multiple facilities , promotion and awareness of the rich tradition, educated and provide TRADITIONS society heritage is not exclusive to

monuments along to design to preserve and protect CUSTOMS AND TRADITIONS .

1)To design a unique project , aims to provide multiple facilities , promotion and

awareness of the rich tradition

2)Educated and provide TRADITIONS society

3)Heritage is not exclusive to monuments along to design

Intangible

Heritage

School

Education

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RESULT

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RESULT

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Behavior

Dance

Music

Generosity

Morality Horsemanship

Religious customs

Hospitality

Art craft

Local production

Food

Clay Modeling

Medical lore

Jewelry

Arabic calligraphy

Mosaic

traditional customs

Oral tradition

Oratory

Poetry

Wisdom

Proverbs

Stories

Puzzle

RITUAL NARRATIVE

ART CRAFT BEHVIOR ORAL TRADTITIONS

-Jewelry -Arabic calligraphy -Food -Medical lore -Local production Weaving , Clay Modeling Recycling , mosaics -traditional customs

-Social values Hospitality,

Altruism Morality,

Generosity - Social morals -Music\ Dance -Children’s Games -Horse man ship Qur'an , Ramadan Religious customs

-Oratory -Poetry -Wisdoms -Proverbs -Stories - Puzzle game

Project Language

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Learning Open space

Lab

Studios

Classroom

Workshop

Services Other

clinic retail

Restaurant

Commodity

gallery Bazar

Performing

Theater Main hall

Performing Learning Commodity service

poetry * *

Oratory *

Wisdoms * *

Stories *

Puzzle game * *

Proverbs * *

Food * *

Local productions * * *

Jewelry * *

Arabic calligraphy *

Medical lore * * *

Traditional customs * *

Social values * *

Social morals * *

Music\ Dance * *

Children’s Games * *

Horse man ships *

Qur'an , Ramadan *

Religious custom *

Project Language

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Cultural Analysis

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"مدرسة لتعليم العادات والتقاليد األصيلة"استبيان

..أجدادناها في زمن التقدم والتطور التكنولوجي السريع نلمس تغيرا في اساليب الحياة االجتماعية وضياع التقاليد والعادات االصيلة التي ترعرع علي :من نحن

لذلك نسعى إلى إحياء العادات والتقاليد ..نحن شباب من أبناء هذا الوطن جمعنا افكارنا بعد ما عشنا التغيير الحاصل في سلوكيات أبناء المجتمع .لترسيخ القيم األصيلة..األصيلة من خالل مدرسة هدفها محاكاة عقول أفراد المجتمع في هذا العصر

العمر ( 1س 10_20 20_40 40_60

الجنس ( 2س أنثى ذكر

ما هو تقييمك للمجتمع المحلي بتمسكهم بعاداتهم وتقاليدهم األصيلة؟( 3س ضعيف متوسط ممتاز

األعمار التي بحاجة لمثل هذا المشروع؟( 4س 10_20 20_40 كل األعمار

أي العروض المسرحية التالية تستمتع بمشاهدتها أكثر ؟( 5س الحكواتي الدبكة"الرقص الشعبي" العروض الموسيقية

ما مدى تفاعلك مع هذه العروض المسرحية الشعبية ؟( 6س ضعيف متوسط ممتاز

هل تفضل األكل الشعبي على الوجبات السريعة ؟( 7س نعم ال

ماذا تحب أن تتعلم من اآلتية ؟( 8س ركوب الخيل الرماية

Cultural studies….Questions

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ما مدى اقتناعك بالطب الشعبي واللجوء اليه؟( 9س ضعيف متوسط ممتاز

ما مدى معرفتك باألمثال والحكم الشعبية ؟( 10س ضعيف متوسط ممتاز

هل المجتمع األردني بحاجة لمعرفة هذه األمثال والحكم ؟( 11س نعم ال

ما هي نسبة تشجيع أبنائك على ممارسة األلعاب الشعبية القديمة ؟( 12س ضعيف متوسط ممتاز

ماذا تحب أن تتعلم من التراث ؟( 13س األمثال والحكم الشعبية الزجل واألغاني الدبكة

هل أنت متمسك بالعادات والتقاليد في أمور حياتك؟( 14س نعم ال

هل هناك أثر للعادات والتقاليد على التربية ؟( 15س نعم ال

هل هناك أثر للعادات والتقاليد على الحياة االجتماعية ؟( 16س نعم ال

؟ما هو موقفك من إنشاء مدرسة تعلم العادات والتقاليد األصيلة( 17س

…………………………………………………………….. ؟ما الذي تقترح تعليمه في هذه المدرسة ( 18س

……..…………………………………………………….. ؟كيف تتخيل شكل هذه المدرسة ( 19س

……..………………………………………………………

Cultural studies….Questions

31

17%

69%

14% العمر

10_20

20-40

40-60

34%

66%

الجنس

ذكر

أنثى

5%

68%

27%

ما هو تقيمك للمجتمع المحلي بتمسكه وتقاليدهم االصيلة ؟بعاداتهم

ممتاز

متوسط

ضعيف

27%

11% 62%

لمثلاالعمار التي بحاجة هذا المشروع ؟

20-Oct

20-40

كل األعمار

29%

51%

20%

العروضما مدى تفاعلك مع هذه الشعبية ؟ المسرحية

ممتاز

متوسط

ضعيف

67%

33%

هل تفضل األكل الشعبي على الوجبات السريعة ؟

نعم

ال

66%

34%

ماذا تحب أن تتعلم من اآلتيه ؟

ركوب الخيل

الرماية

Cultural studies….Statistics

32

29%

52%

19%

ما مدى اقنتاعك بالطب العربي اليه؟واللجوء

ممتاز

متوسط

ضعيف

12%

54%

34%

ما مدى معرفتك باالمثال الشعبية ؟والحكم

ممتاز

متوسط

ضعيف

85%

15%

معرفة هل المجتع االردني بحاجة الى هذه االمثال والحكم ؟

نعم

ال

25%

47%

28%

ما هي نسبة تشجيع ابناءك على االلعاب الشعبية القديمة ؟ممارسة

ممتاز

متوسط

ضعيف

44%

19%

37%

ماذا تحب ان تتعلم من التراث ؟ األمثال والحكم

الشعبية

الزجل واألغاني

الدبكة

95%

5%

هل أنت متمسك بالعادات والتقاليد في أمور حياتك ؟

ال نعم

97%

3% هل هناك أثر للعادات والتقاليد

على التربية ؟

ال نعم

96%

هل هناك أثر للعادات والتقاليد على 4% الحياة االجتماعية؟

ال نعم

Cultural studies….Statistics

33

What does a building

allow to happen, rather

than what does it

represent……since the

site is the container of

that building , the site is

the main force to obey.

Site Analysis

34

Chapter tow: site analysis

1. SELETION THE SITE 1.1- SITE CRITERIA 1.2- WHY AL- ABDALI 1.3- LOCATION OF SITE IN AL-ABDALI 1.4-HISTORICAL BACKGROUND

2. STUDYING MACRO SCALE 2.1SITE APPROACH 2.2- MAIN STREET 2.3- LAND USE 2.4- SOLID AND VOID 2.5- LAND MARKS 2.5.1- AL- ABDALI PROJECT 2.6- FACILITIES 2.6.1 FACILITIES

3.6- DENSITY OF RESIDENTIAL CLUSTERS 3.7- SKY LINE 3.8- BUILDING TYPOLOGY 3.9- VIEW

3. STUDYING MICRO SCALE 3.1- THE SITE 3.2- SECTIONS 3.3- ENVIRONMENTAL CONDITIONS 3.4- STREET 3.5- NOISE

4. CULTURAL STUDIES THE SITE 4.1-AL-ABDALI POPULATION

5. SITE CONCLUSIONS

35

The following criteria were considered while determining our project`s site . According the site was choose Accessibility Visual quality Social value Mental value Political core Neutral social core In the core of the city Demographic trend

Site selection Located in the central of Amman city making it accessible by large group of people Located in economic area which is going through development stage Great opportunity for social and heritage development and awareness Land mark in the context and social value

Why Al- Abdali The Earliest Urban Sprawl Began Form The Center Of Amman Including Al-abdali As A Part Of It . However , There Is A Future Development For Al-abdali Region So It Can Contain Both The Historical Image Of Amman Also The Future Image . In Addition It`s Located In The Center Of Amman So It`s Easy To Be Reached By Different Type Of People . Adding To That Al-abdali Is The Biggest Heritage Core In Amman , As The Project Has A Tradition Aim So It Help Us To Be In He Heart Of The Event.

Site criteria

36

Location of site in Al-Abdali

In the Jordanian capital Amman the site is located

JORDAN

AMMAN The site is located on one of the zones of the most developing area in Amman, this zone is called Al abdali

Capital: Amman

Total area : 97.740

Highest point: Jabal ram 1,734 m

Water :329 km2

Density : 69 per km2

Coast line: 26km2

Lowest point : dead sea – 408 m

JORDAN

Al Shmeisani

Al madeneh

Jabal al hussein

Al Luweibdeh

AL ABDALI Abdali region has a special geographical importance, and its considered the center of Amman capital.

Organizational boundaries for al Abdali

EAST :

NORTH :

WEST :

SOUTH :

Tareq and Jubaiha region .

Basman and al madeneh region .

Tlal al ali, khalda andum al summaq region .

zahran region . 37

Location MACRO

The site is located on one of the zones of the most developing area in Amman, this zone is called Al Abdali

38

INTRODUCTION

1870

Amman has been too inclusive , its population had by many waves of

displacements and migration starting with

the Circassia's immigrates from the

Caucasus as early as 1870’s

1903

Urban merchants from Syria ,

Lebanon and palatine especially

after the establishment of the Hejaz railroad line

which reached Amman In 1903

1948

A massive wave of

Palestinians refugees after the occupation

in 1948 and later on in

1967.

1976

Migration of Lebanese

bourgeoisie after the break of

Lebanese civil war in

1967

1990

Palestinian and Jordanian return from

gulf after the 1990/1991 gulf crises in addition to the most recent wave of

Iraqis who flock to Amman and to other

Jordanian cities.

Historical Background

39

MACRO Site Approach

• Aldakleh Circle • Fires Circle • 7th Circle • Queen Noor • Ashraf Hussein • Suleiman Al-

Nabulse • Umayyad bent

abed shames • King Hussein • Jamal al-Deen

Alghani • Al-Urdon street • Khalid Bin al-

Waled

Al-Abdali region has been always a transient point between Downtown area and Al-Luwaibdeh and Al-Hussain cliffs.

40

Main street (30m) Main street (15m) Main street (10m)

Main Street MACRO

41

MACRO Topography

Section A-A

Al-Abdali is located between two mountainous regions. As the slope of Al-Luwaibdeh mountain is relatively small , Al-Abdali seems to be a natural extension for Al-Luwaibdeh.

42

MACRO Land Use

Housing C is covering around 68.41% of the selected site area ; most of these areas are occupied by residential buildings

43

MACRO Solid And Void

Solid Void Al.Abdali project

The region is crowded and full of a combination of residential and commercial buildings. This leads to a traffic congestion.

44

MACRO Land Marks

45

To be developed on 384,000 sq.m of land, the project will consist of a total built-up area (BUA) of over 1.7 million sq. consisting of residential apartments, office space, hotels, services apartments and commercial and retail outlets as well as entertainment. Abdali will be the premium central business and residential district of Amman. Abdali is being developed as a smart city center converging media and telecom infrastructure to enable the delivery of state-of-the-art technologies to each and every home, office and outlet, while offering district energy solutions and central gas systems to guarantee a safe and friendly environment in addition to the large savings in energy cost.

Al- Abdali Project

Site plan Al- Abdali Project

General view Al- Abdali Project MACRO

46

MACRO Facilities

47

MACRO Facilities

ABDULLAH I MOSQUE The King Abdullah I Mosque in Amman, Jordan was built between 1982 and 1989. It is capped by a magnificent blue mosaic dome beneath which 3,000 Muslims may offer prayer.

COLLEGE DE LA SALLE College De La Salle - Frères is a private school in Amman, Jordan. Established in 1950, and it is part of the Institute of the Brothers of the Christian Schools, also known as Lasallian Brothers, established by Saint John Baptist de La Salle who lived in the 17th century and was canonized as a saint on May 15, 1900. In 1950, Pope Pius XII declared him to be the Special Patron of All Teachers of Youth in the Catholic Church. The Institute now conducts educational work in 80 different countries including La Sallian schools and universities in Asia, Europe, North America, South America and Oceania. It is considered as the biggest school in the world as it has more than 148 branches all over the globe. It is considered as one of the most prestigious schools in the Kingdom and the region, and one of the biggest in Jordan; occupying an area of more than 30000 square meters.

PARLIAMENT OF JORDAN The Parliament of Jordan is the bicameral Jordanian national assembly: "Majlis al-Umma". Established by the 1952 Constitution, the legislature consists of two houses: the House of Senate ("Majlis al-Aayan") and the House of Representatives ("Majlis al-Nuwab"). The House of Senate has 60 members, all of whom are directly appointed by the King, while the House of Representatives has 150 elected members, with nine seats reserved for Christians, three are for Circassian and Chechen minorities, and fifteen for women.[2] The Constitution ensures that the Senate cannot be more than half the size of the House of Representatives. The members of both houses serve for four-year terms.[3]

48

Setbacks (m) Building

percenta

ge

Height

(m)

Floor

s

Area

(m2)

Front

elevation

(m) Front back side

0 4 After

deep

70% 16 4 400 15

MICRO

Normal Commercial

within Housing C

The site Site dimension and legal

Regulations

AREA

17497 m 2

49

MICRO Sections

Section A-A

Section B- B

Slope 5m

50

MICRO

Climatic data

N

E W

S

23.5

- The site average temperature is 18.5’

- Which is considered within a normal climate

regions.

Environmental conditions

Sunshine and radiation

51

MICRO Environmental conditions

MJ/m²day hours/day

Maximum hours Real hours Radiation

°C

Extreme max Mean max Mean

The site average wind is 60 m/s

Which is considered within a normal climate regions.

30-35 degree Celsius. -Winter average temperature: 12-18 degree Celsius.

mm/month %

Maximum Average Minimum

Summer average temperature:

wind

52

MICRO

Abdali 1

Abdali 2

AL-Wehdat Al-daere

Bus

53

MICRO

Negative noise :Is

the sound of cars &

transportation

ways.

Positive sound: Is the sound which give us a

comfortable feeling & oriented our Project.

Negative noise

Positive sound

Noise

54

MICRO Density of residential clusters

High density residential

clusters

Low density residential

clusters

55

MICRO Vegetation

56

MICRO Sky line

57

Building Typology

a cluster of functions in a form of cubical masses that are linked by series of pedestrian accesses of stairs and road. new roads were introduced to urban fabric to enhance the street network.

History Of Typology dominant typology

Amman is a relatively young city and does not possess a strong architectural tradition, or a definitive past stylistic momentum.

Amman architectural style

jabal Amman, abdali and aluwaibdah are comprised of tradition “central hall” type from the early 20th century and modern architecture belonging to the 1920’s.

Commercial modern style

The proposed facades of Abdali project

the use of new architectural materials and the linear façade style, avoiding the use of traditional arches for openings

Commercial vernacular style

The use of local materials and the use of the traditional arches for openings. The void percentage is minimal.

The use of local materials and the use of the traditional arches for openings. The void percentage is minimal.

Residential vernacular style

58

Building Typology

MICRO

59

MICRO MICRO View

60

MICRO Al-Abdali Population

31% of the population are under the age

of 30.

Population: 12874

Religion: Islam and Christian

Families: 3070

Origin: North-west of Jordan

Buildings count: 1551

Residences: 4627

Female % Male % Female Male Total Year

50.9% 49% 6554 6320 12874 2009

51%

49%

Gender

female male

Employed: 3670

Unemployed: 584

85%

15%

employed unemployed

Employment

employed unemployed

Work

61

Site conclusions

Minimal Opining To The North To Reduce Heat Losing Winter

Glass To East With Keep Overhanging And Wall To North To Protect From Rising Summer Sun And Permit Penetration Of Low Winter Sun

N

Permit Summer Wind Through The Building

62

Site conclusions

Use Landscaping And Standing Wall In South To Protect Winter Wind . And Use Deciduous Trees To Protect From The Summer Sun And Permit The Winter Sun To Enters Inside The Building .

Use A Landscaping And Land Forms As Buffer

ENTRANCE FOR PEDESTRIAN

N

63

Site conclusions

External Areas Placed Here To Be Close To The Surrounding Buildings To Attract The Users Of Traditional Area .

N The building heights varies creating a well yet clear skyline

The Surrounding Building Typology Varies Yet Works Well Together And Close To Each Other In Design

64

Site conclusions

65

Site Entrance

66

Case Studies

“It has been said that

something as small as

the flutter of a

butterfly's wing can

ultimately cause a

typhoon halfway

around the world “-

Chaos Theory

67

Case Studies:

1- The Heritage School/ Newan 2- The Heritage School/ INDIAN 3 -Tent Margelh ( ( المرجلةخيمة 4- Umm El- Fahem Museum For Contemporary 5- Atrisco Heritage Academy 6- Culture And Art Center 7- Swope Music School And Performing Arts Center 8- South Korea's National Intangible Cultural Heritage 9- Community Center /Chain

IDEA CONCEPTUAL FUNCTIONAL PROGRAM FORMAL

68

Case

-1-

69

Case

-2-

70

Tent margelh ( ( المرجلةخيمة

location : Riyadh, Saudi Arabia- Shifa School

goal : the tent is to deliver a message to students and those who are in the age that ( المرجلةعلوم ) list of constants and that they must understand from an early age .

Users : available to all students, and is hosted semester day attending only to learn in the tent all that benefit them in the future , and stressed that they as well as the education of students residing contest them, and chapter that shows interactive great and learn faster with the customs and traditions be a winner

Teaching : Science Margelh that the student is in the tent way receive visitors with open arms and the way of peace and keeping Dalla poured coffee and semi - fire and prepare breakfast …ect

استقبال الضيف

طريقة السالم

الدلةمسك

صب القهوة

شب النار

Receive visitors

The way

fire

Coffee ,Della

INTRODUCTION

Case

-3

71

Umm el-Fahem Museum for contemporary

INTRODUCTION I. CONTEXTUAL ANALYSIS today, in the third millennium, amid the daily reality and worries about war and economic hardship, a museum of contemporary art will be built, and will thus form an island of tranquility, exhibiting the richness of arab culture in Palestine

CONCEPTUAL ANALYSIS the open and rich space, the use of terraces and vegetation, the flow of the layout, the structural steel details, the plaster, the reference to the surrounding view and the relation to the hills; all are represented in the project and are a derivative of arab buildings and creative work, taking 21st century building technology and capabilities into account.

All are represented in the project and are a derivative of Arab building and creative work , taking twenty-first century building technology and capabilities into account

the open and rich space

Use of terraces and vegetation

Flow of layout

Reference to the surrounding view

The structural steel details

Use plaster

Location : umm el-fahem

Case

-4-

72

the proposed project aims and acts architecturally to place education as its goal. education is the key to cultural and artistic growth, economic prosperity, and peace. therefore, and in contrast with the norm for museum the world over, we chose to emphasize education as the central wing of the museum. the entrance from the parking lot is to the educational building which incorporates an element of a modern “mashrabyia”, vegetation, and architectural elements that accentuate the view of umm el-fahem and wadi arab.

as part of the concept of the museum as an educator, the project was planned as an open space, stimulating curiosity, and inviting exploration of all its wings. the museum opens up to the town and it is possible to get the feel of it also on the path from the square to the wadi. the walk around the museum, and the educational and cultural activities that will take place in the square, will be an invitation to the public to enter and to the experience the joy of the arts from up close

Umm el- Fahem Museum for contemporary Case

-4-

73

FORMAL ANALYSIS museum construction development

internal courtyard

outer paths

inner paths

green places

functional analysis the plans for the building of the museum offer it as a symbol, radiating openness to the different and the new, so that it will form a proper stage for arab-israeli culture and art, that, while maintaining strong links to the past, looks confidently and optimistically into the future.

Umm el- Fahem Museum for contemporary

Case

-4-

74

PLANS

SECTION

Umm el-Fahem Museum for contemporary

Case

-4-

75

SUSTAINABLE ANALYSIS site, location and linkages, materials and resources. in the reality of the ecological crisis that threatens the world, the museum building is a flagship of innovation, utilizing ecological building principles and adapting to the climate. much thought has been given to this while planning. in choosing materials & construction installation techniques. Um al Faham museum will consider local material sourcing & aim to minimize transportation. building materials without a high thermal insulation value, such as stone and concrete, were used in unconventional ways by assimilating heat insulating materials into them to optimize the climactic conditions.

INDOOR ENVIRONMENTAL QUALITY the internal courtyards form an important layer during the stay of the visitor at the museum. the use of an internal garden is an integral part of buildings in the middle east, and is therefore applied to the project. the internal courtyards allow light and airflow into the galleries, enabling the visitor to rest in them and enjoy the fresh air. through the courtyards it is possible to see the next space in the all through the museum and enjoy a feeling of spaciousness. the internal courtyards will form pocket gardens where sundry art works will be exhibited


Case

-4-

76

ENERGY AND ATMOSPHERE the use of vegetation to form micro climates, a microclimate is a local atmospheric zone where the climate differs from the surrounding area. a microclimate can offer an opportunity as a small growing region for crops that cannot thrive in the broader area. microclimates can also refer to purpose made environments, such as those in a room or other enclosure. microclimates are commonly created and carefully maintained in museum display and storage environments. this can be done using passive methods, such as silica gel, or with active microclimate control devices.

WATER EFFICIENCY rainwater collection systems can provide adequate water supply for small households and reduce demand on regional water supplies. though sizable costs are associated with large systems, when incorporated into building structures or developments at a large scale some costs may be avoided.


SUSTAINABLE ANALYSIS

Case

-4-

77

Culture and Art Center

Architect: perkins will , fbt architects Location: albuquerque, new mexico project team: eric brossy de dios, angela kunz, ann knudsen, charlene martin, kevin mereness, ashley stoner, nathan wilcox Executive Architects: fanning bard tatum architects aia, ltd. Project Year: 2008 Photographs: new york focus photography

One Hundred People

Planning Team

High School Students

+

+

Define Goals And Expectations Of The Users And Community At Large

This project is viewed to be and will serve to be the catalyst to the development of the “southwest region” of Albuquerque and truly serve as this community’s “center”.

Sustainable Design Workshops Site Planning Charente

Conceptual Planning Charities District Facilities Maintenance and Operations Program workshops

WITH

Community Environment Learning Environment Physical Environment

Planning process

PERKINS WILL AND FBT ARCHITECTS

• The Atrisco Heritage Academy Features A Set Of autonomous school buildings, unified by a common pedestrian plaza.

• high school campus strives to safeguard the community’s paste, with an eye toward the future in a rapidly changing environment.

• the campus architecture and interiors boast colors and murals that represent the unique cultural heritage of the community with a modern appeal.

• the campus consists of career academies organized into three distinct buildings.

• each academy has planning and activity space internally and externally to promote hands on work

Case

-5-

INTRODUCTION

78

Community Environment

PAST

• We know and embrace our culture and history, what we have been

PRESENT

• we are striving to understand what we are today

FUTURE

• most importantly shape what our community will become

constructing places for learning will motivate each student to embrace the process of learning for life.

Students are encouraged to explore educational and professional career models within the academies and through partnerships with businesses and higher education campuses in the area.

he design team embraced the challenge by connecting the school with the PAST, within the context of its PRESENT, with an unwavering commitment to students’ FUTURE.

• Organic forms reflect the natural landscape. • building into the site rather than on top of it. • An incision into the site creates exterior spaces for student interaction. • framed by academic buildings.

Interior Courtyard View

Entry Courtyard Rendering

ATRISCO HERITAGE ACADEMY Case

-5-

79

Guidance Curriculum: Interpret cognitive aptitude achievement tests Assist with college career exploration

Individual Planning: Design individual student academic programs Analyze grade-point averages in relationship to achievement Provide information to assist in understanding educational goals and barriers


-5-

80

class room science lab cafe

Here in the Family Center we provide support and empower our parents to be involved in their student’s education. Our mission is to ensure that parents know and support their children by understanding the next steps to successfully transition from middle school to high school and on to college. We work side by side with parents providing them with the resources they need to help them in the areas that they need help the most. For example; clothing bank, food bank, utility recourses, counseling referral, tutoring referral,, etc.

Family Center

Responsive Services: Counsel students in overcoming discipline and attendance problems Provide students with individual and group support

System Support: Assist faculty with identifying and resolving student issues, needs, and problems Link students and families to school and community resources Provide appropriate interventions in situations important to the physical, mental, educational, and emotional well being of the student.

collaborative space techno lab

SMALLER LEARNING COMMUNITIES

Library


-5-

81


Architects: tongji architectural design and research institute location: kunming, china design team: wang wensheng, damian donze, sidney gong site area: 17,540m2 total area: 42,005m2 far: 1.97 footprint: 38.05% size: green area 9,214m2; above ground 34, 500m2; underground 7,505m2; 1st floor 7,200m2; 2nd floor 5,700m2; 3rd floor 6,000m2; 4th floor 6,300m2; 5th floor 6,500m2; 6th floor 3,200m2 total height: 36m floors: 6 + underground car parking: 169 year: 2013 photographs: courtesy of tongji architectural design and research institute

Main Challenge For The Design Of The Southwest International Ethnic Culture And Art Center : Integrate The Local Cultures Plus Various Functional Programs Into One Contemporary Yet Harmonious Form. Designed By Team Members Wang Wensheng, Damian Donze And

Main goals : Increase The Protection Of The National Cultural Heritage. To Strengthen The Cultural Relics. To Take Full Advantage Of The Rich Cultural Resources Of Yunnan Province.And To Deepen Cultural Exchange And Cooperation With Southeast Asia.

INTRODUCTION

Case

-6-

82

First, the different local cultural identities with their traditional dresses, dances and songs. Second, the Hani rice terraces together with the local subtropical plant diversity.

These New Buildings Build With New Construction Methods And New Materials Can’t Successfully Portray The Original. Hence, We Decided To Refrain From That Method In Order To Take On A More Abstract Path Which Is More Fitting To Today’s Situation.

F a c a d e Implement The Local Cultures In An Abstract Way. Alternating Perforated And Non-perforated Metal Panels That Cover And Protect The Building. Sunlight Enter And Lets People See Outside. At Each Entrance. The Facade Opens Up, Much Like A Theater Curtain, And Creates The Entrance Situations.

The facade acts like a dress for the building, and in its own way, takes reference from the local minorities. Even more so at night when the LEDs of the facade create a colorful play, almost as if the building was dancing it’s own dance.

P r e l i m i n a r y A n a l y s i s

C o n c e p t & P r i n c i p l e D e s i g n

Culture and Art Center Case

-6-

83

TRAFIC DIAGRAM

Exhibition Center: Each floor has different types of exhibition spaces for topics such as heritage, culture, art and photography. The top two floors, are occupied by a cinema complex which contains a 100 seat cinema, a 70 seat cinema and four 56 seat cinemas.

Art Academy: The lower floors contain an art school/education center while the top three floors contain volunteer offices and accommodation for the aforementioned school.

Theater: Located in this segment are: 1. medium-sized theater with 700 seats, suitable for dramas, dances, symphonies and other multi-functional activities 2. small theater with 300 seats, suitable for theatrical performances and film viewings; a convention center 3. amphitheater on the roof with 1000 seats. To be able to cope with the large flow of people at the beginning and at the end of a performance.

Art Studios: This segment contains A.V. labs as well as art studios


-6-

84

1ST FLOOR 2ND FLOOR GR. FLOOR 3RD FLOOR

4TH FLOOR 6TH FLOOR 5TH FLOOR ROOF FLOOR


PLANS

Case

-6-

85

CIRCULATION DIAGRAM

SECTION WITH CIRCULATION

Theater Four elevators were strategically located at two main entrances while additional support was created with the escalators in the center.

Exhibition Center This segment is accessible through two panorama elevators as well as the central escalators that are located between the exhibition segment and the theater segment

Art Studios It is accessible through its own


-6-

86

Swope Music School and Performing

Arts Center

Site size: 155,400 sq. ft.

Total construction cost: $29,200,000

Rowne: Department of General Services of the

Commonwealth of Pennsylvania

Occupant: West Chester University, College of Visual and

Performing Arts, School of Music

Architect: MGA Partners

Massing

Case

-7-

INTRODUCTION

87

Zoning

Program: The 90,000-square-foot building

includes the university’s music school, music

library, student practice rooms, faculty and

administration offices, a 375-seat performance

hall, a 125-seat recital hall, and an art gallery.

Circulation Path


Arts Center Case

-7-

88

Design concept and solution:

While MGA Partners integrated the university’s

music school and performing arts center into a single

structure that shares an entrance and courtyard, the

exteriors of the different programmatic spaces

feature varied facade treatments.


Arts Center

Lighting

Warm green stucco selected for the school of

music’s sinuous wall matches turn-of-the-century

campus buildings clad in serpentine stone. The

performance hall is clad in brick; the entrance

courtyard in cast concrete.

Case

-7-

89

South Korea's National Intangible Cultural Heritage

Location Donseohak-dong, Wansan-gu, Jeonju-si, Jeollabuk-do Area Land area 59,930㎡, building area 13,519㎡, total area 29,615㎡ Major uses Complex cultural and gathering facilities Building size 5 floors above the ground and 1 floor underground

Expanding the utilization of

intangible cultural heritages in terms

of preservation and inheritance

Reinforcing the networks at home and abroad and

stabilizing the center as a global

role model

Expanding the capacity of

preservation through the archive

management system of intangible cultural

heritage

To realize the creativity, cultural diversity, and right to cultural enjoyment by expanding the creative inheritance of intangible cultural heritages and developing the bond of sympathy toward this orientation

preservation and utilization of intangible cultural heritages

Supporting the transmission and exchange activities among experts at home and abroad

Developing the visibility and the bond of sympathy through activation projects

GOALS \ MISSIN

Case

-8-

90

Open space

Education

Global exchange

Exhibition

Performances

archive

21%

22%

12%

22%

23%

0% 0%

Performances

Exhibition

South Korea's National Intangible Cultural Heritage Case

-8-

91

PROJECT: Community Center

SIZE: 4.500 m2

LOCATION: Shanghai, China

nation of municipality and community center essentially breaks with

recent Chinese conventions by inviting the public to engage their local

politicians in a forum that accommodates the full range of public

actors

Community Center Case

-9-

INTRODUCTION

94

Access points defined The square becomes the center of

activity and access to the programs

Landscape left for

continued program Sunken public square

Program placement Green hills The cloud sits on the green hills

Design methodology Natural patterns of movement were laid

out on the site and guided down through

a sunken plaza accommodating a range

of different programs. The rest of the

program extents as a manipulated ring hovering above the landscape.


-9-

95

Cloud access Alternative access

Opening to the roof West wing program

South wing program North wing program

Cloud programs

Design methodology


-9-

96

Program…..

Behavior is a mirror

in which every one

displays his own

image

97

Pragmatic Analysis

Zone AREA

ACADEMIC ZONE CRAFT SECTION

1740

BEHAVIOR SECTION 610

ORAL SECTION

1200

Multi purpose hall 290

Community kitchen 240

4080

COMMUNITY ZONE

EXHIBITION 550

THEATER 500

1100

Administration 240

reception 159

Service 860

Parking 1000

Total area 7389

Reception

Academic

Community

Service

Parking

Administration

4 %

3 %

39 %

23 %

14 %

17 %

Out door

98

Architectural Analysis

Heritage School Is An Institution Academic For Dissemination Of Knowledge Of Natural Or Cultural Heritage ………

Element

Academic

Community

Service

Administration

99

Craft Section Type Of Users : Student Number Of User: 20/Class

Handmade

craft

store

w.c

Wo

rksho

p

store

wo

rksho

p

wo

rksho

p

Lobby

Function No. of users

No. of room

M2\room

Area m2

Made in Jordan

- 1 300 300

Made in Jordan

- 1 200 200

Workshop( (الخشب

- 1 100 100

Workshop (الفسيفساء)

- 1 100 100

Workshop (النسيج)

- 1 100 100

Class room - 6 30 180

Staff room - 2 20 40

Clinic - 13 50 50

W . C - 3 45 140

Circulation 500

Total 1740

100


No. of room

M2\room

Area m2

Dabkeh studios - 3 50 150

Music studios - 3 50 150

Library - 1 40 40

Performance hall

- 1 100 100

Restroom and showers

- 2 45 90

Circulation 100

Total 610

Behavior Section Type Of Users : Student Number Of User: 20/Class

Dig

ital

lab

Class room

Class room

Dabkeh studios

music studios

Res

tro

om

an

d

sho

wer

s

Dabkeh studios

music studios

101

Function No. of users No. of room M2\room Area m2

class room ( العمارة التقليدية) - 60 30 2

class room (التاريخ) - 60 30 2

class room ( االمثال) - 1 30 30

Class room (اللغه العربية) - 30 30 1

Class room ( اللغه العربية لغير الناطقين بها) - 30 30 1

Class room ( الشعر) - 60 30 2

Class room ( الخط العربي) - 60 60 1

Class room (االدب العربي) - 60 30 2

Performance room ( الخطابة) - 160 80 2

Performance room ( مناظرات) - 80 80 1

Library (ارشفه) - 60 60 1

Digital lab - 1 60 60


W. C - 2 30 60

Mini bar - 1 30 30

Circulation 150

Total 1200

ORAL Tradition Type Of Users : Student Number Of User: 20/Class

102

Printing room

Lob

by

Library (oral knowledge )

Class room

Class room

Staff roo

m

W .c

Class room

Class room

Class room مناظرات

Diagram

103

lounge

Multi purpose hall

workshop

WC

Multi purpose Hall


No. of room

M2\room

Area m2

Multi purpose hall (فنجان قهوه )

- 1 200 200

W .C - 1 40 40

Circulation 50

Total 290

Multi Purpose Hall Type Of Users : Visitor Number Of User: 100


No. of room

M2\room

Area m2

Exhibition - 1 200 300

Shop - 4 40 160

W .c - 1 40 40

Circulation 50

Total 550

Exhibition & antic shop Type Of Users : Visitor Number Of User: 100

104

entrance

Seating area

Control storage

Stage

backstage

Private.


Reception - 1 30 30

Stage area - 1 65 65

Seating area - 1 300 300

Back stage - 1 40 40

Control room - 1 15 15

Storage - 1 50 50

Total 500

Theatre Type Of Users : Student , Community Number Of Users : 200 Seat Description : The Theatre Used For :Lectures , Plays And Graduation Day

105


Cooking area - 1 100 100

Dinning area - 1 80 80


Storage - 1 40 40

Total 240

Community Kitchen

A group of people who meet regularly to cook tradition food and take it home to feed their families . Every member contributes by planning . Preparing many reasons for joining a community Kitchen and many benefits to membership When people get together to cook the are able to save many and produce more food than they could by working individually

Cooking area

storage

staff

Dinning hall

entrance

106

Administration…. Type Of Users : Student And Academic

Function No. of

users No. of room M2\room Area m2

Reception desk 2 1 15 15

Director office 1 1 23 23

General secretary 1 2 13 26

Private restroom 1 2 4 8

Administrator office 1 1 24 24

Meeting room 12 2 20 40

Office for managers - 3 24 72

Office leasing - 2 16 32

Archive and reprography

- 1 20 20

Kitchenette 2 1 8 8

Staff room 1 2 7 14

total 282

Office

Cooking area

Meeting Room

reception

Leasing managing

offices

Program managing

offices

Ad

min

istr

atio

n

off

ice

Pri

vate

re

stro

om

Director office

Archive and reprography

kitchenette

Staff restroom

107

Function

No. of users

No. of room

M2\room

Area m2

Reception hall - 1 150 150

Office - 2 8 16

Information desk - 1 9 9

Main security - 2 10 20

Total - 159

Reception

Function

No. of users

No. of room

M2\room

Area m2

Mechanical - 1 75 75

Electrical room - 2 50 50

Storage - 1 100 100

Kitchen - 1 50 50

Loading area - 320 320

Main security - 1 20


Lockers\Rest room - 1 32 32

Toilets - 1 6 24

Clinic - 1 100 100

Lobby - 50 50

Total 861

Service Zone

108

School Room and area for general

Music and art

Standard

109

Floor area for an individual workstation

Minimum distance between tables

Minimum space for reading area When book are moved between users

Reading workstation

Seminar Room

Standard

110

Library

111

To show work of art and object of cultural the institution should provide protection against damage theft damp aridity sunlight and dust and also show the works in the best light .

The store with sliding steel mesh frames on which objects can be hung as desired

Exhibition room with folding screens allow great variety of room arrangement

It is necessary to allow 3-5 m hanging surface per picture 6-10m ground surface per sculpture

Exhibition Cafeteria

112

Exhibition

113

Program

114

Case Studies Conceptual

‘’Heritage represents

humankind’s legacy

from the past, an

irreplaceable source of

life and inspiration for

present and future

generations’’

115

CHAPTER FIVE : CONCEPT

1. Scenario

2. DESIGN PRECEPT 3. CONCEPT 4. CONCLUSION

5. SCHMATIC DESIGN

1.1- Function 1.2- Users 1.3- Goals

4.1- ZONING 4.2- LAYERING

116

student

Courses

Investors

Cra

ft

Ora

l tra

dit

ion

al

Be

hav

ior

Academic

libra

ry

Mu

lti p

urp

ose

h

all

Exh

ibit

ion

Thea

ter

Ou

t d

oo

r

Community

Caf

é

Mar

ket

Teacher

Visitor

public semi-public private

program connectivity

Project scenario function

117

student Courses Visitor

12

3

6

9

Workshop. School training teacher

house wife

Constant Register Community

users scenario

The center use different means of communication to enhance the understanding of heritage which is social architecture in our case .So to aid and stimulate the discovery and training process for both the users local and visitors center will portray different strategies to be user friendly interaction and exhibition of the traditional heritage of Jordan along with portraying the example of how to use vernacular and intangible heritage into our modern days

Project scenario users

118

Goals Project scenario

119

Circulation Stairs are an important element that definitively characterizes the down-town in old Levant cities . A snakes and ladders like profusion of staircases connects the neighborhoods and most of the time leads to a privet home , crossing backyards and passing front doors , but these are public paths . The project preserved the stairs in the site and as a main vertical circulation elements to retain the spirit of the old city

Design precept

Experience

Craft center the auditorium ,galleries folklore cooking and dancing workshops , are all functions in the folk life center that helps enhancing the experience of the visitors and provide them with a 100% real image of the folklore and show them beauty of the Jordan civilization

Architecture The use of mashrabyia , courtyards and other traditional architectural elements is a way to revive the atmosphere and stimulate the spirit of the authentic Jordan not only spiritually but also physically In the heritage folk-life center the traditional elements are used in a modern way in order to get “the best of both worlds”

120

DESIGN PRECEPT

121

CONCEPT

123

zones

124

Layering

125

Conceptual sketches

126

Conceptual sketches

127

SCHMATIC DESIGN

Theater

Exhibition

Out Door

Basement

Ground floor

128

Schematic design Section

129

130 130

Sustainability Research…

130

Chapter sex : Sustainability Research

1. INTRODUCTION

3. MATERIAL FLOW IN THE BUILDING ECOSYSTEM

2. PRINCIPLES OF SUSTAINABLE DESIGN

4. SUSTAINABLE DESIGN METHODS

131

Sustainability Research

Introduction

Sustainable design is a design philosophy the seeks to maximize the quality of the built environment . While minimizing or eliminating negative impact to the natural environment .

There are three principle of sustainability in architecture :

-Economy of resources is concerned with the reduction .reuse , and recycling of natural resources that are input to a building.

-Life cycle design provides a methodology for analyzing the building process its impact on the environment .

- Humane design focuses on the interaction between principles can provide broad awareness of the environmental impact both local and global of architectural consumption .

Principles of sustainable design

132

Economy of resources

Life cycle design

Humane design

Energy conservation

Water

Material

Pre-building phase

Building

Post-building

Urban design site planning

Design for human comfort

Preservation of natural condition

METHODS

STRATEGIES

Principles Of Sustainable Design

133

Life cycle design

Use materials that are…. -made of renew-able resources -harvested or extracted without ecological damage -recycled -recyclable -long last and low maintenance Minimize energy needed to distribute materials.

METHODS

Schedule construction to minimize site impact. -Provide waste separation facilities. -Use nontoxic materials to protect construction workers as well as end users. -Specify regular maintenance with nontoxic cleaners.

-Adapt existing structures to new users and programs. -Reuse building components and materials. -Recycle building components and materials. -Reuse the land and existing infrastructure

Building Post-building Pre-building phase


134

Human design

-Understand the impact of design on nature -Respect topographical contours -Do not disturb the water table -Preserve existing flora and fauna

METHODS

-Avoid pollution contribution -Promote mixed –use development -Create pedestrian pockets -Provide for Human –powered transportation . -Integrate design with public transportation .

-Provide thermal visual and acoustic comfort . -Provide visual connection to exterior. -Provide operable windows . -Provide clean fresh air. -Accommodate persons with differing physical abilities. -Use non-toxic non-outgassing materials.

Urban Design site planning

Design for Human Comfort

Preservation of Nat`l Conditions


135


Economy of resources

-Energy –conscious urban planning -Energy- conscious site planning -Alternative sources of energy -Passive heating and cooling -Avoidance heat gain or heat loss -Use of low embodied –energy materials -Use of energy efficient appliance with timing devices

METHODS

Reduction : - Indigenous landscape - Low – flow showerhead -Vacuum-assist toilets or smaller toilet tanks Reuse Rainwater collection Gray water collection

-Material conserving design and construction design and contraction - Proper sizing of building system -Use of reclaimed or recycled materials and components - use of nonconventional building materials

Water conservation Material conserving Energy conservation

136


sustainable design is often used as an umbrella term to describe a set of strategies. components and technologies lower environment impact while in many cases improving com fort and overall quality. these categories include but are not limited:

• day lighting • indoor air quality • passive solar heating • energy efficiency • embodied energy • construction waste minimization • water conservation • commissioning • solid waste management • renewable energy • site preservation • Xeriscaping /natural landscape

137

Material flow in the building ecosystem

Building Materials Energy Water Consumet Goods Solar Radiation Wind Rain

Used Materials Combustion Byproducts Gray water sewage Recycleable Materials Wasted Head Polluted Air Ground water

Upstream Downstream Building

138

Takhtabush System The Malqaf Courtyard System Offset Corridor System

Thermal Solar System

The Photovoltaic System

Green Roof System

Sustainable Design Methods

139

Reference Web:

http://www.ich.gov.jo/index.php/ar/2012-12-06-12-35-20/2012-12-06-12-39-48 http://www.unesco.org/culture/ich/index.php?pg=00318 http://www.ich.gov.jo/index.php/ar/ http://www.unesco.org/culture/ich/doc/src/07950-EN.pdf http://www.archdaily.com/162807/atrisco-heritage-academy-perkinswill-and-fbt-architects/ http://www.archdaily.com/415939/southwest-international-ethnic-culture-and-art-center-winning-proposal-tongji-architectural-design-and-research-institute/

140

Books: Phaidon Atlas For Contemporary Encarta Encyclopedia Greater Amman Municipality

http://www.ich.gov.jo/index.php/ar/2012-12-06-12-35-20/2012-12-06-12-39-48

























http://www.unesco.org/culture/ich/index.php?pg=00318



http://www.ich.gov.jo/index.php/ar/

http://www.ich.gov.jo/index.php/ar/

http://www.unesco.org/culture/ich/doc/src/07950-EN.pdf





http://www.archdaily.com/162807/atrisco-heritage-academy-perkinswill-and-fbt-architects/
















http://www.archdaily.com/415939/southwest-international-ethnic-culture-and-art-center-winning-proposal-tongji-architectural-design-and-research-institute/
































141

Don't Judge a book by it's cover

141