EXPERIMENT 3: THE BRIDGE

W E E K   1: Introduction

ARTICLE 

http://www.amusingplanet.com/2012/12/circular-pedestrian-bridge-in-lujiazui.html

Key words derived from the article:

Infinite
Supported
Unified
Distorted
Intricate
Connected

Drawing inspiration from these words, and the information provided in the article, I developed a distinct and significant theory. 

THEORY: 

How can the differences between very distinct and separate spaces be diminished when they are each connected to one unique structure (i.e.: the bridge)? 

18 ONE POINT PERSPECTIVES 

The following one point perspectives were based off the architecture included in the article, the key words, and the theory that forms the basis for this experiment. 

W E E K   2: The Bridge

6 TWO POINT PERSPECTIVES 

MOVING ELEMENTS

 Fig.1.1: the circular bridges can be seen connecting to neighbouring buildings. 

Fig.1.2: two moving elements at rest position. 

Fig.1.3: two moving elements captured while moving. Assume that the other two rectangular parts of the bridge shown in Fig 1 follow the same motion. 

W E E K   3: The Plan

ORIGINAL PLAN

The plan chosen to form the basis of the bridge is Mies Van De Rohe's 'Skyscraper'. The way each of the three buildings is connected to the central structure parallels to the way in which the circular bridges from Fig 1.1 were connected to surrounding buildings. 

FIRST DRAFT

The first draft attempted to create unity between the three buildings as well as integrating the chosen plan into the design of the school. 

Fig.2.1: beginnings of the first draft. 

Fig.2.2: the circular part of the bridge draws inspiration from the circular center of the chosen plan. 

W E E K   4: Move

SECOND DRAFT

Completion of the second draft of the school saw a reinvention of the bridge and the way in which it interpreted the theory. Revisiting the one point perspectives, it was decided that the best way to achieve absolute unity was through the design featured in the first one-point perspective titled "infinity". 

This was because the above draft required rectangular extensions from the circular part of the bridge in order to connect with the square-house and surrounding buildings. The design below, however, connected each building without the unity of the bridge being interrupted. 

Consequently, the unity between each of the buildings became more fluid and thus answered more closely the concept of how people could move between distinct and entirely separation spaces without noticing this separation. 

Fig. 3.1: updated concept referring to the theory of "infinity" and "unity.

Fig.3.2: this draft still draws inspiration from the chosen plan through the way a circular structure is connected between three buildings.

36 CUSTOM TEXTURES

Fig. 4.1: LEFT TO RIGHT: rotational, linear, scalar, vortex

Fig. 4.2: LEFT TO RIGHT: speed, fluid

PEER MARKING 

W E E K   5: Final Submission 

REAL TIME LUMION CAPTURES

TEXTURES IN MODEL

MOVING ELEMENT 1: WHEELCHAIR ACCESS

 Fig. 5.1: platform at lowest height

 Fig. 5.2: platform at maximum height. Wheelchair access made possible through the rise and decline of this moving platform. 

MOVING ELEMENT 2: SLIDING GLASS CEILING

  Fig. 6.1: glass ceiling completely covered.

  Fig. 6.2: glass ceiling partially covered.

DROPBOX LINK TO LUMION

https://www.dropbox.com/s/z0teebuw67c0775/FINAL%20SCHOOL%20AND%20BRIDGE.ls7?dl=0