UDS Design Report_Sze Yoong Shern_0326771

Hospitality and Tourism City College

Learning Through Experience

Sze Yoong Shern 0326771

INTRODUCTION PART B SERVICES

PART A DESIGN 01 FIRE SAFETY REQUIREMENT
02 WATER SUPPLY SYSTEM
01 INTRODUCTION 03 SANITARY AND SEWERAGE SYSTEM
Site
CONTENT Urban Theory

02 SITE ANALYSIS
Macro Analysis
Site Issues
Site Culture
Neighbouring Context
Master Planning

03 DESIGN APPROACH
Design Brief
Proposed Programme
Precedent Study
Urban Theory
Conceptual Idea
Massing Study
Massing Strategy

04 DESIGN PROPOSAL
Zoning
Schedule of Area
Site Plan
Floor Plan
Elevation
Section
Building Axonometric
Structural Concept
Sustainable Approach
Facade Detail

PART A DESIGN

SITE

Located right in the heart of Kuala Lumpur,
Kampung Baru is a top-down initiative from its
beginning. This means that the establishment
and development of Kampong Baru had
been "planned" from the beginning, although
the plan was refined over time. The story of
Kampong Bharu begins in the early 1900s. His
Royal Highness, the Sultan of Selangor, grant-
ed the land to the Malays under a special con-
dition that only the Malays could own the land
and reside in the area.

Kampung Bharu consists of 7 villages and with
the land size of 220 acres. The Malay Agricul-
tural Settlement (MAS) was introduced by the
British later on so as to educate the children of
Malays to take a part in the administration and
to enable them to reap some of the advan-
tages of the present prosperity. Since then
Kampung Baru has held out against develop-
ment and modern-city living, turning into a po-
litical symbol of Malay culture.

Kampung Bharu located in Kuala Lumpur city
area. The buildings in Kampung Bharu remains
at its low rise traditional state while surrounding
city context have developed into high rise.
Hence, Kampung Bharu shows significant con-
trast with surrounding.

URBAN DESIGN THEORY

DESIGN INTENTION WALKABILITY IN THE CITY

Hospitality and Tourism Vocational College The site is located at the boundary of Kampong Bharu. It is in front the main
Kampong Bharu located in the city area of Kuala Lumpur, which is the capital gateway of Kampong Bharu and near the monorail station which is located on
city of Malaysia. There are 7 villages with the land size of 220 acres in the commercial area. Walking can be defined as an architectural form, where
Kampong Bharu. The surrounding city context of Kampong Bharu is high rise moving bodies create the urban space continuously, as the urban environment
building due to the transformation of Kuala Lumpur into a mega evolves and transitions from a physical to an empirical one (Rourke, 2013). Fur-
metropolitan city while the buildings in Kampong Bharu still in a low-rise tradi- ther active forms of transportation should be encouraged in Kampong Bharu
tional state. Most of the houses in Kampong Bharu not the original traditional and to the site instead of the vehicular transportation such as car or motorcy-
houses and it transformed into the different typologies which is in between cle. However, the walking experience around the site is not comfortable and in
traditional and modern. The uniqueness of the place such as physical and a poor condition due to it mainly designed for vehicular transportation and not
social identities must be maintained although the emerging redevelopment for pedestrian. The pedestrian walkway is absent and disconnected around the
in Kampong Bharu. Place identity, quality of life and social coherence that site and the walking flow is also disrupted by obstacles along the way. In addi-
will affect well being of people should have the priority in the future redevel- tional, the bicycle lane and the pedestrian walkway are not clear in Kampong
opment of Kampong Bharu (Ujang & Abdul Aziz, 2016). Bharu, and the surrounding villagers will also park their vehicle along the path-
way.
Kampong Bharu facing some issues currently such as (1) lack of leisure activity
place for the local, there are only two leisure area to share among 18,000 The subject of pedestrianism is still a significant concern to make cities suitable
Kampong Bharu residents and many of residents have to travel outside of for humans and their mobility and travel needs within the city. It is due to the
Kampong Bharu to enjoy leisure activity (2) education level, majority of continuous development of cities around the globe and the impact of mod-
Kampong Bharu resident obtains a secondary education level (3) No fixed ernisation and globalisation. According to Gehl & Rogers (2010), social activi-
income and job, a high portion of residents in Kampong Bharu has no fixed ties will take place along the way as an integral part of pedestrian activities
income because majority of them are the small businesses owner or part-time when you are walking in a city space. The opportunity for creative and cultural
worker in Kampong Bharu and (4) walkability in Kampong Bharu, walkability activities can be improved along the walkway in Kampong Bharu to provide a
is not friendly for pedestrian in Kampong Bharu. different walking experience. The fixed, flexible, and fleeting spaces are impor-
tant for people to have different kind of activities (Gehl & Rogers ,2010). The
This paper demonstrates on a combination of architectural and urban strate- fixed space can provide a well-functioning framework for daily life, the flexible
gies to design a college that will promote the sense of community by space can provide a special activity are needed in addition to daily activities
providing opportunities for interaction with the local/tourism and learn from and the fleeting space can provide a room for short term but important activi-
the environment. It is to build a bridge between student, public, tourist, and ties in daily life such as morning gymnastics, street music and parades.
local community of Kampong Bharu.

Figure 1 shows the fixed, flexible and fleeting spaces (Gehl & Rogers ,2010)

There was a decisive influence on life in city space due to the treatment of THIRD PLACE AS A LINKAGE
edges in the city, especially the lower floors of the building. (Gehl & Rogers
,2010) The edges of a city define individual space and restrict the visual field. According to urban sociologist Ray Oldenburg (1989), “third place” is a place
Edges make a significant contribution to spatial and walking experience in a other than workplace or home. It is a community friendly public environment
Kampong Bharu. The edges of a city offer a feeling of comfort, security, and where people can regularly visit and interact with friends, neighbours or even
organization. Edges of the building provide the opportunity to have interac- strangers. Third places act as unique public spaces for public to have social
tion with each other whether physical or visual in the walking experience. The interaction with each other. It is providing a context for sociability, spontaneity,
edges on ground floor are an exchange and staying zone for public while community building and emotional expressiveness. It is also important to have
provide visual connection to the city life on the upper floors. The edges on a better community’s quality of life by creating such an inviting environment
ground floor provide the opportunity for the life in the building to interact with includes “third places” that foster the community to have interaction among
the life of city and this is the zone where the activities in the building can be people outside of home and work (Jeffres et al., 2009). It is significant to pro-
extended out to the common space of the city. The edge is significant on the vide a public space that foster social interaction in Kampong Bharu.
site which is located beside the main road of Kampong Bharu.

Figure 2 shows the soft edges Figure 3 shows the relationship between
of city (Gehl & Rogers, 2010) first, second and third place

There are four architectural characteristics and elements of “third place”,
which is personalization, permeability, seating and shelter (Mehta & Bosson,
2010). Personalization is the act of modifying the physical environment and an
expression of claiming territory, of caring for and nurturing the claimed territory.
People can change the environment for different activities and needs by per-
sonalizing a space. Permeability is not only the transparency of the building
façade, but also to actively reveal the interior to exterior so that people from
outside can sense and understand the activities inside. Seating is to provide
space for sitting that has been identified as one of the important characteristics
to retain people in public spaces and possibly supporting social behaviour.
Shelter is one of the significant elements in our tropical country, it is to provide a
space that is able get protection from the sun or weather.

DESIGN INTENTION The permeability of ground floor will foster the social interaction among each
The intention of “third place” is to influence the design of public spaces. By other. The soft edges not only occur on the façade towards the street, but it
creating the “third place”, the idea is to inject the “blurred” street boundary also applies to the facades in between the building. The physical and visual
of life into the public spaces of building. interaction will happen toward the main street of the site and the street in be-
tween the building.
Figure 4 shows the section of street in Kampong Bharu
The idea of walkability and “third place” would be beneficial for Kampong
Bharu. It could sustain the sense of community in Kampong Bharu within the
building, create a learning through experience environment for student, a
gathering space for local community and public and pass on the colourful cul-
ture of Kampong Bharu to the tourist.

Figure 5 shows the section of street in Kampong Bharu

A walkable public street is created in between the building and become a
node for local community and public to gather, for tourist to visit and for stu-
dent to learn from the environment. They can personalize the space along
the street base on the different activities and interactions. According to Kim
& Jeong (2018), scholars and practitioners of hospitality and tourism strongly
recognize that the significant of experiential learning in the current educa-
tional environment. It is important to link the outside community or public with
college instruction or learning activities. The building not only act as a “third
place” for the public, community, and tourist, it also benefits the learning
experience of student in the college.

MACRO ANALYSIS VEHICULAR TRAFFIC DENSITY

SUN PATH LAND USE

WIND DIRECTION ACCESSIBILITY

SITE ISSUES

Lack of Leisure Activity Place

There are only two leisure area to share among 18,000 Kampung Bharu residents. Many of residents have to
travel outside of Kampung Bharu to enjoy leisure activity

Education Level

Majority of Kampung Bharu resident obtains a secondary ecucation level

No Fixed Income and Job

A high portion of residents in Kampung Bharu has no fixed income because majority of them are the small
bussinesses owner or part-time worker in Kampung Bharu

CULTURE IN KAMPONG BHARU

View

NEIGHBOURHOOD CONTEXT 9 10 View to View to
5 11 Padang Gateway
8
7 4 View to
KLCC
6

Entry Point

2 From
3 Jalan Datuk
Abdul Razak
1 From
Jalan Raja
Abdullah
From
Jalan Dewan
Sultan Sulaiman

Existing Green Pocket Park

1. Monorial Station (Medan Tuanku) 8. Bicycle Lane

2. Quill City Mall 9. Sekolah Kebangsaan

3. DBKL 3 Kampong Bharu

4. Perbadanan Pembangunan 10. Asrama SMK Puteri Wilayah

Kampong Bharu (PKB) 11. Gateway Kampong Bharu

5. Sultan Sulaiman Club Monorial Medan Tuanku Sultan Sulaiman Club
School
6. SMK Puteri Wilayah

7. Sekolah Rendah Agama

Tengku Ampuan Jemaah

Gateway

MASTER PLANNING

MEETING POINT According to Jan Gehl, walk in city space is
a “forum” for the social activities that take
place along the way as an integral part of
pedestrian activities.

The site currently lacks programs to connect
the users, albeit basic infrastructure are pro-
vided.
The issue of surrounding urban context can be
summarized into the following statement:
Basic Ammenities
Road Infrastructure, Mini Green Pocket Park,
Passageway for Visitors and Bicycle Lane

Lacking of Urban Features, Programs and
Practicality
Pedestrian Walkway Condition, Lack of Lei-
sure Activity, Negatives Pocket Spaces and
Unsafe Bicycle Lane

N

S NTS

DESIGN BRIEF What can contribute to the community from the building and program?

Kampong Bharu is located in the city area of Kuala Lumpur, which is the capital
city of Malaysia. Most of the houses in Kampong Bharu are not the original tradi-
tional houses, and they transformed into the different typologies between tradi-
tional and modern. The uniqueness of the place, such as physical and social
identities, must be maintained although the emerging redevelopment in Kam-
pong Bharu. Place identity, quality of life and social coherence that will affect
people's well-being should have the priority in the future redevelopment of Kam-
pong Bharu. The idea of a walkable street in between building and building as a
"third place" could sustain the sense of community in Kampong Bharu. It creates
learning through experience environment for the student, a gathering space for
the local community and public and a medium to pass on the colourful culture
of Kampong Bharu to the tourist.

To design a college that will promote sense of community by providing oppor-
tunities for interaction with the visitor/ local and learn through experience

How to create a “learning through experience” environment?

How to integrate with/ permea- Community
ble to current community?
Building
Now +

Program

After Opportunity to work Place for “lepak”
development

Future

How to sustain as sense of Community
community in KB within a build-
ing and pass on the colourful Building
culture in the future planning of +
KB?
Program
HOSPITALITY AND TOURISM COLLEGE

THIRD PLACE

PUBLIC COMMUNITY TOURIST
Building
A place to pass on the cultural and community of Kampong Bharu

“blurred” street boundary in Kampong Bharu

PROGRAMME Public Market Area Canteen Traditional Shop

- both hospitality and tourism scholars and practitioners strongly recognize the Outdoor Activity Area
value of experiential learning in the current educational environment

- experiential learning methods include case studies, service and community
learning projects, field trips, job shadowing, industry internships, and so forth.
(Kim & Jeong, 2018)

- the combination of on- the-job training and classroom learning as the most
effective way to prepare future managers for productive careers in the
hospitality industry
(Schlager et al. ,1999)

HOSPITALITY AND TOURISM COLLEGE

THIRD PLACE Event Space/ Multipurpose Hall Exhibition/ Display Area Outdoor Seating Area

Semi - Public

PUBLIC COMMUNITY TOURIST Community and Student Lounge

TRADITIONAL OUTDOOR TRADITIONAL Private
SHOP ACTIVITY SHOP
Student Activity Area Gym Flexible Classroom Open Discussion Area
MARKET AREA MARKET
AREA AREA
MARKET
EXHIBITION/ AREA EXHIBITION/
DISPLAY DISPLAY
SPACE COMMUNITY SPACE
AND
EVENT EVENT
SPACE STUDENT SPACE
LOUNGE
OUTDOOR OUTDOOR
ACTIVITY EVENT ACTIVITY
SPACE
AREA AREA
CANTEEN
CANTEEN CANTEEN

STUDENT Tour to Kampong Bharu Active Space Reading Area Library
Learning in surrounding hotel

Provide opportunity for service learning and industrial learning

PRECEDENT STUDY

Teton Valley Community School

Location : Victor, Idaho, USA The design allows for flexibility in their spacing and construction.
Area : 2 acre
Designed by : Section Eight , Victor, Idaho, USA The design objectives were to create flexible spatial configurations, reduce the
school’s ecological footprint, and create a strong connection to the outdoors.

A AA

A.Spaces of encounter are explored between each of the individual indoor and out
door classrooms. It allows for more infill. There are a series of pods that can be plugged
in to provide additional programmatic elements shared between classroom buildings.
The connector pods can be used as art studios, science labs, small libraries, or staging
areas for outdoor plays and performances.

B

C

“Blurred” classroom
Movable panels, for example, allow teachers and students to configure the
classroom based on their needs
Each outdoor classroom is specific to an indoor classroom allowing all
grades to take ownership of their own outdoor area.

PRECEDENT STUDY

Rumi School of Excellence

Location : Hyderabad, India
Design Firm : IDEO

Design Principle

Hyderabad Jiya school literally and figuratively connects to the knowledge and interests of the community and extends them through the school experience.
The building’s shared public spaces invite families and neighbors to become part of the learning community, while allowing educators and students to break
out the standard rote educational model

Room to Grow Screening Room
A system of fabric panels span the The facade’s steps offer seating for movies that
columns on the roof to provide play on a screen which rools down from above
open-air classroom space the internet cafe

Breathing Room Innovation Lab
Slatted wood shutters bring in A flexible classroom opens to the street, offering
breezes and provide shade opportunities for nontraditional, experiential
learning
Plant Life
Balconies are lined with planters and Amplified Facade
offer opportunities for students to care The colourful exterior encourages the communi-
ty, from families to local business people and
Tech Space neighbors, to join and host activities at the
The computer lab faces the street to draw in school
passer-by. On the corridor side, three computers
serve as a cybercafe when school is not in session

Kiosk
A public kiosk offers neighborhood goods and
gives students an entrepreneurial outlet

Activated Corridor
The central corridor allows visitors to walk
through and observe school happenings



Urban Theory Edges of Building - Jan Gehl

Third Place - Ray Oldenburg

Urban sociologist Ray Oldenburg (1991) de-
fined a third place as a place of refuge other
than the home or workplace where people
can regularly visit and commune with friends,
neighbors, coworkers, and even strangers.

The edges on upper floors provide a opportu- Edges as exchange zone
nity to interact with the people who passer-by The edges provide the opportunity for life in the buildings or
immediately in front of the building to interact with life in the
city. This is the zone where activities inside the buildings can
move out into the common space of the city

Edges as staying zone
The edge zoneoffers opportunities for public to sitting and
standing.

Experience Through Walking - Jan Gehl

Walk in city space is a “forum” for the social activities that take place along the way as an integral part
of pedestrian activities.

Personalization Permeability
By personalizing a space, Permeability of ground floor
public change the environ- reveal the interior to the exte-
ment to meet their needs rior such that people on the
and specific activity patterns. street are able to sense and
understand the activities
inside the buildings.

Avoid the “tiring length perspective” in between Fixed
the walkable walkway of building and linear Space, furniture and set up can providea well-func-
movement tioning frameworkfor daily life in the city.

Shelter Seating Flexible Fleeting
Initiatives and space for the city’s special, City space must make room for short term but
One of the significant Movable furniture on often seasonal, activities are needed in important activities such as street music, morning
elements in our tropical landscape are a desired addition to daily frameworks and activities gymnastics, parades, festivals and fireworks
country, it is to provide a form of seating due to
space that is able get the choice, flexibility and
protection from the sun comfort.Its also a node
or weather. for public to stay or
gather.

CONCEPTUAL IDEA Section of street in Kampong Bharu

The intention of “third place” is to influence the design of
public spaces. By creating the “third place”, the idea is to
inject the “blurred” street boundary of life into the spaces of
building.

PUBLIC SPACE
LEARNING SPACE

Study Model 3 Study Model 2 Study Model 1

MASSING STUDY

MASSING STRATEGIES

Bringing street into the building (Street in between building) Continuity of pedestrian walkway in between building (Towards
Gateway of Kampong Bharu)

Soft edges of the building towards street and street in between build- Nodes along Street (Seating area / Outdoor Activity Area/ Exhibition
ing (Provide the opportunity for visual contact) Area/ Event Space/ Canteen/ Market Area)

Permeability of the building (Reveal the interior to the exterior) Avoid “Tiring Length Perspective)”

ZONING SCHEDULE OF ACCOMODATION

3F GF SPACE AREA (m2)
2F RECEPTION LOBBY 70
1F 1F ADMINISTRATION, REGISTRATION, AND FINANCE OFFICE 90
GF INSTITUTIONAL OFFICE ADMINISTRATION AND REGISTRATION AREA
MARKET AREA 170
TRADITIONAL SHOP*4 400
EXHIBITION/ DISPLAY AREA 180
SURAU (MALE AND FEMALE) 230
EVENT/ MULTIPURPOSE HALL
COMMUNITY CANTEEN 30
COMMUNITY CANTEEN (OUTDOOR AREA) 230
REFUSE CHAMBER 170
STAFF RESTROOM 100
SECURITY CONTROLLED ROOM
WASHROOM 15
20
SPACE 15
COMMUNITY AND STUDENT LOUNGE 50
MEETING ROOM 1770
STAFF OFFICE
HOD OFFICE AREA (m2)
PANTRY 400
LECTURE AND STAFF OFFICE AREA 30
25
STUDENT CLUB ROOM 25
STUDENT SERVICES ROOM 20
NURSING ROOM 160
COUNSELING ROOM
GYMNASIUM 25
ACTIVITY AREA (YOGA) 20
STUDENT CAFÉ 20
CHANGING ROOM 20
FOOD RESEARCH LAB 135
HERB FARMING AREA 100
LINK BRIDGE/ ACTIVE SPACE 200
WASHROOM 25
110
SPACE 80
2F DISCUSSION AREA 100
50
CLASSROOM*2 1545
LECTURE HALL
CLASSROOM*3 AREA (m2)
STAIRCASE READING AREA 45
LIBRARY
COMPUTER LAB 200
LINK BRIDGE/ ACTIVE SPACE 220
CHANGING ROOM 240
WASHROOM 120
200
Public Activities Area Learning Area SPACE
Vertical Circulation 3F DISCUSSION AREA 60
Office Services Area 65
CLASSROOM (TOURISM & EVENT)*2 25
Community and Student MOCK UP SUIT 50
Activities Area LEARNING KITCHEN *2 1225
Student Activities Area DEMOSTRATIVE KITCHEN
CHANGING ROOM AREA (m2)
WASHROOM 100
200
100
160
50
25
50
685

SITE PLAN

N

SITE PLAN
S 1/1000

GROUND FLOOR PLAN

N

GF PLAN
S 1/500

PERSPECTIVE

Street In Between Building

PERSPECTIVE

Street In Between Building

PERSPECTIVE

Street In Between Building

PERSPECTIVE

Street In Between Building

PERSPECTIVE

Outdoor Activity Area / Outdoor Seating Area

FIRST FLOOR PLAN

N

1F PLAN
S 1/500

PERSPECTIVE

Active Coriddor

PERSPECTIVE

Student and Community Lounge

SECOND FLOOR PLAN

N

2F PLAN
S 1/500

PERSPECTIVE

Active Corridor (Flexible Classrom)

PERSPECTIVE

Active Space / Link Bridge

PERSPECTIVE

Reading Area

THIRD FLOOR PLAN

N

3F PLAN
S 1/500

PERSPECTIVE

BASEMENT PLAN

N

BASEMENT PLAN
S 1/500

ELEVATION

Scale 1:500

ELEVATION

Scale 1:500

ELEVATION

Scale 1:500

ELEVATION

Scale 1:500

PERSPECTIVE

PERSPECTIVE

SECTION

Scale 1:500

SECTION

Scale 1:500

BUILDING AXONOMETRIC

STRUCTURAL CONCEPT