DISCLAIMER
This material is a compilation of notes, information, pictures, journals, books,
magazines, internet sources, and other various references for the purpose of
further studying this subject matter.
ArcStudio, its offices, members and professional affiliates do not claim any
expressed or implied authorship, ownership and patents relating to any
and/or all contents found herein. Some contents herein may be claimed by
the rightful owners.
This material should be read with an open mind, studied carefully, and critically
analyzed. Errors and / or corrections should be immediately reported to
ArcStudio.
08
INSTITUTIONAL
(SCHOOL AND UNIVERSITY CAMPUS)
SCHOOL AND UNIVERSITY CAMPUS
DEFINITION OF TERMS
The word “campus” was derived from the Italian word campo
meaning “open space”. From this was developed the essence of
the campus design, that is: designing OUTSIDE IN, meaning
- the outdoor space precedes the design of buildings;
- the building design evolves out of the outdoor space;
- and even the interior space is centered around an indoor-
outdoor space like an atrium.
The purpose of the OPEN SPACE is to offer a venue for FREE
DISCOURSE which is the lifeline of a campus.
SCHOOL AND UNIVERSITY CAMPUS
Space diagram
SCHOOL AND UNIVERSITY CAMPUS
Introduction
CONCEPTS
Hence, most campus plans revolve around :
1. The CONCEPT of the HIERARCHY OF OPEN SPACE,
intended to service a hierarchy of free discourse as follows:
= an OVAL or CAMPUS PARK for campus-wide discourse
i.e. commencement exercises;
= a QUADRANGLE for collegiate or inter-unit activities;
= a BUILDING OPEN COURT or an ATRIUM for class or
organizational interactions, and
= BUILDING LOBBIES or CORRIDORS or NOOKS for more
personal exchanges.
The concept of the HIERARCHY of open space enhances
the VARIETY of campus space.
SCHOOL AND UNIVERSITY CAMPUS
CONCEPTS
2. The concept of LINKAGES OF OPEN SPACE is intended to
string together building outdoors and site elements through
greenbelts, waterscapes and other open space features.
This concept enhances the QUALITY of the campus space.
SCHOOL AND UNIVERSITY CAMPUS
Introduction
CONCEPTS
3. The concept of TROPICAL ARCHITECTURE is required in
assuring its users of a facility designed in accordance with
the country’s climate so that its users are assured of a
suitable area for studies and work.
This concept enhances the needed COMFORT in the campus
space.
SCHOOL AND UNIVERSITY CAMPUS
Introduction
CONCEPTS
4. The concept of USER-FRIENDLINESS and SECURITY is
necessary in providing its users with a building that is
conscious of the users’ wellbeing and protection from
external harmful elements.
This concept enhances the SAFETY and SECURITY in the
campus space.
SCHOOL AND UNIVERSITY CAMPUS
Introduction
CONCEPTS
5. The concept of DISASTER-PREPAREDNESS is needed in the
building in order that the users are guided in cases of
emergency.
This concept enhances the PROTECTIVENESS of the campus
space.
SCHOOL AND UNIVERSITY CAMPUS
Introduction
THE NEW RESPONSE
The school building has passed through the years and styles of
building to finally free itself from the constraints of the structure.
The response now is to the real needs and reasons for
education, to changes and to flexibility, and an awareness that
buildings are simply and primarily for the students to learn in,
teachers to teach in, and parents to “lend a hand” in.
School is about life and people doing things together. It is a kind
of shelter and stage, bring together students, teachers, staff and
parents on a day-to-day business of learning, working hard,
having fun and growing up.
SCHOOL AND UNIVERSITY CAMPUS
Introduction
THE NEW RESPONSE
The process of planning a school, in particular, an elementary
and secondary school, is complex and challenging.
Part of the objective is to achieve a well- conceived, efficient,
practical, soundly-constructed, good-quality building design.
The other part is to make it flexible, changeable, and compatible
with its children and its community of workers.
Buildings do not die of old age but of design obsolescence and
over-indulgence. The architect should be regularly challenged to
conceptualize school-buildings that are not only practical and
responsive to the needs of today’s teaching technologies, but
also to anticipate the inevitable changes that make learning a
completely renewable and refreshing experience.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
a. FUNCTIONAL
1. SITE ZONING Zone the site according to such
functions as academic (classrooms,
laboratories, administrative offices),
ancillary (chapel, auditorium), and
services (workshop, motorpool).
Partition functional zones and
establish routine paths between
them.
Keep distances between zones
short, and the access comfortable
and easy to negotiate.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
b. PUBLIC / PRIVATE
1. SITE ZONING
Zone the site according to public
and private spaces in order to
maintain control and restrictions
over the public’s interference with
the school’s private activities.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
c. HAZARDOUS / NON-HAZARDOUS
For a grade school facility, it is essential
1. SITE ZONING to designate hazardous and non-
hazardous areas since grade school
children are sometimes incapable of
discerning places and activities that are
dangerous or harmful to them.
For example, driveways and parking
areas, and delivery service areas should
be off-limits to the children. Other
potentially hazardous places on site are
river embankments, garbage disposal
areas, compost pits, ponds or lagoons,
terraces and long steps.
Also important is the designation of
earthquake and fire evacuation / rescue
sites outside the buildings.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
2. CIRCULATION
SYSTEMS a. VEHICULAR
Integration of vehicular access inside the
site is necessary to eliminate on-street
loading and parking that can cause
congestion that expose the children to
street hazard. This requires the provision
of driveways and parking lots inside the
site.
However, since this system just serves
to transfer the hazard from the street to
the interior of the site, it is important to
keep driveways and parking facilities to
the minimum, and to arrange them so as
to prevent vehicular flow from
crisscrossing excessively with
pedestrian flow.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
2. CIRCULATION
SYSTEMS
b. PEDESTRIAN
Pedestrian approach to the site
should ensure smooth, barrier-free
and stress-free flow into the site
and the facilities.
Proper shelter should be consider-
ed for their protection under intense
climatic conditions like summer
heat and monsoon rains.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
2. CIRCULATION
SYSTEMS
b. PEDESTRIAN
It is also important to consider
sensory stimulation offered by :
• the path’s texture, both
hardscape and softscape, and
• its directionality through spatial
colors, shapes, graphic signages,
etc.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING
Gardens and playgrounds are vital
parts of children’s growth. For the
grade- and high-schoolers, the
outdoors are the powerful venue for
physical exercises as well as social
integration.
They must be designed to give the
students utmost freedom to enjoy
and appreciate nature while
ensuring their safety and security.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING
The grounds should provide for active
play like bicycle riding, and the
enjoyment of regular play equipment
like swings, seesaws, slides and
others for as long as these are easy to
supervise.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING
Passive recreation like reading,
painting, playing musical instruments,
and dancing should also be
encouraged in the outdoors.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING a. SOFTSCAPE
Softscapes shall be mostly composed
of lawns, especially for football and
baseball fields as well as for play
areas. Hardy ground covers and
shrubs are necessary for site
partitioning or for landscape massing
for visual appreciation.
Large trees shall be employed for
shade and screening but shall not be
made accessible to the schoolchildren
to prevent climbing hazard.
Small trees with minimum climbing
hazard may be introduced to form part
of play.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING
b. HARDSCAPE
Hardscaping shall be required for
outdoor corridors, steps and ramps
with provisions for safety railings.
For young gradeschoolers, provide
play equipment, and site furniture
may be hard plastic (polystyrene)
on rubberized flooring.
For older students, basketball
courts are important components of
the campus.
SCHOOL AND UNIVERSITY CAMPUS
Site planning principles
3. LANDSCAPING
c. WATERSCAPE
Water in the landscapes have been
proven to provide tranquilizing
effects to people. For school-
children, water is the ultimate object
of fascination and pleasure.
Therefore, the landscape may be
designed with such waterscapes as
interactive fountains that allow the
children to enjoy simulated rain,
and a swimming pool for
supervised swimming.
Fishponds and water cascades are
encouraged.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
W I. BUILDING ZONING
a. FUNCTIONAL ZONING
This refers to the organization of
spaces according to the functions
and activities, their size and lay-out,
and their relationships and
proximities with each other.
The facility must have rooms and
zones which are adequate in size
and designed in conformity with
activity needs.
E The facility must have a functional
layout where private and public
ACADEMIC
CLASSROOM
spaces are distinguishable from
OFFICES
each other.
SERVICES
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
b. VERTICAL ZONING
For a multi-storey facility, the more
public usage are assigned to
ground floor while the upper floors
are consequently kept private by
the introduction of stairs and
Private 3 ramps.
Private 2
Public 1
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
II. CIRCULATION
54.00 m
a. FORM AND HIERARCHY
max
An efficient circulation system must
have form & hierarchy that promote
corridors that are simple, short,
smooth, and safe.
54.00 m
max.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
b. SIZE AND USE OF CORRIDORS
Size and use are determined by the
types of traffic flow, weighed
according to VOLUME,
FREQUENCY, IMPORTANCE, and
CRITICALITY , establishing relative
degrees of functional relationships
which, in turn, indicate physical
closeness.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
c. LOCATION AND DISTRIBUTION
OF STAIRS AND RAMPS
These vital modes of circulation
require strategic location corres-
ponding to the requirements of
convenient and routine movements
of schoolchildren, as well as the
compliance with building codes.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
d. ACCESSIBILITY COMPLIANCE
As required by BP 344, ramps shall
be provided to allow access for the
disabled from the street to the
ground floor.
Ramps shall be designed with
maximum slope of 8 percent or a
gradient of 1:12, keeping single
runs at a maximum of 6.00 meters.
0.50m
For the young schoolchildren,
6.00 m max.
per length ramps shall ideally be of rubberized
floor finish, with plastic railings for
safety.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
e. EMERGENCY ACCESS AND
EGRESS
Emergency access and egress are
composed of protected escape
routes, alternative means of escape,
and fire exits.
These should be located in as many
points in a gradeschool and high
school facility as possible, and
should be easily identifiable and
accessible to the children and the
teachers.
SCHOOL AND UNIVERSITY CAMPUS
Architectural design principles
V. HAZARD PROTECTION
a. EARTHQUAKE, FIRE, ETC.
Since young schoolchildren cannot
sense danger and cannot move by
themselves unaided in times of
emergencies, the physical
environment in which they live and
work must be free from the hazards
of wind, floods, lightning, earth-
quake and fire.
SCHOOL AND UNIVERSITY CAMPUS
Building orientation
7.00m 3.00m
9.00m
9.00m
x
3 classroom
modules =
36.00m
BASIC H-TYPE BUILDING
SCHOOL AND UNIVERSITY CAMPUS
Building orientation
OFFICES
ALTERNATIVE 1
SCHOOL AND UNIVERSITY CAMPUS
Building orientation
OFFICES
OFFICES
ALTERNATIVE 2
SCHOOL AND UNIVERSITY CAMPUS
Space programming
ADMINISTRATIVE
SUITES
CONTROL CENTER
CONTACT POINT FOR
PARENTS, STUDENTS AND
FACULTY
GROUP OF OFFICES,
CONFERENCE ROOMS, WORK
STORAGE ROOMS, RECORD
STORAGE AND MONEY VAULT
OPEN TO THE ENTRANCE
LOBBY
GRIDIRON OR LINEAR PLAN
SCHOOL AND UNIVERSITY CAMPUS
Space programming
CLASSROOM
LOCATED IN THE QUIET
ZONE
ACCESSIBLE TO OPEN
SPACE AND EXITS
DAYLIGHT CONTROL IS
NECESSARY
RECTANGULAR PLAN
CROSS VENTILATION
SCHOOL AND UNIVERSITY CAMPUS
Space programming
SCIENCE LABORATORY
ACCESSIBLE TO FIRE EXITS
ACCESSIBLE TO STORAGE AND
PREPARATION ROOMS
SINK AND WASHING FACILITIES
GAS AND ELECTRICAL OUTLETS
GENERAL SCIENCE AND BIOLOGY
ARE TOGETHER
CHEMISTRY AND PHYSICS ARE
TOGETHER
OPEN SHELVING
SPACIOUS LAB TABLES
SCHOOL AND UNIVERSITY CAMPUS
Space programming
HOME ECONOMICS
LABORATORY
FOOD LABORATORY
CLOTHING LABORATORY
FAMILY LIVING LABORATORY
SCHOOL AND UNIVERSITY CAMPUS
Space programming
ART SHOP/ROBOTICS
LAB/INDUSTRIAL ARTS
LAB/COMPUTER LAB
ACCESSIBLE TO STORAGE AND
PREPARATION ROOMS
SINK AND WASHING FACILITIES
OPEN SHELVING
SPACIOUS WORK SURFACES
SCHOOL AND UNIVERSITY CAMPUS
Space programming
MUSIC ROOM/SPEECH
LAB
ACOUSTICALLY TREATED
SURFACES
STORAGE SPACE FOR
INSTRUMENTS
OPEN SPACE FOR CHORAL
ACTIVITIES
AUDIO FACILITIES
SCHOOL AND UNIVERSITY CAMPUS
Space programming
GYMNASIUM
PROVIDED WITH:
SPORTS COURT AREAS
LOCKER ROOMS
LECTURE ROOMS
BLEACHERS
SCHOOL AND UNIVERSITY CAMPUS
Space programming
AUDITORIUM
LARGE STAGE AREA WITH
BACKSTAGE FACILITIES
ABSOLUTE LIGHT CONTROL
AUDITORIUM LOBBY WITH TICKET
BOOTH
FUNCTIONAL PLACEMENT OF
SEATS AND AISLES
SEATING AREA HAS ADEQUATE
SIGHT LINES TO THE STAGE
STORAGE FACILITIES
TIERED SEATING ARRANGEMENT
AUDIO-VISUAL FACILITIES
SCHOOL AND UNIVERSITY CAMPUS
Space programming
MULTI-PURPOSE
HALL/CAFETERIA
LARGE OPEN SPACE PLAN
GOOD FOR ASSEMBLIES
WITH STAGE AND DINING AREA
ACCESSIBLE TO KITCHEN OF
CAFETERIA
WITH LARGE STORAGE
FACILITIES
ACCESSIBLE TO SERVICE
DELIVERY AREA
SCHOOL AND UNIVERSITY CAMPUS
Space programming
LIBRARY
LARGE OPEN SPACE PLAN
FOR SHELVES AND TABLES
SIMPLE LINEAR PLAN
WITH LARGE STORAGE
FACILITIES
SCHOOL AND UNIVERSITY CAMPUS
Space programming
SERVICES
DEPARTMENT
LOCATED AT THE BACK OF
THE BUILDING
WITH LARGE STORAGE
FACILITIES
WITH RAMPS FOR DELIVERY
SCHOOL AND UNIVERSITY CAMPUS
Space programming
THE DORMITORY
ACCESSIBLE TO THE MAIN
SCHOOL FACILITY AND
SERVICES
PROVIDED WITH:
BEDROOMS
TOILET AND BATHROOMS
STUDY LOUNGE
LIBRARY
LAUNDRY AREA
KITCHEN
DINING AREA
RECREATION ROOMS
ADMIN STAFF ROOMS
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
SCHOOL AND UNIVERSITY CAMPUS
Site planning
Sample elevation
END