Monash University Faculty of Biological Sciences Building
Location: Australia.
The project was a collaboration between Kosloff Architecture, artist Callum Morton and Monash Art Projects (MAP). Overall, the focus is on creating an environmentally adaptable building with upliftable space for the future and a lasting contribution to the university's public art strategy. 
The existing building is located on Innovation Walk and coexists with several other modernist buildings of the same era, as well as more modern buildings. The new façade is conceived as a "curtain" suspended from above and "lifted" at various points on the ground, with a glimpse of the space behind a series of custom-coloured glazed tiles from the road level.
Access to the building is through the main entrance, designed in collaboration with artist Callum Morton. Curved in both directions, it uses artifacts from the scientific research process to decorate the passage to the ground floor gallery, showcasing part of Monash University's rich art collection. The building houses the departments of biology and psychology and includes a variety of spaces, including lecture halls, classrooms, laboratories, offices, and administrative facilities, all of which are still in use throughout the rebuilding of the epidermis.
The building and its surroundings remained fully functional throughout the construction process, and no occupants were forced to move out during the façade replacement works. Ongoing experiments in animal and plant science continue without interruption. The project designed the construction sequence and installation methods so that the entire existing façade (bricks and windows) remained in place when the new façade was constructed. It wasn't until after completion that the existing windows and walls were removed from the inside, revealing a new, high-performance look.
The feasibility report, conducted prior to the start of construction, estimated that the cost of building a new equivalent building would be much higher than replacing the façade. The cost of avoiding the dumping, relocation and disruption of ongoing scientific experiments alone has saved the university nearly $2 million.
The project was initiated in response to the deterioration of the existing brick façade. While the commission was specific to this building, the design team developed a strategy that could be applied to many similar campus buildings. This evolved into a public art integration strategy that significantly improved the performance of the building's skin and met the future needs of the entire building by upgrading the service infrastructure.
Esiee IT School of Higher Education
Location: France
In order to bring out the character of the site, the focus of the project has been on compactness from the early sketches. The building stands on the basement that serves as the support for the project. The slope makes it possible to add a floor to the garden level, while the front yard provides the main access to the building on the ground level.
The ground floor is used for part of the collective projects (teaching rooms, auditoriums) and for the administration of the school as a whole. On the façade, the repetition of metal vents reinforces the compactness of the project, like a boulder carved into a terrace. Ventilation holes in the façade conceal administrative offices and teaching rooms, enhancing the common areas: terraces, atriums, student lounges, and reception halls.
The building is not fragmented to reduce its impact, but reinforces its presence and visibility from the neighboring Pierre de Coubertin and Fran Ois Mitterrand roads. Considering the diversity of the project's size, the design team experimented with a stepped layout to provide users with multiple shared spaces, especially indoor terraces.
The main entrance to the amphitheater is located on the garden level, and students can access the theater via a cascading staircase that also serves the living quarters. The main staircase serves the floors. The main staircase is designed as a light structure that provides access to classrooms and various terraces located on the main façade (southeast face). These indoor terraces provide a comfortable environment for the school. These terraces extend all the way to the outdoor terrace, opening up to the surrounding landscape.
The main amphitheater also adopted this principle of stepped seating. The student lounge is located on two floors above the main body of the amphitheater, offset by 2 meters on each floor to create tiered seating. The school's two classrooms are located on the second floor of the foyer and are similarly offset by 2 meters from the atrium. The uniform building is designed over four floors (plus a garden) and is clear and easy to understand.
The various spaces in the project are organized around two voids, one indoors and the other outdoors. First, the executive floors are arranged on two floors (ground floor and ground floor) around the patio; Secondly, the classrooms are mainly arranged around a covered atrium, which occupies almost all of the remaining rooms. On the second and third floors, some classrooms occupy space in the administrative rooms on the lower floors.
Banking and business schools
Location: Mexico.
La Escuela Bancariay Comercial (School of Banking and Commerce), located north of Mérida, is the institution's second campus in the city; The new building is located in a growing area and is designed to serve more students. During the development of this project, three specific factors were taken into account, which determine the layout of the building and its importance and operation: the project, the topography and the bioclimatic characteristics of the area.
The bioclimatic characteristics of Mérida are extreme: it is very hot, humid and very hot in direct sunlight. Wind and rain caused by repeated northerly winds are also factors that must be addressed in detail. The exterior of the campus—solid and heavy—responds to its orientation and the arrangement of the uses for which each volume is accommodated.
It is almost closed to the south, east and west, and completely open to the north, which avoids the changing light and heat of the area and seeks uniform lighting for all Xi and workplaces. Its homogeneous material consists only of chukum, a typical material in the region, which is durable and low maintenance.
The plots are rectangular and narrow; 30 x 140 m, three sides of which are adjacent to the road and only one side is adjacent to the future neighbor. The project was developed under a linear scheme consisting of six buildings, with a fragmented project arranged in blocks. The uses of each building are precisely distributed, trying to arrange the projects in such a way that they activate the public spaces and meeting spaces between the buildings, thus adjusting the entire campus.
The layout of these six volumes creates space, like squares, that complement each other. The layout follows orientation and angle of incidence: the project operates as a great wall, creating shadows on public spaces; The plaza is an open-air meeting space that spends most of its time in the shade. On the other hand, the fragmentation of the volume allows the wind to pass through the day and create cross-ventilation, and instead of providing resistance, it allows the wind to pass through in a flowing manner.
The design focuses attention not only on the architectural space – the classroom – but above all on space and circulation, as well as the space that connects all classrooms to a specific project. In this case, this corridor is formed in a different way on each floor, forming a meeting space outside the classroom.
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