The Izmir University of Economics - Guzelbahce Campus becomes instigator and core for the redevelopment of a large area between the coastal highway and the mountains of Izmir, known as the third most populous city after Istanbul and Ankara and as the fastest growing business centre of the extensive Turkish Aegean coast. Plasma Studio, with collaborators Buro Happold and PMA, won this invited international competition with a radical self-sustainable vision for the future: Guzelbahce Campus creates a consonant functionality of water, planting, circulation and architecture into one seamless system. The master-plan comprises of a 72,000 sqm building for university faculties, a 24,000 sqm school complex (K12: kindergarten + primary + secondary + high school) and 45333 sqm of secondary buildings (library, sport facilities, student dormitories, housing and services).
he design is driven by the area constraints on the site, to attempt to provide multiple distinguished play spaces with varying characteristics. To achieve this, the classrooms and other functional spaces are pushed to the edges , functioning both as protective boundary and a safe inward facing typology for the school outlining the two large continues central playgrounds. The larger playground of the two (13. in the plan) is the playground for the secondary school, it also functions as the multi-sport pitch as and when required. On the ground floor, the primary and Nursery classrooms have been elevated by one floor to generate a large covered safe space for younger kids to play. (11. in the plan) Furthermore, to increase the area of play, spaces have been carved out of the cascading massing, to generate secondary multiple terraced play spaces, edged with high parapets these spaces allow children access to distinct and varied play spaces (A in the plan) while the central ground can be utilized for more formal play and sports. These terraces also function as water catchment for a rainwater conservation system that leads to a centralized water tank. A major portion of these terraces are also shaded and in-turn shade spaces below such that they can be utilized during rain.Universal design. To enable handicap access ramps and elevators have been provided which allow disabled students and teachers to access all parts within the school(R and E in the plan). All washrooms are un-gendered and are individual cubicles, this ensures greater privacy and equality.Thermal comfort.
Terraces. The design provides an abundance of terraces which function as spaces for play and hanging out.These terraces also introduce interesting volumetric light and shadow play. Each floor is accentuated by the cantilevered slab. In the diagram above, terraces marked in red are assigned to the primary and nursary students while those marked in blue are reserved for secondary students. This is done through subtle manipulation of space by creating partitions that obstruct the view from their respective classrooms/ side of the building. Rainwater harvesting. The terraces also form part of the rainwater harvesting loop, which directs rainwater from all over the campus to a single collection tank. The stored water can then be reused for non-potable functions, such as watering plants and flushing toilets.
Classrooms. The classrooms are designed to be shallow and wide to prevent seats too far back from the teacher. This ensures that all students, even those at the furthest benches get to hear and see what is being taught at the front of the class. The Classrooms also have multiple shutters to allow ventillation when the weather gets too humid or muggy.