Júlia Ortega Rodríguez
March 2021
ESDAP Catalunya Llotja
ESDAP Students Room
For this project, we are tasked with projecting a student room for the Llotja school. It must be a complementary area to the classrooms and the library, intended to be a point of socialization, rest, or for everyone to be able to use it as they wish.
Of the two possibilities in which to place our space, we can choose between the basement and the third floor. I have chosen the third floor because of the proximity of the terrace and the maximum use of natural light in both summer and winter. The location on the third floor presented the following challenge: where do I locate the room? Do I take into account the position and the course of the sun? Since the third floor is full of classrooms where we place our space, we should relocate those classrooms. I have chosen the lower right corner, as it allows me to take advantage of the terrace and natural light.
If we were to simplify the space in blocks, referring to space between columns, my intervention would group six of these blocks, with an area of 130 m2, including part of the corridor. The space can be fragmented into 3 blocks: the pass area, the area of study tables, and the grading.
I believe that one of the greatest challenges of this project has been to try to simplify things, not to want to create very difficult situations, and to find a coherent way of getting everything right. To "delimit" what the space would be like, I decided to elevate it all so that the exit to the terrace was on the flat foot, so the ramp and steps would be at the entrance to the room.
The first space, running from the stairway to access the terrace, and connecting to the bathroom, is the passage space, which connects the studio hall and the terrace to the school.
In the second space between columns, there is the study area equipped with high and large tables that allow us to do group work or the possibility of working in a wide space without disturbing the person in front of it, as in the design specialties we often work with papers, fabrics or other large-format materials. Because this space is elevated from the corridor, to avoid falls, I've set up some books that are accessible on both sides, where I can leave books or other things of interest to the students. At the end of the room is a small bar that will be equipped with small appliances in case some pupils need to pause for food.
In the third space is the stairway that occupies the entire wall, running from point to point of space giving function to this third space between columns. Since it is a space for rest and leisure, there are fixed round tablets that allow new workspaces or food. On the terrace, we find a row of banks that will allow us to have an outdoor space where we can smoke and enjoy the hours of sunshine.
In an appendix to space, we find the bathroom, which is a bath adapted for people with reduced mobility, where a wheelchair is uneasy, and where the washing and indoor heights are adapted. Before the toilet, we find a space equipped with two spades separated from the bath. Both in the corridor and the area of spades and bathing are accessed by strap doors.
When there are few elements in a room, the ones that function in space, I have chosen materials that are simple, but which reinforce the concept. Although the school's headquarters are lodging, the higher design studies are from ESDAP, so I have chosen the colors of the four modalities taught in this venue, product red, graph blue, interior yellow, and fashion green. All four colors combined with wood from elements such as grading, tabletop counters, and shelves. They are found in single-colored metallic structure chairs and individual grading tablets.
The detail of the gate lamps, the carpentries of the exterior doors and windows, and the legs of the tables are finished in black, either metal or plastic. A paint layer is made on the walls of broken white color to give amplitude and uniformity to space. The floor is finished with a gray tile, similar to the original. Both colors give uniformity in space by highlighting significant elements such as tables, colored stools, and even lights.
The detail of the gate lamps, the carpentries of the exterior doors and windows, and the legs of the tables are finished in black, either metal or plastic. A paint layer is made on the walls of broken white color to give amplitude and uniformity to space. The floor is finished with a gray tile, similar to the original. Both colors give uniformity in space by highlighting significant elements such as tables, colored stools, and even lights.
To break the rationality and linearity of the spaces I have placed the lighting so that it is deformed as it progresses. I wanted to retain the same type of lighting that already exists in the school using suspended fluorescent lights, but black, at play with new window profiles.
The first space, or corridor, has the lamps placed in such a way that they are symmetrical from the center to the ends, as you will not see them in a set, but you will see them in a single direction by directing or in the student room or the bathroom. They still have some rationality at their center.
The lights of the second intercolumnar space or the area of the tables can be seen as starting to reorient losing their normal square position. And in the third space or space of the stairway, we can see that the lights are already completely distorted by creating a zig-zag that breaks with the straight lines of the stairway.
The first space, or corridor, has the lamps placed in such a way that they are symmetrical from the center to the ends, as you will not see them in a set, but you will see them in a single direction by directing or in the student room or the bathroom. They still have some rationality at their center.
The lights of the second intercolumnar space or the area of the tables can be seen as starting to reorient losing their normal square position. And in the third space or space of the stairway, we can see that the lights are already completely distorted by creating a zig-zag that breaks with the straight lines of the stairway.
