Supergarten

WELLINGTON, NEW ZEALAND
After the major earthquake (s) that occurred; The city was designed as a garden-city built with parks.
In the transition from the city, which has this feature, to the kindergarten garden, it was aimed to provide a
garden-kindergarten union and the landscape progressed in that direction. Wellington has a mild sea
climate and is the windiest city in the world, due to its location, the wind from the south reaches the
children on the upper floor and a playground is provided from the middle to the back.
● What was the concept behind the project?
Children who are curious about the first interactions of out-of-home learning and the learning areas of life;
Using this sense of curiosity (with reference), while transitioning to different learning spaces, it has been
provided with spaces that teach certain aspects of life in each element and solve this in playgrounds.
Method (Shapes) of Managing Feelings of Curiosity Consciously;
Stairs: When passing to the art room, which consists of spaces that can be transformed according to
the abilities and interests of the children; The ladder, which seemed boring and dangerous for children,
was brought together with nature thanks to the material (glass) used on the facade, and a transition was
made to another learning space.
Terrace: It was desired to create a project focused on development and transformation in a wider
period of time and as a solution to this; The art room, which includes transformable art forms, and the
circulation area and terrace, which are fun for children, unlike normal solutions between all spaces.
Landscape: With the material texture that will be safe for children and simple directional movements, it
is aimed to distribute the crowded children groups to the playgrounds, and the colors used in each small
playground unit allow children to freely determine their own games.
● What was the intent behind the organization of elements across various levels (Architectural, Site,
Urban)?
Our aim in this project design; To create environmentally friendly frameworks by integrating science, art,
creativity and physical forms used in the education and training of children with the natural environment,
to make nature and architecture feel to all kinds of people, to increase accessibility, to design taking into
account the axes of the project location.
● Which methods of design investigation?
While the architecture of the kindergarten creates a safe space for children, we set out to investigate
the question of "how to increase the sense of exploration and curiosity in children" and developed smallscale solutions that only serve one function, and large and medium-sized solutions with more than one
function have been found. Studies have been conducted to prove how well we can use the imagination of
children in these functions and manage them, especially in today's changing times.
● How many iterations were tried to arrive at the final outcome?
While the solutions found continue on small playgrounds and surfaces; It was approached with the
concern of learning areas open to development and transformation over time. These small playgrounds
and surfaces have grown from place to place and have been reflected in circulation areas, semi-open
spaces and landscaping.
● How was the programme condensed into final?
The ideas considered by analyzing the users and the land were formed. A synthesis was created in line
with the findings obtained as a result of the analysis, and the problems and potentials affecting the
design were found. It was thought that it would be much more efficient to be inspired by nature for the
education and training of young users, and this was used in every step of the design. The trees in the
field were preserved and an organic form was emphasized according to the axes of the field. This
organic form has created a natural circulation area and the training units needed are designed like a
pocket opening to nature. Thus the constructed form itself has become a teacher of various aspects of
life.
●How was a specific objective attempted to be met?
A mass is designed for children to be inspired by nature and get the most out of it. Along with common
usage areas, convertible multi-purpose spaces have been defined for programs such as science and art
units. For example, multi-purpose hall, art class, common event area and terrace. In addition to all this,
natural materials that are suitable for children's health were used, using the characteristics of the
sustainable context.
●How will the project transform with the passing time? etc.
The location of the building has been respected to nature. The building is aligned according to the
position of the trees on the land, common areas, terraces and walkways are designed. Thus, the areas
here were transformed into spaces that can host different units in the future. As an example, a terrace
where children can exhibit their activities outdoors and socialize has been designed.