Francesca Cassar portfolio of selected works 2018-2020
FRANCESCA CASSAR address
email mobile nationality d.o.b languages
30, Triq Pacifiku Scicluna Birgu BRG 1172 Malta francescacassar@hotmail.com +356 79260198 Maltese 26 / 1 / 1998 maltese (native) english (native) italian (basics)
EXPERIENCES WORK
OTHER
2020
Summer internship at Chris Briffa Architects
2019
Summer internship at Openwork Studio
2018
Summer internship at ACT_N
2021
NC & Organiser for EASA Reality 2021
2020
Tutor at EASA Apathy 2020
2019
Helper at EASA Tourist 2019
2018
Participant at the EASA RE:EASA 2018
EDUCATION 2020 - 2022
M.Arch in Architectural Design at University of Malta
2019
Sapienza University of Rome (ERASMUS)
2017 - 2020
B. Sc (Honours) in Built Environment Studies at University of Malta
2016 - 2017
Diploma in Design Foundation Studies at University of Malta
SOFTWARE Autocad Rhinoceros Sketchup Pro Revit
OTHER INTERESTS Photoshop InDesign Illustrator Lightroom Premiere Pro
35mm photography Writing Painting
CONTENTS
kunċizzjoni activity centre in Ħamrun
4 - 11
wonderland: a garden for children with autism
12 - 17
sexual health centre in Msida
18 - 29
student centre in Flaminio, Rome
30 - 33
Kunċizzjoni Activity Centre in Ħamrun: Blurring Boundaries to Bring Children Closer to the Community M.Arch year 1 semester 1 / 2021 This project was created within a wider strategy to tackle public spaces in Ħamrun; to make child-friendly, non-consumption and well-connected spaces. In our group strategy we also questioned the ownership of spaces; questioning whether community spaces need to be walled off, or whether they could provide wellneeded public spaces in Ħamrun. In my individual project I tackle the Kunċizzjoni area, converting privatised areas behind the Fra Diegu Institute, and in front of the local Azzjoni Kattolika catecumeum into public spaces.
This space was designed specifically for children between the ages of 7 and 12, with the intention to create high quality spaces which could also enable children of the institute to feel connected to the local community, and to give children a space where they have a sense of independence and freedom, and a space which encourages their growth which is something not currently achieved by the current public spaces available, as well as the restrictions caused by a lack of safety and traffic in their streets. Therefore, the space integrates a number of play spaces, as well as a maker space. The Azzjoni Kattolika building is retroffited to create more links, as well as changing the language of the building to be less imposing and institutional, to be more playful and translucent through a polycarbonate facade system.
types of demographics for the space
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fra di eg institu u te
children’s maker space
azzjo
ni kat build tolika ing
kuncizzjo ni church
play hubs
formal piazza as transition
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The Azzjoni Kattolika building becomes permeable and is reconfigured to become more open and accessible to the community.
section a-a’
The design language takes into consideration both the fomral religious context, and the playful nature needed for the space. The form was inspired by the playful language in arcades found in monasteries.
elevation
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The Azzjoni Kattolika building incorporates elements of the maker space language; the threshold between inside/outside, private/ public is more blurred.
section b-b’
section c-c’
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D2 D2 scale 1:20 scale 1:20
d.1 scale 1:5 1
d.1 d.1 2 1:2 scale 3 d.1
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services
services
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6 7 u-connector 8 40mm polyc 9 root ball
top soil draining me 1m geotextile 2 fibre reinfor antirooting 3 l 30mm scree 4 sand (slope drain 5 25mm comp 6 bench cross 7 50mm wood cast in-situ 8 11 12
services
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anodized al anodized al 1 2mm damp water gutte parapet 2 wal flashing 3 cast in-situ 4 u-connector 5 40mm polyc
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d.4 1 anodized aluminium frame 2 anodized aluminium sheet 13 anodized aluminium frame 2mm damp proof membrane 2 anodized aluminium sheet 4 water gutter 3 2mm damp membrane 5 parapet wallproof aluminium cap 4 water gutter flashing 5 parapet wallreinforced aluminiumconcrete cap 6 cast in-situ flashing 7 u-connector D2 6 cast in-situ reinforced panel concrete 8 40mm polycarbonate scale 1:20 7 u-connector 8 40mm polycarbonate panel 1d.2 u-connector 40mm polycarbonate panel 2 u-connector 13 root ball 40mm 2 top soilpolycarbonate panel 4 root ball membrane 3 draining 5 d.1 top soil 4 geotextile membrane 6 draining membrane 5 7 fibre reinforced waterproofing and geotextile membrane 6 antirooting layer 7 fibre reinforced waterproofing and 8 30mm screed layer antirooting 9 sand (slopelayer filler) 8 30mm 10 drain screed layer 9 sand filler) wood parametric 11 25mm(slope composite 10 drain cross section bench 11 25mm wood composite wood 12 50mm spacer withparametric bolt bench crossreinforced section concrete 13 cast d.2 in-situ 12 50mm wood spacer with bolt 13 cast in-situ reinforced concrete
services services
d.1 d.3 1:5 scale 1 2 3 4 5 6
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d.3 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10
cast in-situ reinforced concrete sandwich wall 75mm rockwool insulation u-connector 40mm polycarbonate panel mounting u-bracket cast-in channel base frame 2mm damp proof membrane polycarboate door 50mm external wall finish 25mm sand bedding 2mm damp proof membrane 100mm compacted aggregate d.3 base compacted subgrade pad foundation 10mm internal floor finish 50mm cement screed in-situ reinforced concrete slab 75mm rigid insulation
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services
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d.1 scale 1:5
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cast in-situ sandwich w 75mm rockw u-connector 40mm polyc mounting ucast-in chan base frame 2mm damp polycarboat
50mm exter 25mm sand 2mm damp 100mm com base compacted pad foundat 10mm intern 50mm ceme in-situ reinfo 75mm rigid 2mm damp
Wonderland: A Garden for Children with Autism Realities in Architecture Project M.Arch year 1 semester 2 / 2021 group work with Karen Muscat, Lyna Loumi, Nadine Zammit role: design concept, plans, model & renders ASD (Autism Spectrum Disorder) affects the way people can engage with the world around them, especially in how they communicate with others and experience environments through their senses. They often experience sensory differences which, if not regulated, can cause physical and emotional distress through overstimulation and sensory overload, and this can be influenced by the environment they’re in. They are sensitive to light, sound and touch, and bodily awareness may also be affected by ASD. We designed this space by taking theird needs into consideration, and followed Magda Mostafa’s ASCPECTSS design index to create a space where children with ASD can truly feel comfortable in, and a garden which allows them to grow and be themselves without needing to assimilate to a neurotypical environment. The space was inspired by Alice in Wonderland, a story that has its roots in the experiences of autistic people, and inspired by certain moments in the story which express certain feelings or experiences. The space follows the
transition spaces
12
interaction and play
sensory spaces
13
section a-a’ 14
section b-b’
section c-c’
material diagram
landscaping diagram 15
sensory transition
obstacle course
creative activity space
16
Each space is dedicated to one specific use, grouped by the level of stimulation they provide, with the creative activity space and obstacle course being of high energy and creativity activity spaces, and the gardening patch and sensory garden as high sensory areas. If the children feel overwhelmed they can sit at an escape pod, or roam around the different paths. A path around the periphery is added such that children feel like they’re not forced to engage in activities and can simply walk around that path and observe others; giving them a sense of control.
gardening patch
sensory garden
17
Reducing Stigma Through Exposure Msida Sexual & Primary Health Care Centre B.Sc teżina, year 3 semester 2 / 2020 This project is located in a part of Msida which is currently being used as parking for University Students, close to the campus sports facilities and adjacent to Triq l-Universita. The aim of this project was to create a new off-campus hub for social activity, a sexual health clinic and primary health care clinic; bringing together spaces of education and recreation to reduce stigma related to sexual health and allowing students to make positive associations to the topic of sexual health. This is done through the architecture by creating a fun and vibrant environment, and by providing a health care space which is empathic, rather than clinical.
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Spaces split to create a sense of differentiation between use, as well as permeability & to connect both sides of Msida.
Creating an ‘attractor’ to the main entrances for the health care centres, with two facing the back attracting students, and one as a more ‘public’ entrance. It was also to create the feeling of a safe space, being immersed by the architecture and feeling secure.
The two clinics intertwine, connected by the middle form, and accessed two cores on both end of the building. The cores are visible externally.
An organic form which has different types of spaces woven within it; external spaces, a sexual health centre, a primary health care centre, recreational spaces and educational spaces.
19
GU clinic
test lab
primary health care centre
nurses’ hub pharmacy + store room educational flexible space
doctor’s break room
reception + primary health care centre walk-in examination rooms
sexual therapy centre
reception for sexual health clinic
canteen
offices for student organisations
study area + offices
store room
sexual health clinic
general clinic
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existin
outdoor amphitheatre
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The master plan includes a means to create a new public space which integrates with the building. The plan includes keeping an old farmhouse and repurposing it as student working spaces or a cafe’. It also includes an outdoor amphitheatre space which could be used for educational activities. It also allows for two parking lots as to not disrupt the use it currently serves. The parking spaces’ entrances and the entrances to the pedestrian spaces are separate, and green spaces are used to separate these spaces from each other, as well as a buffer between the site and the arterial road abutting the space.
ng farmhouse
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ground floor
first floor
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second floor
third floor
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section b-b’
section d-d’
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front elevation- facing triq l-universita
back elevation
27
construction and detailing
apertures installed internally
pre-cast reinforced columns, connected by a column shoe
terrazzo precast elements, connected through a predalle (semi-precast) system
shadow gap
tapered precast concrete elements for curved areas
28
ledge for coloumn installation
29
Student Centre for University of Sapienza architecture students on via Flaminio B.Sc year 2 semester 2 / 2019 (erasmus) This student centre was a space to be made part of the existing Sapienza University. Rather than creating any other university building with lecture halls, the space focus on the student; cultivating creativity and ideas, as existing working spaces were limited and many of the common areas were usually crammed by students. The design process started with two factors in place; the external rigidity that must complement the context and not contrast to it, and the division of spaces according to type of work mode; from spaces where students could rent out individual desks, to spaces of leisure where students could talk, to collaborative spaces.
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By cutting out open space as negative organic space within the rigid exterior, it imitated the already existing building typologies in Rome (multi-storey buildings with a large interior courtyard), keeping a sense of context. Coloured concrete was used to complement to palette of the streetscape, as well as to keep the space light and vibrant in terms of energy. The courtyard was also used, not only as a tool to create an opening to the street and bring in external space to the internal, but to also create a sense of surveillance. This surveillance encourages people to look at others and collaborate, making the whole building see through with the use of glass. There is a view of all the different internal spaces as well as the external ones, keeping a sense of continuous movement and making it living.
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