Residential Outbuilding, Marin County, California
Academy of Art University 2010
Background
In May 2010, Wendy and Mike Whitworth, of Marin County,
California, approached architect Jennifer Asselstine, who also lectures at the
Academy of Art University in San Francisco, for a kitchen remodel and office
extension to their existing home. Asselstine suggested turning a portion of the
job over to an Academy student team. It was the office extension, now situated
on a steep slope at the back of their residence, which they entrusted to the
student team under supervision of one of their other lecturers, Professor Greg
Upwall.
Organizational Aspects
The project was a result of a chance encounter in which
Jennifer Asselstine saw the opportunity for a design build initiative. Other academic design-build projects might be
premeditated community outreach programs like the one we have at CPUT, or more
frivolous design exercises like some of the work at the Rural Studio program of
Auburn University
in the USA
3 months were dedicated to the design and construction
as part of the architecture course. Being
a small team (5 students & 1 lecturer) it was easy to allocate duties and
keep everything organized. They worked
as a group on every aspect of the job but where research of specific aspects
was necessary, one or two of the members would investigate and present their
findings to the rest. Students were
tasked to source materials that could be reclaimed. The bulk of these materials and components
were found on Craig’s List and other similar second-hand websites.
Student Perceptions and Participation
As previously stated, the project team was a small
group so there was no difficulty involving everyone and keeping them interested
with enough responsibility. The project
had specific requirements and was concentrated into 3 months, totaling plus
minus 1000 hours of work (on average 5 hours per day per person). The perception is that the students were
allowed more than what the course, or what an architects job/scope usually
offers. It was generally seen as a
privilege and an extremely useful exercise in terms of the extra exposure to
the complete process and not just the planning.
Pedagogic Rationale
At the Academy of Art University, sustainability is a
main focus of the architecture course, along with the principle of being able
to learn from practicing artists and architects. This project parallels the university’s aim
of introducing students to the whole procedure of design and construction – a
process of which they will form a part when they qualify as architects. The rationale is that student will see how
what they do in their specific profession/academic field fits into the bigger
picture of the built environment.
Therefore a design-build project perfectly fits the
ethos/philosophy of the academy and by focusing strongly on sustainability the
students learn through their research and accumulate valuable experience from
their efforts to acquire all the materials themselves. Professor Upwall formulated the brief from
the clients’ requirements and set goals and challenges for the students.
Summarily, the pedagogic rationale is active learning,
or learning through doing.
Building Design and Construction
In addition to the programmatic response that needed
to be resolved, two other goals were also set by Professor Upwall.
1) The structure would be based on prefabricated
modular design components. This offered
three advantages: First, the modular system would allow precision construction
in the university workshop. Second, the strategy would limit on-site
construction to a shortened period, and third, modular components would make
the structure reconfigurable to satisfy alternate future uses. Prefabricating the modular components on the
academy’s wood shop, allowed the students to minimize waste. All the studs and plywood sizes were
pre-calculated and laid out so that there was less than an inch of waste for
every 16 feet of timber.
2) It would also be completely sustainable, by making
use of either renewable or reclaimed materials and by implementing passive
solar heating and cooling design principles.
Materials were chosen to maximize efficiency and
durability, with an emphasis on environmental sustainability. Reclaimed redwood
siding on the exterior, recycled denim insulation, LED lighting systems, and
Low E2 insulated glazing are implemented in the design.
Along with the office space the students decided to
add a lounge for the family from which views can be enjoyed that are otherwise
not afforded by the existing residence.
The orientation and layout of the two spaces was informed by solar
angles; the relief of the hillside on which it sits; focal points for which
view ports could be created.
How successful is the project?
The original requirements were creatively and
efficiently met. The extra features that
were added to the design were integrated seamlessly. The goal set for sustainability was
achieved. The students gained valuable
experience. The project received an
Exceptional Residence award from AIA.
The factors above prove that this project was a
success. It is my opinion that the most
valuable thing taken from this project will be the experience the students
gained. The structure is valuable to the
owners of the property but the experience gained will be valuable to all the
rest of the students’ careers/projects.
They took on the challenge and showed that they can handle the
responsibility. It was an educational
boost which resulted in a well resolved design and a well polished
product. Therefore I think it is
successful.
PART TWO - GREEN SCHOOLS
NewBud Eco-School, Xiasi, China
ZHU Jinxiang Architects 2009
Background
After the 2008.5.12 Earthquake in the rural, Central China province of Sichuan School of Architecture at the Chinese
University of Hong Kong led a research
team to develop an advanced architectural system for the reconstruction of the
New Bud Study Hall in the village
of Xiasi
Description of the Building
The new school comprises four single storey buildings, a
central courtyard, four standard classrooms, a multifunction hall, a teachers’
office and an eco-friendly toilet.
The primary load-bearing structure (one of the research
developments), is a light-gauge steel frame which is strengthened by a
prefabricated panel system. These two
parts are bound together by mechanical fasteners to form a strong but light
composite structure which is capable of resisting high seismic forces
The smooth rectangular shape and proportion of the buildings
neatly matches the context in terms of form.
I.t.o. articulation, the new sheet roof profile closely matches that of
the traditional clay tiles and the façade pattern brought on by the prefab
panel grid & fenestration is reminiscent of the tatami mat.
Why the School is described as Green/Sustainable
Traditionally prefab buildings are of low quality. The system developed for this school however
bridges the gap between speed of construction and build quality. Day-lighting, natural ventilation, high
thermal performance, energy saving capacity and low cost of construction make
this a very sustainable building model. The structure is designed to last 20
years where after it can be easily dismantled and all components can be reused
or recycled.
How sustainability was achieved
By dividing the school into two buildings, Zhu created a
decentralized opening system which allows each interior to receive ample
daylight (aided by skylights) and natural ventilation which greatly reduces
energy consumption. The construction
makes use of mechanical joints in order to avoid the emissions from chemical
compounds and to make maintenance much simpler.
The school uses a solar water heater to further reduce energy costs and
an eco-friendly toilet which reduces the impact on the poor rural sanitation
system. Careful calculation of the ratio
of doors and windows (and their shading) and the use of thermal insulation and
thermal storage materials are features of the strong passive thermal design
approach which will make sure that the building will be cool in summer and warm
in winter. Materials recovered from the
old building were reused for flooring and thermal mass, which enabled local
artisans to participate and bring their traditional trades into a modern
building project. Cement was the only
material brought for the construction – everything else was either
prefabricated or reinstated.
Is this process or method appropriate for schools in South Africa
Considering the low cost and the fact that construction of
this school was completed in 2 weeks, I think it is a potent solution for
governments who are struggling to provide enough educational buildings. It is a system which can be easily
adapted. The building method/system is
also a quick solution for remote locations because most of it is prefabricated.
APAP Open School, Anyang, Korea
LOT+EK 2010
Background
Description
The school is constructed of eight shipping containers
painted bright yellow with black graphics.
It features an open-air covered amphitheater, studios and exhibition
space. The building is elevated from
ground level, its legs positioned on either side of the popular Hawoon Park
pedestrian walkway, along the Anyang
River
Why the school is described as green/sustainable
The school is highlighted as a green building because it is
constructed of shipping containers. The
act of recycling, reusing or reinstating a material or component is seen as a
highly sustainable method for making new things – not only buildings. Although the containers were originally built
at a cost to the environment, their combined second life as a unique, striking
building will cost the planet nothing in terms of natural resources.
How sustainability was achieved
Sustainability was achieved through the reuse of shipping
containers. The containers will easily
manage the job of being a building, because they were designed to withstand the
rough environment of the shipping trade. Their life as a building will be
exponentially longer because they will not be subjected to all these stresses. In engineering terms, they are operating well
below their factor of safety. Something
that is recycled is sustainable. And
something that lasts long without continuous impact on the environment is
sustainable.
Is this process or method appropriate for schools in
South Africa
PART THREE - MULTI-GRADE / RURAL SCHOOLS
Educational Building in Mozambique, Chimundo, Mozambique
Masterstudents of Bergen School
Background
‘Being
an architect in a foreign culture’ is one of the masters courses offered at the
Bergen School of Architecture. It is an
architectural approach which focuses on social and local awareness. Each student has to investigate and analyze
his impressions of the surroundings. The
role of the architect becomes a topic of discussion. In 2009, 19 students set out on a journey to Mozambique village of Chimundo
How the architecture contributes
to the teaching methodology of the school
The centre offers English and computer literacy classes. The building is organized into two main
spaces. It consists of a closed room for computer-learning, and
an open room for English teaching. Solid walls and the opportunity to close off
completely make the computer-room safe in terms of burglary. The open room
connects with the outside, is spatial with a tall ceiling and transparent walls
embracing the light.Why the school is described as successful
Sister Catarina’s problem was creatively and sustainably solved. The use of local materials showed the locals what can be done. Local, traditional methods were observed and adapted, so the building has vernacular ties with its environment. The process was conducted in an instructional manner, so as to transfer the methods and skills to the local community. The building is educational in itself and offers disadvantaged people a place to learn. On this basis it is a successful rural educational building.
Does it offer alternatives to the classroom situation we are all familiar
with?
A
classroom with walls that can open to blend the interior with the exterior can
be a good alternative to the familiar cells we know as classrooms. It will allow more flexibility in the
teaching and learning experience that a school provides.
Handmade School, Rudrapur, Dinajpur district, Bangladesh
Anna Heringer
& Eike Roswag 2007
Background
Bangladesh
The
main aim of this project, apart from providing a new school, is to transfer
skills to local tradesmen to improve rural living standards in order to
counteract population migration to the cities.
Two NGO’s, Dipshikha (local) and Shanti e.V (German) partnered up for
this project along with METI (Modern Education & Training Institute).
How the architecture contributes to the teaching methodology of the
school
METI aims to promote individual abilities and interests
taking into account the different learning speeds of the schoolchildren and
trainees in a free and open form of learning.
The architecture of the new school reflects this principle and provides
different kinds of spaces and uses to support this approach to teaching and
learning.
Why the school is described as successful
Its clever use of local materials is a shining example of what can easily be done in the area if people have the knowledge. As with the
Does it offer alternatives to the classroom situation we are all familiar with?
The methods of METI are different to our familiar education system. It offers an alternative to the typical frontal approach to lessons. On the ground floor with its thick earth walls, three classrooms are located each with their own access opening to an organically shaped system of ‘caves’ to the rear of the classroom. The soft interiors of theses spaces are for touching, for nestling up against, for retreating into for exploration or concentration, on one’s own or in a group. The upper floor is by contrast light and open, the openings in its bamboo walls offering sweeping views across the surroundings, its large interior providing space for movement.PART THREE - ST. MICHAEL'S IMPRESSION
Background
The 2nd
year class of 2011 at the architecture dept. of CPUT had the chance of
participating in the first design-build project organized by the
university. Other universities abroad
have been using this as a practical method for learning but it had not been
done before in South Africa
In
conjunction with the Centre for Multi-Grade Education, St.
Michaels Primary
School in Oudebrug
Village
Design-build
Process
After the
first site visit students’ minds were fertile with ideas about how we might
intervene; what we could do or change to improve the learners’
circumstances. Even though, it was not
clear what we would do or what the scope of the intervention would be. There was no clear directive so it was
necessary to compile all the ideas and possibilities floating around in
students’ heads.
The process
started with a big brainstorm. We
divided ourselves into groups of two and three and each group plotted five
proposals. The proposals were assessed
to see which ones came up in most peoples’ minds – these would be the best,
most probable ideas (a theory explained by James Surowiecki, in his book, The
Wisdom of the Crowds). Students had to
consider the fact that they were going to build what they proposed, so the bulk
of the ideas were practical and executable – considering the obvious lack of
specialized building skills. This
thought process is a key characteristic of an academic design-build undertaking
which distinguishes it for ‘ordinary’ design projects by forcing designers to
give extras thought to the construction process. It was decided that we build an overhead shade
structure which links an existing shipping container to an existing building to
form a passage from the main classroom wing to the jungle gym playground. A stepping deck and a smaller flight of
stairs leading into and out of the shaded area would form part of the design.
Part of the
process was the sourcing of materials.
The project acquired some funding through a university research fund,
which paid for some materials and tool hire.
Recycled materials included corrugated roof sheets & timber from broken
up fruit crates (sourced from Kromco fruit packery). Closer to the start of
construction, a smaller tema was assembled to handle organizational
aspects. A group of 50 plus people is
too large to have each person play a role in the administration. The smaller group would stay in the vicinity
of the school, while the rest would travel by bus each day from Cape Town
In the last
week of October our class arrived on site with a plan and some materials and
tools. But little did we know that
things would pan out quite differently to the way we envisioned it. We didn’t have all the materials and the
design had not been finalised. Even
though, we started setting out with the help of two ‘grown-ups,’ natural
builder Peter McIntosh and architect John Sweetnam. Such guidance is necessary when a group of
students enter into construction. We
also started prepping timber and roof sheets on the first day.
In the week
and a half that followed, problems with details and materials were solved as
they arose. A large part of the
construction (decking and stairs) was built from material which we only sourced
three days into the process. This drew
on our ingenuity and improvisational skills.
We quickly saw that there are may aspects of building and design that
will change during construction – probably one of the more valuable lessons
learnt. My perception of a design-build
project also developed as I saw our structure actually being designed during
the build. This lead me to believe that
there is a clarity on site about solutions to problems, which one might not
have when only sitting at the drawing board.
I also saw
that in a construction team, more hands don’t necessarily make things go
faster. It was difficult to keep
everyone involved. Some people who were
more confident with power-tools took charge of small teams of students but
there were often many people standing around and observing. The project was
completed on 4 November in a total of ten days.
It could have gone a lot quicker if the tasks and task teams were set
before the operation began and if we had all the tools and materials when we
needed them. But it was an experimental
exercise and the aim was to learn about all the pitfalls of such a project and
to learn it the hard way. It was also an
extremely educational exercise and everyone benefited tremendously from being
able to lend a hand in any of the processes that were happening.
The
Contribution
When the
students cleared the site and said goodbye to the school ground, they left
behind a pleasant shaded outdoor area which connects previously separated areas. A deck leading down from an elevated open
passage, onto which the classrooms open, provides seating which allows the new
space to be used as a comfortable outdoor learning area. An indoor fireplace was also inverted to
create an outdoor braai. The braai
together with the shade structure and container defines a space for functions
and events. This was previously not an
option at the school.
The shade
structure is aesthetically pleasing. I
believe this to have a positive effect on people. If the learners feel that they are in a nice
place, they might be more proud and optimistic; they might value their
surroundings more. A composting
vegetable garden was also put together.
The aim is to teach children about sustainable living by showing how
easy it is to produce fresh organic produce free of charge.
Reference :
Part 1:
- Jordana,
Sebastian. “Architecture project from
students wins a citation from the AIA,
Part 2:
- Jordana, Sebastian. “NewBud Eco-School / Zhu Jinxiang Architects” 15 October 2010. Archdaily. Accessed 27 September 2011. http://www.archdaily.com/82039/
·
Pham, Diane. “LOT-EK Wins AIA New York Chapter’s
Design Award 2011 for APAP
Shipping Container
Art School
·
Cilento, Karen. “APAP Open School / LOT-EK” 15 June
2010. Archdaily. Accessed 7 October 2011. http://www.archdaily.com/64405/apap-open-school-lot-ek/
·
Pethick, Emily. “Anyang
Part
3:
- Saieh, Nico. “Handmade School / Anna Heringer & Eike Roswag” 4 March 2010. Archdaily. Accessed 7 October 2011. http://www.archdaily.com/51664/
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