Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01 aaron bridgers_allie iaccarino_rachel himes_will haynes_nicole zaceck
Creative Property of The University of Virginia
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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01
Creative Property of The University of Virginia
1 2 3 4 5
PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01
Creative Property of The University of Virginia
How can we design a scalable structure that combines the quality of prefabricated components with the sustainable process of on-site construction; respects the local venacular; and develops existing assets of a community?
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PROJECT OVERVIEW
RESEARCH QUESTION
Creative Property of The University of Virginia
JPC
univeristy public service+research progam
reCOVER
initiative through the University of Virginia School of Architecture in the research, design development, and fabrication of transition disaster relief shelters
GCEC
community partner
El Pantanal community south of
Granada, Nicaragua that does not have access to basic education and job training
Creative Property of The University of Virginia
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PROJECT OVERVIEW
CONTEXT
Creative Property of The University of Virginia
lake granada
apoyo lagoon
isletas de granada
mombacho
granada granada
Creative Property of The University of Virginia
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PROJECT OVERVIEW
CONTEXT
Creative Property of The University of Virginia
lake nicaragua lake nicaragua
Creative Property of The University of Virginia
el pantana
50 acres to dump
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PROJECT OVERVIEW
CONTEXT
Creative Property of The University of Virginia
al
s
to granada
Creative Property of The University of Virginia
PRIMARY SCHOOL SECONDARY SCHOOL SMALL START UP BUSINESSES + TRADE SCHOOL SPORTS FIELDS HOUSING FOR GCEC TEACHERS AGRICULTURE
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PROJECT OVERVIEW
OBJECTIVES
transform lives of spiritual and physical poverty”
to “ Creative Property of The University of Virginia
to change lives
to instill a sense of c o m m u n i t y
equip
to “
young men and women”
to welcome the community at large
to “radiate” to honor to complement
to foster a
hope
local culture
natural beauty
holistic approach to education to w e l c o m e the community at large to build a sense of to
to create a model of healthy,
well-being
emulate a campus
purposeful living
Creative Property of The University of Virginia
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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01
GCEC: Serving Those With The Greatest Since 2006 Our Mission: To transform lives of spiritual and physical poverty, by and for Jesus Christ through quality Christian Education.
Creative Property of The University of Virginia
Nicaragua Base News From El Puente
Charles and Sarah Kaye Newsletter- November 12th 2013
The University of Virginia is looking into an innovative design for the school buildings, and John Grisham has donated plans for a sports complex. We have received commitments for more than half of the funds needed to complete purchase of the property, re-quired by February. A team of 9 business leaders from Charlottesville visited in November to dis-cuss opportunities and experience first-hand the vision for the project. We are beginning to discuss a partnership with a large church in North Carolina on a combination aquacul-ture/hydroponic project which could eventually help in our plan to make the project self sustaining through businesses integrated with the trade school. In short, it has been awesome to watch the pieces fall into place as God reveals the plans He has for Granada.
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GCEC OUR COMMUNITY PARTNER
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Population of 230,000
Percent of Kids Advancing to Seconday School
Nicaragua House of Prayer
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Created in 2009 by a group of volunteers, the prayer house has a traditional "racho" style hatch rood and rustic hand-made tile floor. The House of Prayer wasinspired by the 24/7 prayer center Kanasa House of Prayer. The spot offers a quiet gathering place for prayer and reflection.
Solo Por Hoy Solo Por Hoy is a group that ministers to addicts and alcoholics. Solo Por Hoy uses the 12 step AA and NA program. Often after completing the Solo Por Hoy program many members join El punete as a missionary.
Barrio Street Outreach Local paters bring refreshments and offer frienship to the particularly troubled areas of Granada including crack houses and drug-dealing corners. Bible study groups have been started in the man barrios of Granada including La Jungla.
CHE & The Community In 2009 volunteers used two open acres of space at the Bidge to construct raised garden beds and raising vegetables using organic gardening principles. In addition we have planted and are maintaining multiple fruit trees. CHE (Community Health Evangelism) is a ministry that integrates evangelism and discipleship.
Library and Literacy Center Located in the main building of El Puente, the library and literacy center provides reading programs for the youth who live in nearby barrios. The center is run by volunteers, and is also used for retrats and workshops for neighboorhood churches lacking sufficient meeting spaces.
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GCEC EL PUENTE Ministries
El Jicaro Project The Jicaro Project offers training, employment and community to the youth and single mothers of Granada's poorest barrios. Specializing in the design and production of quality artisanal handcrafts. Proceeds from sales help to support these struggling families and youth.
Creative Property of The University of Virginia
City Dump Ministry The City Dump ministry provides hot meals, felowship through singing and sharing he Bible and bringing medical help to those who rummage through the trash around Granada, often barefoot.
El Pantanal Outreach The Bridge offers weekly outreaches of Discipleship class, sport ministry, and Bible Club for Kids at El Pantanal. Second Staruday, a program under CHE brings the Pantanal Community together in a health-conscious manner such as planting trees and trash clean up.
Vida Joven In 2008 theBridge helped to bring the first Vida Joven (Young Life) club to Granada. Club meets at theBridge every Thursday evening, hosting as many as 100 young people from the surrounding barrios. Additional Club activities such as bible study, and prayer meetings.
Outside Ministries The Bridge often assists unaffiliated initiatives throughout Granada, and often send volunteers who may be visiting their base through short term mission trips. Ministries include: El Fortin & Cana Castilla Barrio Feeding Program Program, Los Pipitos, Hogar de Ninas: Girl's Orphanage, Luz Del Mundo Church.
Creative Property of The University of Virginia
il ts
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GCEC SITES Granada to El Pantanal
City Dump
Barrio
Creative Property of The University of Virginia
El Pantanal San Ignacio
5O Acre Lot
N
San Agustin
PHASE ONE
2010
Buy and prepare ~50 acres of land in Pantanal
San Ignacio
Creative Property of The University of Virginia
2012
Build a pavilion on property to begin, Vida Joven Club, Bible and ESL and other classes while the school is being
Clear sports fields
PHASE TWO
2013
Saber Trees Hire and train teachers in Bible and educational process Provide enrolling students with ESL and Bible classes
Trade School Do
rm
itor
y
Begin sports ministry
2014
Build at least one building with 9 classrooms Begin technical skills training
2015
Begin secondary school with 7th grade
Begin elementary school for K and 1st grade
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GCEC INITAL PROJECT PHASING
Tam ar
ind T
Creative Property of The University of Virginia
Pavillion
Tree O
rchar
d
Boundary
Francis Umana de Blando
Schoo l
Sports Fields
Granada Road
l
Creative Property of The University of Virginia
Dimensions Pavillion: 40'x 78' Eucalyptus columns: 10" diameter Trusses: 8" diameter Overhang: 3' Ground to Bottom of Low Roof: 8' Ground to the Bottom of the High Roof: 12' Ground to Ridge of High Roof: 25'
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GCEC THE PAVILLION Construction
Creative Property of The University of Virginia
View From Site
The Pavillion during Sunrise
Roof Construction
Talent Show in The Pavillion
Finished Well
Well Construction
Creative Property of The University of Virginia
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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01
Creative Property of The University of Virginia
Creative Property of The University of Virginia
Creative Property of The University of Virginia
Spanish Colonialization
Spanish Colonization in Granada
1400s
Indigenous population inhabited along Lake Nicaragua
1524
Hernandez de Cordoba founds Spanish settlements GRANADA along Lake Nicaragua and LEON located left of Lake Managua
1821
Nicaragua gains Independence from Spain
1850s
Political Rivalry between LIBERAL ELITE OF LEON and CONSERVATIVE ELITE OF NICARAGUA; Managua established as capital
1893
Liberal power established for decades by Jose Santos Zeyla
1912
American Occupation of Nicaragua
1936
SOMOZA DYNASTY National Guard Commander Anastasio Somoza Garcia takes over presidency; 43 years of Somoza Dyansty beset by corruption follows
1960
Sandinista National Liberation Front (FSLN) launch low-scale guerilla warfare against Somoza regime
1972
Nicaragua Earthquake
1979
FSLN takes power and etablishes authoritarian dictatorshop under Daniel Ortega
Literacy Campaign Program (1990)
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The Nicaraguan Revolution
Dictator Anastasio somoza Garcia with sons
Somoza Dynasty
American Occupation of Granada
CULTURE HISTORY
1979
Contra War: FSLN Leftist Party versus Contras Rightest counter-revolutionaries; Continues until 1989
1989
Signing of Tel a Accord First Nationwide Elections: National Opposition Union Candidate Violeta Barrios de Chamorrow is eleceted
1997
First transfer of power from one demcoratically-elected president to another
2006-present
FSLN Ortega reclaims presidency-- legitimacy of which under major suspiscion
1979 Revolution
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1972 Earthquake Destruction.
Contras War: Opposition along
Honduras Border and remote Mosquito Region along Carribean
1.2 million living abroad after 1980s Civil War
Leon
Managua Granada
US Occuation of Nicaragua.
600,000 Homeless
150,000 Refugees
1980 Literacy Campaign
53% to 12% decline in illiteracy rate
1985 Agrarian Reform
235,000 acres redistributed to displaced peasants legislative
Government Today: Constitutional Democracy
executive judiciarcy
Daniel Ortega
DEMOGRAPHICS Population
Ethnography
Creative Property of The University of Virginia
5,900,000
Nicaragua
City of Granada
239 ,017
Language
69 %
Mestizos
17%
White
9%
Black
5%
Amerindian
Additional National Demographics
95%
95%
Spanish (Nicanol)
3%
Miskito
1%
English
1%
Creole
.2%
Other
57.8% Urban
:
42.2% Rural
97.8 Males
:
2.2 Females
Urban Population Growth Rate (2010-2015) Rural Population Growth Rate
FAMILY
ECONOMIC INDICATIORS
44.7% 7.4%
Compadrazgo
below poverty line
unemployment rate
GDP by sector 6-8 Avergage Family $
Household
56.2% Services 25.8% Industry 17.5% Agriculture
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CULTURE
DEMOGRAPHICS
1.9% 0.7%
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Creative Property of The University of Virginia
Republica de Nicaragua
Executive
Legislative Judicial Electoral Council
President National JosĂŠ Daniel Ortega Assembly Vice President Jaime Morales Carazo 5-year term
Supreme Court 15 judges
Supreme Electoral Council
15-year term
Political Parties
Alliance for the Republic (APRE) Conservative Party (PC) Independent Liberal Party (PL) Liberal Constituional Party (PLC)
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CULTURE POLITICS
Nicarguan Liberal Alliance (ALN) Sandinista National Liberation Front (FSLN) Sandinista Renovationa Movement (MRS)
Creative Property of The University of Virginia
Creative Property of The University of Virginia
January February
18: Fiestas El Sauce
58.5%
March April
May
Holy Week Semana Santa 19-21: Fiestas San Lorgé 1: Fiestas Jinotega
June
16: Virgen del Carmen July August September
15-25: Fiestas Somoto
26: St. Ana Granada
1-10: Santo Domingo Managua 15: The Assumption
October November December
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CULTURE
2: All Saint’s Day
7: La Griteria 8: La Purisma 25: Navidad
DAILY LIFE
RELIGION
58.5%
Roman Catholic
21.6%
Evangelical
15.7%
Irreligious
1.6 %
Moravian
1.6 %
Other
0.9 %
Jehovah’s Witnesses
Creative Property of The University of Virginia
Holy Saints Day, Granada
El Gueuenese, Satirical Drama, Granada
Fiesta Patronale, Granada
All Saints' Day, Managua
Creative Property of The University of Virginia
BREAKFAST gallo pinto eggs tortilla plantains
gallo pinto
nacatamal
LUNCH rice and beans cabbage salad chicken dish
DINNER
vigoron
plantains
gallo pinto chicken/pork/seafood corn, rice, and/or beans Platains
indio viejo
DESSERT tres leches
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CULTURE
DAILY LIFE
CUISINE
tres leche
Creative Property of The University of Virginia
Local Merchant, Central Market, Granada
Massaya Craft Market
Granada Street Market Stall
WHO ARE WE DESIGNING FOR? 800 SECONDARY SCHOOL AGE STUDENTS
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WITHOUT ACCESS TO EDUCATION
SECONDARY EDUCATION A BATTLE FOR SIXTH GRADE
35%
Male Net Enrollment
Illiteracy rate under 1980 Literacy Campaign
53%
1979 Under Somoza Dictatorship
12%
1982 Sandista Cultural Revolution
300,000 children of 2..8 million in Nicaragua work versus attending school (2010 census).
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CULTURE
EDUCATION
PRIMARY EDUCATION Creative Property of The University of Virginia
93% participation (% net enrollment): MALE 95% participation (% net enrollment): FEMALE
SECONDARY EDUCATION
35% participation (% net enrollment): MALE 47% participation (% net enrollment): FEMALE
Secondary School Enrollment: among
lowest in the world
"a battle for sixth grade" -- President Daniel Ortega
Creative Property of The University of Virginia
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CULTURE
EDUCATION
CURRENT NEWS
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A DAY IN A STUDENT’S SHOES MORNING ACTIVITIES Creative Property of The University of Virginia
6:00 AM BREAKFAST
Rice, Beans, Tortilla, Fruit Juice
6:30 AM WALK TO SCHOOL
5 city blocks in Granada
AFTERNOON ACTIVITIES 2:00 PM
Band Practice
5:00 PM
Soccer in the City Streets with Friends
7:00 AM CLASS COURSES
Spanish Math Science English Life Education
12:00 PM LUNCH AT HOME
Chicken-and-Rice Stew
7:000 PM FAMILY DINNER
Beans, Chicken, Salad, Tortillas
8:000 PM HOMEWORK
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CULTURE
EDUCATION A DAY IN A STUDENT’S SHOES
Secondary School Fee: 10 CORDOBAS PER MONTH “Families with 6 children could easily be required to pay
Creative Property of The University of Virginia
half of their family income toward school fees”
morning and afternoon shifts
NATIONAL EDUCATION STRUCTURE
PRIMARY
age 7
age 13
uno grado duo grado tres grado cuatro gradoseis grado
Lower Secondary
siet grado ocho grado nueve grado
SECONDARY
Diploma de curso basico age 16
Upper Secondary
diez grado once grado
Bachillerato
UNIVERSITY
age 19
Plan de estudios
Certificado de grado
Students who cannot pay university fees complete coursework without receving a degree
Creative Property of The University of Virginia
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Fuerte La Polvora
Xalteva Cathedral
Plaza de Independencia
Central Park
San Francisco Cathedral
Iglesia de la Merced
CULTURE
OUR SITE GRANADA
Creative Property of The University of Virginia
Typical Urban Home
Central Granada
Granada streetscape
Home and store space, Granada
Granada streetscape
Dining, Granada
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Creative Property of The University of Virginia
La Prussia, Granada
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School Playground, Granada Outskirts 3
Squatter Housing, Granada Outskirts
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CULTURE
OUR SITE
EL PANTANAL
Creative Property of The University of Virginia
Granada City Center to North
City District Border
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3 1
Creative Property of The University of Virginia
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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
RESEARCH_01
Creative Property of The University of Virginia
GRANADA APOYO
LAKE NICARAGUA
VOLCAN MOMBACHO
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CLIMATE AND GEOGRAPHY| OUR SITE Aerial
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Lake Nicaragua Area: 8,264 km2 (3,191 mi2) 19th largest lake in the world Largest in Central America Elevation: 32.7 meters (107 ft) above sea level Depth: 25 meters (85 ft) Drains to the Caribbean Sea through the San Juan River
Granada - Founded in 1524 - Rich colonial heritage - Fifth most populated city in Nicaragua - Tipitapa River passes through it on the north edge
Las Isletas - 365 small islands of volcanic origin - Formed by Volcan Mombacho - Houses the fort of San Pablo known to historically protect Granada
Ometepe Island - Formed by two volcanos rising in Lake Nicaraua. - Largest volcanic island in a freshwater lake in the world. - Area: 276 km 2 - Economy: livestock, agriculture, tourism
FRESHWATER SHARK
Creative Property of The University of Virginia
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SAWFISH
- ray family - inshore coastal areas: lagoons estuarine river deltas
TARPON
- best fishing species
TILAPIA
- non-native cichlid - aquaculture
16 SPECIES OF ENDEMIC CICHLID
- Lake Nicaragua Shark or Bull Shark
- piscivore - herbivore - omnivore - insectivore species.
CLIMATE AND GEOGRAPHY| OUR SITE Ecology
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- stratovolcano
- last eruption: 1570
- highest regions: cloud forest
- 700 plant species Volcan Mombacho
view across lake
cloud forest in Mombacho
view from Granada
5.25 mi from Lake Nicaragua
7 mi from Granada's city center
1344 m
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MARIBIOS CHAIN 19 VOLCANOS Esteli Cosigü ina San Cristobal Telica Rota Cerro el Ciguatepe Volcá n Azul Cerro Negro Las Pilas Momotombo Las Lajas Apoyeque Nejapa-Miraflores Masaya Granada Mombacho Zapatera Concepció n Maderas
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CLIMATE AND GEOGRAPHY| SEISMIC ACTIVITY
USGS ShakeMap: Pacific Coast of Nicaragua Example of Earthquake effects; damage and shaking Creative Property of The University of Virginia
1990
3.2 .8
1972
1985
1.6
2.4
4.8
3.2
1995
2005
1990
2000
1995
Creative Property of The University of Virginia
4.0
4.0
2000
2005
4.8
1
2
3
5
4
6
8
7
9
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CLIMATE AND GEOGRAPHY| SEISMIC ACTIVITY
1
10
2
3
4
5
6
7
8
9
10
Creative Property of The University of Virginia
Physiographic regions of Nicaragua and localities.
Lowland Evergreen Rain Forest
Forest regions in Nicaragua.
Low Montane Rain Forest
Seasonal Evergreen Rain Forest
Semi-evergreen Forest
Deciduous Forest
elevation below 600 m
above 600 m
below 1200 m
below 1600 m
below 800 m
rain
above 78 in
50-98 in
below 50 in
dry mo.
soils
tree layers
height = (m) trees
78-236 in 3
3
latosols latosols 4 35-40
70-102 in 3-5 tropical brown latosols grumolsols
3
3
25-40
25-35
evergreen evergreen
deciduous evergreen
5-6 tropical brown andolsols regolsols 2 25-35 deciduous evergreen
6-7 tropical brown, lithosols grumolsols 2 25 deciduous
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SITE
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CLIMATE AND GEOGRAPHY| REGIONAL ANALYSIS
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tropical climate 1500-2000 mm annually October: 289 mm.
mean annual rainfall in Nicaragua.
eastern Nicaragua
strong erosion moderate erosion
erosion in Nicaragua.
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SITE SECTIONS
2
1
3 4
site section
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CLIMATE AND GEOGRAPHY| TOPOGRAPHY Studies
Creative Property of The University of Virginia
250FT
224FT
1
AVG SLOPE: 4.1%-3.2% 1334 FT
2
AVG SLOPE: 5.9%-4.5% 1074 FT
3
AVG SLOPE: 3.2%-2.6% 1548 FT
4
AVG SLOPE: 3.1%-3.8% 1224 FT
260FT
230FT
250FT
218FT
251FT
229FT
sectional information gathered from GoogleEarth.
Creative Property of The University of Virginia
JUNE - DECEMBER
June-Dec: 7-9 am comfort Dec-June: 7-9 am cooler temperatures
warm/hot cool/cold comfort
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DECEMBER - JUNE data taken from Climate Consultant
CLIMATE AND GEOGRAPHY|CLIMATE Analysis
Creative Property of The University of Virginia
global horixontal direct normal diffuse
- comfort zone: 68 - 80 degrees Farenheit - dry bulb temperatures: 90+
monthly diurinal changes
direct normal global horizontal - footcandles
- highest illumination: April
data taken from Climate Consultant illumination range
TEMP
TEMP HUMIDITY HUMIDITY GROUND TEMP GROUND TEMP RAINFALL RAINFALL CLOUDS
CLOUDS
Creative Property of The University of Virginia
46%
35%
41%
42%
77%
81%
71%
85%
46%
35%
41%
42%
77%
81%
71%
85%
0 in 0 days
0 in 1 day
0 in 0 days
0.01in 1 day
6.0 in 3 days
7.0 in 4 days
5.0 in 5 days
7.0 in 5 da
0 in 0 days
0 in 1 day
0 in 0 days
0.01in 1 day
6.0 in 3 days
7.0 in 4 days
5.0 in 5 days
7.0 in 5 da
per day
per day
80
79
77
77
77
79
65
81
80
79
77
77
77
79
65
81
57%
56%
58%
60%
68%
70%
57%
68%
57%
56%
58%
60%
68%
70%
57%
68%
84
87
90
89
87
82
80
84
FEB 87
MAR 90
APRIL 89
MAY 87
JUNE 82
JULY 80
AUG 84
JULY
AUG
71 AVG NIGHT TEMP
JAN 84
71 AVG NIGHT TEMP
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CLIMATE AND GEOGRAPHY| CLIMATEAnalysis JAN
FEB
MAR
APRIL
MAY
JUNE
71%
85%
81%
82%
68%
45%
77%
81%
71%
85%
81%
82%
68%
45%
6.0 in days
7.0 in 4 days
5.0 in 5 days
7.0 in 5 days
8.0 in 9 days
7.0 in 7 days
1.0 in 1 day
0 in 0 days
6.0 in days
7.0 in 4 days
5.0 in 5 days
7.0 in 5 days
8.0 in 9 days
7.0 in 7 days
1.0 in 1 day
0 in 0 days
77
79
65
81
82
82
81
81
77
79
65
81
82
82
81
81
68%
70%
57%
68%
83%
83%
68%
61%
68%
70%
57%
68%
83%
83%
68%
61%
87
82
80
84
82
85
85
86
RAINFALL
81%
46%
0 in 0 da
per day
GROUND TEMP
77%
80
HUMIDITY
CLOUDS
57%
TEMP
Creative Property of The University of Virginia
84 71 AVG
87 MAY
82 JUNE
80 JULY
84 AUG
82 SEPT
85 OCT
85 NOV
86 DEC
MAY
JUNE
JULY
AUG
SEPT
OCT
NOV
DEC
JAN
WIND ANALYSIS
Creative Property of The University of Virginia
ANALYSIS
HOTTEST MONTH AVERAG MARCH-APRIL
YEAR AVERAGES
HOTTEST MONTH AVERAGES MARCH-APRIL
SCHOOL DAY AVERAGES
SOURCE: CLIMATE CONS
YEAR AVERAGES HOTTEST MONTH AVERAGES
SCHOOL DAY AVERAGES
MARCH-APRIL
SOURCE: CLIMATE CONSULTANT DATA
data taken from Climate Consultant
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CLIMATE AND GEOGRAPHY|CLIMATE Wind
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YEAR NORTHERN WIND
% 81
YEAR 20 MPH HUMIDITY > 70% WIND TEMP 69-81
20 MPH HUMIDITY > 70% 55 MPH WIND TEMP 69-81
NORTHERN NORTHERN WIND WIND 30-70% HUMIDITY
EASTERN WIND
WIND TEMP 81-100
55 MPH ITY 30-70% HUMIDITY 100 WIND TEMP 81-100 EASTERN EASTERN WIND WIND
SCHOOL DAY
YEAR YEAR DAY SCHOOL
SCHOOL DAY
15 MPH 20 MPH 20 MPH HUMIDITY > 70% HUMIDITY HUMIDITY > 70% > 70% 55 MPH WIND TEMP 81-100 WIND TEMP WIND 69-81 TEMP 69-81
15 MPH HUMIDITY > 70% WIND TEMP 81-100
55 MPH 55 MPH 55 MPH 30-70% 30-70% 30-70% HUMIDITY HUMIDITY HUMIDITY WIND WIND TEMP WIND TEMP 81-100 TEMP 81-100 81-100
55 MPH 30-70% HUMIDITY WIND TEMP 81-100
15 MPH HUMIDITY > 70% WIND TEMP 81-100
30-70% HUMIDITY WIND TEMP 81-100
MARCH-APRIL
SCHOOL SCHOOL DAY DAY MAR MARCH-APRIL
15 MPH 15 MPH HUMIDITY HUMIDITY > 70% > 70% 55 MPH WIND TEMP WIND 81-100 TEMP 81-100 30-70% HUMIDITY WIND TEMP 81-100
55 55MPH MPH55 MPH 55 MPH 30-70% 30-70%30-70% HUMIDITY HUMIDITY HUMIDITY 30-70% WIND WINDTEMP TEMP WIND 81-100 81-100 TEMP 81-100 WIND T
Creative Property of The University of Virginia
OPPORTUNITIES INTERNATIONAL PROGRAM Participation in a pilot program for community development in Granada, helping local farmers with plainting and gaining access to markets. Most of the farmers in Granada grow yucca, hibisucs, tamarind or beans.
Opportunity Volunteers help a farmer dry hibiscus leaves
"Impoverished farmers living hand-to-mouth have little chance of selling yucca for a profit. There are too many barriers. As such, they end up as price takers in a precarious market."
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CLIMATE AND GEOGRAPHY| FARMING
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YUCCA PROCESS grow dig up carry
wash and scrub Men dig up and carry yucca.
grinder fill a large funnel jam a stick into the funnel scoop the pump out shovel pulp into the sack
T sun-drying animal feed sold as a starch
Woman wash the yucca.
PLANTS 300 farmers in the program best margin from yucca
Yucca drying process.
PLANT CATELOG FRUITS
Creative Property of The University of Virginia
MAMMEE APPLE hand-furit, salads, marmalades
JULY - SEPT
C
CASHEW
JACOTE hand-fruit, ingredient for food
drink, s
juice, sweets, jelly, wine, vinegar DEC - APRIL
YE
TREES
MAY - AUG
CALYCOPHYLLUM CANDIDISSIMUM
PRODUCTIVE PLANTS
lemonwood DRY
BOMBACOPSIS QUINATUM spiny cedar LOW-LYING
rain tree
LOW-LYING
TAMARINDO TREE
HIBISCUS
orchard located at south edge of site
jellies, teas, wines YEAR ROUND
DEC - MARCH up to 20 meters in height + produce fruit after 6 years
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PITHECOLOBIUM SAMAN
CLIMATE AND GEOGRAPHY| PLANTS Catalog
BURSERA SIMARUBA gumbo-limbo DRY
SABR TREE
up to 70 me
YUCCA flowers, starch, flour, animal YEAR ROUND
W
Creative Property of The University of Virginia
COCONUT CASHEW COCONUT
COCONUT AVACADO
BANANA
drink, sweets, oils, fiberssweets, , vinegarjelly, wine, drink, oils, fibers sweets, vinegar drink, sweets, oils, fibers vinegar guacamole, oils YEAR ROUND DEC - APRIL YEAR YEAR ROUND JUNE-OCT ROUND
SABRE SERA M BURSERA SABRE RA TREE RUBA SIMARUBA TREE UBA
SABRECASSIA CASSIA TREE GRANDIS GRANDIS
up meters up to 70 meters tall pink shower -limbo up gumbo-limbo toto 7070 meters talltall pink shower mbo Y WET DRY WET
YUCCA USYUCCA
YUCCA
COFFEE COFFEE
snack, vinegar, vitamins
YEAR ROUND
CASSIA GRANDIS
pink shower WET
COFFEE
drink, organic fertilizer, ingred. drink, organic fertilizer, ingred. rs, starch, flour, animal feed flour, animal flowers, starch, feed wines drink, organic fertilizer, ingred. starch, flour, animal feed YEAR ROUND OCT - FEB UND YEAR ROUND OCT - FEB YEAR ROUND OCT - FEB
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EL PANTANAL GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES
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SCHOOL FOR EL PANTANAL
RESEARCH_01
Timber Framing Both milled and unmilled lumber Creative Property of The University of Virginia
Bamboo Construction Difficult to procure, but highly sustainable
Adobe Brick Primary vernacular construction
Taquezal (Composite Wood & Earth) Most common in Granada
Rammed Earth Component of many homes and landscaping features
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LOCAL BUILDING PRACTICES THE BASICS
Creative Property of The University of Virginia
Concrete as a building material is readily available in Nicaragua, but is highly misused and not appropriate for the climate. Producers of concrete use propaganda as a marketing ploy in order to standardize the material. Concrete is still appropriate and useful as a component of a proper foundation for a building. Cinderblocks are actually more common than slab construction. Interestingly, volcanic rock and compressed ash are commonly used as retaining walls in El Pantanal. Some of the basic challenges when constructing a building are access to utilities, the strict harvesting of wood and procurement of other materials, and producing a building that is up to structural code when there are few guidelines to follow. Materials are commonly attained through a third party vendor that will import materials not produced in Nicaragua. The rules for construction in Nicaragua are condensed in a booklet called "Cartilla de Construccion." The Nicaraguan Association of Architects and Builders has a website with information on prices, locations of places selling construction materials and general information about construction materials. http://www.construccion.com.ni/
Natural Building Primer "In marsh or swamp regions, the houses are built on pillars. The roof structure is separate from the structure supporting floor and walls. This technique removes the roof weight from the walls, which can be damaged when the house moves slightly in the unstable ground."
Creative Property of The University of Virginia
Although the use of bamboo in rural Nicaragua is sparse, it could prove useful as an effecient cladding system for earthen walls
The staging process, as diagrammed by Johan Van Lengen includes: 1 - delivery area of the materials 2 - depot for gravel and sand 3- depot for cement and wood 4 - workshop and equipment 5 - access to the construction site 6 - construction site Lengen, Johan Van. The Barefoot Architect: A Handbook for Green Building. Bolinas, CA, U.S.A: Shelter Publications, 2008. Print.
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LOCAL BUILDING PRACTICES CLIMATIC DESIGN
Van Lengen diagrams the making of adobe bricks from preparing the earth to testing and refining the bricks Creative Property of The University of Virginia
Step 1 Excavate the earth Step 2 Cover the earth mound with straw
Step 3 Add a 10cm layer of sand and manure. The maure increases the durability of the brick and deters termites and other bugs from penetrating the walls
Step 4 Remove one or two wheelbarrows, add water and mix
Step 5 Mix all the materials together by treading with bare feet
The brick should be sprayed with water throughout the drying process, and turned on their side after the first two days. Imbedding hollow materials in to the mold when packing the adobe will produce a lighter brick.
Earthen Endeavors is headed by Liz Johndrow, a teacher and proponent of natural building techniques in many parts of Nicaragua
Creative Property of The University of Virginia
http://www.earthenendeavors.com/ Solar Youth Building "It becomes more challenging to sell the idea of earthen buildings as something desirable when cement seems so clean, marketable, and easy. But there are enough cement renders failing and super-hot houses to steer people back towards the comfort and affordability of earthen building. And it's amazing what some good quality finish work can do to promote this cause!" "There is little to absorb and buffer the effects of changing climate. It hits deeply and immediately in the land, which is everything in these communities; their source of food, fuel, income, water, you name it. Malnutrition, if not hunger or starvation, can quickly enter the picture and illness follows. And there are circumstances (of the political nature) still at play that can lead them towards further ecological devastation, which at some point makes resiliency less and less possible."
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LOCAL BUILDING PRACTICES EARTHEN WORKS
Adobe Youth Center in Sabana Grande
Creative Property of The University of Virginia
"One of the challenges I have seen with adobe and 'modernizing' it with plasters is poor preparation, proper hydration of the substrate, and insufficient understanding of how plasters work well." "We began the project with leveling the site by hand. Once the trench was dug it was time to build the stone and suelo cemento mortero foundation. The mortar is six parts clay based soil and one part cement. This allows for the foundation to absorb the tectonic uplift forces through it's flexibility from the earthen element. The proportion of stone to mortar is about 50%-50%." "We had one thousand adobes bricks, built to the standard for adobe mejorado, sized for seismic strength at 14x14x4 inches. Also several yards of river sand, several more yards of red clay based soil, and dozens of bags of burril and rice straw. Our walls were built to be in height, no more than 8x the width of the bricks. This provides a more stable wall system."
Taquezal Buildings in Nicaragua and Their Earthquake Performance Creative Property of The University of Virginia
Lisa Holliday University of Oklahoma Thomas H.-K. Kang Seoul National University Kyran D. Mish Sandia National Laboratories A Taquezel building is composed of a timber frame packed with mud and clay bricks Seismic activity in Nicaragua During 1972 Managua earthquake nearly 10,000 people died, most in Taquezal buildings The report highlights a debate among engineers about structural integrity of the Taquezal building type This report demonstrates that the failure of these buildings was a result of a number of factors related to construction and maintenance of the building
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LOCAL BUILDING PRACTICES TAQUEZAL
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The Taquezal building type is preferable to an earthen structure because it has less mass, and experiences less seismic forces caused by inertial acceleration during an earthquake Seismic records show that between 1520-1973 there were 452 recorded events, 99 of which were destructive as defined by a magnitude greater than 6. Material and structural study was based on observational and simulated data -study found the compressive strength of a standard brick -modeled the framing of the building based on typical construction found on site Issues identified by observational data -The ties between members were not always found to be structurally sound -Lack of maintenance for structural posts due to rotting or infestation (can be improved by separating timber frame from the ground) -It was found using lighter material for roofing (e.g. lighter than clay tiles) would reduce the potential destructive load Holliday, Lisa, Ph.D., Thomas H. Kang, Ph.D., and Kyran D. Mish, Ph.D. "Taquezal Buildings in Nicaragua and Their Earthquake Performance." Journal of Performance of Constructed Facilities (2012)
What does C02 Bambu do? C02 Bambu serves marginalized populations in remote areas of Nicaragua and post-disaster regions. They construct sustainable housing using guadua bamboo as the primary raw material.
Creative Property of The University of Virginia
CO2 Bambu facilitates community development by creating jobs and sustaining ecologically beneficial harvesting practices They aim to be the provider of choice for post-disaster housing beyond rural Nicaragua. Their view on replacement housing isn't a temporary one, but rather, "a permanent solution to crisis."
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LOCAL BUILDING PRACTICES CO2 BAMBU
What's the impact?
Creative Property of The University of Virginia
Because bamboo is abundant in tropical environments it is an ideal alternative to timber frame construction. In junction with low-cost construction, bamboo framing is an efficient method for quick disaster relief housing. CO2 Bambu addresses Latin America's large and growing housing deficit by creating self-sustaining local bamboo economies through partnerships with both NGO's and local governments. CO2 Bambu intends to participate actively in the transition from an exclusive Post Disaster Response system that currently characterizes the world of disaster relief, to a Pre Disaster Risk Mitigation system. Pictures from C02 Bambu Facebook page Company Address: De Bancentro 1/2 cuadra al lago, Calle El Arsenal, Granada, Tepetate Granada, Granada, Nicaragua
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Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
Creative Property of The University of Virginia
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
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MOVINGSchools
building trust international ironwood architects mae sot, thailand 2012
Creative Property of The University of Virginia
Founded on the idea of creating educational spaces that could be easily dismantled and rebuilt according to the needs of
refuge and migrant communities along the
Thai-Burmese border. The first MOVINGSchool now supports over 500 displaced children and is necessary in the regeneration of small rural towns along the border. SITE PREPARATION
image
FOUNDATION FOOT DETAIL SITE PREPARATION +
SHORT ROOF ASSEMBLY
FOUNDATION FOOTINGS
SECONDARY BOLTS ON PRIMARY FRAMES
1. PLACE FOUNDATION POSTS INTO FIRST TYRES
1. CHECK SITE FOR TREES Keep trees that will help shield wind and sun Avoid large ones that will interfere with foundations and ground swell. Dont unnecessarily fell trees
TWO FLOOR JOISTS
Partially fill clear tube with water
I
5. FILL HOLE WITH GRAVEL TO GROUND LEVEL RUBBER GASKET
2. CHECK AXIS OF PLANNED BUILDING FOOTPRINT Orientate West to East to reduce solar gain
4. USE LEVEL TO ENSURE POST IS STRAIGHT I
3. PLACE SECOND + THIRD TYRES INTO HOLES
1. LEVEL SITE
I
ALUMINIUM GRIPPING STRIPS 2. FILL WITH GRAVEL TO TOP OF FIRST ITYRE AND (PROFIL TENSION SYSTEMS)COMPACT TO FILL IN AIR POCKETS
SHORT ROOF
1. DRILL THROUGH GUIDE HOLES FRAME (SRF) USING LEVEL TO MAKE SURE UPRIGHT 2. BOLT COLUMN TO POST 3. REPEAT 4 TIMES
W
E
2. CREATE DRAINAGE CHANNEL (IF NEEDED)
4 X FP
1. HAMMER IN RUBBER GASKET TO KEEP SHEET IN PLACE
PVC SHEET (MEHLER TEXNOLOGY)
1. 1 BOLT x 2 ENDS OF JOIST 2. REPEAT FOR 2 JOISTS II
II III
1. PLACE POSTS + FIRST TYRES INTO HOLES
2. PLACE PVC SHEET ON TOP WITH 100mm OVERLAP
3. SCREW ALUMINIUM STRIPS EVERY 500mm III USE SELF-TAPPING STEEL TIP: SCREWS, NOT ZINC-COATED, TO NOT EFFECT ALUMINIUM STRIP
RUBBER GASKET 2xJ PVC SHEET ALUMINIUM GRIPPING STRIPS 1 x SRF
SINGLE COMPLETED MODULE Example of MOVINGschools kit of parts assembly manual
gable ends for cross ventilation and diffused lighting
manually operable bamboo blinds prefabricated metal and timber members define easily assembled frame
Flexible Open Classroom Space.
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Educational Spaces
foundation footings: stacked tires stabalized by gravel infill Instructions are based on one small classroom module.
Maria Gratsi Cutuli Primary School Creative Property of The University of Virginia
2A+P/A, IaN+ Heart, Afghanistan 2011
Designed as an alternative approach to war-torn areas, the Maria Gratsi Cutli Primary School represents a small village consisting of eight classrooms, staff accomodations, a network of outdoor spaces, a central garden, and library enclosed by a boundary wall. The school serves as a visual symbol of education for the village of Koshru.
Exterior Garden Spaces; view of double-height library
Site Plan. Network of modular classroom spaces and garden spaces intersecting at central gathering space and library.
Exterior Gathering Space.
Santa Elena de Piedritas School architecture for humanity piedritas, peru construction in progress
Creative Property of The University of Virginia
The design for the renovation and expansion of Santa Elena de Piedritas consists of 1 primary school, 2 pre-school classrooms, a computer lab, and exterior shading structures and landscape works to accomodate an additional 100 children. The design is intented to have the option to be extended for prospective growth. Its flexible structure will serve infrastructure changes and daily change in activity. light roof coverage underlying bamboo roof structure
steel trusses
Detail of structure during construction. clerestory lighting design bamboo shading over circulation paths brick masonry walls steel columns
perimeter circulation paths
Structure Axonometric Detail.
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Educational Spaces
Post-It Mapping Exercise with students.
Manassas Park Elementary School Creative Property of The University of Virginia
VMDO Architect (Robert W. Moje) Manassas Park, Virginia 2009 Each room name is themed after a local animal or plant. The three academic houses are articulated as Summer, Fall or Spring via room signage, wayfinding techniques and color schemes. Teaching extends with two courtyards, ramp access allows for entrance to Cistern and near by Manassas Park Cisterm to doubles as outdoor classroom-equipped with a colorful rain image gauge and large scale graphics explaining the hydrologic system and the impact of rainwater harvesting. Ampitheater for recces and performances doubles as a stormanagment system.
Umubano Primary School
Creative Property of The University of Virginia
MASS Design Group Kigali, Rwanda 2010
The site strategy for this project is taken from the local context. Due to the hilly landscape, villagers travel across switchbacks between urban spaces. The school's traversing walkways and outdoor classrooms reflect the terraced agricultural landscape and local context. Terraced playspaces provide seperation between grade levels and creates unique spaces that caters to each age group. Local materials and labor was utilized to create a positive impact for the local economy.
site diagram
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Educational Spaces
Creative Property of The University of Virginia
section diagram
Handmade School Anna Heringer and Eike Roswag Rudrapur, Bangladesh 2007
Creative Property of The University of Virginia
The project's main strategy is to communicate and develop knowledge and skills within the local population so that they can make the best possible use of their available resources. Historic building techniques are developed and improved and the skills passed on to local tradesmen transforming in the process the image of the building techniques.
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Educational Spaces
image
Creative Property of The University of Virginia
site diagram
section diagram
BRIDGE SCHOOL Li Xiaodong Pinghe, Fujian, China 2008-2009
Creative Property of The University of Virginia
The bridge connects two parts of the village of Xiashi, thus becoming a central social space and spiritual center, as well as a school. The design addresses community needs, rather than focuses solely on the primary school, therefore, a public library separates the two classrooms. The classrooms on the ends can be opened up to create stagres that integrate the community with the school. Beneath the structure suspends a pedestrian bridge.
View of bridge housing classrooms spanning the creek.
View of pedestrian bridge.
Masterplan.
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Educational Spaces
School plan.
Dano School Creative Property of The University of Virginia
Burkina Faso
Francis Kere The primary objective of this project was to design a sustainable building appropriate for the climatic conditions in this part of Africa. Laterite stone, which is abundant in this region, was chosen as the main building material. The building is oriented along an East-West axis and the roof has a substantial overhang in order to reduce the amount of sunlight received by the walls. The building consists of three classrooms, a computer room and office space. There is also a covered outdoor "conversation pit", of comparable size to a classroom.
NYSci Design Lab New York Hall of Science SITU Studio 2014
Creative Property of The University of Virginia
SITU Studio designed and built an informal education space for the purpose of hands on learning and creativity. As described by Aleksey Lukyanov-Cherny, the space is designed to allow children to hover on the edge of the space, peering to get acclimated to the activity inside. In Design Lab, identifying a problem you find worth solving and sharing and reflecting on design ideas and divergent solutions is as important to learning as the design work itself.
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Educational Spaces
Transitional Classrooms for Haiti Creative Property of The University of Virginia
Jack Ryan FAR Design
A construction team of fifteen local young men were hired for the construction team. The team had limited to no carpentry experience so carpentry skills had to be taught to them. In two weeks the construction team under Jack's supervision and guidance were able to complete one classroom module and two others are near completion. The final design joins two transitional classrooms in a module that has been approved by engineers from Haiti's Ministry of Education. The buildings are sufficiently resistant to inclement weather and seismic forces.
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
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Confluence Project Maya Lin Columbia River 2005-present
Creative Property of The University of Virginia
A series of seven large scale art and landscape installations along the Columbia River designed in reponse to the historic Lewis and Clark exploration. Lin integrates each intervention within a larger newtork of ecological systems. Lin designs each space so that a visitor’ s first connection is to the landscape itself. Baker Bay, Cape Disappointment State Park, Washington.
Land Bridge, Vancouver.
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Fishing Station, Cape Disappointment.
Additional Programmatic Spaces
Bird Blind, Sandy River Delta.
CASSIA CO-OP
TYIN Tegnestue Architects Sumatra, Indonesia 2011
Creative Property of The University of Virginia
The project invovles a sustainable cinnamon school for local farmers and workers made of locally crafted brick and cinnamon tree trunks. The design includes a series of training facilities with a central courtyard space, creating a combination of indoor, outdoor, and semi-outdoor environments.
Exterior view.
View into courtyard.
Wall facade.
Front facade elevation.
The elevation shows the contrast between the heavy brick construction imposed with hovering, light, woodframe construction above. The courtyard become symbolic of the program hosting cinnamon tree trunks, as well as decorative wall facades.
Creative Property of The University of Virginia
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
ARANZADI PARK alday jover Pamplona, Navarra, Spain 2010-2012
Creative Property of The University of Virginia
Aranzadi Park, designed for the organic agricultural foundation Fundagro, seeks to recover the natural meander of the Agra River from effects of Pamplona’ s 20th-century urban development. The project maintains the orginal shape of agricultural land yet makes room for both the river and citizen activity. The project is an exemplary proposal for a network of agriculture, public space, education, and flood
Series of meandering paths creating experiential procession through site.
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Climatic Design
Paths structually adapted to river flood and agricultural production.
AGRICULTURE INTERPRETATION CENTER
alday jover Arzandia Park Pamplona, Navarra, Spain 2010-2012
Creative Property of The University of Virginia
A site along the Agra River and the Aranzadi Park, the Agricultural Interpetation Center is a single story, greenhouse building which serves as the center of organic agricultural production, education, and administration. The building respects the river and the landscape while fostering an intimate connection to its citizens. It is distinct in its hydraulic functionality, passive geothermal
3 naves framed by vestibule Outdoor exhibition space.
Material •polycarbonate •glass •greenhouse shade cloth •concrete plinth raising structure from ground and potential flooding
Program •educational programs •year-round food profuction •Fundagra offices
Children walking from center. Restored masonry structure in backgorund.
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
GOVERNMENT CANYON CENTER
Creative Property of The University of Virginia
Lake Flato Architects Helotes, Texas 2005
The visitor center serves as the gateway ot the Government Canyon State Natural Area. Its program houses an exhibit hall, park store, classrooms, offices, and an outdoor pavilion. The goal of the project was to protect and restore the natural landscape while creating high-use, low-maintenance, and economical structures.
View of cisterns and main structure.
Rainwater collected from the roof is filtered and used for landscape irrigation and wastewater conveyance. The water cisterns become an interactive social space for the public.
View into courtyard.
Interactive water cistern.
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Section of passive design strategies.
Passive Energy Design
Mahiga High Rainwater Court Creative Property of The University of Virginia
Architecture for Humanity- Greg Elsne Mahiga, Kenya 2009 The Rainwater Court is a multi-purpose, full-size basketball court designed for the community of Nyeri, Kenya. The facilities include a shade structure that has integrated rainwater collection and UV purification system with solar panels for the water system and night lighting in areas image without electricity. The fullcourt configuration has a 2,500 sq ft playing surface covered by metal roof and guttered to collect an estimated 40,000 liters of water per year. The building incorporates 25,000 liters of rainwater storage, with UV purification.
Creative Property of The University of Virginia
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
Ryoan-ji Kyoto, Japan 1450
Creative Property of The University of Virginia
Ryoan-ji is a Zen Buddhist Temple and dry landscape garden. The temple itself features the vernacular construction of the Japanese Tea-House typology and takes advantage of cross ventilation through open floor plans and sliding screen doors. The dry landscape garden is primarily viewed from either the interior or exterior veranda. The space is reminiscent of the surrounding mountains, and stands as a contemplative metaphor for many Buddhist ideologies. The use of natural artifacts in conjunction with a contemplative viewing veranda could be an interesting opportunity to connect people to Volcan Mombacho on a smaller scale. Volcanic rock is commonly used as material for retaining walls, and could be composed in both a performative and aesthetic manner.
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Vernacular Design
Creative Property of The University of Virginia
Creative Property of The University of Virginia
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Initiative reCOVER Projects Educational Spaces Additional Programmatic Spaces Climatic Design Passive Energy Design Vernacular Design “Urban-Scale� Design
Creative Property of The University of Virginia
SCHOOL FOR EL PANTANAL
CASE STUDIES_01
Gando School and Extension G Francis Kere Gando, Burkina Faso 2004-2012
Creative Property of The University of Virginia
The primary school was built out of mud brick a wide, raised tin roof protects the walls from the rain, and allows air to circulate underneath in order to keep the building cool. Kere expanded the project to include an extension to the primary school, library, sports fields, teacher housing, and secondary school. The Secondary school uses a passive ventilation system, the corrugated tin roof, which is raised above the clay ceiling, is heated by the sun. Air between the ceiling and roof heats up and rises, drawing cool air from below and creating a current.
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“Urban-scale� Design