URBANforest
Kinder-garden through 5th
Anna Kick, Emily Post, Lexi Sarter
TABLE of contents Site, Client, Mission............................................... 5 Vision......................................................................... 12 Users........................................................................... 13 Mindfulness Strategies........................................... 21 Programming........................................................... 33 Appendix................................................................... 45 Sources....................................................................... 55
URBANforest Site, Client, Mission
LIFE ON SITE 715 nw hoyt st
old town-chinatown
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north park blocks
pearl district
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if Portland Public Schools had an entire school devoted to student wellness?
PEARL DISTRICT
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Site, Cliet, Mission
This programming can even start in early-child development. 61% of adults have one or more Adverse Childhood Experiences which are linked to poor health and inequity. This is even higher in marginalized groups. Focusing on mindfulness education from an early age can intervene in this process and prevent negative trauma responses later on.
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A SCHOOL on the edge This type of intervention can be deployed effectively within the site conditions at 715 NW Hoyt St. At almost 13 acres, what is currently the United States Post Office and a sea of parking lots, can be turned into an urban oasis of nature and healing. This site bridges two very different neighborhoods: the Pearl District and Old Town-Chinatown.
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Site, Client, Mission
With a partner like Peace in Schools, this dream can become reality. Peace in Schools has been bringing mindfulness programming to students in Portland since 2014. Their programs are evidece-based, equitable, and trauma informed approaches to social-emotional healing.
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WHAT WOULD IT LOOK LIKE
WHERE AND HOW TO LIVE IN PEARL v. OLD TOWN-CHINATOWN
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By creating a K-5 school that focuses on daylight, nature, and tranquility, architecture, landscape, and education can combine forces to heal this divide. 7
businesses, and universities could help URBANforest have a strong integration within the city of Portland.
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24-Hour Fitness Collaboration with the local gym could mean eliminating the need for a gymnasium within the URBANforest school building. Students could use the nearby facility for their more exercise-based classes.
Portland Library and Learning Commons Libraries are incredible resources for students and anyone who wants to learn. Connecting the K-5 school to a library system such as the one associated with the University of Oregon would help to broaden the amount of resources available for the students.
This relationship would benefit the school more than the 24-Hour Fitness.
This relationship would benefit the school more than the library and university.
Pacific Northwest College of Art Working with the nearby art college could take on many different forms. The students at URBANforest could use the college's more specialized equipment, or students from the university could mentor and teach the younger children at the K-5 school.
Art Galleries / Museums Lumber Room Oregon Jewish Museum and Center for Holocaust Education Willcall Art Gallery Japanese American Museum of Oregon Portland Chinatown Museum
Both parties in this relationship could benefit from a collaboration. Other Collaborators within city: Portland Children's Museum Oregon Zoo Portland Art Museum Oregon Museum of Science and Industry
Site Diagram: Potential Program Partners
Site Diagram: Potential Program Partners
Listed below are potential candidates:
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COLLABORATION with local programs,
Non-Profit Organizations / Social Services Support Stone Soup at PDX Potluck in the Park Sisters of the Road Cafe P:ear Blanchett House
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Central Employment (EX ) and Central Commercial (CX ) Zoning: Focused on pedestrians, and safe and visually appealing design. Maximum Height: 65' (roughly six floors)
Parking: Not required Allowed Programming: Manufacturing, warehouse, whole, industrial services, residential, parks and open spaces, educational institutions, hospitals, and quick vehicle servicing
Site Diagram: Zoning
FAR Range: Between 3:1 to 9:1
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BUILDING zoning restrictions
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Site Diagram: Zoning
Windows: All exterior walls on the ground level which are 20 feet or closer to a street lot line, sidewalk, plaza, or other public open space or right-of-way must have windows. The windows must be at least 50 percent of the length and 25 percent of the ground level wall area. Ground level wall areas include all exterior wall areas up to 9 feet above the finished grade.
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Vision Statement
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We believe that a flexible learning environment is an oasis for students who learn through play, exploration, and creative problem solving. By nurturing students in a compassionate environment, we will help every student embrace their full potential.
Vision Statement
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CURRENT CHALLENGES FUTURE POSSIBILITIES
Vision Board
Overwhelmed
Often in the metro area litter is common amongst the space. This causes stress of a cluttered environment.
Teaching styles that clash with students learning abilities can often lead to feelings of stress and failure. This causes students to feel overwhelmed.
Play Integrating play into learning allows students to be much more engaged and benefits those that like kinesthetic learning styles.
Explore Giving students the opportunity to explore engages their curiosity and encourages independent exploration of new concepts rather than memorizing lectures.
Teaching vs. Learning
Out of Touch
Traditional teaching methods such as teaching students how to memorize for an exam don’t provide students with the tools to be independent as they grow.
In the era of technology it can be easy to get absorbed by learning in front of a screen. This can make students out of touch with the world around them.
Creative Problem-Solving
Natural Oasis
Many modern problems require cooperation. Students that learn best in a social setting can benefit greatly from teamwork vs. a top-down lecture setting.
Connecting with nature gives a mindful sense of grounding for students. The sense of touch derived from playing in nature caters to kinesthetic learning styles.
Vision Board
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Environmental Accountability
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What is Your LEARNING STYLE?
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Community members are invited to share the space and benefit from the mindful gathering spaces. Community involvement helps the students engage in their surroundings.
Imagine your happy place. This is where you feel safe to engage & explore the world. Who are you with?
You might be a social learner
Friends and Family
User and User Profiles
User and User Profiles
The users of the school will be made up of elementary age students, teachers, Peace for Schools, and community members. The school is going to be based around different learning styles that cater the best to not only the student’s individual strengths but those the teachers are best at teaching as well. The different styles will be based around visual, auditory, kinesthetic, verbal, logical, social, and solitary engagement. These methods would help individual students thrive in their best environment. On the other hand, teachers can be placed in their best taught technique so that all involved get the best opportunities. As Peace for Schools visits or teaches virtually, they have the ability to use spaces for their program.
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USERS are learners
You might be a solitary learner
Myself What activites are you using to engage?
Singing songs
Social learning styles allow children to engage with one another to form their ideas.
Watching a movie
Having a chat
Visual styles will include images, pictures, and colors.
Working on a puzzle
Kinesthetic styles activate a child’s learning through touch and physical activities.
Dancing
Listening to music
Verbal styles involve reason and problem solving through language.
Drawing
Auditory styles will engage students through listening, speaking, and music.
Listening to a podcast
Reading
Logical learning styles include order and pattern.
Running or stretching
Solitary style allows students their own space to come to conclusions on their own. 17
HECTTEAS Chart
HECTTEAS Chart
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daylight
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nature
Midfulness Strategies
MINDFULNESS strategies for wellness meditation
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the SITE Circadian rhythm can be incorporated into the design of the site through day/moon gardens, and sun/shade gardens.
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Mindfulness Strategies: Circadian Rhythm
Sleep is incredibly important for the human body. Ultimately, maintaining a steady circadian rhythm will mentally help students.
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Imagine a space... ...where daylight enters and is soft on your face. It is warming, but not uncomfortable. You open your eyes but the light is diffuse and you don’t need to strain--neither against the harsh direct light of the sun nor against a space too dark to make out the text in front of you. Morning light enters from the East and you are invigorated and ready for the rest of your day in a bright, fresh space. It’s time to leave this room, but the daylight follows you into the corridor. It spans the width over your head, filling the space. The activities of your day carry you away from the windows, and deeper into the building. Even here the space opens into a well of light.
the BUILDING By paying attention to the type of light bulbs fixtures used in the project, locations of windows and natural light building can help support the natural circadian rhythm of the human body.
Mindfulness Strategies: Circadian Rhythm
The phrase “healthy building” has gained traction over the past few years. Scientists at the Well Living Lab have been studying the connection between healthy buildings and productive people. Specifically they have looked at the type of lighting in offices and how it can impact users. This relates to the school because students need to remain awake and focused during the day. By using blue-enhanced lighting in the learning spaces natural daylight can be mimicked in rooms with less windows. This can help the mind stay active and awake during the day, aka school hours, and transition better to falling asleep in the evenings.
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DAYLIGHTING as user wellness
To help students remain awake and focused during early morning classes east facing glazing could be utilized.
Gone is the need for harsh and expensive fluorescent lighting. Instead, the sun is able to shine its rays through to the building’s heart, warming yours. 23
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Mindfulness Strategies: Circadian Rhythm
Mindfulness Strategies: Circadian Rhythm
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8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
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Exposure to the environment from an early age is essential to sensory development in children. Researchers have found that this exposure can also aid in motor development and cognitive skills.
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Mindfulness Strategies: Biophilia
Close your eyes...
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...and breathe in deeply. It’s the moment after a much needed rain. You can hear leaves swaying in the wind, their branches beginning to find calm. Also, the slight energizing trickle of rain water being collected and sieved through rocks. You can smell the inexplicable freshness of petrichor, and the perfume carried on the wind from a nearby garden. This nature is a protective wall of fresh air and greenery from the sounds and smells of an otherwise urban expanse. Now come the children. They’re laughing as they get to hop through muddy puddles and follow the water as it drains toward its next stop in the site’s ecosystem. Trees are for climbing and dirt is for digging. The rain has watered your garden, and soon you can harvest your bounty.
We recommend flipping the current site use on it’s head. This site has the unique position of being on axis with the Park Blocks, which prompts an organic extension of the park throughout the greater part of the site. Being an “URBANforest” school, there needs to be room within the site for outdoor learning, exploration, and play.
Mindfulness Strategies: Biophilia
Biophilia was defined by Harvard biologist Edward O. Wilson in 1984 as, “the innate tendency to focus on life and the lifelike processes.” This was expanded with notions of design by researchers in 2008 as, “The idea that humans possess a biological inclination to affiliate with natural systems and processes instrumental to their health and productivity” (Kazmierczak). Thus, a strong connection with nature becomes essential in programs focused on experiential learning.
the SITE
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BRINGING NATURE into the environment
A food garden can be both an educational tool and way to revivify rooftops and flat ground with edible foliage. Pavillions with sliding wall panels can architecturally open learning areas directly to the surrounding nature. By focusing more on green area, and less on concrete and asphalt, the URBANforest site will do the work of creating a permeable protective barrier around the school oasis.
the BUILDING Biophilia is often symbolized by the somewhat cliche green wall, but using otherwise empty vertical surfaces to incorporate greenery is an efficient use of interior space. It can also be used as an educational tool. Aditionally, an interior courtyard would be able to work twice as hard by providing access to outside and fresh air as well as bringing light into the middle areas of the building.
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Parks Plazas Green Spaces
Site Diagram: Surrounding Parks and Plazas
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Boardwalk
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Based on the existing surround context the site could include more activity specific spaces such as a Frisbee golf course, giant chess board, or a zen garden for meditation.
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Fields Park The largest of the three parks has a big open grass space for Frisbee games, enjoying the sun and offering a place for dogs to run around.
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Tanner Springs Park A tranquil space designed for contemplation.
North Park Blocks Long urban green space with mature deciduous trees that shade the site well. A basketball court and small playground also reside in this space.
Jamison Square A place for movement and activity with an overall more urban vibe.
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Boardwalk A wooden boardwalk ranging from 20'-28' wide runs along the east side of all three parks. Serving as a connection between the three unique green spaces.
Site Diagram: Surrounding Parks and Plazas
Since this project will be focused on connection to nature and incorporating green spaces around the site it is important to study what already exists in the neighborhood. The URBANforest school can then avoid redundancy in the outdoor program offerings while still matching the vernacular language of the preexisting parks.
Site
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GREEN SPACE in the city
Diagram Key
Japanese American Historical Plaza Stretches along the waterfront. Ideal for walking, running and cycling. Water feature to the south offers unique acoustic characteristics.
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Mindfulness Strategies: Meditation & Tranquility
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Quiet your thoughts.. ...and focus on what is before you. It’s 3rd period and you’ve just finished a hands on project with your class. It was exciting but maybe a little overwhelming. Your next hour focuses on finding your center through a quiet meditation. In the middle of the day a moment of quiet passes through you. You learn about focusing on your breathing and finding an inner calm. As the day goes on you learn to carry this feeling thoughout the day as a valuable tool in mindfulness in your actions. Later in the day you visit a tranquility space. Here you can contemplate your thoughts and work through them. A quiet blank space allows for thoughts to flow through. This is a place for working through frustrations in a healthy way and finding positive outlooks.
With the benefit of tall buildings surrounding the area, quiet shaded spaces become available throughout the site. These cool and quiet spaces create a great environment for a space of tranquility. Creating a rock garden in the outdoor spaces brings tranquility and a space for contemplation. The ripples in the raked stones represent water and the larger stones are representative of mountains. The openess of these spaces allow for an open mind to wander. Originating in India and embraced by the Japanese culture, Zen carries an understanding of reducing stress, the concept of Zen being “... perfection is unattainable, simplicity is perfect and that stillness and other things of the world should be embraced.”
the BUILDING Within the building there will be spaces set aside for meditation environments. Quiet zones where students will go to meditate or space where Peace in Schools can teach their lessons. Engaging colors, sounds, materials, and lighting will help students to be in the moment and relax. Appropriate furniture such as cushions for sitting or mats for laying will be readily available for students to have all the tools necessary for a session of meditation.
Mindfulness Strategies: Meditation & Tranquility
Meditation/Tranquility The tranquility found in meditation and contemplation have been sought out for centuries. Japanese gardens are even designed around mindful intent and present an example of spaces meant for these practices. Meditation spaces work best when in a uncluttered space with calming noise or no noise at all. Contemplation spaces are similar to meditation in their sense of calm but they typically have a space that invokes reflection and thought. The benefits of meditation and contemplation can help children control their emotions and bring them a sense of calm.
the SITE
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MEDITATION & TRANQUILITY at the center
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URBANforest Programming
PROGRAMMING spaces to places building
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site
community
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Site Program Overview
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Focused Learning
The site community spaces are centralized hubs of energy and gathering. They need to feel welcoming and provide opportunities for groups to socialize. There should be room in at least one of the community spaces for an assembly of neighbors, families, and students to congregate. The best forms for these plazas or pavilions are rounded shapes, to emphasize comfort and equity. All community spaces should be universally accessible.
Areas for outdoor focus learning means areas that classes can congregate around an educational natural feature. Given the climate, there should be an option for some of these spaces to be covered, but they need not be completely enclosed. Focus learning could also imply student-driven exploration with the earth (e.g. gardens, dig sites, etc.)
Green Space The boundary of the site should be bordered with trees and foliage. It doesn’t need to be especially dense, but it should be lush enough to offer a sound barrier to the interior of the site. It is also recommended that a green pedestrian and cyclist pathway run South to North on axis with the North Park Blocks. This will provide a green cut through the site which will further help to break up the site into programmable areas.
Play This is an elementary school so there should be a playground for students. However, this space can be broken up throughout the site so as to encourage movement and curiosity. This also allows direct access to more parts of the building. Play spaces should have areas for soft play and make believe as well as rough-housing and hard play equipment.
Site Program Overview
Using the Ed Specs created by Portland Public Schools as a starting point for initial programming calculations provided an excellent overview of necessary spaces for the URBANforest Elementary School. However a few necessary revisions will be made to incorporate mindfulness. Rooms dedicated for yoga, pilates, and meditation will be added to the physical education/athletics category. In the classroom spaces “chill zones” will be interspersed to provide students quiet places for reflection and focus. Circulation space has been factored in at 20% of the total building square footage. The goal is to maximize typical circulation spaces by making them multifunctional.
Community
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SITE
Existing Site Use
Proposed Site Use Circulation
Parking
Green Space
Building 35
Focus Learning
Building Support
Cafeteria
Building Program Overview
Using the Ed Specs created by Portland Public Schools as a starting point for initial programming calculations provided an excellent overview of necessary spaces for the URBANforest Elementary School. However a few necessary revisions will be made to incorporate mindfulness. Rooms dedicated for yoga, pilates, and meditation will be added to the physical education/athletics category. In the classroom spaces “chill zones� will be interspersed to provide students quiet places for reflection and focus. Circulation space has been factored in at 20% of the total building square footage. The goal is to maximize typical circulation spaces by making them multi-functional.
Student Wellness
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BUILDING
Program Ratio Recommendations Source: PPSEdSpecs
Program Ratio for URBANforest Elementary
Community Zone
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Building Program Overview
Movement Spaces
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The focus learning space us composed of traditional learning classrooms, homerooms and learning common areas where students from different classes or even grades can gather to learn together. These spaces will be inspiring and stimulating to encourage students to focus and learn. Furniture will serve as function indicators. Tables will provide areas for teamwork and collaboration, desks will be for independent focus tasks and open spaces for large gatherings, lectures and/or story time.
The community zone will serve both the students and surrounding community, which creates an interesting challenge of designing for different scales. The solution will be to translate the fun, playful language used throughout the school spaces into a more mature professional vocabulary. This will be done through a more subtle color palette and rooms that are more proportionately designed for the adult body.
Chill 2nd Grade Eating Area
Student Wellness
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Building Program Overview
Movement Spaces
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The movement spaces are are about creative expression and exercise. There will be less furniture in these spaces to allow for maximum circulation and a wider variety of functions. The architecture will be more gestural to almost evoke the idea of motion for the users within. Loud sounds often accompany movement, therefore these spaces will also be equipped with elements to reduce sound transfer to the quieter parts of the building. Building Support Building support spaces are all about function and making the lives of those using, working, and learning in the school easier. The functional utilitarian feel will be balanced with soft colors, materials and natural lighting to avoid creating stark and uncomfortable spaces.
3rd Grade
The student wellness spaces will strive to evoke soothing and comforting thoughts through the use of soft materials, warm surfaces, and calming colors. Chill zones will have comfortable bean bags, and fuzzy pillows. The meditation spaces will use wood flooring for a connection to nature and light gray walls to raise tranquility.
Chill
Music
1st Grade
Building Program Overview
Community Zone
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Focus Learning
Chill
Kitchen/ Food Prep
Art
Chill
4th Grade Cafeteria The cafeteria spaces will consider food safety a priority in their design. All materials will be easily cleanable surfaces and rooms will be organized to best serve their functions. Due to the central location of the kitchen it could be difficult to get natural light into the space. Through the use of clerestory windows this issue can be solved and the room can have a bright and exciting feel. Students will not actually eat in a traditional cafeteria. Instead they will gather within their grades to have lunch in a common eating area near their classrooms. This will help to have a more community feel among the learning neighborhoods of each grade level.
Chill
Eating Area
Gym
Media
Chill Eating Area
Kindergarten
5th Grade
Meditation Building Support
Special Needs Chill
Community
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The home room is the touchstone for students as they move through various activities throughout the building and site. This is where they should have storage for their personal belongings, a place to take off their boots and hang up their jackets. Each home room also has a place for the teacher to do the same and prepare their work for the day.
MATERIALS
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HOMEroom
The home rooms also have direct access to areas which fulfill immediate needs like rest rooms, water, and warming up cold lunches.
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Room Data Sheet and Design Exploriation
Home rooms should also have access to “wellness nooks” as a cooling off point of rest for users, as well as “thru zones” for a fun way to move and communicate between rooms.
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Welcome to class... Purpose/Use: A space for students to touch base and decompress throughout the day. Size: 950 sq ft based on recommended Ed Specs via. Portland Public Schools
Carpet for soft space
Vinyl Laminate for hard space
Wood Slat Cladding
Painted Drywall
Room Data Sheet and Design Exploration
In line with the term “home” this room should be cozy and welcoming. Students should be able to come together in this room like a family in a living room. There is hard space, or table space, for writing and drawing with close guidance. There is also soft, or comfortable, space for gathering and storytelling. This should be reflected in a deliberate use of materials.
Occupancy: 15 students + room for 2 adults, use is dispersed intermittently over 8 hours Systems: Sink and microwave space for food prep, height kids can access Project Area: Just beyond thresholds, initial access spaces of program Lighting: Back lighting from chill nooks and through spaces Special Needs in Terms of Use: Access to chill nook spaces throughout shared wall homerooms
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Room Data Sheet and Design Exploriation
Room Data Sheet and Design Exploration
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Appendix: Precedent Studies
precedent studies rosa parks elementary
hazel wolf k-8
japanese garden
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Appendix: Precedent Studies
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APPENDIX
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ROSA PARKS ELEMENTARY analysis
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Appendix: Precedent Studies
Interior Layout: An inviting front desk and colorful interiors work to excite and encourage children about their educational experiences. The collaboration spaces and gathering spots along the circulation paths allow for group exercises and teamwork.
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Spaces and Uses: The building is organized into four neighborhoods. Each has five classrooms, secondary support rooms, and a common area. This allows more personalization and customization for the students in each neighborhood.
Images: (Cover and Image A) IBI Group. Rosa Parks Elementary School. 2007. https://ibigroup-edpnw.com/project/rosa-parks-es/. Accessed 6 October 2020. (B and C) Architects of Achievement. Rosa Parks Elementary School Plan Diagrams. 2014. http://www.archachieve.net/realworldexamples/RosaParks/index.html.
Structural Systems: Brick, steel, cross-laminated timber Mechanical Systems: The building earned a LEED Gold rating in 2007. Operable windows allow for passive air circulation. Sensors in each classroom monitor carbon dioxide levels and replace air when needed.
Appendix: Precedent Studies
Site Location: Located on the north side of Portland, OR the school is situated on a campus that also includes a Boys & Girls Club and Parks & Recreation Community Center. The roughly 500-student school’s motto is “failure is not an option!” The public/private partnership with the other programs on the site aims to focus on the needs of the whole child, going beyond helping kids from a purely academic standpoint.
Architectural Qualities: Skylights and operable windows are a significant element in the design of this building. Many materials were sourced locally, and overall, the project was designed to be a sustainable learning laboratory.
synthesis
Image: IBI Group. Rosa Parks Elementary School Diagram. 2007. https://ibigroup-edpnw.com/project/rosa-parks-es/. Accessed 6 October 2020.
Trend 1: Creating a smaller environment within the larger school program. The learning communities help to make each student feel important as opposed to just another number. This is reflected in how the programming of the schools is organized and within architecture itself. The classroom clusters help to encourage uniqueness among each group. Trend 2: Site campus. Through the collaboration with the city’s Boys and Girls Club and community center the school can help promote a sense of belonging and safety for its students. Again, this is done through the programming of the various civic institutions and literally in the sense that the buildings are all physically connected to each other on the site.
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analysis
Climate: Temperate, cool, wet winters and mild, relatively dry summers Site Context: Largely residential intersection
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Appendix: Precedent Studies
Cost: $39 Million Students: 680
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Interior Layout: Each floor can be considered its own learning neighborhood, with 10 classrooms per floor having access to a “learning commons” for small group or individual breakout work. The first floor has a larger multi-purpose common area and gymnasium. The library and media center is on the 2nd floor, with direct access to the learning courtyard. Spaces and Uses: In addition to the interior and exterior learning spaces, there are additional areas on the site for outdoor play and study. The courtyard includes
Structural Systems: seismic bracing exposed as learning feature in open circulation Mechanical Systems: geothermal heating/cooling system, also used as a learning tool; future plans for solar roof panels Architectural Qualities: The school principal wanted, “a feeling, throughout, of being outdoors in nature, with plenty of sensory interest and many different types of experiences.” Sight lines are emphasized in the building central core, providing access to 4 exposures. Though the building materials do not reflect nature, the transparency of the envelope and site development allow for important visuals and access.
Appendix: Precedent Studies
Site Location: Seattle, WA, “choice” school with curriculum focused on environmental learning
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HAZEL WOLF K-8 E-STEM
synthesis
Trend 1: Classrooms are accompanied by common learning and areas for breaking out into groups or on your own. This speaks to a trend in education toward independent learning.
Trend 2: The focal point of the school is a large green roof/courtyard which hosts multiple different programs, both learning and play. It is easily accessible to student during the day to go outside and take a minute running up the ramp or examining the rain garden. Plans and Diagrams by NAC Architecture
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analysis
Appendix: Precedent Studies
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Human and Cultural: It’s been stated by the former Ambassador of Japan to the US, Nobuo Matsunaga that the Portland Japanese Garden is “the most beautiful and authentic Japanese garden in the world outside of Japan”. Designed with cultural exchange in mind, the garden was created to give all Portland citizens a tranquil garden space but also Interior Layout to create healing connections with Japan after world war 2 as a way of Adjacencies: Different than typical Japanese gardens that follow one homage and understanding of Japanese culture through nature. particular style, the Portland Japanese gardens combine a multitude of Japanese garden styles to engage different historical moments in Sensory: Paths are set in ways that create an experience for the guests, Japanese architecture. The Pavilion Gallery is set within the heart inspiration, serenity, tranquility and the aesthetic of nature are the of the Flat Garden. The Flat Garden was designed specifically for goals set for the individual experience. The Kashintei Tea House has a deliberately long path of stepping stones that represent a trek away from views from inside the pavilion to give an impression of a landscape the city known as “roji”. Fountains and waterfalls create tranquility as a photograph. Looking through the other side of the Pavilion Gallery trait of the Japanese garden style. The sand and stone garden is a blank offers views to the city and Mt. Hood symbolizing a separation of city bustle and garden tranquility. space meant for contemplation instead of meditation. Circulation in plan and section: See image
Buildings: The Kashintei Tea House-Translated as the Flower Heart Room is a tea house that was constructed in Japan and assembled in the Portland Japanese Garden. The Pavilion Gallery is used for hosting special events as well as exhibitions during open hours. The Cultural Village is the newest addition with multiple structures built in 2017 with a gold standard in LEED. The village is made up by the Japanese Learning Arts Center, the Vollum Library, the Tateuchi Courtyard, the Tanabe Garden, the Umami Café, and the Garden Gift Shop. Gardens: The entry garden starts with a water garden with cascading tiered ponds before going up a long winding path as if to resemble the initial voyages of from Japan over the pacific or Willamette or Columbia River. The tea garden is where the tea house is placed. Stepping stones create a distance between the “outside” world and the calm space of the tea house. Guests can stop at a water basin where they rinse their hands and mouth, metaphorically rinsing away dust of the world. The strolling garden is made up of upper and lower ponds connected by a stream. In the upper pond there is a tradition moon bridge and in the lower pond a zig-zagging bridge “yatsuhashi”. In typical Japanese Gardens these spaces are designed as small scale replicas of landscapes once visited, or a place of someone’s birth.
Appendix: Precedent Studies
Site Location Urban Context: Set amongst the hills of Washington Park in a way that overlooks city central Portland Climate: The climate is temperate oceanic with warm dry summers and mild winters.
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JAPANESE GARDENS-PDX
Spaces and Uses Quantity: 5 buildings, 6 gardens Size: 12 acres
The sand and stone garden is made up of raked stones often called a “karesansui garden” which means “dry landscape”. The goal of this space is contemplation through blank space. The flat garden is a continuation of the dry landscape garden through history. Additions to this style include a balance of manicured shrubbery and trees that create more depth. Water is represented through the raked gravel as mountains and hills are implied through the shrubs. The natural garden is the most contemporary of all the gardens. The garden does not focus on traditional plants to Japanese gardens but ones indigenous to Oregon. Particularly deciduous plants are used to portray seasonal changes such as blooms in the spring blooms, full body leaves for shade in the summer, changing colors of fall, and bare trees in the winter.
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analysis
Appendix: Precedent Studies
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Mechanical Systems Active: Throughout the new construction of The Cultural Village there is a thermal comfort system which uses ground source heat pumps that use geothermal wells 30 feet deep in the ground. Energy needs have been lowered significantly by geothermal wells, radiant flooring, and heat recovery ventilation systems as the efficiency reduces need for alternative fossil fuel sources. Passive: Large swatches of daylight allowed through the windows allows the buildings to require less artificial lighting reducing electricity bills. Overhanging roofs allow for passive shading for temperature and lighting purposes. The top roofs of the pagodas are green roofs reducing water runoff and creating a second element of interior cooling below. The design is also intentional in replicating thatch roofs.
Architectural Qualities Light: Floor to ceiling windows create an open quality that captures the elements of the garden from the sun shining to rain drops and fog forming on the glass. Scale: Moderate size buildings vary between single use rooms such as the pavilion and the café to the larger Cultural Village which has multiple uses, in all the scale is set to represent a smaller version of a gate-front town. Materiality: In the Pavilion Gallery there are “shoji” or translucent paper panels that integrate the pavilion light with the Flat Garden. Interiors of the buildings are designed with abundant use of wood down to furniture and ceiling which creates a soft natural element.
Appendix: Precedent Studies
Structural Systems Interior: A steel frame optimizes open space, clean lines, and large spans of windows Exterior: The buildings are wrapped with wood battens and pagoda style roofs are tiered in a traditional Japanese style. Thresholds were designed at courtyard level to continue the Portland Japanese Garden of inclusivity for all citizens of all abilities. Using all local materials the intention of the flatness between ground planes works to blur the edges of interior and exterior. Expression: The Cultural Village was designed with influence from Japanese gate-front towns that surrounded sacred shrines or temples, reflecting how the garden is portrayed.
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synthesis
Trend 1: The gardens emphasis nature as the top priority through the gardens in a form of cultural connection, and meditation. Schools also use nature as a tool to meditate and bring everyone together.
Trend 2: Where schools teach contemplation, the Japanese Gardens allow space for it, connecting the bridge of the importance of contemplation from students to everyday citizens.
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synthesis
“About Us.” Peace in Schools - Transformative Mindfulness Education, Peace in Schools, www.peaceinschools.org/about-us. Amelar, Sarah. “Hazel Wolf K-8 E-STEM School by NAC Architecture.” Architectural Record, BNP Media, 1 Jan. 2018, www.architecturalrecord.com/articles/13168-hazel-wolf-k-8-e-stem-school-by-nac-architecture. Baxter, Andy. “A Guide to Japanese Gardens for Landscapers.” BUILD, www.build-review.com/a-guide-to-japanese-gardens-for-landscapers/.
“Daylighting Interiors.” Velux, 2020, www.velux.com/what-we-do/research-and-knowledge/deic-basic-book/daylight/daylighting. DeAngelis, Tori. “Healthy Buildings, Productive People.” Monitor on Psychology, vol. 48, no. 5, May 2017, www.apa.org/monitor/2017/05/cover-healthy-buildings.aspxp. 40.
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Appendix: Precedent Studies
Trend 1: Connection to Nature. Both the garden and schools focused on meditation have a heavy emphasis on the connection to nature. Being close to nature is rooted in the sense of feeling grounded and getting more in touch with our biological clocks. Being in nature has been proven to improve your mood, reduce stress through a reduction in city chaos, and improve your physical health through fresh air and exercise. It also provides opportunities to explore and learn.
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Trend 2: Contemplation. Contemplation is a recurring trend in the garden as well as schools. Within the garden blank and calm spaces make way for opportunity to unwind and let the mind settle or overcome current stressors. Spaces of circulation can be transformed with mindful design principles to provide these opportunities in other typologies like schools.
Sources
“Classroom Windows.” The Green Market Oracle, 2010, www.thegreenmarketoracle.com/2010/09/green-school-buildings-many-benefits-of.html.
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OVERALL
“About Portland Japanese Garden.” Portland Japanese Garden, japanesegarden.org/about-portland-japanese-garden/.
Delaney, Megan. “Teaching in Nature: Taking the Classroom Outside.” Psychology Today, Sussex Publishers, 29 July 2020, www.psychologytoday.com/us/blog/nature-is-nurture/202007/teaching-in-nature-taking-the-classroom-outside. “Fields Park.” Office of Cheryl Barton, 2020, www.toocb.com/the-fields-park. “Hazel Wolf K-8 E-STEM School, Seattle Public School.” NAC Architecture: Architects in Seattle & Spokane, Washington, Los Angeles, California, www.nacarchitecture.com/portfolio/HazelWolfK8.html. “Jamison Square.” Cooper Hewitt National Design Awards, 2013, ndagallery.cooperhewitt.org/gallery/6630879/Jamison-Square. “Japanese American Historical Plaza.” Portland Society Page, 2017, www.portlandsocietypage.com/2017/03/23/ornamental-cherry-trees-signal-spring-at-the-japanese-american-historical-plaza/. “Japanese Gardens – History, Types, Elements, and More.” Kyuhoshi Japan Travel and Culture Guide, Arts & Design, Culture, Travel Guide, 12 Sept. 2020, www.kyuhoshi.com/japanese-gardens/. Kazmierczak, Laura. “For the Love of Nature! Introducing Biophilia in the K-12 Learning Environment.” NAC Architecture: Architects in Seattle & Spokane, Washington, Los Angeles, California, www.nacarchitecture.com/naclab/biophilia.aspx. “Library Windows.” Green HVAC, 2012, greenhvacrmag.com/2013/22-regina-public-schools/. Louv, Richard. “BACK TO THE SCHOOL OF THE FUTURE: The Real Cutting Edge of Education Probably Isn't What You Think It Is.” Children & Nature Network, 19 Aug. 2019, www.childrenandnature.org/2019/08/19/the-school-of-nature-greening-our-schools-may-be-the-real-cutting-edge-of-education/. Mcknight, Jenna. “Kengo Kuma's Major Expansion of Portland Japanese Garden Opens.” Dezeen, 4 Apr. 2017, www.dezeen.com/2017/04/04/kengo-kuma-major-expansion-portland-japanese-garden-opens/#:~:text=Japanese%20architect%20Kengo%20Kuma%20 has,Tokyo%2Dbased%20practice%20in%201990. Mead, Elaine. “The History and Origin of Meditation.” PositivePsychology.com, 9 Jan. 2020, positivepsychology.com/history-of-meditation/.
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Organicgardening4. “The Beauty of Zen Gardens and Their Wellness Benefits.” Pure Living for Life, 14 Nov. 2017, purelivingforlife.zohosites.com/blogs/post/beauty-zen-gardens-their-wellness-benefits/. “Pedestrian Promenade.” Land Perspectives, 2013, landperspectives.com/2013/04/16/pedestrian-promenades/. Porter, Heather. “Kashintei Tea House (Portland Japanese Garden).” Hanamichi Celebrating Tea and Dance, 31 July 2014, www.hanamichiflowerpath.com/2014/07/kashintei-tea-house-portland-japanese.html. Porter, Tara. “What If Schools Valued Wellbeing More than Results?” Tes, Tes Global Ltd, 16 July 2019, www.tes.com/news/what-if-schools-valued-wellbeing-more-results?fbclid=IwAR1XGFntpdaHIAUZCX-6mjBznGwIW1oSP6tE_MaEIeOsUdp3fr8-f-yiMiY. “Rosa Parks Elementary School.” Architects of Achievement, Bill & Melinda Gates Foundation, 2014, www.archachieve.net/realworldexamples/RosaParks/index html. “Rosa Parks Elementary School.” IBI Group, 17 Aug. 2020, www.ibigroup.com/ibi-projects/rosa-parks-elementary-school/. U.S. Green Building Council. Rosa Parks Elementary School, USGBC, 2008. “Shade Garden.” Garden Gate, www.gardengatemagazine.com/articles/design-ideas/all/create-a-stunning-shade-garden/. Smith, Carole. “Education Specifications (Elementary Schools).” Portland Public Schools, Apr. 2015. “Springtime Garden.” WITF Life Inspired, 2016, www.witf.org/2016/05/03/smart_talk_spring_gardening_and_planting/. STUTZER, ABBIE. “3 Rock Gardens That Calm Minds and Enhance Landscapes.” OA Organic Authority, 22 Oct. 2018, www.organicauthority.com/live-grow/3-rock-gardens-that-calm-minds-and-enhance-landscapes#:~:text=Rock%20garden%20benefits,from%20the%20wind%20and%20sun. “Sustainability Summary.” Cultural Crossing at Portland Japanese Garden, Hacker Architects, static1.squarespace.com/static/59542322ff7c5021d74d6412/t/5b872ad48985830fa4f3fec5/1535584981517/11.+Cultural+Crossing_Sustainability+Summary.pdf.
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Sources
Tanner Springs. 2020, i.pinimg.com/originals/06/3f/d1/063fd1250f527e0b2bb9f46138c4fafe.jpg.
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