Yost 2009 professional, teaching, & creative portfolio

Bambi Yost, M.L.A., M.U.R.P. Professional, Teaching, & Creative Portfolio

Bambi L Yost, M.L.A., M.U.R.P.

3761 Perry Street

Denver, CO 80212

www.BambiLYost.com

Bambi_L_Yost@yahoo.com

720.217.2871 c

Biography Bambi Yost, M.L.A., M.U.R.P. (website in progress: www.BambiLYost.com) University of Colorado at Denver and Boulder Research Center Affiliations: Children,Youth and Environments Center for Research and Design with Dr. Louise Chawla (http://thunder1.cudenver.edu/cye/index.htm) Learning Landscapes with Professor Lois A. Brink (http://www.learninglandscapes.org) Land Use Futures Lab with Dr. Brian Muller (http://home.comcast.net/~rpglam/storage/projects.html) Hello. I am a 5th year Design and Planning doctoral student at the University of Colorado at Denver where I also completed my masters degrees in Landscape Architecture and Urban and Regional Planning. I currently work full-time as a Graduate Part-Time Instructor, Teaching Assistant, and Research Assistant for the Environmental Design Undergraduate Program in Boulder and for the Architecture & Planning Graduate Program in Denver. My dissertation topic, “Exploring Childhood Attachments to Natural and Outdoor Play Environments” focuses on ethnographic and innovative mixed-methods, schoolyard environments and behaviors, place attachment, benefits of access to the natural world, and children & youth. I will be completing my comprehensive exams and presenting my dissertation proposal spring 2009.

Since 2001, I have worked as the Project Manager for Professor Lois A. Brink’s Learning Landscape program. In addition to overseeing construction and budgets, I have planned, designed, organized, and led community-based design-builds. To date, 48 Denver Public School Learning Landscape playgrounds have been rebuilt and sustained with Denver community, partnering organizations, Denver Public Schools faculty and students, University of Colorado at Denver graduate students, and AmeriCorps Volunteers. Over the years I have helped Learning Landscapes raise 58 million dollars through public and private donations, grants, and school bonds to support the Learning Landscapes. In spring of 2008 I began working with the Boulder Valley School District to implement Learning Landscapes at 25 sites. Starting spring 2009, I will be teaching graduate and undergraduate Learning Landscapes courses for the University of Colorado and the Boulder Valley School District.

In addition, I currently serve as a research assistant to Dr. Louise Chawla and the Children,Youth and Environments (CYE) Center and to Dr. Brian Muller and the Land Use Futures Lab. (LUFL) My research for CYE focuses on beneficial environments for children and youth. My research for the LUFL focuses on qualitative methods and analysis and public comments as they relate to place attachment to BLM lands and national forests.

Prior to pursuing my masters degrees, I was a Program Manager and Environmental Educator for five years for the Chesapeake Bay Foundation in Virginia where I designed and led watershed and wetlands programs. I have an extensive background in participatory planning, youth empowerment, community development, outdoor education, volunteer coordination, physical design and construction, grant research and writing, and project management.

Bambi Yost, M.L.A., M.U.R.P. Professional Portfolio

Bambi L Yost, M.L.A., M.U.R.P.

3761 Perry Street

Denver, CO 80212

www.BambiLYost.com

Bambi_L_Yost@yahoo.com

720.217.2871 c

The Learning Landscapes Initiative Roles: Project Manager, Teacher, Researcher, & Author Years: 2001-Present Total Budget: 58 million Average Budget per Playground: $450,000 Grant Funding (Author & Collaborator): $576,141 To date, I have helped rebuild and sustain 48 Denver Public School Learning Landscape playgrounds with Denver community, partnering organizations, Denver Public Schools faculty and students, University of Colorado at Denver graduate students, and AmeriCorps Volunteers.

What follows is a small sample of the many community projects I led and managed.

A Young Girl Helps Paint Picnic Tables at Gilpin Elementary School

What are Learning Landscapes?

Students Painting Outdoor Mural

Maintaining Whittier Elementary School

Smith Elementary School Volunteers

Bromwell Elementary School Sculpture

• Schoolyard landscapes that support physical activity, outdoor learning, and improved social interaction.

• Multi-generational spaces for outdoor play opportunities for both students and the community.

• Aesthetically pleasing focal points for the community.

• Public green spaces in a highly urban setting which promote livability for children and families.

• Participatory community-based playgrounds which encourage civic engagement.

BEFORE - Columbian Water Harvest Garden Area, 2000

AFTER - Students Weeding and Pruning Water Harvest Garden Area, 2006

Learning Landscape Accomplishments* • • • • • • •

DURING - Planting of Columbian Water Harvest Garden Area, 2003

Planting Water Harvest Garden

48 built Learning Landscapes in Denver $58 million raised to date 8,500+ community volunteers 18,000+ students served 250,000+ city residents served 250+ AmeriCorps volunteers 20+ volunteer organization partners * As of December 2008

Carson Initial Design Concept, Pencil on Trace Paper with AutoCAD Overlay - 2003

Ecosystem Transect Garden

Nautilus Shade Structure

Gateway Detail

Kid’s drawings

Main Entry

Dragonfly Hopscotch

Lizard Leap Land

Model of Sound Sculpture

Fractel Pattern Revealed in Stones

Before

After

Phase I Gardens

What If Science Garden Area

Carson Elementary School Learning Landscape - Denver, CO Role: Project Manager & Designer Years: 2001 (phase I) - 2004 (completion of build) Products: Conceptual Design, Design Documents, Curriculum Development Carson Elementary School is a magnet school for the hearing impaired. I conceived the basic design after conducting several sound studies on-site and interviewing users. A pattern of elements and forms spreads out across the playground based on both the Fibonacci Series and the paths of sound waves. Playful educational elements include lizard leap-land, “what if” science garden, insect games, transect ecosystem garden, nautilus pavilion, and more.

Carson Aerial Photos - BEFORE with Phase I Completed, 2002 (top) and AFTER with “What If Science Garden” still to be created, 2007 (bottom)

ABBR

SCIENTIFIC NAME

Native Plantings Annual Grass Grass Grass Grass Grass Grass Grass Grass Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Perennial Shrub Shrub Shrub Shrub Shrub Shrub Shrub Shrub Shrub

COMMON NAME

Helianthus maximiliana Sunflower, Maximilian Andropogon gerardii Big Blue Stem Calamagrostis acutiflora Karl Foerester Deschampsia cespitosa tufted hair grass Festuca glauca Blue Fescue Liatris spicata 'Kobold' Gay Feather Panicum virgatum 'Heavy Metal' Heavy metal Switch Schizachyrium scoparium Little Blue Stem Stipa tenuissima Mexican Feather Grass Achillea servica serbian yarrow Agastache cana sonaoran sunset Agastache rupestris Hyssop sunset Amorpha canescens Lead plant Artemisia cana silver sagebrush Artemisia frigida Sage Brunnera macrophylla forget-me-not Campanula persicifolia Bellflower,peach leaved Coreopsis grandiflora Early Sunrise' Echinacea purpurea coneflower Epilobium fleischeri willow herb Erigeron compositus Cut Leaf Daisy Eschscholzia californica California Poppy Heliopsis helianthoides Summer sun False sunflower Hemerocallis Happy Returns Day lily Hemerocallis 'Carey Quinn" Red with gold Daylily Ipomopsis aggregata scarlet gilla Lavendula angustifolia Hidcote - Lavender Mirabilis mulitflora four oclocks Nepeta x faasenii 6 hills giant catnip Oenothera macrocarpa evening primrose Phlox subulata phlox Salvia nemorosa 'May Night' May night salvia Sedum arce evergreen stone crop-gold moss Sedum spurium Red Carpet Sempervivum species hens and chicks Solidago Golden Baby Golden Rod, Thymus praecox 'Minus' dwarf creeping thyme Antennaria dioica 'Rubra' pussytoes Asclepsias tuberosa butterfly weed Atriplex canescens Salt brush, four-wing Chrsothamnus nauseosus albicaulis subs Rabbit Brush Tall Blue Juniperus horizontalis 'Wiltinii' blue rug juniper Ligustrum vulgare 'Lodense' Lodense Privet Potentilla atrosanguinea RED cinquefoil Potentilla fruticosa 'Sutter's Gold' sutters gold potenilla Prunus virginiana melanocarpa Chokecherry, Native

AMT

SIZE

COLOR

HEIGHT

WIDTH

#1 #1 #1 #1 F15 #1 #1 #1 #1 #1 #1 #1 #5 #1 #1 #1 #1 #1 #1 #1 F15 F15 #1 #1 #1 F15 #1 #1 #1 #1 F15 #1 F15 F15 F15 #1 F32 F15 #1 #5 #5 #5 #5 #1 #1 6.0'

GO/SUM-FAL

8 4-6' 4-5' 1.5 8"- 10" 3 3-4' 2.5 2-3' 4-8" 18-24" 2-3' 2-4' 3 4-12" 12-18" 2-3' 18-24" 24-36" 12-18" 4-6" 1-2' 3-4' 12-15" 30-36" 12-24" 8-12" 1-3' 2-3' 1-2' 6-8" 18-24" 2-4" 2-4" 2-6" 1.5 1" 2-3" 18-24" 6 3 18" 2-3' 12-18" 1-2'

1.50 - 2 2-3' 18-24" 2

PU/JUL-SEP

Wh : sp-su Pi : su Or-Pi : su-fa

BL : May-June BL : ear-lat su Ye : Ear su Pu/Jul-Sep Pi/Sp-Fa Wh/L-sp - M-su Or/Ea-sum Go/Sum-fall Ye/Sp-Fall e/Early mid seaso RE/SP-FALL BL/ear.sp-sum Pu-Re/mid sum LAV/ear-lat sum LtYE/mid-sum Pi/May - June Pu/ear-lat sum Ye/May - June Re/Jul - Aug Re/su Y/JUL -AUG pink/ear su Pi Or : Jul-sep GREEN RE/SUM Ye/ear-lat sum

12-18" 2.5 1-2' 12-15" 12-15" 2-3' 2-3' 3 18-24" 8-10" 6-12" 12-18" 18-24" 12-18" 12-18" 8-12" 2-4' 2-3' 18-24" 12-18" 12-18" 12-18" 12-18" 6-12" 3 3 6 3-4' 12-18" 2-3'

Lincoln Elementary School’s Learning Landscape - Initial planting plans (left top and bottom), quick sketch of trees for faculty and student review, (left middle) and native plant list.

Neighborhood Kids Playing in the Summer

Lincoln Elementary, School 2008.

Lincoln Elementary School Learning Landscape - Denver, CO Role: Project Manager & Designer Years: 2005-2006 Products: Planting Plans, Curricular Development, Educational Design Elements Working with Intrinsic Design, I created planting plans and educational elements such as butterfly, multicultural, native, and vegetable gardens; an outdoor amphitheater, and science areas. Recreational opportunities include playing fields, climbing boulders, and age appropriate play areas.

Kinetic Shade Structure - 2003 I designed this shade structure to allow for movement of the “masts� which anchor the wing-like roof pieces. The idea was to create awareness about wind and sound and light as the rooftops sway in the breeze. Unfortunately it was never built due to budget constraints. All drawings were drafted in AutoCAD.

Learning Landscape Volunteer Projects - Denver, CO Role: Project Manager & Volunteer Coordinator Years: 2001-2007 Volunteers in Action

Volunteers help create and maintain the Learning Landscapes. Projects which I oversaw included: play equipment assembly, sod laying, planting, painting murals & banners, painting & setting tiles, building raised planter beds, mulching & weeding, setting pavers, stamping concrete, and more.

Educational Murals Created with Students and AmeriCorps NCCC Volunteers at Eagleton Elementary School

Selected Volunteer Projects

AmeriCorps NCCC Volunteers Pruning

Grassed Fields

Eagleton Smith

Columbian Columbine

Capital Improvements Timeline Continued 2011

2012

Replace Plastic Play Equipment Cowell Fairmont Greenlee Whittier Smedly Swansea

Blacktop Overlay Cowell Fairmont Greenlee Whittier Smedly Swansea

Replace Large Grassed Fields Fairmont Whittier

Replace Small Grassed Fields Cowell Greenlee Swansea Whiittier

Rubberize Erosion Hill Garden Place

2013

Replace Engineered Wood Fiber

Garden Place

Blacktop Overlay

Colfax Crofton Eagleton Munroe Remmington Smith

Replace Large Grassed Fields Munroe Remmington

Replace Small Grassed Fields Colfax Crofton Eagleton Smith

Replace Plastic Play Equipment Colfax Crofton Eagleton Munroe Remmington Smith

2014

Replace Engineered Wood Fiber Cowell Fairmont Greenlee Whittier Smedly Swansea

Replace Engineered Wood Fiber Colfax Crofton Eagleton Munroe Remmington Smith

Blacktop Overlay

Barrett Castro Columbian Columbine Ebert Gilpin Mitchell

Replace Large Grassed Fields Fairmont Whittier

Replace Small Grassed Fields Columbian Columbine

Replace Plastic Play Equipment

2015

2016

Replace Engineered Wood Fiber Barrett Castro Columbian Columbine Ebert Gilpin Mitchell

Replace Site Furniture Garden Place

Crack/Seal Coat Blacktop Garden Place

2017

Crack/Seal Coat Blacktop Cowell Fairmont Greenlee Whittier Smedly Swansea

Replace Small Grassed Fields Cowell Greenlee Swansea Whiittier

Replace Site Furniture Cowell Fairmont Greenlee Whittier Smedly Swansea

2018

Crack/Seal Coat Blacktop Colfax Crofton Eagleton Munroe Remmington Smith

Replace Small Grassed Fields Colfax Crofton Eagleton Smith

Replace Site Furniture Colfax Crofton Eagleton Munroe Remmington Smith

2019

Crack/Seal Coat Blacktop Barrett Castro Columbian Columbine Ebert Gilpin Mitchell

Replace Engineered Wood Fiber Cowell Fairmont Greenlee Whittier Smedly Swansea

Colfax Crofton Eagleton Munroe Remmington Smith

Garden Place

Columbian Columbine

Replace Athletic Apparatus

Replace Engineered Wood Fiber

Replace Site Furniture

Replace Engineered Wood Fiber

Replace Play Equipment

Replace Small Grassed Fields

Garden Place

2020

Garden Place

Re-Rubberize Erosion Hill Garden Place

Barrett Castro Columbian Columbine Ebert Gilpin Mitchell

Replace Artificial Turf Ebert

Barrett Castro Columbian Columbine Ebert Gilpin Mitchell

20-year Projected Timeline and Budget (2001-2021) Learning Landscape Maintenance Costs Since Denver Public Schools did not have a maintenance schedule or budget, Professor Lois A. Brink, Director of Learning Landscapes, and I created one for them. Costs were calculated based on facility management and contractor estimates to help plan for ongoing maintenance fees and to raise additional money. These budgets were a critical component of the 2003 and 2008 bonds which were passed to help build and maintain the playgrounds. For several years I provided general on-site maintenance checks and special technical assistance as needed.

Denver Public Schools Learning Landscape Annual Maintenance Costs for 2008

Responsible Party Areas Activity DPS LANDSCAPE AREAS

Built 2000 Cycle

Cycle

QTY

Irrigation Replace Grass Field

Grassed Areas/Small Field

Repair/Vandalism Fertilize , Top Dress, Aerate, Mow Soils Prep to replace sod 40K+ sq. ft.

Fertilize , Top Dress, Aerate, Mow Soil Prep to replace sod

Trees/Shrubs Replace/Prune

annually SF

Maint -sweeping & infill

HARDSCAPE AREAS Blacktop area Crack/Seal Coat

NA

2000

NA

2000

1.00 annually LS

5000.00

1.00 annually SF

0.15

63,000

0.15

NA

10.00 10 yrs

Swansea

Whittier

QTY

Cost

QTY

Cost

QTY

Cost

QTY

Cost

Built 2002

Built 20

Colfax

Crofton

Eagleton

Remington

Munroe

QTY

Cost

QTY

Cost

QTY

Cost

QTY

Cost

QTY

$200

7744

$774

4675

$468

400

$40

1533

7744

$153

3500

2500

4900

1360

$0

$525

$375

$735

$5,000

$5,000

$5,000

$5,000

70,000 $10,500

$0

$204

$5,000

$9,450

$0

$5,000

$5,000

$9,150

$5,000

100.00

$100

$100

$100

$100

$100

$100

$100

LS

50.00

$0

$0

$0

$0

$0

$0

$0

SF

0.15

SF

2.50

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

1.00 annually SF

0.05

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

16.50 600.00

Repaint- field

3.00 3 years

300.00

30.00 30 yrs 1.00

LS

3000

32642

1000

$4,896 5400

$810 33000

6000

$4,950

2000

8000

$1,200 13800

$100 4000

2500

$2,070 26400

$3,960 43000

$6,480 46800

15-25yrs per yr.

SF

NA

$5,000 43200

100.00

2500

$5,250 NA

$5,000 NA

LS

15 yrs

$375 35000

$5,000 61000

LS

1.00 3 yrs

2500

$5,000

5-15yrs per yr.

$6,450 NA

$100

$100

$100

$0

$0

$0

$375

5700

$855

6000

$900

NA

$100 $0 2500

$375

5000

$0

$600

$600

$600

$600

$600

$600

$600

$600

$600

$600

$600

$600

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

$2,500

SF LS

2500

15 years LS 20 years LS 25% 10 years LS 20 years LS 5% annually SF 1.00 6 yrs

SF

8 yrs

SF

1.00

13500

$675 10000

$500

13,312

$675

8000

$400

8000

$400 4897

$245

9000

$450 12163

$608

1.00 8.00

6939

13500 $6,939

1200

18900

9855

13500

$13,500

$18,900

$9,855

$9,600

NA LS

1200.00

1.00 annually LS

5 yrs

500.00

DPS TOTALS

SCHOOL TOTALS

Smedley

Cost

Built 2002

1-5yrs per yr.

1.00 annually LS

VOLUNTEERS TOTALS

Greenlee

QTY

Built 2002

1.00

25.00 25 yrs

Site Based Training

Fairview

Built 2002

0.15

Repaint-

NON-TRADITIONAL ELEMENTS Vol/Site Based Sculpture Repair Tiles Replace/Repair Banners Replace Repair Murals Replace Maintenance Garden Beds/Plots Prune Paths/Crusher Fines Replace EWF Maintenance/til Plantings Replace

Built 2001

0.35

Replace

Grounds

Built 2001

SF

9.50

NON-TRADITIONAL ELEMENTS Rubberized Hills Replace rubber Rock Area Shade Structure/Gateway Repair-painting & fabric MISC.

Cost

Built 2001

1.00 annually SF

4.50

Replace

QTY

Built 2001

5.00 5 yrs

SY

Replace all

Graffiti Repair

SF

SY

EWF Refill

Cost

Built 2001

30.00 30 years

5.00 5 yrs

Annual Repair/Vandalism

Fairmont

QTY

0.15

10.00 10 yrs

Site Furniture Replace Athletic Apparatus Replace Playground Equipment Replace plastic parts

Cowell

0.10

Overlay

Concrete Walks/ Replace HARDWARE

Built 2001

SF

3.00 3 years

Prune

Mulch Infill Artificial Turf Replace

Cost

Built 2001

2% year

Track/Plaza Top Dress Crusher Fines Regrade

Unit Price Unit per cycle Inflation RATE Garden Place

3 yrs

LS

3 yrs

$1,200

$1,200

$500

$500

$1,200 $500

$500

$1,200 $500

$500

$500

$500

$500

$500

$28,800

$14,650

$20,499

$9,100

$15,196

$10,222

$15,340

$21,161

$18,609

$28,590

$36,885

$26,814

$1,000

$1,000

100.00

100.00

100.00

100.00

300.00

LS

annual

LS

200.00

7 yrs

LS

2500.00

LS

100.00

LS

100.00

LS

0.10

4 yrs

$1,200

$500

$300

1000.00

3 yrs

1.00 annual

$1,200

$500

1000.00 $200

$200

$200

$200

$200

$2,500 100.00

100.00 $500

2.00 year

SF

0.05

$675

1.00 2yrs

LS

250.00

$250

$666

$400

100.00

100.00

100.00

100.00

$400

$245

$450

$608

$347

$675

$945

$493

250.00

250.00

250.00

250.00

$1,225

$600

$3,366

$600

$700

$345

$750

$708

$1,697

$2,325

$1,295

$843

$31,250

$15,850

$27,231

$10,300

$16,596

$10,912

$16,840

$22,578

$22,003

$33,240

$39,475

$28,500

Before - looking north towards main intersection

After - looking north towards main intersection

Residential Design - Denver, CO Role: Designer Year: 2008 I landscaped this small property using as much free and found material as possible. Sandstone was reclaimed from a local site and many plants were started from seed or were propagated.

Final material costs were under $1000.

Bird feeder made from found objects

After - Construction in progress looking southwest towards house

Before - looking southwest towards house

Birdfeeder made with found objects

Vegetable garden in driveway

Trellis under construction

Water fountain made with recycled copper

Teaching Philosophy “What we have to learn to do, we learn by doing.” ~ Aristotle I am a firm believer in hands-on education and service-learning and make every effort to provide students with the opportunity for both as often as possible. I know that enthusiasm is contagious and strive to engage my students in thoughtful and provocative dialogue on a regular basis. When teaching design courses I encourage students to take “leaps of faith” and to experiment.

As an instructor I try to instill self-confidence and to teach communication skills using a variety of media. There is no one way to design or to think. Students need to learn what works best for them and then to challenge themselves to push beyond their comfort zones. As a process-oriented person, I am less concerned about final products in entry-level courses than I am about what is being learned and how well students craft their projects. As students gain confidence, knowledge, and skills, I expect them to produce work which clearly demonstrates an understanding of design principles, human behavior, site selection, plant and material selection, ecology, and sustainability.

What students and volunteers have said about me...

“To a creator of dreams, a purveyor of imagination...Thank you Bambi for an amazing experience this round. Your dedication is contagious and your perseverence is inspirational.” ~ AmeriCorps NCCC Earth Four Team, 2006 “As a current student of hers in Advanced Planning Methods II, I am often astounded at the alacrity with which Bambi is able to explore and explain even the most nuanced aspects of planning research methods. Her nimble intellect is exceptional, as she can clearly maneuver between in-depth statistical analysis, art historical methods of visual perception and design, the psychological underpinnings of human behavior, and proven techniques of successful community development efforts to improve the sustainability and design of the built environment.” ~ Deryn Ruth Goodwin, Graduate Student, 2008 “Her teaching technique is well-structured, thorough, and energetic. Ms.Yost has a unique talent in weaving practical examples from her own relevant experience into her lectures - an effect which infuses her teaching with practical, real-world examples that engage and energize her students.” ~ Kristin Kirkpatrick, Graduate Student, 2008

Bambi Yost, M.L.A., M.U.R.P. Teaching Portfolio

Bambi L Yost, M.L.A., M.U.R.P.

3761 Perry Street

Denver, CO 80212

www.BambiLYost.com

Bambi_L_Yost@yahoo.com

720.217.2871 c

Learning Landscape:

Students of this course work with a Denver Public Elementary School, its constituents, and selected experts to design a master plan for future campus improvements.

The intent of this master plan is to lay the foundation for an urban space that responds to the needs of its users, including both the school and its community. These master plans are catalysts for invention and aim to maximize creativity. From the years 1999-2003, UCD in partnership with Denver Public Schools, and a host of other public and private entities raised 10.6 million dollars and constructed 22 Learning Landscapes for Denver Public Schools. (Course Syllabus) From the survey results, including children’s favorite playground survey of free drawing, favorite photo votes, photo taking, and existing playground condition surveys, the vision and the goals, as well as a spatial diagrams, are proposed and presented to the school members.

Vision:

Spatial Diagram:

We embrace new opportunities of growth in our neighborhood with the expan-

sion of Light Rail and support playgrounds as healthy and sustainable places. We seek a learning landscape at McKinley-Thatcher that will be safer, more inviting, linked to Platt Park, and a forum of the neighborhood.

Goals: 1. Develop more inviting open space for the neighborhood.

2. Improve the safety and quality of the playground and increase diversity of playground equipment.

3. Provide fitness and recreational opportunities for community members as well as for students at McKinley-Thatcher Elementary School.

4. Involve the community in a maintaining their new sustainable landscape, which includes green building materials, energy efficient design, and ecological principles.

5. Introduce the community to healthy environments by offering native cultivated plantings.

Existing Site Map Turf Space: Underutilized

Main Entrance

Service Entrance

ECE/ Kindergarten, G 1, 2 Playground: Constricted

ECE

y Librar 1 4 3 2

Gym

K

Turf Space: Underutilized Intermediate Playground: Constricted

Children’s Perception: examples of the survey results

Source of the aerial photo: Terra Server

Basketball/Tetherball Space: Isolated from other students’ outdoor activities

Ball Field: Underutilized

Outdoor Classroom: Under-utilized

Journeys of the playground

By Heather Hufford

N

Favorite Photos: Votes for Photo

Prepared by NOBUKO KOMURA, Urban Planning, Architecture and Planning

This is the first course in a trilogy of interdisciplinary courses focused on the Learning Landscapes. In this class Professor Lois A. Brink and I teach graduate students how to conduct research with elementary school students, teachers, staff, and community to create master plans for Denver Public Schools. These master plans are used to raise money and to help guide the design process in the design studio. All plans are reviewed by Denver community, Denver Public School facility managers, teachers, students, contractors, and practitioners before being approved.

Completed master plans go under review again prior to build.

Faculty mentor, Lois Brink, Landscape Architecture, Architecture and Planning

LA ARCH 6290, LA 6686, URP 6686: Finding Common Ground – Master Planning Course

40 30 20

14

14

10

31

28

21

19 9

7

4

3

6

7

19

13

5

9

29

Free drawing/Monkey bar

Photo taking/Planets on the ground

Free drawing/Swings

Photo taking/Dog sculpture

Free drawing/Tire Swing, Basketball...

Photo taking/Hand prints

29

9

13

14

18

19

0 1

2

3

4

5

8

9

10

11

12

13

14

15

16

17

I would want a climbing wall on the playground because it feels like you are on a journey to reach the top of the tallest mountain in the world. When you are at the top, you feel good for surviving the challenge. When you look north, you see opening sea with a mouth of blue darkness. Look in the east, as if a dark shadow covers the Earth. Look to the south, you see a flock of birds heading toward warmth of the Earth. Look in the west, a sunset saying go and sleep in the peaceful night. (Grade 2, McKinleyThatcher Primary School)

P h o to N u m b e r

I like it I do not like it

Source: Learning Landscape Survey Board

Student Work: Nobuko Komura - Master Plan Research

What I like and do not like at the school playground

Student Work: Cindy Craig Harper - Mitchell Elementary School Illustrative Design & Shade Structure Model

Mitchell’s Built Shade Structure, 2005

ARCH 6910, LA 6720, URP 6686: Designing Common Ground - Interdisciplinary Studio IV/VI

Student Work: Pamela Bjorlo & Jason Kost - Gathering Area

Student Work: Darby Brooks Presenting Design Documents & Study Models

This advanced studio is the second course in a trilogy of classes focused on the Learning Landscapes. In this studio graduate students create design documents for Denver Public Schools.

These documents build on master plans created in a previous course. All designs are reviewed by Denver community, Denver Public School facility managers, faculty, students, contractors, and practitioners before being approved and submitted to the School District for the bidding process.

ARCH 6910, LA 6686, URP 6686: Building Common Ground – Interdisciplinary Design-Build Course In this third Learning Landscape course students gain hands-on experience working on murals, benches, banners, gardens, raised beds, concrete walkways, brick pillars, retaining walls, game tables, tiles, and more. Denver Public School students, faculty, facility managers, engineers, and contractors work with graduate students. I have taught this site-based service-learning course for several years. I believe this class offers some the best, and most enjoyable, learning opportunities and is well worth the effort.

Students participating in design-build activities

Student Tim Prescott operating a bobcat for the first time under my supervision

Students participating in design-build activities

Student Work: Jen Goings - 12� x 16� Ink on Arches Paper

ENVD 2002: Environmental Design Graphic Media In this introductory graphics course I teach hand rendering, freehand drawing, and technical drafting using a variety of media.

Different types of drawings produced include: gestural, diagrammatic, perspective, axonometric and plan oblique, Composition, texture, color, typography, light, shadow, and graphic standards are explored in-depth. Special emphasis on cognitive aspects of drawing (Gestalt principles, visual perception, etc) are highlighted throughout the semester.

Student Work: Clockwise from the Top - Character Sketches by Todd Anderson (pencil), Sarah Zarba (ink), and Liz Smith (charcoal) Student Work: “Resources for the Homeless Map” by Lillian Ruiz, 16” x 16” Ink on Mylar

Student Work: Gwathmey Residence and Studio Perspectives by Mikkel Christensen (top left), Christin Brandow (top right), Lillian Ruiz (bottom left), & Jill Petre (bottom right)

ENVD 2002: Environmental Design Graphic Media Con’t.

Student Work: Plan, Elevation, & Section Drawings by Jeremy Walters, 16” x 16” Pencil on Vellum

Student Work: Exploded Axonometric Drawings by Lillian Ruiz (top) & Mikkel Christensen (bottom), 16” x 16” Ink on Mylar

Student Work: “Senseless: There’s a Whole World Out There” Psychogeographic art installation by Tom Johnston

ENVD 2001 Social Factors in Environmental Design Psychogeographic mapping and cognitive mapping are the two main projects in this course. As a Teaching Assistant I gave a special hands-on collaborative workshop on how to create psychogeographic art installations as part of a personal derives project. I also taught students how to collect and analyze cognitive maps using Kevin Lynch’s methods.

Although I no longer serve as a Teaching Assistant for this course, I still give guest lectures and workshops.

Student Work: Cognitive Map Project by Tom Johnston, 11” x 17” Pencil on Vellum

Student Work: Cognitive Map Project by Ashley Micikas, 11” x 17” Ink on Mylar

Student Work: Dan Powers - Artifact Installation Chatauqua Park, Boulder, CO

ENVD 1004 Introductory Studio As the main instructor for this undergraduate introductory design studio I related all projects to Chatauqua Park, a local open space area, so that they could actually explore their site in person. In this studio students were required to create 1) an artifact from found objects on the site, 2) a simple shelter, 3) a village, and 4) a garden cottage. The emphasis of this studio is on concept, process, and model-making. with special attention to site analysis and experiential learning.

Student Work: Taylor Pridgen -Artifact Project

Student Work: Breannah Stroh - Artifact Project

Student Work: Ian Swallow - Simple Shelter Using Only Natural Objects

Student Work: Concept Collage by Alex Michalik

Student Work: Dylan Warren and Jackie Lee work on their Village Model (left), completed Village Model (middle), Jonathan Miller and Kayla Steffek work on their Village Model (right)

Student Work: Garden Cottage Model by Alex Michalik, Rodolfo Romero, Leigh Levato, and Tony Munoff

Student Work: Clockwise top left to bottom left - Shelter Model by Charlie Umbarger, Breannah Stroh presenting Garden Cottage Model, Village Model Close-Up, Ian Swallow with Garden Cottage Model, Garden Cottage Model by Alex Hoover, and Garden Cottage Model by Kayla Steffek

Student Work: Alex Michalik - 8”x20” Collage (top) and Sketchbook Drawings (bottom)

Student Work: Alex Michalik - Sketchbook Drawings

Artist’s Statement When admiring a painting, Don’t examine the paint.

When meeting an artist, Don’t look at the brush. ~ Taoist Deng Ming-Dao

Interactions and transformations have always fascinated me. I am particularly drawn to people and places in transition and find that I am most inspired when trying to express the moments or places “in between.” What is unseen or unsaid is often most appealing. I am not sure if this is because I am constantly in search of answers or if it is because dynamic relationships are more frequently charged and alive but I do know that I prefer places and themes of cross-over, edges, transitions, and contrasts. In particular I love ecosystem “edges” and apply ecological principles to man-made environments whenever I think about designing for people. After all, we inhabit cities in much the same way that a deer lives in the forest.

My creative work tends to be very conceptual and diverse as I love to experiment with materials and ideas. When making things I prefer to use natural or found objects and inexpensive or recycled things. I typically start with a few loose sketches, words, and conceptual models and then just keep producing until I am spent. I am definitely in the “flow” when creating and love having time which allows for relaxed and intense creative sessions. Poetry and music frequently play an integral role for me when designing. I have been writing songs and poems ever since I can remember.

Although much of my work is conceptual and not “practical,” I also enjoy entrepreneurial endeavors and strive to create “win-win” scenarios which are economically feasible and desirable. In particular, I love creating sustainable settings which foster beneficial relationships between people, places, and natural and man-made systems. At my core I am an environmentalist who wants to make a difference. I believe in social equity, environmental rights, and the power of place. In fact, I am currently brainstorming with a friend interested in developing a nonprofit focused on economic stability using microfinance loans and other strategies in third world nations. A dream project of mine is to take students to a third world country as part of a multidisciplinary economic development exchange program which fosters sustainable and aesthetic problem-solving, cultural and global awareness, and empathy for others.

To date I have not exhibited much artwork beyond the University setting but I would like to eventually. I have been collaborating with friends for several years and thrive in team settings. I am currently working on a team art installation titled “There’s No Place Like Home” with Dr. Joe Juhasz and Rori Knudsten. My creative process feeds my soul and makes me feel more human and alive. My hope is that others who read or see or experience my artwork find at least a few things that they can take away with them.

Bambi Yost, M.L.A., M.U.R.P. Creative Portfolio

Bambi L Yost, M.L.A., M.U.R.P.

3761 Perry Street

Denver, CO 80212

www.BambiLYost.com

Bambi_L_Yost@yahoo.com

720.217.2871 c

“Unseen Exchange” - 8.5” x 11” Mixed Media Collage

“Crescent Park In Situ” - 8.5” x 11” Mixed Media Collage

Man In Situ “Under the Skin”

“The Remaking” - 8.5” x 11” Mixed Media Collage

For this series I focused on the interaction of man and environment.

Exploration of a local park revealed layers of conscious and subconscious relationships resulting in a visual and poetic “book” trying to answer the question, “What impressions do we make on our environment and what impressions do our environments make on us?”

“Human Nature Interacting” - 8.5” x 11” Mixed Media Collage

“This earth, like the body of an animal, is wasted at the same time it is repaired.” ~ Hutton “Transforming” - 11” x 17” Mixed Media Collage

“Two Points Taking a Walk” - 8’ x 8’ x 3’ Installation Mixed Media

Point, Line, Plane, & Volume: Waking I created this art installation as part of a studio project and relied heavily on poetry and prose to guide my design and discovery process. Installations, models, videos, paintings, and sketches were created to evoke a sense of wonder and awareness of little things frequently taken for granted. Concepts of duality, “being” and dwelling, and “place-making” were explored in depth.

Close-Up Images of Installation

Waking… to the Song of Wolves I am twelve, waking from a sound sleep to the song of wolves. They were back at the flat rock by the maple syrup hut. The moon was full and my blood ran thick with each heartbeat calling me to them.

“Lyrical Lair” - 10” x 10” Collage

I got out of bed and walked quietly downstairs (missing the fifth step from the top so my sister would not wake. She always worries too much).

It was August, just before we had to return to school. The sky was huge! Stars everywhere and a moon so bright you could almost read by the light.

They kept howling – long low guttural sounds followed by higher and higher melodies of longing.

“Pine” - 8.5” x 11” Ink on Mylar

I knew that feeling. I never wanted to return. I loved the farm and the river and the magic of summer more than anything else. My dad and step-mom bought the rundown farm during the 70’s dairy bust in upstate New York. 375 acres filled with beaver dams, porcupines, and more - fields and forest readily available to us. My stepsister and I would explore until dark and then quietly make our way home using only our senses to determine the way. We were adventurers.

“Meadow Series” - 11” x 8.5” Ink on Mylar

“Inverted Forest” - 8.5” x 11” Ink on Mylar Painting

“Inverted Forest” - Flipped 180 degrees

Inverted Forest - night and day As part of a personal exploration, I created a series of drawings and models which explore the dualities of place. Experiments with anamorphic drawings, inverted paintings, and figure ground studies express complex relationships shifting with the viewer’s perspective. The paintings above are exactly the same but one has been flipped 180 degrees. This painting is about being on the edge and crossing over into twilight and other realms of understanding.

Cultivating Extinction

flame goes out, night grows cold you lie beside me, dead to my touch offering a corpse, a lifeless shell veiled in veneer, an object to behold detached and alien, origins unknown unspoken losses fallen, silent at your feet waking ghosts of what was and what will be linger in shadows calling into unknown and unpredictable flow living dead, longing to breath deep civilized nature repressing instincts instinctual nature repressing civilization in middle, living exists animating inanimate pausing, lengthening, overlapping, interacting where gathering occurs, life manifests self exploding with potential full of all - death, decay, rebirth, growth mutation, transformation, metamorphosis intrinsically soul full overflowing with memories, passions, possibilities fears driving desires to make a mark, leave a trace, create artifacts dynamic forces tearing down creating new immortality glistens jewel out of reach without meaning makers left to read, remember, repeat

Narrative Landscape As part of my exploration of dwelling, I created concept models, a video using Adobe Premiere, and an art installation related to my poem at right.

technology driving heartbeats cash feeding souls windswept land mines crashing far below civilized dreams consuming instincts empty and incomplete edges made broken middles part whole

Crown Hill Crematorium in Space,Time, Motion, and Memory In this series of photographs and pencil drawings I attempted to reveal how we move through and experience place both during exploration and afterwards in our memories. Many sketches and composites were drawn and erased and redrawn much like our fleeting glimpses of the past.

“Crown Hill Crematorium in Time, Space, Motion, & Memory” - 24” x 36” Composite Pencil Drawing

“It’s about relationships, not points.”

18” x 24” Clay and Pasta Study Model

24” x 36” Hand-Rendered Grading Plan

Reciprocal Nature of Design I designed these two sites as studio projects with the theme of reciprocity in mind. I have always been intrigued by dynamic relationships and “living” systems.

The sustainable energy park on the opposite page includes solar panels and wind turbines to supply energy for the park and neighboring residential and commercial areas in exchange for additional access roads and land. The park edges were kept open to allow for easy flow of wildlife and people. Ditches and mounds add variety and provide a sense of privacy for visitors and residents. Creative use of zoning and design resulted in a mixed-use area meant to stimulate the economy while enhancing natural areas.

The residential design on this page was set in a cypress swamp and provides wildlife habitat and bird watching and boating opportunities.

36” x 42” Pencil Drawing with Close-Up

Drawings in Pencil and Charcoal Technical, gestural, and realistic drawings created with pencils and charcoal fill my sketchbooks.

“Chick-fil-A Production and Distribution Map” - 24” x 36” Illustrator Drawing and Flash Video

“Sub-Urban Mining Timeline” - 1’ x 5’ Photoshop, Illustrator, & InDesign Drawing

Fast Food Nation: Sub-Urban Mining - Claiming Hidden Resources Fast food chains impact our environments and personal health on a global scale. I created these graphics as part of a studio project focused on production and distribution networks for Chick-fil-A’s fast food restaurants. This research lead to greater understanding of how our food choices impact our land uses and physical environments.

Most people associate waistlines with fast food but in this project I analyzed waste-lines instead. It is estimated that approximately 200 pounds of food waste is produced for every $1,000 in restaurant sales, which means that in an area like Denver, with over 500 fast food restaurants alone, an enormous amount of waste is available for worm composting. I actually proposed a business plan to Commerce City based on this design. At the time everyone wondered if my idea were really feasible but now, six years later, Denver is implementing a similar program using residential waste for worm composting. I have no doubt that fast food restaurants will be used for something like this in the future.

“Sub-Urban Mining Corridors and Site Map” - Excerpt from 5’ x 5’ AutoCAD, Photoshop, Illustrator, & InDesign Drawing

“Corporate social responsibility is achieving commercial success in ways that honor ethical values and respect for communities, the natural environment, and people.”

-Business for Social responsibility (BSR), a non-governmental organization whose mission is to promote corporate social responsibility

“Future Transit” - 8.5” x 11” Photoshop Collage

Thank you for your time.

Bambi