LEARNING ENVIRONMENTS
SCHOOLS FROM FORESTS
Clemson School of Architecture | Fall 2020 Fluid Studio | ARCH 3510 + 8570 Professor: Dustin Albright | Sponsor: LS3P
PART 03
TABLE OF CONTENTS
PAGE
PROJECT OVERVIEW.................................................................................................................................................................................................................1
BACKGROUND RESEARCH THE FORESTS.............................................................................................................................................................................................................................11 FOREST PRODUCTS................................................................................................................................................................................................................21 BUILDING WITH TIMBER.....................................................................................................................................................................................................39
STUDENT DESIGN PROPOSALS GRADUATE PROJECT 01 [GABRIELLE BERNIER].................................................................................................................................................................................55 PROJECT 02 [STEFAN LANGEBEEKE].............................................................................................................................................................................65 PROJECT 03 [HUNTER HARWELL]...................................................................................................................................................................................75 PROJECT 04 [BRYAN HAZEL + AUSTIN WILLIAMS]................................................................................................................................................83
UNDERGRADUATE PROJECT PROJECT PROJECT PROJECT PROJECT PROJECT
05 [ADDIE CALLAHAN + ELLIE KUTZ].....................................................................................................................................................95 06 [ALYSSA HALLORAN + KATHLEEN CULLEN].................................................................................................................................105 07 [ASHLEY MEADE + STEPHANIE BOWERS]......................................................................................................................................115 08 [ELIZABETH VERA + ZARA SILVA-LANDRY].................................................................................................................................123 09 [EMMA HANSON + MOLLY GLASER + DANNY JARABEK]..........................................................................................133 10 [KARA AMMON + ZAIN SURKA]..................................................................................................................................................143
undergraduate design proposals
ADDIE CALLAHAN ELLIE KUTZ PROJECT 05
Our central idea was the different scales of learning that are needed to give a child a fully rounded education in their early years of K-12 schooling. The way which you can see this is in the 4 levels of scale of the building: the double height volumes being areas of community learning, the labs and additional spaces being areas of large group learning, the breakout rooms being areas of small group learning, and the window boxes being areas of individual learning and experience. Our program is built into the topography, begining with the most important classroom wing, and then sinking down to the lowest topography. The administration wing is then added on, bending to accomodate the existing trees. Finally, a connector is asded with additional classrooms, which are seperated to from the more active spaces. The overall building orientation takes advantage of northern light for the classrooms and minimizes east and west light, following the topography of the site rather then the orientation of the surrounding neighborhoods. The lower lying areas provided an opportunity to manage scale with the neighborhood and still allow for taller structures. As such, the classroom wing responds to the scale of the neighborhood, which the more active side of the building responds to the scale of a potential park occupying the rest of the site.
+ classroom block
site base
site base
public space block bent to accommodate trees
connector between two blocks
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classroom block
building in site
+ public space block
SITE PLAN
CONTEXT PLAN
96
classroom wing
connector with additional classrooms
kitchen
cafeteria
music room
media center
administration
gymnasium
PROGRAM AXON
CIRCULATION DIAGRAM
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SUN PATH DIAGRAM
classroom wing
classroom wing
connector with additional classrooms
kitchen
cafeteria
music admin
gymnasium
media center
MAIN LEVEL
BOTTOM LEVEL
ELEVATION | FRONT ENTRANCE
ELEVATION | GYMNASIUM + CLASSROOMS
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MAIN CIRCULATION
SECTION THROUGH COURTYARD
WALL DETAIL A + B
SECTION THROUGH CLASSROOMS
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WALL DETAIL A [NO GLAZING]
WALL DETAIL B [WITH GLAZING]
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STRUCTURAL AXON
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beams
trusses columns
&
structural walls
STRUCTURAL FRAMING PLAN
STRUCTURAL VIGNETTE
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Avoided greenhouse gas emissions:
Carbon Summary
8394 metric tons of carbon dioxide
CARBON CALCULATIONS
Total potential carbon benefit: 15133 metric tons of carbon dioxide
Results
Equivalent to: Project Name: Volume of wood products used: 7,636 cubic meters (269,647 cubic feet) U.S. and Canadian forests grow this much wood in:
December 13, 2020 3199 cars off the road for a year
Results from this tool are based on wood volumes only and are
21 minutes
estimates ofEnergy carbontostored within wood products and avoided operate 1598 homes for a year emissions resulting from the substitution of wood products for
Carbon stored in the wood:
non-wood products. The results do not indicate a carbon footprint
6739 metric tons of carbon dioxide
global warming potential and are not intended to replace a detaile
Avoided greenhouse gas emissions: 8394 metric tons of carbon dioxide Total potential carbon benefit: 15133 metric tons of carbon dioxide
Equivalent to: 3199 cars off the road for a year
Energy to operate 1598 homes for a year
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Date:
Forest Lake Elementary
cycle assessment (LCA) study. Please refer to the References and
Notes' for assumptions and other information related to the calcul
PRECEDENTS
SLOVENIA BUSINESS SCHOOL VOJTECH
WEST BUCKLAND SCHOOL RUNDELL ASSOCIATES
INVERTED KING POST TRUSS
REVERSE BOWSTRING TRUSS
REFERENCES Images https://www.archdaily.com/905527/how-inverted-king-post-trusses-allow-for-large-elegant-open-spaces https://www.dezeen.com/2010/06/29/west-buckland-school-by-rundell-associates/ https://www.pinterest.com/pin/735001601655259679/ https://www.riko-hise.si/en/offer/construction/wooden-facades/ Information Frontiersin.org https://www.kawneer.com/kawneer/north_america/en/products/MetroView-FG501T.asp ktb.gov.tr Makeitwood.org https://www.thinkwood.com/mass-timber/clt
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ASHLEY MEADE STEPHANIE BOWERS PROJECT 06
We saw this project as a way to bring students together as a community. Not only did we strive to achieve this with the building’s form and circulation but also as a response to the site. While exploring and analyzing the site, we noticed that there was a clear line of connection from one side of the site to the other. As we continued, we wanted this idea of connection of the site to be emphasized within the building and site design. The form of the building is kept simple for accessibility. This started with two bars: a classroom bar, and administration or shared space bar. To connect the two wings, we added a piece that we are calling the “strap”. We wanted this to be perceived as if we were piercing through the building with a bar that mainly contains flexible space for community-based learning. As a way to encapsulate the central courtyard further, the gym was moved to mimic the grain of the strap. While we felt firm in the form of our building, the circulation of the interior spaces was greatly important to how we programmed its entirety. By keeping the pathways central in each bar and level, we were able to keep framed views all the way through. In turn, this would help embrace the building’s connection to the site’s design.
CLASSROOM BAR
ADMINISTRATION BAR
SHIFT ADMINISTRATION FOR VIEWS
PIERCE WITH STRAP
ADD GYM TO BOX CENTRAL COURTYARD
ENCASE GYM TO MIMIC STRAP
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PROGRAM DIAGRAM
ELEVATION | PRESERVATION
ELEVATION | TRANSLUCENT + PRIVATE
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BOTTOM FLOOR
MIDDLE FLOOR [GROUND LEVEL]
TOP FLOOR
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SECTION THROUGH END DOUBLE HEIGHT SPACE
WALL DETAIL A
SECTION THROUGH STRAP + GYM
SECTION THROUGH STRAP
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WALL DETAIL A
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STRUCTURAL AXON
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FACADE MATERIALS
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VIEW FROM STRAP
GYMNASIUM
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VIEW FROM COURTYARD TO GYM
PRECEDENTS
SEATON HALL MANHATTAN, KANSAS BNIM ARCHITECTS + ENNEAD ARCHITECTS
COTTONWOOD VALLEY CHARTER SCHOOL ENVIRONMENTAL DYNAMICS INC.
JACKSON HOLE AIRPORT JACKSON, WY CLB ARCHITECTS
SEATON HALL MANHATTAN, KANSAS BNIM ARCHITECTS + ENNEAD ARCHITECTS
NORTH VANCOUVER CITY HALL VANCOUVER, BC MICHAEL GREEN ARCHITECTS
MANSUETTO HIGH SCHOOL CHICAGO, ILLINOIS WHEELER KERNS ARCHITECTS
REFERENCES Kansas State’s Seaton Hall- Manhattan, Kansas- BNIM Architects and Ennead Architects -Stance on topography within the courtyard https://www.bnim.com/project/seaton-hall-renovation-expansion Clyfford Still Museum- Denver, Colorado- Allied Works Architecture -Material use of textured concrete or purposeful grain. Using of wrap around window placement for emphasis https://www.archdaily.com/203388/clyfford-still-museum-allied-works-architecture-2 Mansueto High School- Chicago, Illinois- Wheeler Kern Architects -Facade grain and alongside the positioning with the windows. Also, the use/mix of facade materials. https://wkarch.com/catalog/mansueto-high-school/ North Vancouver City Hall- Vancouver, British Columbia- Michael Green Architects -How the ends are framed for enforced views. Also how it is framed with timber http://mg-architecture.ca/work/north-vancouver-city-hall/ Cottonwood Valley Charter School- Socorro, New Mexico- Environmental Dynamics Inc -Use of garage door for openness and transparency https://www.equiterra.design/projects-1/pohl-xatrw-h38df-xnh6g-ncrg7-zgy4w-by9rk-b4lf7-f98hh-hagek-y2k7t-285je Jackson Hole Airport- Jackson, Wyoming- CLB Architects -use of a metal king truss system https://clbarchitects.com/projects/jackson-hole-airport-expansion/ OTHER USEFUL SITES https://www.rieder.cc/en/architecture/products/concrete-skin/ https://gateprecast.com https://www.perotmuseum.org/exhibits-and-films/permanent-exhibit-halls/the-building.ht https://www.cutler-anderson.com https://kierantimberlake.com https://www.equitone.com/en-us/materials-en-us/?gclid=Cj0KCQiAk53-BRD0ARIsAJu 114
DANNY JARABEK EMMA HANSON MOLLY GLASER PROJECT 07 The project is driven by the idea of growth and evolution through the emergence of an angular roof from the natural landscape, the growth of CLT and mass timber construction, and most importantly the evolution of the student users. The roof challenges the capabilities of CLT by producing independent, continuous ribbon forms that house the integrated volumes beneath and create unique visual experiences throughout. The mass timber products are utilized in a variety of creative schemes in order to maximize its potential for psychological benefits, internal acoustics, and structural adaptability. What ties the building’s form and structure together, however, is the important role of growth and development for the students of Forest Acres. Starting with the “roots” of Kindergarten, the students move through the stages of tree growth forming “sprouts,” branching “trees,” and ultimately leaving primary school with “forests” of knowledge. These icons serve as visual way finding devices throughout the building, truly reflecting the holistic values of the project.
CIRCULATION AXIS
SOLAR ORIENTATION
ENVELOPE ROOF
EXTERIOR VIEWS
OUTDOOR LEARNING
BRIDGE ACCESS
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CORE SPACES GYM CLASSROOMS
ADMIN MEDIA CENTER
AERIAL VIEW
BUS DROP-OFF LANE + BOH OUTDOOR LEARNING SPACES
GREENHOUSE
COMMUNITY PARK + WALKING PATH
VISITOR PARKING + ENTRANCE
PRIMARY STUDENT ACCESS
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GROUND FLOOR
FIRST FLOOR
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CORE SPACES 1 BUS DROP-OFF ENTRANCE
PRE-K + K
3RD + 4TH
1 PRE-K CLASSROOM
1 3RD GRADE CLASSROOM
2 BACK OF HOUSE ENTRANCE
2 KINDERGARTEN CLASSROOM
2 4TH GRADE CLASSROOM
3 MUSIC ROOM
3 CHILD DEVELOPMENT
3 BREAKOUT ROOM
4 KITCHEN
4 BREAKOUT ROOM
4 LEARNING HUB
4 SERVING
5 LEARNING HUB
3 13
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5 CAFFETERIA 6 GYM 7 STAGE 8 MEDIA CENTER/READING ROOM
1ST + 2ND
5TH + OTHER
9 PRODUCTION STUDIO
1 1ST GRADE CLASSROOM
1 5TH GRADE CLASSROOM
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VISITOR ENTRANCE
2 2ND GRADE CLASSROOM
2 GIFTED/TALENTED CLASSROOM
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RECEPTION
3 BREAKOUT ROOM
3 SPECIAL NEEDS CLASSROOM
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CONFERENCE ROOM
4 LEARNING HUB
4 BREAKOUT ROOM
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PRINCIPAL’S OFFICE
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HEALTH
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CAR DROP-OFF ENTRANCE
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TEACHER BREAK/WORK AREA
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COVERED TERRACE
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2ND LEVEL READING AREA
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LEARNING STAIR
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BALCONEY LEARNING AREA
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NASA LABS
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ART STUDIO
GROUND FLOOR
FIRST FLOOR
PERSPECTIVE SECTION
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EXPOSED CLT
Interior visual access to exposed wood surfaces has proven psychological benefits in educational environments. The roof and many shear walls expose the interior CLT surfaces intentionally for these health & wellness reasons.
REVERSIBLE JOINTS
Limited welded/fixed joints allows for greater adaptability of parts and reuse of building materials. The preference of woodto-wood joints over steel connections encourages future growth and evolution of the building.
CORK ACOUSTIC
Cork acoustic layers are added to the CLT floor construction layers in order to mitigate internal airborne and impact sound. Utilization of this product also incorporates another creative use of wood products in the project.
CROSS-LAMINTED TIMBER PANELS: 70,000 FT3 LIGHTWOOD FRAMING: 5,000 FT3 GLULAM STRUCTURAL FRAMING: 15,000 FT3
~90,000 FT3 TIMBER PRODUCTS
7 MINUTES
US/CANADIAN FOREST GROWTH
995 METRIC TONS CO2 EMISSIONS AVOIDED
754 CARS
OFF THE ROAD FOR A YEAR
ELEVATIONS
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CLT ROOF ASSEMBLY
SLAB/FOUNDATION ASSEMBLY POLISHED CONCRETE FINISH FLOOR
CLT WALL ASSEMBLY CLICK-ON TIMBER BATTONS
OF
CLERESTORY DETAIL
CLT ROOF CONNECTION
FACADE STRAPPING
CORK ACOUSTIC MAT 4” CONCRETE SLAB
WINDOW FRAME
ACOUSTIC INSULATION 5-PLY CLT WALL PANEL
FOOTER DETAIL
4” GRAVEL SUB-LAYER POURED CONCRETE FOOTER W/ STEEL BASE PLATE CONNECTION
CLT ROOF ASSEMBLY STANDING SEAM METAL ROOF
CLT ROOF ASSEMBLY
VAPOR BARRIER ROOFING MEMBRANE
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CLT WALL ASSEMBLY
ACOUSTIC INSULATION
CLICK-ON TIMBER BATTONS 3-PLY CLT ROOF PANEL
FACADE STRAPPING GLULAM BEAM
ACOUSTIC INSULATION 5-PLY CLT WALL PANEL
CLERESTORY GLAZING PIPE SECTION STEEL COLUMN
CLT FLOOR ASSEMBLY POLISHED CONCRETE FINISH FLOOR CORK ACOUSTIC MAT
FLOOR
5-PLY CLT FLOOR PANEL GLULAM BEAM
SLAB/FOUNDATION ASSEMBLY POLISHED CONCRETE FINISH FLOOR CORK ACOUSTIC MAT 4” CONCRETE SLAB 4” GRAVEL SUB-LAYER POURED CONCRETE FOOTER W/ STEEL BASE PLATE CONNECTION
SLAB/FOUNDATION ASSEMBLY POLISHED CONCRETE FINISH FLOOR CORK ACOUSTIC MAT 4” CONCRETE SLAB 4” GRAVEL SUB-LAYER POURED CONCRETE FOOTER W/ STEEL BASE PLATE CONNECTION
WALL SECTION & DETAILS
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CLT panels 12’ 6” x 18’
6 panels 12’ 6” x 25’
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SECTION PERSPECTIVE THROUGH CLASSROOM WING
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CHARRED WOOD SIDING
CLT PANEL ROOF, WALLS, FLOORS
CORK ACOUSTIC MAT FLOORING
STANDING SEAM ZINC ROOF
CLT ROOF ASSEMBLY
CLT WALL ASSEMBLY (THERMAL ENVELOPE)
CLT EXTERIOR WALL ASSEMBLY 3-PLY CLT WALL PANEL FACADE STRAPPING CHARRED WOOD EXTERIOR FACADE
WALL SECTION + MATERIALS
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MOSFELLSBÆR PREPERATORY HIGH SCHOOL
MANASSASS PARK ELEMENTARY SCHOOL
ENVIRONMENTAL NATURE CENTER PRESCHOOL
A2F ARKITEKTAR MOSFELLSBÆR, ICELAND
VMDO WITH O’SHEA + WILSON SITEWORKS MANASSASS PARK, VA
LPA, INC. NEWPORT BEACH, CA
-angular building form -glazed central core -innovative in-between spaces
-amphitheatre/outdoor learning space -division of classroom wings into different “seasons” -Optimize indoor/outdoor relationship
-2020 COTE TOP TEN -angled roof structure -creative covered outdoor spaces
PRECEDENTS + EXTERIOR RENDERING
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ZARA SILVA-LANDRY ELIZABETH VERA PROJECT 08 Looking at the site context some of the noticeable qualities of our site was the different experiences throughout the site from the change of the topography. The existing Forest Lake Elementary school sat at a higher level which was opposite to their tree-heavy playground in the northeast corner of the site. We wanted to play with this idea and have this be a part of our design approachbwith how our flow of circulation can be experienced at different levels. We also wanted to look at the idea of learning environments and how those are being designed today compared to in the past. Some of the main topics being discussed at the moment for the future success of school design are: technology integration, safety/ security, transparency, multipurpose space, and outdoor learning. We wanted to keep this in mind throughout the development of our design. The project translates these values by incorporating transitions to the exterior and framing important views for the kids who interact with the space.
MASSING
TOPOGRAPHY SHIFTS
GREEN SPACE
MASSING WITH COURTYARDS
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brookfield rd
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bus loop + parking car loop + parking back of house / utility drive extra activity parking community park and fields community garden main entrance media center cafeteria kitchen gymnasium outdoor learning areas music classroom art classroom classroom neighborhoods playground spaces outdoor gathering spaces
OUTDOOR LEARNING
CIRCULATION
circulation
green spaces (courtyards)
views
AERIAL VIEW
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pre-k and kindergarden play space
GROUND FLOOR
fields
SITE SECTION
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art & music
main courtyard
roof terrace administration
third grade outdoor learning
FIRST FLOOR
“learning forest”
play space
media center
main courtyard
cafeteria
circulation
green space
core spaces
nodes
administration
classrooms PROGRAM DIAGRAM brookfield rd brookfield rd
pre-k and kindergarden playkindergarden space pre-k and play space
wedgefield rd wedgefield rd
art & music art & music
main courtyard main courtyard
roof terrace administration roof terrace administration
third grade outdoor learning third grade outdoor learning
wedgefield rd wedgefield rd
greenpines rd greenpines rd
media center media center
main courtyard main courtyard
cafeteria cafeteria
BUILDING SECTIONS
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STRUCTURAL AXON
MEDIA CENTER SECTION
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CLT Panel (5ply )
CLT Panel (3 ply )
Glulam Girder Glulam Beams Steel Connection
Glulam Column Roofing Membrane
CLT Panel (3 ply ) Exterior Wood Paneling
Glulam Girder
340 tons of CO2 stored 15,942ft3 of wood
Facade Shading
Glulam Column
1080 tons of CO2 benefit 730 tons of CO2 avoided gas emissions
Parapet Roofing Membrane
Insulation CLT Panel (3 ply )
Facade Shading (Vertical Wood)
Exterior Wood Paneling
Steel Connection
Rigid Insulation Drained Cavity
Glazing
Hard Carpet Flooring Foam layer
Vapor Barrier
Concrete Layer
Gypsum Board/Latex Paint Layer
Metal Sheet Layer Weather Proofing layer
CLT Panel (5 ply) Glulam Girder
Glulam Beam
Glulam Column
Exposed CLT
Sliding Door System
Coating Layer (stained) Concrete Slab Gravel Layer
MEDIA CENTER STRUCTURE
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STANDARDIZED CLT PANEL SIZE same stocked panel size for 3-ply CLT.
25’
same layup and bed size for the table press. dimensions allow for CLT panels to be made 10’ x 50’ and cut down to 25’ or 15’ depending on classroom ceiling heights.
6HR 30MIN 385 MILES
panels with these dimensions are used for double story buildings like the first and second grade and fourth and fifth grade neighborhoods.
10’
FOREST LAKE ELEMENTARY
SMARTLAM
SMARTLAM
DOTHAN, AL
manufactures CLT panels and GLULAM beams and columns. CLT panels are made of southern yellow pine with maximum dimensions of 11’ x 51’. our panels would fit within these dimensions.
5-axis CNC machine cutting a 10’ x 50’ CLT panel down to a 10’ x 25’ for the walls of the double story classroom building at SMARTLAM in Dothan, AL.
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STEP 1: WALLS
STEP 2: COLUMNS
A CLT wall panels are composed of 4 10’ wide by 25‘ tall and are 3ply thick
C columns have a square base of 14” and a length of 25’
parts you’ll need:
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E
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CLT INFORMATION
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B CLT wall panels are composed of 2 10’ wide by 25’ tall and are 3ply thick
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B A
B
GLULAM beams and columns would also be made out of southern yellow pine.
parts you’ll need:
A 4x
B
4x
C
4x
STEP 3: BEAMS parts you’ll need:
D beams are 2.67’ deep by 14” wide with a length of 40’ E beams have a dimension of 2.67’ deep by 14” wide and a length of 20’
STEP 4: FLOORING
parts you’ll need:
D E
20x
8x
F CLT floor panels are 10’ wide by 20’ wide and are 5ply thick
10’ 20’
F
60x
5TH GRADE CIRCULATION
CORE SPACES
coping parapet wall roofing membrane insulation
exposed CLT ceiling glulam beam
facade shading system CLT wall glass window pane window sill drywall
carpet concrete slab CLT floor panel
exterior wood cladding drained cavity rigid insulation vapor barrier CLT wall flashing glulam column
carpet flooring concrete slab gravel layer insulation vapor barrier footing
RENDERINGS & WALL SECTION
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CLASSROOM CONSTRUCTION REFERENCES
Flatpack Kindergarten- Fulda, Germany- Stefanos Filippas -Modular construction of classroom space -Prefabrication of pieces -”Exploration Porches” https://stefanosfilippas.com/flatpack-kindergarten
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Urban Village Project- Tacoma, WA- Mahlum Architects -Process of construction -On-site development https://www.urbanvillageproject.com/
PRECEDENTS
REFERENCES St. Teresa’s Sixth Form Center- Effingham, UK- IF_DO Architects -Breaking up massings of program -Outdoor learning areas -”Exploration Porches”
Arlington Elementary School- Tacoma, WA- Mahlum Architects -Multilevel courtyards -Outdoor spaces that flow inside and outside the design https://www.vmdo.com/discovery-elementary-school.html
https://www.archdaily.com/908190/st-teresas-sixth-form-center-if-do
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ALYSSA HALLORAN KATHLEEN CULLEN PROJECT 09 MASSING
Our building design for the Forest Lake Elementary School takes shape from the grid of neighborhoods and roads surrounding the site. A parallel grid is created from the neighborhood southeast of the site as a diagonal grid is created from the neighborhood northwest of the site. Some of the main goals in the design that were inspired by our precendents and take shape throughout the design process include the idea of outdoor learning. This was very strong in our design by creating outdoor spaces to be used as program space and everyday use. Next was the idea of the green valley to allow green space to flow through the building and highlight exterior circulation. Finally, the idea of public vs. private space stood out in both the placement of the program and the exterior facade of the building.
TOPOGRAPHY SHIFTS
GREEN SPACE
STUDENT PLAY SPACE
MASSING WITH COURTYARDS BUS DROP OFF
STUDENT WALKWAY LOADING DOCK
CAR DROP OFF
COMMUNITY PLAZA
CIRCULATION
plaza greenpines road bus stop
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valley
parking lot
wedgefield road
COMMUNITY
SUPPORT
The community space is made up of the gym, auditorium,and the media center. The space is located at the edge of the program to allow access after hours by the community. The double height space allows light to enter at the higher levels. Mezzanine spaces allow for program placement and circulation to the exterior terraces
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The academic wings of the building consist of 4 program learning blocks seperated by grade. They are found at the edge of the building along the natural tree barier to allow the classes to be more private. These spaces are offset on top of eachother to allow the connection to the green roofs to be utlized for outdoor learning.
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ACADEMIC
The support spaces include the kitchen and serving areas, custodial offices, and administration offices. This program block is located at the center of the building to be private from the public but easily accessed by the program on either side. The spaces are extended to be two floors to fit program requirements.
AERIAL VIEW
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7 1. Gymnasium 2. Locker Rooms 3. Loading Dock 4. Kitchen/ Support 5. Pre-K & K 6. Break out space 7. Art Room 8. Music Room 9. 1st & 2nd Grade 10. Administration Core 11. Administration Courtyard
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1. Gym Terraced Seats 2. Auditorium/ Dining 3. Outdoor Dining 4. Serving/ Kitchen 5. Outdoor Learning Space 6. 3rd & 4th Grade 7. Break out space 8. 5th & Other 9. Health 10. Guidance 11. Labs 12. Media Center
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1. Media Center Terrace 2. Library 3. Media Center Classrooms
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kitchen
admin
kitchen
media
media center
admin
1st, 2nd, 4th, 5th
administration
gym gym
auditorium
media
auditorium
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CLT
sheathing insulation CLT cable
cable
GLULAM glulam
SHEATHING
sheathing insulation CLT cable
cable
glulam
CABLES CLT
INSULATION
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CLT
metal coping weather barrier sheathing rigid insulation 5-ply CLT panel glulam beam
concrete topping slab 3-ply CLT
glulam post and beam connection
glulam beams polycarbonate exterior finish polycarbonate curtain wall system
beam steel pins steel plate column concrete topping slab gravel
gym wall section
metal coping weather barrier sheathing rigid insulation 5-ply CLT panel glulam beam
metal flashing connection clip angles and bolts steel frame insulation
timber paneling
timber screening curtain wall system
concrete topping slab 3-ply CLT
truss to beam connection drum and torsion springs track radius horizontal track support vertical track assembly jamb brackets
gym floor jack-up slab assembly concrete slab gravel
beam hanger conncetion steel pins tension rod concrete slab gravel packed soil
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POLYCARBONATE
The composition of polycarbonate microcells creates a soft, naturally diffused light with a wide range of possible colors, brightnesses, and opacities. This material is used on the facade of the building facing the green valley to allow students to be able to view the valley and create a more open connection.
TIMBER PANELS
This facade is created from timber panels treated with a weatherproof coating. The use of timber panels on the exterior facades of the building work to block the school from the community and create a seperate intimate space within the site.
PLAY
LEARN
LEARN
LEARN
PLAY
OUTDOOR LEARNING
Our design works to intergrate outdoor spaces into the program and everyday use.
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PUBLIC
LEARN
PLAY
GREEN VALLEY
The center of the design is carved out to allow the surrounding green space to flow through the buildings.
PRIVATE
LEARN
PRIVATE PUBLIC
PRIVATE VS. PUBLIC SPACE
The design is largely open to the community but features a distinct seperation between public and private space in the program as well as the facade and landscaping.
metric tons
cars off the road for a year
o
l
1,940
utdoor
e
s
cubic meters
569
rs
ales
2,197
colo
yspac pla
transp nc are y
biosw
t
o
utdoor
n lear ing
cs s ti
dining
l az a
acou
dayli
gh
np
do out or
space
garde
e op
en
arg
energy to operate
284 homes for a year
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REFERENCES
PAVILION FOR AN ARTIST/ BUREAU LADA
Goal to use a polycarbonate facade for a lightweight recyclable material with a natural translucency that blurs the edge between interior and exterior.
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LOBLOLLY HOUSE/ KIERAN TIMBERLAKE
The merging of a timber and polycarbonate facade system maintains the wood atmosphere on the exterior but also brings a level of translucency and natural light with the polycarbonate.
REHOVOT COMMUNITY CENTER/ KIMMEL ESHKOLOT ARCHITECTS
The exterior timber panel facade system adds a dynamic visual appearance to the outside of the building and introduces the wood material palette.
EAST CHINA BILINGUAL KINDERGARTEN/ SCENIC ARCHITECTURE
Goal to provide this kindergarten a courtyard environment for children to perceive nature.Connections of courtyards through exterior circulation.
WILKES ELEMENTARY SCHOOL/ MAHLUM
Emerging from the hillside, the structure of Wilkes is knitted with the natural environment. The building extends into the site, allowing the sloping of the site to carry the user from one area to the next.
GEODE
Represents the idea of private versus public that is found in program placement of the building as well as in the facade system used in our design. The geode concept hides the beauty within the building, calling you to enter and explore.
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KJ AMMON ZAIN SURKA PROJECT 10
For the Forest Lakes Elementary School, we envisioned four goals. Our first goal was to create flexible learning environments. Research shows the importance of accommodating different learning styles within elementary educations. As the building is located within a small suburb of Columbia maintaining the scale of the area was crucial. Another goal was to form a connection to the on-site forest through envelope, program, and form. Our last main goal was to create access for students and the public to the school and site for a variety of purposes. The site functions as a school playground as well as a public park. The division of programming within the building allows for parts of the building to open after regular school hours. Through our research, we noted three valuable learning environments of traditional classrooms, age-specific neighborhoods, and active learning spaces. All of these environmentss are enhanced through exposed wood which has numerous health benefits for the students.
GYM
ADMIN
CLASSROOMS
FOREST CONNECTION
COMMONS
FINAL MASSING
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program
c
z
public use admin and service common use spaces traditional classroom
CIRCULATION
ZONES
PROGRAM
AERIAL VIEW
144
GROUND FLOOR
145
SECOND FLOOR
CLASSROOM
SOCIAL NEIGHBORHOOD
PLAYGROUND VIEW
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BUILDING SECTIONS
SECTION PERSPECTIVE
147
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WALL SECTIONS
149
GROUND FLOOR
FIRST FLOOR
WALL SECTION & FRAMING PLANS
150
main entrance
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PRECEDENTS
precedents
8th China Flower Expo Information Center Lab Architecture
Kroyers Plads, Copenhagen Cobe
Discovery Elementary School VMDO Architects
REFERENCES 8th China Flower Expo Information Center- Lab Architecture -Stance on topography within the courtyard https://www.archdaily.com/460654/8th-chinese-flower-expo-information-centre-lab-architecture-studio Kroyers Plads- Copenhagen, Denmark- Cobe -Material use of textured concrete or purposeful grain. Using of wrap around window placement for emphasis https://www.cobe.dk/place/kroyers-plads Discover Elementary School- Arlington, Virginia- VMDO Architects -Facade grain and alongside the positioning with the windows. Also, the use/mix of facade materials. https://www.vmdo.com/discovery-elementary-school.html
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