Denver Elementary School For The Visually Impaired DANI KOLKER | SAMANTHA EICHHORN
STAPLETON ELEMENTARY SCHOOL
FOR VISU IMP
ARCH 609 | Nilou Vakil | Spring 2020
2
TABLE OF
CONTENTS 4
DESIGN THESIS
6
SITE ANALYSIS
8
PROGRAM AND FORM
10
SITE PLAN
12
FLOOR PLAN
14
PROGRAM AND CLASSROOM MODULE
16
MATERIALS AND STRUCTURE
18
SECTIONS
20
SECTION DETAILS
22
ELEVATIONS
24
DIAGRAMS
26
PERSPECTIVES
3
DESIGN THESIS
4
Education is a critical component of a child’s growth and development. The education one receives in the primary years of their life sets the stage for future development that takes place all throughout the rest of their life. In the case of students with visual impairments, often times their learning environment does not properly cater to their specific needs. It is important to consider the ways in which a child’s built environment can impact their learning experience. This school for children with visual impairments is designed to foster an adaptive and responsive learning environment in order to allow a child to grow through encouragement, independence, inclusion and confidence. Denver is a unique and cultivating city, full of neighborhoods that celebrate both the rich history and vibrant future of the city. The Stapleton neighborhood has been one of the most recent additions to the city’s infrastructure. Over the past decades, the neighborhood has grown to become one of the most favored areas for families to live. Stapleton is an area that is defined by their close-knit community, countless outdoor spaces, and family-friendly areas that can be found throughout the neighborhood. When walking the streets of Stapleton, one feels comfortable in an environment that is inclusive to all individuals. This school will be embedded into the existing context of Stapleton by creating an learning environment where the community can engage, connect and participate. The ways in which the built environment can impact the child’s learning experience are intended to serve as driving design principles throughout the development of the project. Sensory design recognizes that we understand and navigate the world using all of our senses. The proposed design emphasizes orientation, touch, light, and sound. While keeping the building occupants size in mind, the scale of the building will reflect the surrounding residential area and create a space that makes the children feel comfortable as well as the other occupants. As one approaches the building, the entrance is designed to be well-defined. Clarity of access is important to begin one’s spatial experience with a comprehensive understanding. Upon entry, the occupant will be guided through the space in a way that is organized according to levels of privacy. The building utilization will be well-defined by the organization of space according to the degree of privacy that is desired.
Following the form of the building, it is crucial to consider the ways in which the building program and navigational system will impact the child’s experience. In order to allow for a comprehensive building understanding, the wayfinding design should be considerate of the visual impairment of the students. This is accomplished through differentiation of material usage as well as implementation of a guide rail system. The classroom design will foster an environment for learning that motivates students to become more independent and confident. In order to create this environment, the classrooms will be located separate from the more populated spaces to assure that there is little disruption and distraction during their focus time. The classrooms will also include supporting spaces that allow for individual growth and development when a student needs more direct learning. Architecture has the ability to impact student health and well-being. Specifically, schools are a type of architecture in which the design can affect the way people feel, how they behave and have an impact on their health. When one enters a building, senses react accordingly. Design decisions such as color, sound and materials are noticed immediately. Depending on the atmosphere of a space, one's comfort and mood can change. It is our goal to design a space that is functional while also making occupants happy, healthy and comfortable. One factor we consider is daylighting. Throughout the building there will be many windows and other openings to provide effective internal lighting. Daylighting will not only be visually enhancive, but it will also result in sustainable and energy efficient buildings. Another element that impacts a student's mood, behavior and health is having access to green space. The outdoor spaces created will allow the students to exercise their various social and sensory skills that are first developed inside the classroom. The outdoor spaces are intended to allow the students time away from the classroom where they can be free to explore on their own. A child’s early years are the foundation for his or her future development, providing a strong base for lifelong learning abilities, including cognitive and social development. This school will provide students with visual impairments the opportunity to gain independence, confidence and a good education through the implementation of a sensory environment. Stapleton Elementary school School for Visual Impairments promotes a safe, inclusive, and supportive environment for both students and parents alike to feel confident in their educational facility.
5
SITE ANALYSIS
DENVER, COLORADO Denver, the capitol of Colorado, is a unique and cultivating city, full of neighborhoods that celebrate both the rich history and vibrant future of the city. It is one of the fastest growing cities in the United States.
DENVER, COLORADO
STAPL ETON C OM M U N IT Y
STAPLETON COMMUNITY Stapleton is is a flourishing area, full of young families and kids. It is home to nine neighborhoods, nine public/private schools, over 50 parks and several shopping and business districts. PRIVATE
(classrooms, courtyard)
PUBLIC
(admin, gymnasium, library)
10°
NORTH
STAPLETON COMMUNITY
SI TE
SITE
FOR M
Site located in Stapleton, Colorado at the intersection of East 26th Avenue and Roslyn Street
Form takes up majority of the site to best utilize the space
SITE
Form is divided into two sectors: private a sector is rotated 10 degrees to reect the A orient the public spaces towards the existi
The site is located at the corner of East 26th Street and Roslyn Avenue. It sits directly across from the Anchor Center, a preschool for children with visual impairments.
PRIVATE (classrooms, courtyard)
PUBLIC
(admin, gymnasium, library)
10°
P R IVAT E V S P U B L
N
SITE PRIVATE VS PUBLIC
6
e to best
Form is divided into two sectors: private and public. Public sector is rotated 10 degrees to reect the Anchor Center and
C I R C U L ATI ON Extruded central circulation to stand taller as a divider between the public vs private sides of building. Created
DI
Dened zone spaces f
7
D EN V ER, CO LORA D O
S TA P L E TON C O MMU N I T Y
PROGRAM AND FORM
PRIVATE (classrooms, courtyard)
P
(admi
10°
N NORTH
SI T E SITE
FORM FORM
Site located in Stapleton, Colorado at the intersection
of East 26th Avenue and Roslyn Street Site is located in Stapleton, Colorado at the intersection of East 26th Avenue and Roslyn Street
Form takes up majority of the site to best
utilize the space Form takes up majority of the site to best utalize the space.
P R I VAT E V S PRIVATE VS Form is divided into two sectors:
rotated 10 degrees to ree Formsector is isdivided into two orient the public spaces towards th and public. Public secto degrees to reflect the and orient the public spa existing neighbo
SENSORY DESIGN TACTICS
First Lan
EAST 26TH A Intentional Use of Responsive Colors
INTENTIONAL USE OF RESPONSIVE COLORS
8
LAND
SITE
PUBLIC
in, gymnasium, library)
P UB L I C
C I R C U L AT I O N CIRCULATION
PUBLIC
private and public. Public ect the Anchor Center and he existing neighborhood.
sectors: private or is rotated 10 Anchor Center aces towards the orhood.
DI S C OVE RY Z O N E S DISCOVERY ZONES
Extruded central circulation to stand taller as a divider
the public vs private sides of building. Created The between central circulation is extruded to courtyard between classroom wings stand taller as a divider between the private and public sides of the building. Courtyard is created between the classroom wings.
Deďƒžned zones of the building are key sensory
for children to learn and grow. Definedspaces zones of the bulding are key sensory spaces for children to learn and grow.
Third Landmark
Second Landmark
Wall Texture Floor Texture
ndmark
AVENUE
DMARKS
Wall Texture
USE OF TEXTURE IN WAYFINDING
9
NORTH
SITE PLAN
SITE
FORM
PRIVATE VS PUBLIC
Site located in Stapleton, Colorado at the intersection of East 26th Avenue and Roslyn Street
Form takes up majority of the site to best utilize the space
Form is divided into two sectors: private and public. Public sector is rotated 10 degrees to reect the Anchor Center and orient the public spaces towards the existing neighborhood.
EAST 26TH AVENUE
10
SITE PLAN 1/16” = 1’
NORTH
Ext bet
CIRCULATION
DISCOVERY ZONES
truded central circulation to stand taller as a divider tween the public vs private sides of building. Created courtyard between classroom wings
Dened zones of the building are key sensory spaces for children to learn and grow.
KEY SITE FEATURES Two school entrances; main entrance off of the parking lot on the south and secondary entrance on the north for neighborhood/ community events Continuous path around the site to allow children to learn how to walk in public spaces and ride a bike
ROSLYN STREET
Two lane parent and bus drop off/pick up Changes in road texture at the entrance of drop off and parking lot so students can hear the car cross, signifying that they are arriving at school Community Garden on south side of building
N
0’ 10’ 20’
40’
80’
11
FLOOR PLAN
A
B
10' - 0"
C
25' - 0"
D
10' - 0"
F
E
25' - 0"
10' - 0"
25' - 0"
I
H
G
10' - 0"
25' - 0"
1
25' - 0"
12
6
6
5
5
5
5
5
5
5
5
25' - 0"
2
3
20' - 0"
4
30' - 0"
5
12
6
6
6
1 2 3 4
12
ADMINISTRATION RECREATION ROOM LIBRARY KITCHEN
5 6 7 8
CLASSROOMS STUDENT SUPPORT LIFE SKILLS CLASSROOM ART ROOM
9 10 11 12
COMPUTER LAB MUSIC ROOM AUDITORIUM MEP/STORAGE
J
10' - 0"
O
60' - 0"
N M
25' - 0"
L
K
25' - 0"
11
40' - 0"
12
10' - 0" 25' - 0"
12 3
13
12 25' - 0"
8 7
6
14
4 25' - 0"
6
6
15
25' - 0" 16
2
10
12
11
12 12
17
25' - 0"
6 9
25' - 0"
6
6
18
1 25' - 0"
12 12
19
N
0’
10’
20’
40’
80’
13
10' - 0"
25' - 0"
10' - 0"
25' - 0"
10' - 0"
25' - 0"
1 2 3 4 5 6
10' - 0"
25' - 0"
10' - 0"
ADMINISTRATION 6 ROOM RECREATION LIBRARY KITCHEN CLASSROOMS STUDENT SUPPORT 5 5
25' - 0"
7 8 9 10 11 12
PROGRAM AND 6CLASSROOM MODULE 2' - 6"
1
12
22' - 6"
2
5
5
12
LIFE SKILLS CLASSROOM ART ROOM 12 COMPUTER LAB MUSIC ROOM AUDITORIUM 8 MEP/STORAGE
3
6
22' - 6"
3
10' - 0"
5
4 6
6
2' - 6"
4
RESTROOM
CLASSROOM
SHARED CLASSROOM
12
6
17' - 6"
7
6
6
2' - 6"
6
27' - 6"
8
12
9
5
5
5
6
2' - 6"
10
5
SENSORY ZONE
9
6
10
12
12
CIRCULATION
1 2 3 4 5 6
FLOOR PLAN 1/16” = 1’
NORTH
COURTYARD ACCESS
ADMINIS RECREAT LIBRARY KITCHEN CLASSRO STUDENT
CLASSROOM PROGRAM NORTH
6
8
7
9
10 Level 5 24' - 0" Level 4 18' - 0"
ADMINISTRATION RECREATION ROOM
Level 3 16' - 0"
LIBRARY
Level 2 12' - 0"
SENSORY ZONE
CLASSROOMS
CIRCULATION
RESTROOMS STUDENT SUPPORT SPACE
Level 1 0' - 0"
CIRCULATION
COURTYARD ACCESS
MEP / STORAGE KITCHEN
PROGRAM DIAGRAM
CLASSROOM PROGRAM NORTH
K
L
NORTH
M
N
1
2
3
4
5
O
6 Level 5 24' - 0"
14
Level 4 18' - 0" Level 3 16' - 0" Level 2 12' - 0"
7
8
9
10
SENSORY ZONE GUIDE RAIL CHANGE IN FLOOR TEXTURE
ACCESS TO COURTYARD
N
CLASSROOM MODULE The classroom module was designed to allow students to be able to travel throughout the school independently. The red rock guide rail on the walls allow children to orient themselves and find different rooms. The floor texture change signifies the arrival at at an entrance to either the classroom zone, restrooms or courtyard access.
15
MATERIALS AND STRUCTURE
16
An effective education facility is responsive to the changing programs of educational delivery and should provide a physical environment that is comfortable, safe, secure, accessible, well illuminated, well ventilated, and aesthetically pleasing. The school facility consists of not only the physical structure and the variety of building systems, such as mechanical, plumbing, electrical and power; it includes furnishings and materials. More than other building types, school facilities, specifically elementary schools have a profound impact on their occupants and the functions of the building, namely teaching and learning. Children in different stages of developement are stimulated by
light, color, the scale of their surroundings, even the navigational aspects of their school. Children can also react negatively to adverse conditions. The main materials chosen for this school were terracotta panels, metal panels and glass. Put together, the materials can creat a healthful and stimulating environment in which students can learn and grow. While the exterior will complement the neighborhood and reflect the community’s values, the inside is where the learning process is enhanced. The floor and wall materials and textures were chosen to prove an interior environment that is visually comfortable and stimulating by integrating natural and artifical light, eliminating glare.
N
STRUCTURE
17
BUILDING SECTION 1
2
B
A
SECTION Section 11 1
1/4" = 1'-0"
O
C
Section 22 SECTION 2 1/4" = 1'-0"
18
3
4
5
6 ROOF 24' - 0"
LIBRARY HEIGHT 20' - 0" RIB HEIGHT 18' - 0" HIGH OVERHANG 16' - 0"
LOW OVERHANG 12' - 0"
GROUND LEVEL 0' - 0" TOP OF FOOTING -3' - 0"
0’
N
10’
20’
40’
M
ROOF 24' - 0"
D LIBRARY HEIGHT 20' - 0" RIB HEIGHT 18' - 0" HIGH OVERHANG 16' - 0"
LOW OVERHANG 12' - 0"
GROUND LEVEL 0' - 0" TOP OF FOOTING -3' - 0"
19
C
SECTION DETAILS 2
Section 2 1/4" = 1'-0"
A B
E
G
A C
B
D
E
C
H
I
J
K L
F
D
M
F G
P
Q
Classroom Foundation Detail 1" = 1'-0" A B C D E F G H I
20
N
H
I
A
O
Double Glazed Curtain Wall Mullion Wood Floor Finish Concrete Floor Slab Rigid Insulation Vapor Barrier Gravel Fill Drain Earth Foundation Footing Beyond
B
Classroom Overhang Detail 1" = 1'-0" A B C D E F G H I J K L M N O P Q
Parapet Flashing 4’ x 5’ Metal Panel Panel Hanger Z Clip and Bolted Fasteners 8” Wide Flange Beam Bolted L Angle Fastener Roof Drain Vapor Barrier and Roof Finish Rigid Insulation Concrete Roof Deck 3” Steel Corrugated Decking 14” Wide Flange Beam Suspension Wire Cold Roll Channel Hat Channel 1/4” Gypsum Board Finish Double Glazed Curtain Wall Mullion
GROUND LEVEL 0' - 0" TOP OF FOOTING -3' - 0"
A
D
E F
C H G
J
D
C
I A
B
L F
M
I G
L
J H
N
M
K
E
K N O
C
Gym Foundation Detail
D
1" = 1'-0" A B C D E F G H I J K L M N O
Circulation Parapet Detail 1" = 1'-0" A B C D E F G H I J K L M N
2’ x 5’ Terra Cotta Panel Panel Hanger Z Clip and Bolten Fastener Wide Flange Column 2” x 4” Steel Stud 1/2” Gypsum Board Finish Anchor Bolt Column Base Plate Wood Floor Finish Gravel Fill Drain Vapor Barrier Rigid Insulation Earth Foundation Footing
0’
2.5’
5’
3” Steel Corrugated Decking Concrete Roof Slab Rigid Insulation Vapor Barrier and Roof Finish Roof Flashing 24” Steel Bar Joist 1/2” Gypsum Board Finish 2” x 4” Steel Stud 10” Wide Flange Beam Bolted L Angle Fastener Parapet Flashing 2’ x 5’ Terra Cotta Panel Panel Hanger Z Clip and Bolted Fastener
10’
21
BUILDING ELEVATIONS
NORTH ELEVATION
EAST ELEVATION
22
0’
10’
20’
40’
23
BUILDING DIAGRAMS
N
EGRESS
HVAC 24
LIGHTING
CIRCULATION 25
EXTERIOR PERSPECTIVES
STAPLETON ELEMENTARY SCHOOL
FOR VISU IMP
MAIN ENTRANCE Front Entrance Perspective
26
LIBRARY
27
INTERIOR PERSPECTIVES
CLASSROOM CIRCULATION
Classroom Circulation Perspective
28
SHARED CLASSROOM SPACE
GYMNASIUM
MAIN CIRCULATION
29
30