CANYON VIEW HIGH SCHOOL BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
TABLE OF CONTENTS 01 STORY 02 SITE 03 SPACE 04 SKIN 05 STRUCTURE 06 CIRCULATION 07 MECHANICAL ANATOMY 08 AXONOMETRIC 09 STORY 2
01 STORY
“a school with neither cells nor bells; a school that is centered around the learner; and a place that is safe for failure and fosters success”
CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
DESIGN PROCESS Design planning began that very November with community meetings, where over 480 stakeholders, architects, engineers, community members, business partners, government agencies and district leadership were consulted on their values and priorities for the project. At the start of this process, the school superintendant Dr. Dennis Runyan stated that “One of the foundational needs for this project and the future of teaching was to design a place where teachers could experience working in new innovative teaching spaces with the understanding that the face of education is changing rapidly”. Three weeks were filled with research and tours of premiere educational institutes to 1.3 Chandler History Museum, 2019: shaded outdoor courtyard with Infinite Shade art piece Photo: Bill Timmerman
ARCHITECTURAL FIRM PROFILE 1.1 School Entrance, Night Exterior East Elevation Photo: Bil Timmerman for DLR GROUP
PROJECT SUMMARY
PROJECT BACKGROUND
PROJECT BREAKDOWN
6024 N. Perryville Road; Waddell, AZ United States Date Completed: 8/1/2018
Canyon View High School in Waddell, Arizona is an ambitious architectural endeavor located at the foot of the White Tank Mountains within the West Valley of the Greater Pheonix area. Architects of DLR Group approach this project with the goal of using design to directly enhance current and future learning methods, facilitate highly versitile spaces, as well as reach lofty sustainability goals.
DLR Group Architects was chosen for the project, partnered with Chasse Building Team as their contractor. DLR Group provided planning, architecture, engineering and interiors services, while Chasse Building Team provided physical labor, using a type of construction called “Lean construction”: “a method of production aimed at reducing costs, material, time and effort.” Due to this “Lean construction” process, Chasse Building Team was able to reduce the expected duration of the project by over a month by holding weekly meetings with subcontractors and trade partners to create detailed and strict work schedules. DLR Group and Chasse Building Team partnered with subcontractors including Universal Piping, Stone Cold Masonry, Pueblo Mechanical, Progressive Roofing, Pete King, and Schuff Steel.
Floor Area (GSF): 237,120 ft² Total construction cost: $76 million Client: Agua Fria Union High School District Architect: DLR GROUP
General Contractor: Chasse Building Team Other specialized consultants: Universal Piping, Stone Cold Masonry, Pueblo Mechanical, Progressive Roofing, Pete King, Schuff Steel. Energy Standards : IECC 2012 Predicted Net EUI: 28 kBTY/sf/yr 2030 challenge – Yes. Renewable energy generation? - Yes Embodied carbon : 54 lbs of CO2/sf 5,689 Metric tons total 43% reductioin compared to 96 lbs of CO2/sf
Currently servicing 1452 students in the 2020-21 school year from the unincorporated community of Waddell, Arizona, this STEM-focused high school is the product of a three-year design process starting in November 2015 when voters passed a local bond measure to fund construction. The community, in partnership with the DLR Group, curated a vision of creating a school that, through its design, could blur the lines between ages and abilities to stimulate deep learning and academic exploration, by expanding the meaning of a “place-based” high school.
“a school with neither cells nor bells; a school that is centered around tahe learner; and a place that is safe for failure and fosters success”
Dana Larson Roubal Group is an Integrated Design Firm founded in 1966 by Irv Dana, Bill Larson, and Jim Roubal. With 26 locations in the United states as well as firms in Shanghai and Dubai, DLR Group takes pride in adapting their team scales and design approaches to each project depending on its needs. They “aspire to be the most creative enterprise on the planet” and have a wide range of specialized design experts with over 1000 design professionals. The integrated design process considers the needs of a diverse group of clients and communities while integrating sustainable design ideals to “elevate the human experience through design.” Their design work is innovative and evidence-based to produce sustainable design solutions.
inform DLR Group’s metric-based approach to design. Using design drivers like “What and who is the 2019 student? How does he/she learn?”, studentcentered learning, in addition to fostering a collaborative professional community across the school, was identified as one metric for success for the project. Others included continuous community engagement, partnerships with higher educational institutes and business, the creation of a healthy learning environment, incorporation of technology and applied learning, as well as security of the campus and its inhabitants.
DLR Group has adopted the Architecture 2030 Challenge to make all their new projects carbon-neutral by 2030 and is an initial signatory to the AIA 2030 Commitment and the China Accord. They offer a broad range of services including architecture, energy services, engineering, experiential graphic design, high performance design, innovative technology design, interiors, laboratory planning, landscape architecture, master planning, preservation, and sustainability consulting. While they offer many services, their ore areas of design expertise are education, housing, hospitality, museums, retail + mixed use, energy services, cultural + performing arts, and more. In 2020 alone, DLR Group was named the #1 Green Design Firm for educational facilities by the Engineering News- Record, and for their work on Canyon View High School they received the IDEAS2 Merit Award from AISC. They were also awarded the 2020 IESNYC Lumen Awards’ Award of Excellence for the Chandler History Museum and the Merit Award from Florida Educational Facility Planners Association for the University of Florida Institute of Black Culture and Institute of Hispanic-Latino Cultures.
1.5 Early Programmatic Diagram Photo: DLR Group, Executive Summary
After evaluating these needs, the firm responded with a program consisting of an exterior central corridor called the Agora, four Academic Forts outfitted each with six Learning Suites, two labs, inhabitable intermediary spaces and a Faculty Collaboration Hub, an Auxiliary Gym, Music Suite, White Box Auditiorium, and Accelerator mixed-use space that can open hangar-size glass doors to exterior Learning Stairs and accommodate 137+ activities outlined by the District. Both the interior and exterior spaces accommodate
DESIGN DRIVERS:
three types of instruction styles: direct teaching, individual work, and group
Who is the 2019 student? How does he/she learn? How should this student be taught, and what kind of a teacher will teach them? How will these same questions be answered a decade from now? Will our project still be relevant?
access area for the schoolweek, another during general public use of the
work. There are two main entrances, one student-oriented Welcome Center auditorium, theater, and gym facilities on event days or weekends. The entire area, including 102,835 ft² of outdoor space, is optimized through a variety of passive and sustainable design strategies to maintain occupant comfort at 1.2 Axonometric Accelerator Illustrator Photo: DLR Group
1.4 University of Florida Institute of Black Cultures and Institute of Hispanic-Latino Cultures, 2019: interior staircase (left) and external front view (right) Photo:Bill Timmmerman
85°F throughout the year in the harsh desert climate.
02 SITE
CANYON VIEW HIGH SCHOOL summer solstice sun path
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
N
CLIMATE DESIGN RESPONSES DLR Group integrated a strong climate response to the Sonoran desert’s hot and arid conditions, the solution to which they referred to as a “Thermal Nirvana”. Through the use of evapotransrespiration, elevated air movement, shading, natural cooling at night, wind barriers, exhaust air relief, outdoor fans, greenwalls, solar canopies, Bio-PCM, and experimental Phase Change material insulation all in one building, DLR Group was able to maintain building temperatures below 85 degrees Fahrenheit 75% of the time during occupancy. Bio-PCM ENRG blankets were incorporated into 21,000 square feet of one classroom building, greatly contributing to energy efficiency. The 225 KW Solar System covering the Agora assists in contributing up to 20% of campus energy needs, while simultaneously reducing solar radiation.
winter solstice sun path
SITE
REGIONAL RESOURCES WATER PROVIDER: EPCOR (AGUA FRIA DISTRICT) CENTRAL ARIZONA PROJECT (CAP) Colorado River Watershed
ELECTRICITY PROVIDER: ARIZONA PUBLIC SERVICE
VERDE WATERSHED
SOLAR ON SITE (225KW) = 20% ENERGY NEEDS ON CAMPUS
PALO VERDE GENERATING STATION (NUCLEAR POWER SALT WATERSHED PLANT)
CANYON VIEW HIGH
WASTEWATER PROVIDER: EPCOR (AGUA FRIA WHITE TANKS DISTRICT) REGIONAL WATER TREATMENT PLANT
+ supplemental coal - burning power plants, scheduled to close in 2031) + biogas generation from local landfill
NW REGIONAL LANDFILL (Surpise, AZ)
03 SPACE CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
GROUND FLOOR
SECOND FLOOR 0
TRANSVERSE SECTION
0
50
100
200
300
50 0
50
100
200
300
04 SKIN CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
sDA: 21% ASE: 13% Glazing Area N: 9.9% S: 12.1%
PERFORMANCE ANALYSIS
2
2 3
Running a building performance analysis utilizing cove.tool, Canyon View High’s classroom spaces, dubbed the Academic Forts, were analyzed to see the effectiveness of the solar shading device that impacts the form so heavily as well as their claims about daylighting each classroom. With only windows on the North and South Facades, the climate dictates some form of solar shading device be implemented in order to control the desert solar heat gain. The architects limited the Window to Wall Ratios to 10% along the North face, with 12% on the South face. In terms of the analysis, the daylighting was underperforming in general, without enough windows to penetrate the middle of the learning environments. The analysis showed a 21% SDA with a heavy bias towards over lighting the south face, when a target of 75% SDA or above is typical for a building to be called fully daylit. Glare is a minimal issue, since minimal light penetrates the form with the windows provided, with and ASE value of 13%. The architects could have benefitted from right sizing their shading devices more effectively in tune with the climate conditions in order to allow for better daylight penetration throughout the year.
2
4
2
1
3
4
3
4
1 1
4
3
1
5
5
5
1
6 SKIN DETAILS The skin of this project is comprised of a dominant steel frame roof structure that acts as shading and fits in with the thematic elements of the solar panels punctuating the in-between spaces of the building. Otherwise, natwural stone and grey materials and cladding was chosen to complement the distant mountains past the Sonoran desert that surrounds the site. Black exterior cladding was chosen for its climatic properties. It actually makes the building gain less heat than if a super reflective material was chosen for the main roof structure.
4
2 3
7 5
4
5
8 7 roof
7a 7b 7a 7b
7a 6
7b
8 8
7b 7b
8
05 STRUCTURE CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
JOISTS ROOF DECKING OPEN-WEB TRUSS
4.2 View of Desert from Second Floor Circulation Space Photo: Bill Timmerman for DLR Group
STRUCTURE Canyon View High School’s structural system consists of open-web steel roof trusses evenly spaced along a grid of columns, which are then connected by open-web steel joists. Above the joist layer is a layer of tilted roof decking. Open-web steel joists are ideal to span the approximate 120-foot roof length of the learning spaces and are one of the common structural systems used in schools. The foundation is slab on grade which was most feasible and cost effective on an open, flat site. Just as in urban sites, no piles were necessary. On the ground level, structural support is provided by braced frames.
SLAB ON GRADE BRACED FRAME STEEL COLUMN 4.1 Interior View from Agora of Overhead Structural Elements Photo: DLR Group, Executive Summary
4.3 View of Classroom from First Floor Photo: DLR Group, Executive Summary
06 CIRCULATION CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
THE AGORA The majority of the focus for circulation in CVHS was through the outdoor circulation between buildings. The idea was to connect each buildings with a central pathway that runs along the entire site. There are four main entrances around the school that feed into the agora, but one of note is the accelerator as an entryway that also includes space for educational interaction.
5.1Outdoor Cafeteria Eating Area Photo: DLR Group
5.2 Learning Court Staircase Across Accelerator Photo: DLR Group
07
CANYON VIEW HIGH SCHOOL BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
MECHANICAL ANATOMY
THE AGORA Within Canyon View High School, human thermal comfort is regulated by both passive and active strategies, keeping the desert climate in mind to ensure the comfort of the students. Some passive systems used include the strategic orientation of the buildings, with a long avenue running East to West to ensure longer Southern and Northern faces. Incorporated into the building form is a large sun-shading system to allow in adequate daylighting while still protecting the interior agora space from direct desert summer sun. In terms of passive cooling strategies, green walls were also scattered throughout the project to make use of the natural evapotransrepiration of the plants and their cooling effect. For an active system, CVHS uses a traditional air-based HVAC system with main mechanical systems suspended above in a mezzanine incorporated into their sun-shading roof. Outdoor fans over the agora coupled with green walls maintain an outdoor temperature of no more than 80 degrees Fahrenheit for comfort in the hot climate.
6.1 Render of Greenwall Elements Incorporated Throughout Project Photo: DLR Group, Designing for Thermal Nirvana
6.2 Exterior Fans Chosen for Initial Outdoor Comfort Plan Photo: DLR Group, Designing for Thermal Nirvana
The plant is located on the ground floor, with distribution through the levels going through mechanical shafts, large industrial ducts, and finally delivered through smaller ducts and vents overhead. This system is revealed as part of the large, more industrial based aesthetic of the entire complex.
6.3 Energy Recovery Ventilator Diagram Photo: DLR Group, Designing for Thermal Nirvana
THERMAL NIRVANA The ventilation system was not intended to be hidden and is freely suspended from the ceilings in the classrooms as shown in photo 6.3. A main duct transfers the air conditioning from the plant, delivering it through smaller ducts that branch off from the main duct.
6.4 Interior Group Meeting Area in Academic Fort Photo: DLR Group
In this way, the “Thermal Nirvana” is maintained through the production of air conditioning, delivered by an intricate ductwork system, circulated by interior and exterior fans, coupled with the green walls’ evapotransrespiration and solar panel shading to ensure a comfortable environment in its arid Arizona climate.
08 AXONOMETRIC CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
PROGRAM Lined up around the central agora that serves as the circulation center of the campus, the various school and public amenities are oriented with solar exposure and daylighting in mind. With a protected side entry for everyday use, students are dropped off and walk by admin on their way to the various learning suites along the north edge. With more communal and diverse programming in the shaded ground floor, the second floor is mainly dominated by standardized learning environments in each of the ‘Academic Forts’. The public entry is used for community functions and occasions, leading toward the Accelerator area that focus on performing arts and large-scale multi-use spaces like the ‘White Box’. The public entry also allows weekend access to the school gyms for athletic events.
ACADEMIC FORTS - SIX LEARNING SUITES - 2 LABS - FACULTY HUB
OUTDOOR DINING AREAS
BUILDING ENVELOPE
8.1School Entrance, Night Exterior East Elevation (black + white) Photo: Bil Timmerman for DLR GROUP
The four learning lab classroom buildings in Canyon View High School are made up of metal stud frame walls and a steel deck roof that gives the appearance of a detached layer. This provides a sleek covering over the very exposed steel truss structure. A network of solar panels OUTDOOR DINING AREAS connect the buildings and provide a contrast in exterior envelope materiality.
HEALTH AND FITNESS - GYM - PHYSICAL EDUCATION
ACADEMIC FORTS - SIX LEARNING SUITES - 2 LABS - FACULTY HUB
PUBLIC ENTRY SCHOOL ENTRY ACCELERATOR - WHITE BOX - AUDITIORIUM - PERFORMING ARTS
ADMIN
09 REFLECTION CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
REFERENCE LIST Blufish. “Archer Western Upgrades EPCOR’s White Tanks Water Treatment Plant.” AZ Big Media. AZ Big Media, July 17, 2019. https://azbigmedia.com/business/consumer-news-news/archer-western-upgrades-epcors-whitetanks-water-treatment-plant/. “Canyon View High School.” Chasse Building Team. Chasse Building Team, June 16, 2020. https://chasse.us/ portfolio/canyon-view-high-school/. “Canyon View High School.” DLR Group. DLR Group, 2020. https://www.dlrgroup.com/work/agua-fria-high-school/. “About DLR Group.” DLR Group. DLR Group, 2020. https://www.dlrgroup.com/about/. “Canyon View High School.” Canyon View High School. Schoolwires. Accessed September 22, 2020. https://www. aguafria.org/cvhs. DLR Group. “Designing for Thermal Nirvana: Case Study: Agua Fria High School No. 5.” AIA HSW Learning Unit: 1. Lecture. Accessed September 22, 2020. https://www.aguafria.org//cms/lib/AZ01902191/Centricity/ Domain/1293/Designing%20for%20thermal%20nirvana.pdf. DLR Group. “Executive Summary - 2019 Submission – James D. Macconnell Award.” Scottsdale, AZ: Association for Learning Environments, 2019. “Epcor Water (Agua Fria District).” WaterZen. WaterZen. Accessed September 22, 2020. https://waterzen.com/ water-providers/epcor-water-agua-fria-district/. Ernsting, Andy. “New Canyon View High School Opens in Arizona.” DLR Group. DLR Group, August 6, 2018. https:// www.dlrgroup.com/about/press-releases/canyon-view-opening/. Parcel Visualization. Maricopa County Assessor, July 20, 2020. https://maps.mcassessor.maricopa.gov/. “School Design.” Canyon View High School. Schoolwires. Accessed September 22, 2020. https://www.aguafria.org/ cvhs. Staff, Peoria Times. “White Tank Water Treatment Plant Named 2020 Water Project of the Year.” Peoria Times. Peoria Times, August 6, 2020. https://www.peoriatimes.com/news/financial_news/article_432acb46-d762-11ea9973-d3f082e98e23.html. Sundharam, Premnath. “Thermal Mass 2.0: Reinventing Energy Design for User Experience.” School Construction News. School Construction News, February 15, 2018. http://schoolconstructionnews.com/2018/02/16/ thermal-mass-2-0-reinventing-energy-design-user-experience.
9.1 Overhead View of Solar Panels and Central Corridor Photo: DLR Group
EVALUATION Our overall impression of Canyon View High was very positive, since it was clear throughout our studies that the architects had worked closely with the community, construction team, and the city to meet and exceed the school’s needs in almost every way. At first glance, our analysis initially included some central ideas about student-based diverse learning environments, a dominant climate response for thermal comfort outdoors throughout the year, and place-based responsive design that transforms this project into an asset for the community. Through our analysis, we have gained further understanding of the specific measures taken in order to achieve these goals, including looking at the program distribution, mechanical systems, and circulation. While examining their claim of basing the design around their specific site, certain strategies definitely revealed areas that are better attuned than others for their location in the desert adjacent to the White Tank Mountains of Arizona. For instance, the incorporation of indigenous plants, green walls, and choice of finishes is in line with their desert context, and contributed to the feeling of local ecosystem connection. Additionally, the program specifically accommodates views out to the desert in key places like the outdoor dining areas, as well as the main circulatory path cutting between the individual buildings. However, while researching the mechanical systems chosen, many of the strategies relied on many active systems like fan-forced ventilation outdoors, and forced air for the interiors. Although this approach did climatically work, it would have been interesting to see them integrate other types of passive strategies such as hydronic cooling. The climate response in terms of shading in the summer and passive solar heat gain in the winter however, is most effective and established the main formal gesture for the campus--particularly along the north side with its string of standardized “Academic Forts” containing classrooms and labs--which are protected from the elements by the solar panel shading elements. This project had some ambitious goals to fulfill throughout its construction, all of which were incorporated, with some more success in certain areas than others. Ultimately, with the range of stated initial goals, we would deem this project successful. The diversity of its many objectives, however, necessitated some design compromises in terms of aesthetic continuity and cohesion in favor of ease of construction, availability of thermally comfortable space, and student safety separate from the general public.
02 SITE
CANYON VIEW HIGH SCHOOL summer solstice sun path
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
N
CLIMATE DESIGN RESPONSES DLR Group integrated a strong climate response to the Sonoran desert’s hot and arid conditions, the solution to which they referred to as a “Thermal Nirvana”. Through the use of evapotransrespiration, elevated air movement, shading, natural cooling at night, wind barriers, exhaust air relief, outdoor fans, greenwalls, solar canopies, Bio-PCM, and experimental Phase Change material insulation all in one building, DLR Group was able to maintain building temperatures below 85 degrees Fahrenheit 75% of the time during occupancy. Bio-PCM ENRG blankets were incorporated into 21,000 square feet of one classroom building, greatly contributing to energy efficiency. The 225 KW Solar System covering the Agora assists in contributing up to 20% of campus energy needs, while simultaneously reducing solar radiation.
winter solstice sun path
SITE
REGIONAL RESOURCES WATER PROVIDER: EPCOR (AGUA FRIA DISTRICT) CENTRAL ARIZONA PROJECT (CAP) Colorado River Watershed
ELECTRICITY PROVIDER: ARIZONA PUBLIC SERVICE
VERDE WATERSHED
SOLAR ON SITE (225KW) = 20% ENERGY NEEDS ON CAMPUS
PALO VERDE GENERATING STATION (NUCLEAR POWER SALT WATERSHED PLANT)
CANYON VIEW HIGH
WASTEWATER PROVIDER: EPCOR (AGUA FRIA WHITE TANKS DISTRICT) REGIONAL WATER TREATMENT PLANT
+ supplemental coal - burning power plants, scheduled to close in 2031) + biogas generation from local landfill
NW REGIONAL LANDFILL (Surpise, AZ)
03 SPACE CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
GROUND FLOOR
SECOND FLOOR 0
TRANSVERSE SECTION
0
50
100
200
300
50 0
50
100
200
300
04 SKIN CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
sDA: 21% ASE: 13% Glazing Area N: 9.9% S: 12.1%
PERFORMANCE ANALYSIS
2
2 3
Running a building performance analysis utilizing cove.tool, Canyon View High’s classroom spaces, dubbed the Academic Forts, were analyzed to see the effectiveness of the solar shading device that impacts the form so heavily as well as their claims about daylighting each classroom. With only windows on the North and South Facades, the climate dictates some form of solar shading device be implemented in order to control the desert solar heat gain. The architects limited the Window to Wall Ratios to 10% along the North face, with 12% on the South face. In terms of the analysis, the daylighting was underperforming in general, without enough windows to penetrate the middle of the learning environments. The analysis showed a 21% SDA with a heavy bias towards over lighting the south face, when a target of 75% SDA or above is typical for a building to be called fully daylit. Glare is a minimal issue, since minimal light penetrates the form with the windows provided, with and ASE value of 13%. The architects could have benefitted from right sizing their shading devices more effectively in tune with the climate conditions in order to allow for better daylight penetration throughout the year.
2
4
2
1
3
4
3
4
1 1
4
3
1
5
5
5
1
6 SKIN DETAILS The skin of this project is comprised of a dominant steel frame roof structure that acts as shading and fits in with the thematic elements of the solar panels punctuating the in-between spaces of the building. Otherwise, natwural stone and grey materials and cladding was chosen to complement the distant mountains past the Sonoran desert that surrounds the site. Black exterior cladding was chosen for its climatic properties. It actually makes the building gain less heat than if a super reflective material was chosen for the main roof structure.
4
2 3
7 5
4
5
8 7 roof
7a 7b 7a 7b
7a 6
7b
8 8
7b 7b
8
05 STRUCTURE CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
JOISTS ROOF DECKING OPEN-WEB TRUSS
4.2 View of Desert from Second Floor Circulation Space Photo: Bill Timmerman for DLR Group
STRUCTURE Canyon View High School’s structural system consists of open-web steel roof trusses evenly spaced along a grid of columns, which are then connected by open-web steel joists. Above the joist layer is a layer of tilted roof decking. Open-web steel joists are ideal to span the approximate 120-foot roof length of the learning spaces and are one of the common structural systems used in schools. The foundation is slab on grade which was most feasible and cost effective on an open, flat site. Just as in urban sites, no piles were necessary. On the ground level, structural support is provided by braced frames.
SLAB ON GRADE BRACED FRAME STEEL COLUMN 4.1 Interior View from Agora of Overhead Structural Elements Photo: DLR Group, Executive Summary
4.3 View of Classroom from First Floor Photo: DLR Group, Executive Summary
06 CIRCULATION CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
THE AGORA The majority of the focus for circulation in CVHS was through the outdoor circulation between buildings. The idea was to connect each buildings with a central pathway that runs along the entire site. There are four main entrances around the school that feed into the agora, but one of note is the accelerator as an entryway that also includes space for educational interaction.
5.1Outdoor Cafeteria Eating Area Photo: DLR Group
5.2 Learning Court Staircase Across Accelerator Photo: DLR Group
07
CANYON VIEW HIGH SCHOOL BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
MECHANICAL ANATOMY
THE AGORA Within Canyon View High School, human thermal comfort is regulated by both passive and active strategies, keeping the desert climate in mind to ensure the comfort of the students. Some passive systems used include the strategic orientation of the buildings, with a long avenue running East to West to ensure longer Southern and Northern faces. Incorporated into the building form is a large sun-shading system to allow in adequate daylighting while still protecting the interior agora space from direct desert summer sun. In terms of passive cooling strategies, green walls were also scattered throughout the project to make use of the natural evapotransrepiration of the plants and their cooling effect. For an active system, CVHS uses a traditional air-based HVAC system with main mechanical systems suspended above in a mezzanine incorporated into their sun-shading roof. Outdoor fans over the agora coupled with green walls maintain an outdoor temperature of no more than 80 degrees Fahrenheit for comfort in the hot climate.
6.1 Render of Greenwall Elements Incorporated Throughout Project Photo: DLR Group, Designing for Thermal Nirvana
6.2 Exterior Fans Chosen for Initial Outdoor Comfort Plan Photo: DLR Group, Designing for Thermal Nirvana
The plant is located on the ground floor, with distribution through the levels going through mechanical shafts, large industrial ducts, and finally delivered through smaller ducts and vents overhead. This system is revealed as part of the large, more industrial based aesthetic of the entire complex.
6.3 Energy Recovery Ventilator Diagram Photo: DLR Group, Designing for Thermal Nirvana
THERMAL NIRVANA The ventilation system was not intended to be hidden and is freely suspended from the ceilings in the classrooms as shown in photo 6.3. A main duct transfers the air conditioning from the plant, delivering it through smaller ducts that branch off from the main duct.
6.4 Interior Group Meeting Area in Academic Fort Photo: DLR Group
In this way, the “Thermal Nirvana” is maintained through the production of air conditioning, delivered by an intricate ductwork system, circulated by interior and exterior fans, coupled with the green walls’ evapotransrespiration and solar panel shading to ensure a comfortable environment in its arid Arizona climate.
08 AXONOMETRIC CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
PROGRAM Lined up around the central agora that serves as the circulation center of the campus, the various school and public amenities are oriented with solar exposure and daylighting in mind. With a protected side entry for everyday use, students are dropped off and walk by admin on their way to the various learning suites along the north edge. With more communal and diverse programming in the shaded ground floor, the second floor is mainly dominated by standardized learning environments in each of the ‘Academic Forts’. The public entry is used for community functions and occasions, leading toward the Accelerator area that focus on performing arts and large-scale multi-use spaces like the ‘White Box’. The public entry also allows weekend access to the school gyms for athletic events.
ACADEMIC FORTS - SIX LEARNING SUITES - 2 LABS - FACULTY HUB
OUTDOOR DINING AREAS
BUILDING ENVELOPE
8.1School Entrance, Night Exterior East Elevation (black + white) Photo: Bil Timmerman for DLR GROUP
The four learning lab classroom buildings in Canyon View High School are made up of metal stud frame walls and a steel deck roof that gives the appearance of a detached layer. This provides a sleek covering over the very exposed steel truss structure. A network of solar panels OUTDOOR DINING AREAS connect the buildings and provide a contrast in exterior envelope materiality.
HEALTH AND FITNESS - GYM - PHYSICAL EDUCATION
ACADEMIC FORTS - SIX LEARNING SUITES - 2 LABS - FACULTY HUB
PUBLIC ENTRY SCHOOL ENTRY ACCELERATOR - WHITE BOX - AUDITIORIUM - PERFORMING ARTS
ADMIN
09 REFLECTION CANYON VIEW HIGH SCHOOL
BUIDLING ANALYSIS: Laura Nelson + Gina Trank + Catherine Zadorozhna ARCH 341 _ FALL2020 studio_ALEX HIRSIG
REFERENCE LIST Blufish. “Archer Western Upgrades EPCOR’s White Tanks Water Treatment Plant.” AZ Big Media. AZ Big Media, July 17, 2019. https://azbigmedia.com/business/consumer-news-news/archer-western-upgrades-epcors-whitetanks-water-treatment-plant/. “Canyon View High School.” Chasse Building Team. Chasse Building Team, June 16, 2020. https://chasse.us/ portfolio/canyon-view-high-school/. “Canyon View High School.” DLR Group. DLR Group, 2020. https://www.dlrgroup.com/work/agua-fria-high-school/. “About DLR Group.” DLR Group. DLR Group, 2020. https://www.dlrgroup.com/about/. “Canyon View High School.” Canyon View High School. Schoolwires. Accessed September 22, 2020. https://www. aguafria.org/cvhs. DLR Group. “Designing for Thermal Nirvana: Case Study: Agua Fria High School No. 5.” AIA HSW Learning Unit: 1. Lecture. Accessed September 22, 2020. https://www.aguafria.org//cms/lib/AZ01902191/Centricity/ Domain/1293/Designing%20for%20thermal%20nirvana.pdf. DLR Group. “Executive Summary - 2019 Submission – James D. Macconnell Award.” Scottsdale, AZ: Association for Learning Environments, 2019. “Epcor Water (Agua Fria District).” WaterZen. WaterZen. Accessed September 22, 2020. https://waterzen.com/ water-providers/epcor-water-agua-fria-district/. Ernsting, Andy. “New Canyon View High School Opens in Arizona.” DLR Group. DLR Group, August 6, 2018. https:// www.dlrgroup.com/about/press-releases/canyon-view-opening/. Parcel Visualization. Maricopa County Assessor, July 20, 2020. https://maps.mcassessor.maricopa.gov/. “School Design.” Canyon View High School. Schoolwires. Accessed September 22, 2020. https://www.aguafria.org/ cvhs. Staff, Peoria Times. “White Tank Water Treatment Plant Named 2020 Water Project of the Year.” Peoria Times. Peoria Times, August 6, 2020. https://www.peoriatimes.com/news/financial_news/article_432acb46-d762-11ea9973-d3f082e98e23.html. Sundharam, Premnath. “Thermal Mass 2.0: Reinventing Energy Design for User Experience.” School Construction News. School Construction News, February 15, 2018. http://schoolconstructionnews.com/2018/02/16/ thermal-mass-2-0-reinventing-energy-design-user-experience.
9.1 Overhead View of Solar Panels and Central Corridor Photo: DLR Group
EVALUATION Our overall impression of Canyon View High was very positive, since it was clear throughout our studies that the architects had worked closely with the community, construction team, and the city to meet and exceed the school’s needs in almost every way. At first glance, our analysis initially included some central ideas about student-based diverse learning environments, a dominant climate response for thermal comfort outdoors throughout the year, and place-based responsive design that transforms this project into an asset for the community. Through our analysis, we have gained further understanding of the specific measures taken in order to achieve these goals, including looking at the program distribution, mechanical systems, and circulation. While examining their claim of basing the design around their specific site, certain strategies definitely revealed areas that are better attuned than others for their location in the desert adjacent to the White Tank Mountains of Arizona. For instance, the incorporation of indigenous plants, green walls, and choice of finishes is in line with their desert context, and contributed to the feeling of local ecosystem connection. Additionally, the program specifically accommodates views out to the desert in key places like the outdoor dining areas, as well as the main circulatory path cutting between the individual buildings. However, while researching the mechanical systems chosen, many of the strategies relied on many active systems like fan-forced ventilation outdoors, and forced air for the interiors. Although this approach did climatically work, it would have been interesting to see them integrate other types of passive strategies such as hydronic cooling. The climate response in terms of shading in the summer and passive solar heat gain in the winter however, is most effective and established the main formal gesture for the campus--particularly along the north side with its string of standardized “Academic Forts” containing classrooms and labs--which are protected from the elements by the solar panel shading elements. This project had some ambitious goals to fulfill throughout its construction, all of which were incorporated, with some more success in certain areas than others. Ultimately, with the range of stated initial goals, we would deem this project successful. The diversity of its many objectives, however, necessitated some design compromises in terms of aesthetic continuity and cohesion in favor of ease of construction, availability of thermally comfortable space, and student safety separate from the general public.