Master thesis Forest school by deborastrenge

Master Thesis

Forest school - Olón, Ecuador Waldschule - Olón, Ecuador

Supervisors: Prof. Dr.-Ing. Marcus Hackel Prof. Dipl-Ing. Martin Wollensak Presented by: Strenge, Debora - 356174 Born on: 24.09.1994

Hochschule Wismar - University of Applied Science, Technology, Business, and Design Fakultät Gestaltung Architektur Wismar, 04.07.2022

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A space merge with nature

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Declaration of independent work I hereby declare that I completed this work independently and that I have used no aids other than those referenced. The parts of the work which include phrases or points taken from other sources are clear marked with the original of the information. This also applies to diagrams, sketches, visual repersentations as well as sources from the internet. I also declare that I have not submitted this work in any other testing procedures as an examination paper, nor will I in the future. The submitted written version matches the version stored on the data medium.

Debora Strenge Berlin, July 2022 5

Acknowledgment I would like to thank my supervisors, Marcus Hackel and Martin Wollensak, for their assistance and insights in every step of the process. I am also grateful to my external advisor, Juan Carlos Bamba, for his dedicated involvement and generosity in sharing his knowledge and feedback. Special thanks to my friends and family, whose constant love and support keep me motivated.

Abstract The forest school is a pilot project in Olón, Ecuador, promoting an alternative education system involving nature. The project aims for a holistic design that can enhance the community identity, the building circularity, and a system that responds to an adaptable program. The data was collected through interviews, observation, surveys, and an existing database to understand better the place, the community, and the strategies implemented. The result is the development of a pilot project that advocates minimizing the impact on the natural environment through carefully understanding the context’s qualities and needs, promoting children to learn from nature. The discussion relies on how sustainable a building could be while creating dynamic and exciting spaces for the students and adaptable spaces so the whole community can be involved encouraging a sense of belonging. Die Waldschule ist ein Pilotprojekt in Olón, Ecuador, welches zur Förderung eines alternativen Bildungssystem unter Einbeziehung der Natur dient. Die Absicht des Projektes zielt generell auf ein holistisches Design, welches die Identität der Gemeinde, die Kreislauffähigkeit der Gebäude und die anpassungsfähige Systeme, zusammen verbessert. Die Daten wurden durch Interviews, Beobachtung, Umfragen und einer bestehenden Datenbank gesammelt. So versteht man den Ort, die Gemeinde und die umgesetzten Strategien besser. Das Ergebnis ist die Entwicklung eines Pilotprojekts, das die Auswirkungen auf die natürliche Umwelt, durch besserem Verständnis des Umfelds und der Bedürfnisse, minimiert. Somit lernen Kinder von Anfang an, die Umwelt zu verstehen, und aus der Natur zu lernen. Die Diskussion dreht sich um die Frage, wie nachhaltig ein Gebäude sein kann, aber gleichzeitig dynamische, neue Räume für die Schüler zu erstellen, welche auch anpassungsfähig sind, damit die ganze Gemeinschaft einbezogen werden kann, um ein Gefühl der Zugehörigkeit zu fördern.

Keywords: Sustainability, bamboo, Guadua, community, education center, forest, ecosystem, natural resources.

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Table of content

Abstract 1.

Introduction 1. 1 Problem statement 1.2 Proposal 1.3 General Objectives 1.4 Scope of the work

2. State of the art 2.1

Key definitions a. Circularity b. Carbon balance and clean energy c. Clean water production and water efficiency d. Social fairness and social equity

2.2 Existing frameworks a. Mike Reynolds principles b. Forest schools methodology c. Rosan Bosch 2.3 Case studies

10 12 12 12 13

14 16 17 21 28 29 31 32 35 37

4. Architectural Design 4.1 4.2 4.3 4.4 4.5 4.6 4.6 4.8 4.9 4.10 4.11 4.12 4.13 4.14

Existing site General proposal master plan Zoning Strategies Master plan Site plan Site plan adaptability Architectural Strategies Floor plans Sections Elevations Flexibility & adaptability Facade detail 3D Visualization Model

5. Analysis 5.1 5.2 5.3 5.4

Life cycle materials Power demand calculation Evaluation Conclusion

2.4 Background a. b. c. d.

Site & Forest Community Education Construction

3. Findings/Results and Goals

100 102 104 106 108 110 112 118 120 122 124 126 128 130 132 134 139 140 142

6. Bibliography a. Okana center for change b. Clothing Factory c. Nueva Esperanza school

143

39 42 45

6.1 Reference list 6.2 Image reference list 6.3 Icon reference list

144 147 149

48 49 65 73 83 94

Introduction

Forest school

Forest school Introduction

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Forest school Introduction

Problem Statement

The population of Olon, Ecuador, has been affected by the migratory situation. New Ecuadorians and foreign families have moved to town to establish and create a life, increasing the demand for education centers. Because of the deficiency in educational facilities, some families tend to travel long distances to find good schools or implement homeschooling systems to aspire for a better education. Nevertheless, there are a few existing options in the proximity that are supplying the current need. The private facilities lack the infrastructure and the pedagogical level necessary to promote the children’s integral development, and the public facilities do not meet sufficient quantitative and qualitative standards. (Bamba, 2021) In Ecuador, public schools follow traditional formal aspects and national regulations. These facilities do not respond to the context qualities and the children’s need for a spatial experience.

Proposal The new generations can address the climate problems we will have in the future,

but it all depends on how they develop a new mindset, which can be promoted in healthy and natural spaces. The forest school is a bridge between place and nature and the physical spaces we construct and inhabit. The proposal, located 2km away from the sea, inside a forest, and near the main river, starts with the master plan of the school site, leading into the architectural design of the main modules. The main building follows different passive strategies and sustainable principles that will be showcased for the users to witness and learn. The module functions with a system of adaptability and flexibility to hold different programs according to users’ needs.

General This project aims to create a space that uses nature as the main resource. Objective This space that will hold an educational program will blend into the natural

environment, using nature as a learning space to promote a new educational focus, on environmental consciousness, without harming any species already living in the forest. This new building focuses proposing innovative construction systems using eco-materials and environmentally friendly construction techniques that generate environmentally, socially, and economically sustainable habitable structures. The management model and sustainable development allow the conservation of the forest and the benefit from the natural resources it offers. Also, the sustainable architectural proposal must provide innovative and inclusive teaching methodologies such as the forest schools framework while paying attention to the spaces that Rosan Bosch suggests. The specific objectives of the project are: 1.

Create identity: Built an infrastructure that protects and preserves the forest, creating a sense of belonging. 2. Create a project with sustainable practices that can minimize the environmental impact while enhancing an off-grid system. 3. Create an open school, eliminating the physical barriers of the traditional public school and creating facilities that can be adaptable and shared with the community, strengthening the social fabric. 12

Scope

Forest school Introduction

The project is located in Olon, Ecuador, a town of 3,000 inhabitants approx. The research purpose is to have a better understanding of the project’s context. To meet this, the research studies and analyzes the antecedents: flora and fauna, the community, the materials, the local construction, and the education. The methods used to gather this information rely on qualitative methods such as interviews and observation; and quantitative methods like surveys and existing databases. Still, there are crucial sustainability concepts and educational frameworks that the research addresses. All the data analyzed and collected will further develop into an architectural design that will go from a master plan to a sustainability assessment of the 185 sqm building.

Can a small-scale intervention like a forest school promote a new mindset in the young generations and strengthen the social fabric?

Can a society only familiar with the traditional educational system implemented by governments adapt to a new alternative education model?

Can the forest school work as a pilot to promote a sustainable approach in the future buildings in the area?

State of the art

Forest school

Forest school State of the art

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Key Definitions

State of the art Forest school

Forest school State of the art

Circularity Circular economy is a concept that focuses on providing different solutions so a building or a product can increase its life extension. The aim is to delink this focus from environmental impact and economic growth by decreasing the use of raw materials and avoiding waste by sustaining the quality of a product as long as possible. In circular economy the waste hierarchy is essential emphasizing recycling and recovery towards waste prevention and reuse of components. (Joensuu et al., 2022) The circular economy has three principles: 1. Eliminate waste and pollution 2. Circulate products and materials (Highest value) 3. Regenerate nature (Ellen MacArthur Foundation, 2019) take

make

Circular economy

waste

biological nutrients

circular economy mechanical nutrients

energy from finite sources

linear economy

energy from renewable sources

Figure 1: Illustrating the flow of biological and technical nutrients in the linear vs. the circular economy. Modified from source (Ellen Macarthur Foundation, 2019)

The building industry is responsible for using up to 40% of the materials produced globally and about 35% of the world’s waste. These numbers show a considerable proportion of the responsibility architects and constructors have and how each building component is important. These components require large amounts of resources to manufacture and are sometimes rarely recyclable in either the mechanical or biological cycles. One good example is concrete; this material consumes approximately 2 % of global energy. (GXN Innovation et al., 2019) The cradle to cradle® principle, developed by William McDonough and Michael Braungart, is a sustainable growth model focusing on the current form of production and consumption. It resolves this issue with a model where the value of the material is preserved during its lifetime. Material cycles close, leading to less building waste, the generation of fewer CO², and subsequent minimization of resource use. Regarding the construction industry, a building usually follows a linear cycle, from cradle to grave. Most of the materials extracted and used for construction terminate in landfills and waterways, polluting the air, water, and food with microplastics and waste, meaning that the values of the material generated in extraction and production are entirely lost. Creating a circular system involves seeing waste’s value and investing in each part of a material’s life cycle. (GXN Innovation et al., 2019) 17

Forest school State of the art

“Too often we see a product lifecycle unintentionally cut short, and a resource become waste because the design of the project didn’t take into consideration the full cycle of opportunities for that material to be kept in circulation” Kate Daly. (Healthy Materials Lab, n.d.) To promote a circular system, we must capture the resources and their economic value before they become waste; this happens when we see the value in waste and in investing in each part of a material’s life cycle. There are many benefits when we implement a circular economy system; for manufacturers, this reduces costs, preserves lost materials and addresses costly inefficiencies. To achieve this, we must explore alternative materials, revamp existing infrastructure and improve material management. Conscious design that understands and utilizes the entire lifecycle of material is crucial. (Healthy Materials Lab, n.d.) Biological materials

mining/ material manufacturing

Mechanical materials

parts manufacturer

product manufacturer biochemical feedstock service provider recycle

Figure 2: The system diagram illustrates the continuous flow of technical and biological materials in the value circle. There are four circles of value creation. The graph comprises various terms integral to understanding the different activities that contribute to a circular economy. Modified from source (Ellen Macarthur Foundation, 2019)

cascade

remanufacture refurbish

consumer

Biogas

maintenance

reuse redistribute

anaerobic digestion / composting extraction of biochemical feedstock energy recovery

leakage- to be minimized

landfill

The power of inner circle

The inner-circle minimizes material usage compared to the traditional system. The smaller this circle, the easier it is to reuse the materials and energy used to produce them. The bigger circle creates more consecutive loops, i.e., whether materials are reused or recycled.

The cascade

The cascade is the diversification reuse of the value chain. i.e., the steel in the construction industry is often reused in the metal industry. Instead, a specialist can convert wood into biofuel. Finally, there are pure circles, which refer to uncontaminated material streams. These streams lead to more efficient collection and redistribution efficiency.

Recycling, downcycling, upcycling

Refurbishing is when you fix a material or a product to good working condition by replacing or repairing significant components that are faulty or close to failure and making cosmetic changes to update the product’s appearance.

Refurbishing

Reuse and redistribute is to reintroduce a product for the same purpose and in its original form.

Reuse

Maintenance is the process of keeping the excellent condition of a material or product without changing its function. (GXN Innovation et al., 2019)

Maintenance

Strategies

Use materials diverted from waste streams and capture material through upcycling and downcycling. or recycling content. We can reintroduce materials into the circular economy that would have been lost.

Forest school State of the art

Recycling is the process of recovering material for original or alternative purposes. Downcycling is recovering feedstock from a material, but the quality is reduced. And upcycling is the process of recovering feedstock from a material, but the quality is improved.

2. Choose materials that are bio-based and biodegradable, consider the impact of materials choices, and prioritize materials whose production is restorative to their ecosystems. 3. Design with product lifetime in mind, understand the products and plan for things like repairs, upgrades, and adaptation. Modular assemblies and simplified construction palettes are helpful tools for planning appropriate timescales. 4. Buildings can be material banks; designed so they can easily take apart and reuse materials to prevent demolition and, therefore, waste, which keeps materials within the loop and reduces virgin resource consumption. 5. Designing for ephemerality is essential to understanding the life cycle of the materials and that structures can be both durable and temporary. Planning for disassembly is a way to allow material to remain intact. Summarizing the strategies, we should design using low carbon materials that are usually bio-based, rapidly renewal materials, high recycling content, and durable materials. Considering the manufacturing process, the need to use clean energy, less energy, and good recycling content. (The new school parsons, n.d.) 19

Forest school State of the art

Building life span

Facade

Structure

Systems

Partitions

Things

Figure 3: Showing the division of the elements involved in building in relation to lifetime. Modified from source (GXN Innovation et al., 2019)

Foundation

When a building is at the end-of-life phase, many choices regarding subsequent decisions have to be made. That is why it is essential to analyze the life span of each component, what can be kept as it is and what can be easily replaced.

The foundation (100+ years)

The foundation is buried in the ground, but it is acceptable because this component has a long life that can endure more than one building.

The structure (50+ years)

The structure is the core of the building; having a modular system can endure more than one building. If this is the case, it must be taken out and reused in another building.

The facade (30+ years)

Due to the climate conditions, facades are expected to reduce their quality. Still, it is vital to design them in a way that can be easily changed or at least undergo a significant renovation.

Partitions and systems (10+ years)

A building must be able to adapt to the changing needs of the users and consider flexible partitions and technical systems to achieve this.

Things (1+ years)

Furniture, decorations, etc., have a brief life span. These components should be considered regarding the general use of the building without interfering with the flexibility and reuse of resources. (GXN Innovation et al., 2019)

Forest school State of the art

Carbon Balance and clean energy The WHO (World Health Organization) announced that climate change is the biggest threat to global health. The building industry significantly contributes to global greenhouse gas (GHG) emissions. The CO² turns into GHG, a gas that absorbs and re-emits heat. The goal of 2030 is to reduce global warming to 1.5 ° C; to accomplish this, we need to cut emissions by 65% over the next ten years. Architects and constructors can implement various methods such as reducing both the energy that a building uses in operation, which is operational carbon and the emissions linked to the materials used for building construction, which is the embodied carbon. The operational carbon takes 51% of the building’s emissions while embodied carbon an 49%. Embodied carbon is the manufacturing, transportation, and installation of construction materials. (University of Washington, 2022)

Others Transport

Building operations 60%

50%

(23%)

40%

28%

49%

51%

30% 20%

11%

10%

22% (32%-10%)

10%

Building materials (core & shell)

embodied carbon

operational carbon

Non-building Mfg Other building materials Mfg

Figure 4: Global CO² emissions by sector. Modified from source (University of Washington,2022) Figure 5: Total carbon emissions of global new construction from 20202050. Modified from source (University of Washington,2022)

There are a few strategies to consider to minimize the carbon footprint: 1.

Recycling existing materials also avoids intensive energy processes in manufacturing. Using local materials is an excellent choice for creating an adaptive-reuse building.

2. Identify carbon hot spots- materials or systems that generate most GHG emissions. The foundation, structure, and facade are the main hotspots. It is not only the volume but the use of carbon-intensive materials like concrete, steel, and aluminum. 3. Consider low carbon or carbon sequestering materials like plant-based materials with low embodied carbon. Less processed organic materials are also a choice. (The new school parsons, 2022) 21

Forest school State of the art

Carbon stages

Upfront carbon emissions are caused when the material is produced and in the construction phase from A1-5 of the lifecycle before the building begins its operational phase. These emissions had already been released into the atmosphere before the building was occupied. Embodied carbon emissions are associated with materials and construction processes throughout the whole lifecycle of a building or infrastructure. (Adams, Burrows and Richardson, 2019) Embodied carbon includes material extraction (module A1), transport to the manufacturer (A2), manufacturing (A3), transportation to site (A4), construction (A5), use phase (B1), maintenance (B2), repair (B3), replacement (B4), refurbishment (B5), deconstruction (C1), transport to end-of-life facilities (C2), processing (C3), disposal (C4). (Adams, Burrows and Richardson, 2019) Use stage embodied carbon emissions are associated with materials and processes needed to maintain the building or infrastructure during its use, e.g., refurbishments. These are additional to operational carbon emitted from heating, cooling, power, etc. Operational carbon emissions are the energy used (B6) to operate the building. End of life carbon emissions are associated with deconstruction/demolition (C1), transport from a site (C2), waste processing (C3) and disposal (C4) phases of a building or infrastructure’s lifecycle occur after its use. Beyond the lifecycle carbon incurred due to the reuse or recycling of materials or emissions avoided by using waste as a fuel source for another process (module D). Consideration of module D is critical for maximizing resource-efficient uses of materials at the end of life. Whole life carbon emissions from all lifecycle phases, encompassing both embodied and operational carbon together (i.e., modules A1 to C4, with module D, reported separately) (Adams, Burrows and Richardson, 2019) These concepts and phases explained how materials and construction systems need to be analyzed during the whole life cycle of the building to make good decisions of materials choices and construction methods.

Construction

B5 C1

C1-4

Disposal

End of life stage

Waste processing

End of life carbon

Transport

Use stage embodied carbon

Operational carbon

Operational water use

Demolition

B1-7

Out of scope

De-construction

Use stage

Replacement

A4-5

Installation process

Refurbishment

A1-3

Repair

Operational energy use

Maintenance B6

Use

Product stage

Transport

Upfront carbon

Manufacturing

Process stage

Transport

Raw material supply

Forest school State of the art

Whole life carbon

Embodied carbon

Beyond the lifecycle

Recycle

Recovery

Reuse

Benefits and loads beyond the building life cycle

Supplementary information beyond the building life cycle

Figure 6: Terms and lifecycle stages defined in EN 15978 Modified from source (Adams, Burrows and Richardson, 2019)

Forest school State of the art

Life cycle assessment

LCA is a systematic set of procedures for compiling and examining the inputs and outputs of materials and energy and the associated environmental impacts directly attributable to a building, infrastructure, product, or material throughout its lifecycle. (Adams et al.) A life cycle assessment is not the same as the carbon footprint of the building. The carbon footprint measures how much C0² is released into the atmosphere. But the LCA asses many more impact categories to understand the effects on the ecosystem. The measurement taken into account while doing a Whole building LCA is the Global warming potential (GWP). Materials are a significant part of a building’s impact. By analyzing building materials LCA, we can assess the environmental effects of the specific material. This calculation often takes the form of EPDs, which is calculating the LCA of a product. (One Click LCA Ltd, 2018)

Use stage The building has a particular demand for energy to function. The Use stage energy energy performance is the energy required to generate and supply the electricity to heat performance and cool spaces, hot water, light spaces, and run the technical building systems.

The first step is to have a good design assessment for the building to have a good performance. Another essential thing to not leave aside is the fuels required for energy, such as electricity, natural gas, and biomass, which are used in the building to provide power, heating, and hot water. One of the best strategies to address this topic is to use renewable energy; the most crucial part is not how we satisfy the energy necessity of the building but how the building is performing on energy. We can calculate this by analyzing the energy consumed ( electricity, natural gas, biomass, power, heat, and hot water). This energy is measured in kilowatt-hours per square meter (kWh/m2/year). (Level(s) - Sustainable performance in buildings, n.d.) To supply this demand, architects and constructors can incorporate some strategies, active and passive, for the excellent performance of the building.

Active strategies: Renewable energy

Active strategies: Efficient equipments

Figure 7: Energy strategies on buildings Modified from source (Level(s) - Sustainable performance in buildings, n.d.)

Passive strategies: Envelope

NZEB

Forest school State of the art

The near-zero energy building has three requirements regarding what to consider for its design: 1. High thermal performance and air-tight building fabric. 2. Heating, ventilation, cooling, and lighting systems. 3. Renewable energy technologies supply as much of the building’s remaining energy needs as possible. (Level(s) - Sustainable performance in buildings, n.d.) For this parameter, we need to analyze the microclimate conditions:

Site-specific design

Reference local weather data to understand the distinct seasonal, monthly, weekly, and daily conditions. 2. Reference to information about any localized microclimate conditions, such as prevailing winds, the Urban Heat Island effect, and air or noise pollution levels. This way, we design for it to respond to the local climate, including the potential for passive heating/cooling strategies, active structures, high-yield renewables, and effective daylighting. If the case is that we need to renovate a building, we should take into account:

Renovation specific design

1. The construction of the original building. 2. The existing technical services 3. How orientation and floor layout influence daylight and ventilation. Building fabrics and technical services must be designed and constructed with detail and quality. This could be addressed by:

High-quality building fabric and services

1. The air tightness and thermal integrity of the building envelope. 2. The functional performance of heating, ventilation, and air conditioning systems. Including the design of distribution systems and equipment configuration. This parameter does not necessarily need a lot of technology. 3. Provide the building users timely information on their energy use, so they can learn how to meet occupants’ energy needs with less energy.Be used to maximize the potential for self-consumption of renewable energy. (Level(s) - Sustainable performance in buildings, n.d.)

Smart monitoring and control systems

Forest school State of the art

Renewable Renewable energy means that the source to obtain this energy is practically energy inexhaustible. These clean alternatives have minimal environmental impact compared

to fossil fuels. We should consider many factors before stating it is clean energy. In the process from production to consumption, there can be a lot of environmental impacts, for example: • • • • • • •

Manufacture, transportation, and installation of equipment. Maintenance of equipment. Decommissioning. Distribution of energy. Habitat destruction (such as soil erosion or deforestation). Displacement of other activities (such as food production). Waste products

‘Includes energy for heating and cooling as well as generating electricity. Renewable energy covers those energy flows that occur naturally and repeatedly in the environment – from the wind, the fall of water, the movement of the oceans, the sun, biomass, and deep geothermal heat. Low carbon technologies can help reduce emissions (compared to the conventional use of fossil fuels).’ The National Planning Policy Framework (NPPF) (Designingbuildings.co.uk, 2014) Solar

Solar power is generated from sunlight and converted into electricity through different methods. It is on top of the list of renewable energy sources, as it is sustainable, safe, reliable, and clean. Photovoltaic panels, the name means the process of converting photons to voltage. And there are Solar thermal systems where the energy capture is used for its heat. On a larger scale, solar thermal collectors use mirrors to focus solar radiation, generating higher temperatures. On a smaller scale, the generated energy can often use for heating swimming pools. (Designingbuildings.co.uk, 2014)

Geothermal energy

This energy is stored in the earth, which is the most plentiful. The deeper in the earth’s crust, the higher the temperature. With the specific technology, geothermal energy can be exploited for electricity generation, space heating, hot water supply, cooling, and industrial and agricultural purposes. (Designingbuildings.co.uk, 2014)

Heat pump

A heat pump uses the evaporation and condensing of a refrigerant to move heat from one place to another. An evaporator takes heat from water in a ground loop; a condenser gives warmth to a hot water tank that feeds a distribution system. There are air source and water source heat pumps. (Designingbuildings.co.uk, 2014)

Tidal power

Wind blowing across the surface of the water generates waves. Several methods can capture wave energy to power turbines that generate electricity. (Designingbuildings. co.uk, 2014)

Wave power

Hydroelectric moves amounts of water to generate electricity; this method is prevalent in cities. They create dams to capture water and then discharge it through turbines. (Designingbuildings.co.uk, 2014)

Hydroelectric

Wind energy can be transformed into electricity through turbines. There can be offshore or onshore, large scale for commercial purposes, and small scale in a housing unit. (Designingbuildings.co.uk, 2014)

Wind

Biomass energy is the organic material that can be burned as fuel. The difference between this type of energy from fossil fuels, even though both take carbon out of the environment, Fossil fuels deplete faster than they are replaced and so are not sustainable. In contrast, biomass can be replaced rapidly and is considered carbon neutral. Solid bioenergy options include woodchips and pellets. (Designingbuildings.co.uk, 2014)

Biomass

Renewable energy

biomass energy

hydropower energy

wind energy

solar energy

Forest school State of the art

There is the tidal range that uses the difference in height between high and low tide. Tidal barrages can capture and release the tide through turbines to generate electricity. A tidal stream is the flow of water resulting from the continual ebb and flood of the tide. Tidal turbines can generate electricity from this flow, just like wind turbines. (Designingbuildings.co.uk, 2014)

Non-Renewable energy

geothermal energy

fossil fuel oil

natural gas

coal

nuclear

Figure 8: Renewable and nonrenewable Modified from source (QnA, n.d.)

Forest school State of the art

Clean water production and water efficiency Clean water Water is one of the most vital resources impacting human and ecological health. The production exposure to toxic pollutants that corporations throw into specific water bodies can mainly affect communities.

For clean water production and management, responsible and conscious measurements must be taken. To make informed choices is not only about how we use the water of our buildings but how the different materials used for the building construction have utilized water for their production. (the new school parsons, n.d.) Worldwide we can evidence the unethical water usage regulations in marginalized areas; this includes dumping contaminants into watersheds and devastating local communities, or producing materials with excessive amounts of water and creating situations of water scarcity.

Water Humans use water for several activities; drinking, a process in industries, efficiency supporting wildlife, generating power, and cultivating crops. The non-sustainable

management has generated the sheer waste of water, leading to a water-stressed. Water efficiency is the reduction of usage of water and minimizing wastewater. It is not only about water conservation but preventing pollution, reusing grey water, and recycling treated water. (Dr K N Sheth, 2017) 1.

There are many principles to consider regarding water efficiency. One is the efficient use of water during construction. The construction industry needs vast amounts of water that can be saved by 20% in building design and management. Water efficiency can be accomplished using sustainable practices. 2. Grey water is the untreated wastewater that has not come into contact with water closet waste. It comes from showers, bathtubs, wash basins, washing machines, and dishwashers. Grey water can be treated by different methods, filtering, settlements of solids, flotation and separation of lighter solids, aerobic or anaerobic digestion, or chemical disinfection. Nevertheless, this water is unsafe to drink but can be used for flushing toilets, washing clothes, and irrigation purposes. This source has a low concentration of organic matter. (Editor) 3. Low flow plumbing refers to efficient fixtures, faucets, toilets, appliances, urinals, etc. 4. The most important is rainwater harvesting, which collects, stores, and distributes rainwater for daily use instead of sewage. Typically the water is collected from rooftops and deposited in a tank with filtration. Once purified, the rainwater can distribute. (Editor, 2018) 28

Forest school State of the art

Social fairness and social equity

The materials have a life cycle of production, manufacturing, transportation, and disposal that directly impacts indirect human lives in every phase. This often has detrimental results such as a devastated environment, polluted waterways, and toxic air- this is usually exposed in lower-income communities. That is why it is vital to promote fair treatment. (The new school parsons, n.d.)

Social fairness

Decisions about the design and planning of places can enhance or restrict a sense of belonging. They can increase or reduce feelings of security, stretch or limit boundaries, promote or reduce mobility, and improve or damage health. They can remove real and imagined barriers between communities and foster the social fabric. There is an existing link between economic inequality and the built environment; It is well known that the poorer people tend to live in the least healthy environments. The challenge is to find ways in which the design and management of the built environment alleviate and do not exacerbate income inequality. In places for learning, everyone needs a space to study in comfort. Inclusive design means it is accessible, helpful, stimulating, and reflects the diversity of its community. (CABE, 2016)

Inclusive design

Characteristics of inclusive learning space: • a building to be proud of • a space where you can’t hear a pin drop • a space where you can linger and be warm • a space where people far from home can connect up to their families • a space where students are welcome even on weekends to study • affordable facilities • accessible shelves • diverse staff members. (CABE, 2016) Sustainable and socially cohesive communities are built on the bonds that unite rather than the differences that separate. The factors that make communities cohesive include social, cultural, and economic relationships between communities of faith, class, and race, affluence and poverty, and between generations. The conscious planning, design, and management of living spaces can encourage a cohesive society – or lead to disintegration. Good design and place management can contribute to a sense of belonging and foster good relations between and within communities. This can be promoted by positive contact with our community and involvement in decisions about the spaces we share. (CABE, 2016)

Building communities that work

Forest school State of the art

Inclusive design is about: • Accessibility with dignity – getting to and into places and using them. • Treatment with respect: how people are dealt with, talked to, and looked after. • Be responsive to people’s needs. • Be flexible in use. • Offer choice. • Be convenient. • Be welcoming to a wide variety of people, making them feel they belong. • Accommodate (CABE, 2016) Consultation is the key to having inclusion; particular attention should be paid to those likely to be overlooked. Including women and transgender people, elderly and younger people and children, religious minorities, poorer and socially excluded communities, lesbians and gay men, and black and minority ethnic people. (CABE) There are essential questions that a designer must consider before designing an inclusive space: 1. Have you been invited in by communities or trusted messengers? 2. Is this project’s insertion deflecting attention or draining resources from local efforts? 3. Have you distributed your resources fairly and transparently? 4. Have you shared information? 5. Have you done your homework about the communities, history of struggle, organizing, current needs, and desires? 6. Did you check your technocratic bias and assumptions? (Baptista, n.d.)

Forest school State of the art

Existing framework

Forest school State of the art

Earthships The Earthships biotecture

Mike Reynolds founded the Earthship method for sustainable construction. It is a selfsufficient eco-construction that enhances the participatory design and construction with the community. The many projects designed by Reynolds focus on poverty relief projects. He teaches six principles to follow that are the key strategies to building an Earthship:

Food

This means food production; the design will need project crops that will grow on edibles in the future. This principle promotes the teaching of how to grow food for the users as a form of self-reliance. The crops are also a key component in the whole system of the Earthship. (Reynolds, n.d.)

Electricity

The main goal is to have an off-grid electricity system to get clean energy for the power demand of the building. There are suggestions for the type of supplies: the first option is Solar power photovoltaic (PV) modules that make electricity from sunlight and are marvelously simple, effective, and durable. They sit in the sun, the building’s appliances can run, the batteries can be charged, and the PV can generate energy for the utility grid. These systems operate independently from the grid to provide all of a household’s electricity. These systems require a battery to store the solar electricity used during nighttime or cloudy weather, a charge controller to protect the battery bank from overcharge, an inverter, and all the required disconnects, monitoring, and associated electrical safety gear. (Reynolds, n.d.)

Clean water

Refers to water harvesting; the rainwater can be caught with a filter system that can be entirely adequate for human consumption. The water system collects rainwater from the roof surface and redirects it to the cistern with silt catchers; the water ends in the water tank that can be buried, preferably above ground, or integrated into the interior of the building and used as a heat sink. The cistern can be connected to the municipal water grid in case the water gets low from the cistern. The water from the cistern is gravity-fed into a pump and filter. The pump pushes the water into a pressure tank to supply the water pressure. The filters clean the water for consumption and cleaning. (Pangea Design | Build, n.d.) Another essential aspect to consider when talking about water is how to reduce its use. Water efficiency is the intelligent use of our water resources through watersaving technologies and simple steps we can all take around the house. Using water efficiently will help ensure reliable water supplies today and for future generations. (Pangea Design | Build, n.d.)

Shelter

It is crucial to consider the passive strategies: Orientation, cross, and stacking ventilation play an important role. “All design projects should engage the environment in a way that dramatically reduces or eliminates the need for fossil fuel.” 2010 Imperative, Edward Mazria, AIA, Founder of Architecture 2030.

Forest school State of the art

Earthships keep the interior warm by interfacing with the sun and the earth through solar gain. The heat from the sun gets absorbed by the walls and floors of the building; the materials of these components should be an earth-type material like stone, mud, or earth to absorb and hold the heat. This can also be called thermal mass, which can absorb and store the temperature like a battery. In many Earthships, the frequent material is rammed earth in recycled automobile tires. Earthships keep the interior cool by interfacing with the earth and air movement. The thermal mass used in the exterior walls absorbs hot temperatures, and the openings generate cross ventilation keeping the interior fresh. (Reynolds, n.d.) The Earthships are built with natural and repurposed materials. Earthships incorporate many natural and reclaimed materials in their construction.Reynolds uses recycled tires that work as a rammed-earth brick for the main structure. All interior walls are packed between the tires and plastered with adobe mud. Mud, reclaimed wood, and metal are often used for floors. Other materials such as cans and bottles are optional, although bottle brick walls have become an iconic decorative feature of many Earthships. Material awareness is a crucial principle. Building performance should dictate the nature of construction materials and performance both during construction and during the lifetime of the building. (Reynolds, n.d.)

Waste management

One of the Earthships features is that the sewage is contained, used, and reused through indoor and outdoor treatment cells. Grey water is the term for water that has already been through one use cycle in the home but has not come in contact with feces. This means it includes the water for bathing, cooking, doing laundry, washing dishes, and brushing teeth. This water is collected and piped to internal planters that can often contain edible plants; these plants treat greywater by letting it filter through their roots and soil, using nutrients and absorbing some of the water. Then it is collected in a small well and pumped on demand to the toilet whenever it needs to flush. It may contain some particulates of household cleaners and appear dirty, but it is generally considered safe for irrigation purposes. (Rasmus, 2020)

Sewage treatment

Usage

Filtration

Salad bar

washing machine sinks showers

digester particle filter

shallow first cell for growing small leafy greens

reception cell

Typical cells plants, that produce food, filter the water through oxygenation, transpiration and removal of organic matter

Greywater board pressurizes and filters water for reuse in a toilet. Recirculates water for added filtration

Reuse for toilet water is then used for flushing

salad bar cell 1

cell 2

Figure 9: botanical cell grey water diagram. Modified from source (Reynolds, n.d.)

Forest school State of the art

The black water is sent to a septic tank; this septic tank drains into rubber-lined containers; these containers only hold the ornamental exterior plants. The septic tank is divided into several chambers to help break down the sludge and debris of black water. (Rasmus, 2020) non-edible plants Usage

Septic tank

Solids stay on top drain to fills or botanical cell

line it with rubber or plastic

cylindrical hole

Figure 10: septic tank black water diagram. Modified from source (Reynolds, n.d.)

Big recycled tires Anaerobic process

Filter big rocks pressing the tires

Forest school State of the art

Forest Schools The forest schools organization in the UK declares that this type of education centers on nature-based communities where trained practitioners nurture learner-led exploration and discovery, encouraging meaningful experiences for positive lifelong impacts. The learners have inspired adventures based on exploration and discovery. The practice foundation is well-being, which is accomplished through recognizing the student’s social, emotional, and physical needs; the student guidance and facilitation are provided for the time spent in nature. A long-term program is necessary to mentor holistic growth. To develop a community, a forest school nurtures the place’s culture, collaborating and embracing challenges so the students can become a character, with resilience, empathy, and a greater sense of connection, with nature and the future.

What is a Forest School?

A requirement to be part of the team is that they need to be involved with nature. They could be countryside rangers, outdoor center managers, expedition guides, or freelance educators that have experience working with all age groups in the outdoors for personal, social, and emotional development. This alternative learning methodology has been delivered worldwide in countries like England, Wales, Scotland, Northern Ireland, Germany, Malaysia, Thailand, Indonesia, the United States, Hong Kong, New Zealand, and Australia. They have qualified teachers, outdoor instructors, community leaders, and facilitators in their Forest school journey. For the set up of a forest school, the owner needs several aspects to consider: 1.

A Qualified practitioner: Several courses are offered to become a practitioner and fully understand how to set up the forest school, which then continues with support, developmental training, and consolidation

How to set up a forest school?

2. A site: Any space such as a site, grounds, gardens, or playing field is appropriate. The site help students to become comfortable with the outdoor practice of this methodology, having an approach to learning and play while still in their familiar surroundings. Interactions can be developed based on trust and self-awareness; these developments will facilitate the reflective learner-led process to the outdoor curriculum that the Forest School ethics aims. 3. A group: A team of people, whether it is an established group or one that is being created for a specific purpose, this group will benefit from the regular, long-term experience as a community. 4. Funding and Insurance 35

Forest school State of the art

A typical day The day starts with a meeting outside in the forest; excitement is in the air. Birds sing in the forest and wind roll while kids begin to explore. school The forest has been checked, and the gears and equipment are ready. Our priority

is on the well-being, physical and emotional, of every person integrating into the community. The group is gathered to check how everyone feels and what they would like to explore during their time in the forest. New ideas are introduced, so the kids can choose to engage with one of them, and the leaders will help with their wishes. The forest is seen as a blank canvas, full of textures and materials that enhance the senses and stimulate each child’s learning process. There is a direction of the plan for one day, but it is also essential to encourage the kids to provide more ideas so they can be motivated in their path. During the exploration and discovery time, the role of a leader is to provide a nurturing experience while encouraging them to have challenges; through observation and reflection, their voices and emotions are recognized. The time is flexible and can variate according to the interactions with one another, individual interests, and leaders teaching new ways of exploring the space. The leaders must recognize how to nurture meaningful experiences for a life-long impact; by acknowledging the importance of appropriate risk-taking, the leaders allow the kids to challenge themselves while linking these experiences with holistic development, social, physical, intellectual, communication, emotional or spiritual growth. When the day is over, there is time for review and reflection, checking each one’s experiences and emotions, sharing and recognizing each kid’s insight. Every member of the community must feel valued. (Forest Schools Education, 2019) The suggested activities for warm weather including survival topics are: • • • • • • • • • • • •

Nature exploration Sun-Based science experiments Creating art with natural materials Study of bugs The small details of nature Exciting nature games Reading in nature Bright and beautiful colors of nature Patterns of the forest Gorgeous, elegant trees Creating natural works of art Appreciating and protecting our forests

(www.eightytwentyparenting.com, n.d.)

• • • • • • • • • • •

What to do if you get lost Dealing with extreme weather How to build a shelter How to protect against annoying bugs How to build a fire How to signal for help What to do if you or someone else is injured Learning to navigate Finding food in nature Avoiding dangerous animals Finding water

Forest school State of the art

Rosan Bosch This methodology goes against traditional classrooms, and educational spaces are designed and adopt new principles to create spaces where children or learners can enhance their focus and interactions. Rosan Bosch introduces six main principles: The mountain top space is designed for individuals to address for a group and let thoughts, views, and knowledge flow from one educator to many. In most situations, the speaker will stand in front of the audience.

Mountain top

The cave space is designed for individual concentration, focus, and reflection. It should be a quiet space without leading to isolation. These spaces are small and limited to one or two users, away from the activities areas.

Cave

Figure 11: Modified from source (Rosan Bosch, 2019)

Figure 12: Modified from source (Rosan Bosch, 2019)

The campfire is a space designed for learning in groups. The aim of this space is that the students can work more effectively in smaller groups, working on the dialogue and collaborative skills.

Campfire

The watering hole promotes informal spaces with disturbances. These disruptions allow the students to encounter unexpected ideas, new skills, and knowledge that keeps them inspired and motivated.

Watering hole

Hands-on is a workshop space based on non-verbal communication. It offers a relationship between theory and practice, mind and body, insight and play. The aspect that is prioritized is relevance.

Hands-on

These spaces are designed to integrate movement into the already natural part of all spaces. Movement enhances cognitive skills and stimulates the learning process. (Rosan Bosch, 2019)

Movement

Figure 13: Modified from source (Rosan Bosch, 2019)

Figure 14: Modified from source (Rosan Bosch, 2019)

Figure 15: Modified from source (Rosan Bosch, 2019)

Figure 16: Modified from source (Rosan Bosch, 2019)

Case studies

State of the art Forest school

Forest school State of the art

Okana center for change Location: Okana, Kenya Architects: Laura Katharina Strähle and Ellen Rouwendal Year of construction: 2018 Program: Education

Figure 17: (Archdaily, 2017)

The formal aspect of the building is inspired by the Acacia tree, under which people gathered to protect themselves from the sun and rain. The structure is self-supporting; Hence, the roof shapes the building form. The module has 64 square meters of column-free space, with an open courtyard to provide ventilation and the opportunity for water catchment. Coated brick walls with perforations enclose the interior space. This design can then be scaled, multiplied, and adjusted depending on its location. Since it is modular, with the help of funding, the architects could build 6 of these modules around a courtyard space: a library, computer room, cafe, and meeting spaces. The Kenya Bamboo Centre joined the project during its construction, training local workers on-site to promote the possibilities of bamboo as a construction material. (Archdaily, 2017)

Forest school State of the art

Figure 18: Site plan (Archdaily, 2017)

The bamboo structural frame was strengthened through ferrocement, with cementcoated fabric wrapped around crucial joints. The roof also uses a similar technique, swapping locally used iron roofing for ferrocement sheets, which are quieter during heavy rain and cause less heat accumulation. A goal of the students was that all parts of the bamboo should be used, so left-over or unsuitable bamboo elements were used to replace rebars in the reinforcement of the concrete floor and woven between steel bars to create doors and windows through which light and air can pass.

Figure 19: Module’s section (Archdaily, 2017) Figure 20: Roof structure plan (Archdaily, 2017)

Forest school State of the art

A goal of the students was that all parts of the bamboo should be used, so left-over or unsuitable bamboo elements were used to replace rebars in the reinforcement of the concrete floor and woven between metal frames to create doors and windows through which light and air can pass. (Archdaily, 2017)

Figure 21: Sections (Archdaily, 2017)

Figure 22-23: Interior spaces (Archdaily, 2017)

This project gives essential guidance regarding: 1. Use of local materials: how it uses bamboo as the main structural frame. 2. Adaptability: The architects use one module that can adapt in size to withhold different programs and is modular so it can be organized in a grid. 3. Community: Because of its adaptability, it can also contain different programs that allow the community to participate and train the local workers to learn new construction techniques. 4. Passive strategies: The architects used an inner courtyard for lighting, ventilation, and water collection. Also, they had some walls with spacing bricks so light and air could pass. 5. Pilot project: They also wanted to promote this building to work as a pilot module; the architects created a manual so that it could be replicated. 41

Forest school State of the art

Clothing factory Location: Pereira, Colombia Architects: Ruta 4 Year of construction: 2018 Program: clothing factory

Figure 24: Exterior view (Cairoli, 2020)

Ruta 4 completed the factory, called Amairis, in the San Isidro area of Puerto Caldas municipality. The studio collaborated with women in the community and an organization in Pereira that promotes educational and cultural strategies. “This trusting relationship and the findings observed in the landscape were fundamental for designing and building a workspace for them,” -Ruta 4 The studio aimed to use local building techniques and materials, particularly bamboo species that grow abundantly in the region. “Abundant quantities of bamboo and a neighboring village with traditional ceramic tiles and bricks craftsmanship, cast as relevant symbolic and constructive elements.” -Ruta 4. Bamboo is used for the structural pillar and the roof structure, which slants towards the back side of the site. A series of doors made from bamboo run along a wall and allow the interiors to open up entirely to the outside. Amairis is designed with an open plan that contains a series of desks with sewing machines, chairs, and supplies for making clothes. It also includes private office space, storage closets, two restrooms, and a small kitchen nook. 42

Forest school State of the art

Figure 25: Floor plan (Archdaily, 2020)

The layout is intended to respond to its location and the sun’s position. It has a rectangular plan, and it is completed with a long, brick wall facing the street with 24 square windows with black frames. “The sewing factory’s location traces the movement of the sun that affects its facade, conceived like a dynamic device that provides several degrees of openness; while a wall makes up the rear facade for storage and 24 windows, creating a rhythm that frames the road,” - Ruta 4. A shorter wall facing southwest comprises black-gridded glass walls that swing open to provide natural light inside. (Archdaily, 2020)

Figure 26-27: Exterior views (Cairoli, 2020)

Forest school State of the art

Figure 28: Interior view (Cairoli, 2020)

This project gives essential guidance regarding: 1.

Cultural aspects: They involved the woman in the design process, the local materials, and techniques. 2. Materials: One of the most used materials is bamboo, from the main structure to the roof. 3. Form: The form is modular and has two areas for service and another large area for multipurpose space. 4. Position: The placement of the building works with the sun’s orientation.

Forest school State of the art

Nueva esperanza school Location: Puerto Cabuyal, Manabí, Ecuador Architects: Al borde Year of construction: 2009 Program: School

Figure 29: Interior view (Cadena, 2010)

“For all of us, who belong to the Puerto Cabuyal Community, it has been a cause of pride to have our new school. Our community is located on the beach, on the field, in a far away site, been fishing and agriculture are the basis of our daily meals. Until four years ago, there was no school in the community, and because of that, most of its inhabitants were illiterate. We began with our school in a small cottage, but as the time passed, the space got smaller because of the number of children; that is why we undertook the construction of a new place”. -The teacher Al borde states that most of the educational facilities near the area are made of concrete, rectangular shape, with window bars that make them look more like a jail than a school, and the level of defection is very high. The project seeks to solve immediate problems and generate long-term solutions. It was indispensable to design the space according to the principles of an active school—a space where kids can enhance their imagination, creativity, and desire to learn new things. The project must be intimately closed to the natural environment nearby. (Archdaily, 2019) 45

Forest school State of the art

Figure 30: Massing (Archdaily, 2019)

Figure 31: Plan (Archdaily, 2019) Figure 32: Section (Archdaily, 2019)

The project uses the same materials and building patterns the community has been using for years. The difference lies in the conception and conceptualization of the space. A timber basis above the foundation piles, bamboo walls, wood structure, and a roof made of knitted straw “cade.” A place for education that encourages learning through action. (Archdaily, 2019)

Figure 33: Interior view (Cadena, 2010)

Forest school State of the art

“A huge change in the children’s learning process has been made since the very beginnings of the school. The action of opening the entrance door is a physics lesson. The space is generous in every way, which is why the kids feel freer finding their place where they will develop their activities. The model and the structure transmit freshness and imaginative environment that has favored the development of artistic and academic activities through the lessons that give the best teacher ever, nature” -The Teacher

Figure 34: Interior view (Cadena, 2010) Figure 35: Construction (Cadena, 2010)

“In our Fisher community, It is the prettiest thing, having a school with a boat shape where every day, kinds jump into it and get ready to sail and discover new worlds from their intern world full of abilities and potentialities. In where children learn science and technology, valuing the life of the field, through the lessons given by the best teacher of all, the nature” -The Teacher This project gives essential guidance regarding: 1.

Local materials: The project uses local materials such as timber and bamboo for construction. 2. Form: The architects took inspiration from a boat. It is a hexagonal shape; they try to break the traditional rectangular form of the local schools. It has different ways to approach the opening, opening the school to nature. 3. Materials: The architects take local materials and traditions to incorporate them into the project.

Background

State of the art Forest school

Forest school State of the art

Site and forest

Forest school State of the art

Olón, Ecuador Olón is located on the coast of Ecuador, in the province of Santa Elena. It has an altitude of 5 meters above sea level and has a fraction of the Mountain range Chongón-Colonche. It is part of the Spodylus route, 63k m away from the canton Santa Elena. It is located 192 km from Guayaquil, by car 3h30min. The main towns nearby are Puerto Lopez, Montañita, Manglaralto, and Ayangue. The town has many natural resources like beaches and forests.

Figure 36: Location map

Forest school State of the art

Puerto Lopez

Olón

Montañita Manglaralto

Ayangue

Forest school State of the art

Figure 37: Aerial view of Olón. (Cano, 2022)

Forest school State of the art

Figure 38: Aerial view of Olón river. (Cano, 2022)

Figure 39: Aerial view of Olón. (Cano, 2022)

Forest school State of the art

Figure 40: Aerial view of the site. (Cano, 2022)

Figure 41: Aerial view of the specific site. (Cano, 2022)

Forest school State of the art

Site Analysis Land use

Vegetation/P.S Residential Education Commerce Mixed-use Figure 42: Land use diagram

Olón has different types of land use; the most predominant ones are housing and mixed-use buildings. The inhabitants run their businesses for tourism, such as restaurants, hotels, and cafes. There are two educational facilities in the area, one in the main town and the other near the gated community, Oloncito. The town has few parks, green areas, and public spaces; the main one is the soccer field, where most people gather to play.

Neighborhoods

Forest school

Preserve area “El cangrejal Olón” Las palmeras Main town

Nueva Olón

Figure 43: Neighborhoods diagram

Oloncito

Forest school State of the art

Currently, there is 1,200 ha of protected forest, including a primary forest in the Chongón-Colonche mountain range area, and 4.6 ha of protected mangrove, where the initiative of blue crab nurseries is ongoing. Olón comprises several neighborhoods; Oloncito, a residential area; the town center, where all the commercial activity develops; las Palmeras, which is also residential with a few local retail; and Nueva Olón, a residential area with recent commercial activity.

Transportation

6 min 10-12 min r:

0m 20

0m 80

Figure 44: Transportation analysis

One noteworthy thing that has been analyzed is how long people will take to get to the site from the main road and the central station. The time to get to the site by bike is 6 minutes and 10-12 minutes by foot. The site has many natural resources; it is inside a forest and next to the main river, “Rio grande Olón.” from this river, the community of Olón supplies piped water to 5 communities, approximately to 13,000 people. This practice does not have sustainable development, and the river has been drying up during the high season. Different ongoing proposals exist to transfer this water catchment facility to the river basin Daule-Peripa. (Borbor, 2022)

Site

Next to the site, some properties have agricultural purposes and very few residencies; it is not an urbanized area. Still, the access road leads to the main route called “Via San Vicente de Loja,” where there is more traffic and urbanization. On this route, most of the sites withhold farms and agricultural activities; this road leads to the town, San Vicente de Loja, and the mountain range Chongón-Colonche.

Forest school State of the art

Figure 45: Aerial view of the site (Cano, 2022)

Figure 46: Pitahaya crops (Cano, 2022)

Figure 47: Existing road inside the site (Cano, 2022)

Forest school State of the art

Climate 26.4 °C

Temperature

26 25 23.5°C

24 23.8 °C

22°C

21.9°C

22 21.8°C

21 20 19.8°C

19.8°C

19 18

17 Jan

Feb

Mar

Apr

Low temp °C

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Figure 48: Temperature diagram Modified from source: (Aladin, n.d.)

High temp °C

The temperatures year-round in Olón, Ecuador, reach the highest temperature from February to May, 26.4 °C, and the lowest temperature in August and September with 19.8°C.

Daylight and sunshine hours

12 11 10 9 8 7 6 5 4 3 2 1 0

Jan

Feb

Daylight hours

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Figure 49: Daylight and sunshine diagram. Modified from source: (Aladin, n.d.)

Sunshine hours

There is a constant 12 hours of daylight around the year, but the months of April and May receive more sunshine with a proximity of 8 hours.

Forest school State of the art

Humidity

85%

80 70 60 50 40 30 20 Figure 50: Humidity diagram. Modified from source: (Aladin, n.d.)

10 Humidity (%)

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

The humidity all year-round has a percentage of 83%, but the months with the highest humidity percentage are in August and September, with 85%.

Rainfall

66mm

65 60 55 50 45 40 35 30 25 20

Figure 51: Rainfall diagram. Modified from source: (Aladin, n.d.)

15 10 5 0

3mm

3mm 3mm

Jan

Feb

Mar Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Rainfall mm Dec

The highest month of rainfall in February with 66mm, and the lower months just having 3mm are August, September, and November.

Rainfall days

Figure 52: Rainfall days diagram. Modified from source: (Aladin, n.d.)

18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Jan

17.9

3.2

Rainfall days Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

The rainfall days vary throughout the year, with the highest number of days in February, 17.5, and the fewer days in September, with 3.2 days. 60

Wind rose

NNE

Forest school State of the art

N NNW

WNW

ENE

500

ESE

WSW

SW SSE

SSW S 0

>1 km/h

>5 km/h

Figure 53: Wind rose Modified from source: (meteoblue, n.d.)

>12 km/h

The predominant winds come most from the West, the WSW, and the SW. On the West, the wind predominantly goes lower than 5 km/h. temperature & humidity distribution

Psychrometric chart

air conditioning

mass cooling & night ventilation

evaporative cooling

humidification 15

sun shading

winter

integral gains

passive solar

active solar

heating 0

comfort zone

Dry bulb temperature (°C)

Absolute humidity (g/kg)

air conditioning & dehumification

l ra tu on na tilati n ve

Figure 54: Psychrometric chart diagram

The psychrometric chart considers the dry bulb temperature and the absolute humidity of the area. It estimates different passive strategies that the designer should take into account for the design of the building. A climate consultant software ran the psychrometric chart with the EPW of Salinas, a nearby town. 61

Forest school State of the art

Ecosystem Flora The type of forest we can find at the site is Lowland seasonal evergreen, locally known as garua forest. The bioclimate is a rainy seasonal climate and humid. The altitude goes between 0-400msnm. This forest type is stratified with an average canopy between 20 and 25 m, with emergent species up to 40 m tall. Although this ecosystem is maintained with green leaves all year round, some fall during the season with less precipitation but are replaced by new leaves quickly without affecting the evergreen aspect of the forest. (Ministerio del ambiente del Ecuador, 2013) From June to August, 80% of the tree species bear fruits, and from December to march, the bloom happens. The biodiversity found, according to studies, consists of 283 botanical species. In the same type of forest near the area, scientists conducted a study where they found 486 bird species, including seabirds and shorebirds, of which 42 are endemic. The herpetofauna is composed of 20 species of amphibians and 23 reptiles; of these, six are endemic. (Astudillo et al., 2018) For example, it is possible to observe a very dense undergrowth dominated in some areas by Toxosiphon caribou, Aphelandra guayasii, and Passiflora macrophylla. A subcanopy in which species of the Moraceae and Lecythidaceae and of the family Nectandra and Pouteria (common in evergreen forests) coexist with species such as Pseudobombax millei, Triplaris cumingiana, Centrolobium ochroxylum, Cochlospermum vitifolium. (Ministerio del ambiente del Ecuador, 2013)

Figure 55: Aerial view of the river & forest (Cano, 2022)

Common species

Because it is a forest that will be preserved, many of the existing species will behave wildly as they are in their natural environment. It is essential to determine which species can threaten the users and the building.

Plague threats

Users

Forest school State of the art

Astrocaryum standleyanum, Attalea colenda, Bauhinia aculeata, Brosimum alicastrum, Castilla elastica, Cecropia litoralis, Centrolobium ochroxylum, Clarisia racemosa, Cochlospermum vitifolium, Cordia alliodora, Eschweilera integrifolia, Faramea occidentalis, Grias peruviana, Gustavia serrata, Inga oerstediana, I. sapindoides, Pachira rupicola, Pentagonia sprucei, Phytelephas aequatorialis, Pouteria caimito, P. durlandii, Pseudobombax millei, Pseudolmedia rigida, Toxosiphon carinatus, Trophis racemosa, Triplaris cumingiana, Virola reidii, V. sebifera, Zanthoxylum rigidum. (Ministerio del ambiente del Ecuador, 2013)

Building

Poison/bite/sting

Wood

Aggressiveness

Facilities

Noise pollution

Plague

Poison/bite/sting

Wood

Aggressiveness

Facilities

Noise pollution

Plague

Poison/bite/sting

Wood

Aggressiveness

Facilities

Noise pollution

Plague

Poison/bite/sting

Wood

Aggressiveness

Facilities

Noise pollution

Plague

X snake Mata caballos snake Mosquitoes

Rodents

Xylophagous Figure 56: threats diagram Modified from source (Cardenas et al., n.d.)

Forest school State of the art

Environmental initiatives Several institutions have projects in the future with the authorities of Olón. Most try to create a social unity that integrates the natural environment, tourism, the social relationship with democracy, and planning. Their main aim is to reach peace and social security and create interculturality. Regarding urban growth, everyone involved in the future projects agrees to have an integrative view. Borbor mentions that one of the projects is the nursery and botanical garden, which will create a better consciousness about the flora while generating work and social stability. He affirms that education is the key to environmental consciousness, which is why several programs on environmental education are developing, like the forest ranger school—also integrating the existing schools encouraging kids to learn about the ecosystem and create an identity. The foundation La Iguana has an ongoing “Sembrando tu comuna” campaign that proposes native landscaping, reforestation, and green infrastructure. “We are working alongside the local communities on the design and implementation of resilient and sustainable public spaces, aimed to solve the problems and needs of the effects of climate change. These nature-based solutions also contribute positively to the recovery of local biodiversity.” (Fundación La Iguana, n.d.) Punto Verde Community and Cultural Centre is a self-funded community center. “We are a group of Foundations and professional people dedicated to developing our passion for the environment, arts, and culture in Olón community to integrate the diverse population into a space of knowledge, where human talent is the key to promoting the circular and sustainable economy.” Several environmental and cultural programs are happening in this space, and it also has a public library. The cultural director is Jonathan Borbor. (Shane and Tonia, 2021) Reyes declares that Punto Verde is meaningful because many emblematic projects are born here. “This is the emerging place where many environmental projects have risen regarding ecosystems such as beaches, mangroves, forests, and rivers, creating awareness among youth and adults. Punto Verde encourages the importance of loving nature and our community.” (Reyes, 2021) Several campaigns in the town focus on recycling, like: Yo amo mi playa limpia, Guarda playas, Mingas por el mar and Amemos el bosque y el mar; cleaning the beaches and natural resources.

Forest school State of the art

Community

Forest school State of the art

Demographics Extension Olón has an extension of 5.200 ha. The

ancestral territory was recognized in 1982. (Borbor, 2022)

5200 5200 5200 haha ha

Figure 57: Olón extension

Population Approximately there is a population of

Figure 58: Olón population

3,200 inhabitants approx. There is a floating community of tourists of around 1,000 people when it is a holiday and 300-400 people on regular high-season weekends. (Borbor, 2022)

3200 3200 3200

Density The calculation for density in the area is

0.61 0.61 p/ha p/ha 0.61

0.61 p/ha. Taking into account that there is considerable land for agricultural purposes.

p/ha Figure 59: Olón density

Age

5200

The average age of the town is 27. It is ha composed mainly of young people. (Miranda, 2015)

49.7% 49.7%

49.7%

Figure 60: Olón average age

51 or more

31-51 16-30 11-15

50.2% 50.2%

50.2%

51 or more

3200

Forest school State of the art

31-51 16-30 11-15 6-10 1-5 1

The following chart explains the town’s number of inhabitants per age group. (Miranda, 2015)

27 27

Group of age

Indigenious 1.4

2.4 Other

1-5

White

Mestizo

11-15

3.7

0.61 p/ha 6-10

16-30

4.9 Montubio

31-51

8.5 A. Ecuadorian

79.1

51 or more

Figure 61: Olón group age 51 or more

The percentage of women is 49.7 and men is 50.2% living in the town. (Miranda, 2015)

A C A

E E

1.4 Indigenious Indigenious

1.4

2.4 Other 2.4 Other

White

White3.7

Figure 62: Gender

B B

E C C

3.7

4.9 Montubio 4.9 Montubio

79.1 8.5 A. Ecuadorian 8.5 A. Ecuadorian

Mestizo

Gender

Indigenious

1.4

2.4 Other

White 3.7

50.2%

1-5

79.1

Mestizo

49.7%

4.9 Montubio

8.5 A. Ecuadorian

79.1

31-51 16-30 51 or more 11-15 31-51 6-10 16-30 1-5 11-15 1 6-10

D D

The ethnicities in the state of Santa Elena, the majority of the population, is mestiza with a 79,1% following afro-Ecuadorian at 8.5%, Montubio 4.9%, White 2.4 %, Other 2.4 %, and Indigenous 1.4%. (Instituto nacional de poblacion y vivienda, 2010)

One of the characteristics of the town is that it withholds different groups; it has an estimated five different group types with various dynamics. These groups will be analyzed by their emanation, house conditions, income, and access to health and education.

Ethnicities

Figure 63: Ethnicities

Groups

Figure 64: Groups

Forest school

two or more

generations living in town

one

Good condition home

yes

Access to health

$500 or more

$250 -$500

$250 or less

Income

none, first-generation

Figure 65: Group A Analysis

post-graduate degree

University

Highschool

Level of education

Elementary school

State of the art

Group A

Group A corresponds to the people that have lived in Olón their whole life and more than two generations of their family. Most have an education until high school, which is accessible in the area. Currently, they have access to health and count on all the basic needs in their homes. They have different commercial activities, but the income range goes from half the basic salary to the basic wage, from 0 to $500 us dollars.

two or more

one

Generations living in town

none, first-generation

Good condition home

yes

Access to health

$500 or more

$250 -$500

Income

$250 or less

University

Highschool

post-graduate degree

Figure 66: Group B Analysis

Level of education

Elementary school

Group B

Group B are Ecuadorian families from cities such as Guayaquil, Manta, Santa Elena, Cuenca, or Quito. This group has no family generation who have lived in the town; they are the first. They have a third-degree education. They migrate to Olón because of the availability to do home office or other commercial activities; their income is more than $500.

two or more

one

Generations living in town

none, first-generation

Good condition home

yes

Access to health

$500 or more

$250 -$500

Income

$250 or less

University

Highschool

post-graduate degree

Figure 67: Group C Analysis

Level of education

Elementary school

Group C

Group C are people that have migrated to Ecuador and are permanent residents in Olón; they tend to have their own business in the town, and they have an education of third degree. They have an income that overcomes the 500 dollars and tend to be young families. The Nationalities of this group are generally from Argentina, Colombia, Venezuela, Chile, the United States, or Europe. 68

Group D

two or more

one

Generations living in town

none, first-generation

Good condition home

yes

Access to health

$500 or more

$250 -$500

$250 or less

post-graduate degree

University

Highschool

Elementary school

Income

Forest school State of the art

Level of education

Figure 68: Group D Analysis

Group D are international people who come to town to retire, own houses and lands, and have a retirement income. Most of the time, they have a post-graduate degree and are the first generation living in the town. The most common nationality in this group is the United States. Group E is The floating community. They do not have a permanent residence in Olón. Most of the time, their stay is for three months; they tend to have small jobs and a nomadic lifestyle. Even though they do not stay for so long, these families are widespread, so they get involved with the town’s dynamic. (Olón community, 2022)

Group E

The primary analysis is the relationship between these different groups that reside in Olón. The interaction is respectful but not the best in terms of socializing. The native people have good habits of openness to interculturality, but there are some agreements to maintain the peace. The ultimate goal is to strengthen the social fabric because it is crucial and beneficial for everyone. One benefit is that the groups of people with more acquisitive power are activating the town’s economy since they are regular clients who contribute to the local businesses, enhancing a better general economy. There is also new dynamics of interaction between the younger generations; international people have encouraged the native people of the town to explore its surrounding, activities that have lost interest for the younger inhabitants of the town. (Borbor, 2022)

Forest school State of the art

Figure 69: Man on the beach (Avilés, 2022)

Figure 71: Kids riding their bicycles (Cano, 2022)

Figure 70: Girl on the beach (Avilés, 2022)

e m on m seas

sea High season Low

High sea son Low sea son

Economic activities and Recreational activities

tou ris m

Lo w

se Hig as on

e rc

Forest school State of the art

ulture agric son

21%

16%

son Low sea

A rt

45%

ion strucut con gh season

11%

17% 44%

tba oo

40%

Figure 72: Economic activities diagram Figure 73: Recreational activities diagram

Hig h s e a so n Low se ason

fishing

The town’s main economic activity is tourism with a 45% percent, including activities that provide accommodation, intermediation, restoration, information, accompaniment, and leisure, including restaurants, hostels, laundry services, and bars. The second activity is construction with a 21% due to the high demand for new projects in the area. The third activity is fishing; it used to be the primary economic activity, catching shrimp larvae on the seashore. Moreover, the following activities are agriculture and commerce. (Olón community, 2022) Olón, because it is a tourist town, has high and low seasons; this has led the inhabitants to develop secondary activities during the low season. In this case, the tendency is agricultural. It is also a time of construction and investment; they use this time to improve, renovate and extend their businesses. Some initiatives promote entrepreneurship, like training workshops for the community, such as nursery, cosmetic courses, and oils. A market, “La Feria de Huancavilca,” has encouraged women to develop new small businesses like handmade shoes and craftmanship of toquilla straw and tagua. These women are not only from Olón but also from Manglaralto, Colonche, and other nearby towns. (Borbor, 2022). The recreational activities in Olón are mainly surfing and water sports with 44%, the other main activity is football with 40%, and the lower activity is art with 16%. (Olón community, 2022)

Forest school State of the art

Figure 74: Woman with street vendor stall (Cano, 2022)

Figure 75: Man building with Guadua (Cano, 2022)

Figure 76: Man on the beach with ceviche vendor stall (Avilés, 2022)

Forest school State of the art

Education

Forest school State of the art

Educational system Multidimen- Multidimensional poverty is the set of deprivations of rights in the household; the sional poverty analysis has four parameters: • • • •

Education Work and social security Health, water, and food Habitat, housing, and a healthy environment

(Instituto Nacional de Evaluación Educativa, 2018) Concerning education, it is crucial to analyze the whole spectrum; the lack of basic needs directly affects the students. So it is essential to consider that the deficiency of academic merits must be studied not only through the educational system but as a society in general. Index of Multidimensional Poverty

Figure 77: multidimensional poverty. Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

28,5 27,0

27,2

25,5

24,0

24,0 22,5

20,0

21,0

19,1

19,5

19,0

18,1 17,0

16,9

2015

2016

16,9

16,5 15,5 2009

2010

2011

2012

2013

2014

2017

History of the The national education system offers school-based and non-school-based education education with cultural and linguistic relevance. The organic law of intercultural education (LOEI) established that the method comprises three levels; initial education, primary education, and Baccalaureate. In Ecuador, the mandatory period of instruction is 13 years, and there are private and public school facilities.

Since 1950 the education demand has grown, pushing for the expansion of the superior education levels. The social sector helped to reduce illiteracy between 1970 - 1990. This accomplishment resulted from constant fights of the social sector to have education as a right and the establishment of 21 programs and literacy projects between 1944 - 1999, prioritizing urban areas over a rural areas. In 2019, illiteracy was only found in the population who have lower income, elderly, females, indigenous, montuvian, and Afro Ecuadorians. So the illiteracy rate goes to the neglected social groups, historically and generational. (Madrid Tamayo, 2018)

19 Figure 78: Illiteracy population over 15 years Modified from source: (Madrid Tamayo, 2018)

.5%

70 19 .8%

.5%

9 19 7% 11.

0 20 %

9.0

1 20 %

6.8

National statistics

Forest school State of the art

It is also essential to analyze the literacy rate according to rural and urban areas, gender, and ethnicity; this rate is measured on people 15 years or older. Furthermore, it is the capacity to read, write and understand a simple text.

Literacy by area

100

Literacy rate %

80 2006

2007

2008

2009

2010

Urban

2011

2012

2013

Rural

2014

2015

2016

Figure 79: Literacy rate Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

2017

National

99.4 99.3

99.2

Literacy by gender

99.1 Literacy rate %

99.0 98.8 98.6 98.4

98.3 98.2

98.2 98.0

98.1 2006

2007

2008

2009

2010

Male

2011

2012

2013

Female

2014

2015

2016

Figure 80: Literacy rate by gender Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

2017

National

100

94.7

94.8

Literacy by ethnicity

Literacy rate %

90 85

80.8

80 75

72.3 70 65 2006

2007

Indigenous

2008

2009

Montuvian

2010

2011

2012

Afro-Ecuadorian

2013

Mestizo

2014

2015

2016

2017

Figure 81: Literacy rate by ethnicity Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

White

Statistics show a direct link between education, family income, rural or urban areas, gender, and ethnicity. 75

Forest school State of the art

Province Compared to a national level, Santa Elena’s literacy rate is 95 to 100. statistics Literacy

95-100 90-94.9 80-89.9

Santa Elena province

Figure 82: Ecuador educational results Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

Enrollment and assistance

110%

100%

90%

80%

Net rate

Assistance Highschool

Assistance Elementary school

Enrollments Highschool

Figure 83: Enrollment and assistance Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

Enrollments Elementary school

70%

Gross rate

The gross rate of enrollments in elementary school is 100.8%, and the net rate is 96.4%. For high school, the gross rate is 96.5%, and the net rate is 78%. The gross assistance rate for elementary is 100.8% and in net rate is 96.3%. For high school, the gross rate is 95.7%, and the net rate is 77%. 76

0-0,9

1-1,9

High school

2-3,5

1- 2,9

Elementary school

0,6-2

2,1-3

Not promoted

3-5,9

6-8,5

Education facilities in rural and urban areas of the province

3,6-5

Figure 84: Not promoted rate Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

Dropout

High school

3,1-4,5

Forest school State of the art

Elementary school

5,1-7

7,1-14,5

Figure 85: Dropout rate Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

Public, private and Fiscomisional Existing types of schools in Santa Elena

Rural areas

Urban areas

Public schools

Private schools

Fiscomisional schools

Figure 86: Types of education centers in the province. Modified from source: (Instituto Nacional de Evaluación Educativa, 2018)

Forest school State of the art

Figure 87: Education center Dr. Antonio Moya Sanchez (Cano, 2022)

Figure 88: Education center Dr. Antonio Moya Sanchez (Cano, 2022)

Forest school State of the art

Figure 89: Education center Dr. Emiliano Crespo Toral (Cano, 2022)

Figure 90: Education center Dr. Antonio Moya Sanchez (Cano, 2022)

Forest school State of the art

Education centers in the area Education center “Luis Antonio Gudino Benavides”

Curia

Education center “Dr. Antonio Moya Sanchez”

Olón Education center “Dr. Emiliano Crespo Toral”

Montañita

Education center “José Mejía Lequerica”

Education center “Alfredo Sanz Rivera”

Education center “San Antonio Pagua” Education center “Manglaralto”

Manglaralto Figure 91: Existing Education centers in the area

Forest school State of the art

Red BESCHOCÓ Ecuador has its forest school methodology, which was planned for the choco Andino area. The MCA (Mancomunidad del choco Andino) states that the forest school should be an inclusive learning space where children can develop: knowledge, sensitivities, and consciousness in the natural environment. They follow the principle; the forest is the classroom. The natural processes of the forest are the primary source of knowledge; this type of education is for sustainable practices that are vivid and experimental. The essential teachings of this methodology are creativity, curiosity, respect, autonomy, self-learning, solving conflicts, and promoting a pacific life.

Methodology

The MCA declares there are eight principles for the forest school in Ecuador:

8 Principles

Long-term processes and regular sessions: There are two options regarding forest schools and how to learn with the methodology. The students can frequently come to the same natural environment once a week or more to develop a relationship with the site and between themselves. Also so, they understand the natural changes in the ecosystem.

2. Local Forest: The forest is the perfect context for this methodology because it brings a multisensorial experience; it must be a preserved area. 3. Integral development: Facilitate physical, social, intellectual, spiritual, emotional, and communicational development in the students to encourage resilience, selfconfidence, autonomy, and creativity. 4. Personal challenges: It is essential to offer experiences where students can take on challenges within their capacities. 5. Experiences based on the student: The students guide their learning with an instructor. The sessions have a basic structure, but there is space for flexibility. The students can be of all ages, gender, and ethnic. 6. Connection with nature and site: Enable strategies for the excellent use of natural resources. 7. Strengthen the community and the nonviolent relationships: The methodology focuses on oneself-knowledge and the discovery of one’s abilities generating awareness about others and the world. Companionship is developed in this way and thus understood and experienced. 8. Critical and independent thinking: The process encourages free-thinking so that people can be flexible and be masters of their ideas and future decisions. The procedure enhances problem-solving, creativity, innovation, determination, and experience to enable critical thinking. (Arcos and Torres, 2019) 81

Forest school State of the art

Existing Forest schools in Ecuador 1 4 7 32

5 6

Figure 92: Existing forest schools in Ecuador

1. Chantoloma Forest School - Mashpi, Pacto Ecuador 2. El porvenir Forest School - Nanegalito, Ecuador 3. Intillacta- Miraflores, Nanegalito Ecuador 4. Pambilitio - Mashpi, Pacto, Ecuador 5. Santa Lucia - Nanegal/ Calacali, Ecuaodor 6. Un poco del Chocoforest - Copal Community, Gualea Ecuador 7. Yakunina Forest School - Pacto Ecuador

Forest school State of the art

Construction

Forest school State of the art

Construction in Santa Elena Vernacular architecture of Santa Elena province

The typical traditional houses (1850-1950) in the province of Santa Elena have particular characteristics; the external area of the homes has several plants, utilitarian and ornamentals. The interior area of the houses uses natural ventilation and natural scents as a passive strategy. Most of the time, they have low natural illumination because of the window size and the dark color of the materials. This characteristic is no problem because they tend to keep windows and doors open all the time; another aspect is the slits on the walls, which are placed on the wall behind the kitchen sink to illuminate the cooking area. Artificial ventilation is unnecessary because primary materials like wood, Guadua cane, and straw do not concentrate the heat on sunny days. The wind con filtrate through the external walls on colder nights; this is fixed by coating the interior walls with “pegado con engrudo” or “almidón.” The kitchen area has a different ceiling height, so it works like a chimney in the middle where the firepit is. The smell of smoke, “corrales,” old wood scent, plants, dim light, and low noise of the town give the house a calm mood and adequate rest. There are two types of houses; one belongs to the families with less economic income and the other to the most powerful families. (Ugalde, 2013)

House type 1

Figure 93: Perspective of the house type 1 Modified from source (Ugalde, 2013)

Forest school State of the art

Figure 94: Plan of the house type 1 Modified from source (Ugalde, 2013)

It is a small house with two different rooms, A is the rest area, and B is the work area; between these two, there is always a free space where a hammock can be placed next to the window. Most of the plan is rectangular; the front facade is always on the larger side, the access is sometimes on the behind or lateral side, and the typical roof has two slopes. The construction is pretty simple; the walls are made of Guadua cane lattice and wood; sometimes, for exterior walls, it is used guasango. Timber is always used for the structure and straw for the roof. For the unions, they use a joint called horcon. These houses are not bigger than 70sqm (30-50sqm); the maximum height is 6 meters. And the first-floor level can be 1.2 or 2.5 meters from the ground. The ground floor is only used for storage. In the kitchen area, the sink is placed the further possible from the rest area, near a door or a window, to check the exterior space while cooking. The firepit is next to the sink, where they hang the corn or other agricultural products.

Area B

The rest area is smaller and separated from the rest of the house through a wall; it is generally the most obscure area from the rest of the house; if it has a window, it is pretty small and only to keep vigil and to see the entrance. (Ugalde, 2013)

Area A

Figure 95: Elevation Modified from source (Ugalde, 2013)

Forest school State of the art

House type 2

Figure 96: Perspective of the house type 2 Modified from source (Ugalde, 2013)

This house has two different levels, and it has around 120 years. The second floor is separated by around 3 meters and divided into two extensive areas.

Area A

In the family area, in most cases, A space that works as a diner or storage can be found; this is typically divided by stairs; these stairs will lead to the center part of the building.

Area B

The working area can occupy a little less than the total surface of the constructions.

Area C

The ground floor is mainly used for retail or storage, before and nowadays. The construction is more complex because it has more quantity of joints. The principal structure is guasango, the same as the exterior walls, mainly the facade. The roof is a shingle; in a few cases, it has been replaced by zinc. Most of the house has around 60-150sqm and 200sqm of construction, and even some 300 sqm. The house has fences for the cows to protect the house’s exterior area. (Ugalde, 2013)

Figure 97: Plan of the house type 2 Modified from source (Ugalde, 2013) Figure 98: Section of the house type 2 Modified from source (Ugalde, 2013)

Material and construction methods

Forest school State of the art

The men did all the construction work. The primary materials are collected from the local premises. The wood and Guadua cane are collected from the nearby forests, and the straw, cade, and Palma leaf from the nearest savannah.

Doors and windows

Fences

Corrales

Walls

Floors

Staircase

Roof

Structure

Timber

Foundation

Use

Guasango Algarrobo Guayacán Madera negra Bálsamo Pechiche Seca Manglillo Laurel Colorado Chirigua Palo de ajo Mangle Pino Cedro Zapote Ébano Guachapelí Muyuyo Caña Roble

Figure 99: Material chart Modified from source (Ugalde, 2013)

Madera

The crucial primary focus is the interaction between the people and the context; therefore, there are a series of bioclimatic strategies implemented: 1.

Elevating the building from the ground because of possible floods and cross ventilation. 2. All the materials are found in the surroundings. 3. The spacing of the walls, due to the materials implemented, allows cross ventilation that keeps the interior fresh.

Forest school State of the art

Figure 100: Vernacular house, Vía a san Vicente de Loja (Cano, 2022)

Figure 101: Vernacular house 2, Vía a san Vicente de Loja (Cano, 2022)

Forest school State of the art

Figure 102: Vernacular house 3, Vía a san Vicente de Loja (Cano, 2022)

Figure 103: Vernacular house 4, Vía a san Vicente de Loja (Cano, 2022)

Forest school State of the art

Resources The use of forest resources in the country can be divided into two market segments: availability • •

Timber

Timber products Timber subproducts and non-timber by-products.

There are different methods of producing timber products, and regulations control each process for a sustainable harvest. The methods are forestal plantation, native forest, agroforestry systems, and pioneer formations. At a national level, we can find species that are permitted to harvest like: Balsa, Eucalyptus, Pine, Laurel, Pachaco, Teak, Pigue, Sande, Pichango, and Lechero. In the coastal region, the most commonly produced in forestal plantations are Balsa, Teak, Pachaco, Melina, Eucalyptus, and Laurel; In a native forest, Sande, Lechero, Chanul, Copal, and Cocoa; In agroforestry Laurel, Pichango, Bombon, Caucho, Guabo, Fernan sanchéz, and Saman; and In pioneer formations Balsa and Pigüe. (Ministerio del ambiente, 2010) According to the vice-president of the community, the most common species are Cedro, roble, and Mara Macho. The Guayacan species is not permitted because it is conserved. Only a few commoners have the permission to produce wood and harvest timber in Olón. Rodríguez, a carpenter from Olón, states that the woods he uses the most are Cedro Cubano, Roble, Teak, Laurel, and Jigua.

Bamboo: Guadua Angustifolia

Timber subproducts and non-timber by-products include sheets, gums, resins, bark, fruits, seeds, and roots of forest species. The category of Wood By-products includes products of natural formations derived wood such as charcoal and firewood. In Ecuador, the essential products are Tagua (Phytelephas aequatorialis), Guadua (Guadua Angustifolia), Pambil (Iriartea sp), rubber (Heveaguia guianensis), and fiber (Aphandra Natalia). (Ministerio del ambiente, 2010) The Guadua cane has ecological advantages because it captures 40% more carbon dioxide in the first three years compared to the uptake of CO² produced by pine and eucalyptus trees within a decade. In addition, it generates two and four tons of biomass per hectare. The guaduales fulfill essential functions in the water conservation and protection of the rivers’ banks, in addition to providing construction material of exceptional quality. Yagual informs that la Noble Guadúa is a peasant association with eight years of experience; its purpose is the search for the productive development of the communities through the management and proper use of the bamboo cane, the native plant of the area, and raw materials available. The Association works in two directions: on the one hand, the development of products (furniture, handicrafts, and construction) using the bamboo cane, and on the other, the restoration and environmental conservation of water basins through revegetation processes through the base of native species such as a Guadua Angustifolia.

Forest school State of the art

The commoners created this organization in 2010, legalized by MIPRO, and groups 126 partners, of which about 100 are guadua cane farmers and 26 artisans belonging to the communes of Olón, Curia, Las Núñez, San José, La Entrada, Río Blanco, and San Antonio. The areas where the Guadua is most commonly harvested are around the community of San Vicente de Loja, 12km from Olón, and near the mountain range Chongón-Colonche. (Yagual, 2018) Constructors can find other materials such as concrete, steel, stone, brick,/masonry, and bathroom fixtures in the hardware stores in the area; there are 3 in Olón and many others in Montañita, and a big one in Manglaralto. These products are not produced in the area but transported from bigger cities like Cadeate, Santa Elena, and Guayaquil.

Other materials

Construction is one of the town’s main activities; most people who have this activity work in several areas such as ironworks, carpentry, electricity, sanitary installations, and masonry. Most of the time, this activity is done by men; a small group of women at “La noble Guadua” primarily work with toquilla straw fabrics and cane curtains.

Skilled labor

Rodríguez declares he began working with timber because it was a family business; he learned when he was little to work with wood, and his dad and siblings also work in this business. (Rodríguez, 2022)

Forest school State of the art

Figure 104: Guadua workshop in Olón (Cano, 2022)

Figure 105: Man working with timber (Cano, 2022)

Forest school State of the art

Figure 106: Guadua workshop in Olón (Cano, 2022)

Figure 107: Man working making “boca de pescado” joint (Cano, 2022)

Findings & Goals

Findings and Goals

Forest school

Forest school Findings & Goals

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Forest school Findings & Goals

Concluding, from the research about the site and forest, Olón has many natural resources, which the community has not benefited from. There is a lack of connectedness with nature. The weather and the place’s biodiversity allow different educational activities in open spaces that are not implemented, such as hikes, excursions, workshops, and labs.

Community The community is composed mainly of young people; there are many activities in Olón, but the main economic one is tourism, and the recreational ones are surfing and football. The town has many groups of people from different backgrounds who do not interact enough; each follows their interests and does not blend, enhancing social inequity.

Goals

Findings

Forest

Identity

Figure 108: Findings and goals diagram

This project aims to create an education center where the children can learn with alternative educational methods to involve nature in the learning process. This project aspires to create an intercultural environment where people of all ages can feel familiarized with it, promoting social, gender, and status equality. Create a sense of identity within the whole inhabitants of the town.

Forest school

The statistics revealed how the traditional educational system is not addressing the main problem, inequity, which is why the outcomes vary considerably depending on if the students are from a rural or urban area. The few options for alternative education close to the town could promote equity, but they have not gained the complete trust of the families; these types of schools, including the proposal, can reinforce the relationship between the students of different backgrounds and a deep connection and care for the environment.

Circularity Create a circular, eco-balance, resource-positive, climate-friendly module that follows sustainable principles. Minimizing the CO² emissions in every life cycle phase of the module. (source, use, decay, reuse) That can function with passive strategies, aspiring for energy and water efficiency.

Construction Because of the tourism growth, there has been much demand for new constructions in the town that have adopted architecture from the main cities rather than following the area’s vernacular architecture. The urban growth has caused a loss of identity with the local materials and construction systems. This finding needs to be readdressed, applying the vernacular architecture principle in new constructions, creating a sense of local belonging.

Findings & Goals

Education

Systems Create a modular pilot building; the module goal is to create a flexible and adaptable space that can withhold various programs by rearranging vertical boundaries. The module aspires to have more than the educational activities to involve the community in this shared space. 97

Architectural design

Architectural Design

Forest school

Forest school Architectural design

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Forest school Architectural design

9802500

Existing site with vegetation

9802250

L2 18.716,69 m2 L1 24.739,12 m2 Vía 1

5.499,57 m2

1 Vía

Vía 1 15m

14m

13m

12m

11m

10m

9802000

9801500 Figure 109: Existing site

100

L7 144.427,87 m2

527750

527500

9801750

527250

L10 2.696,53 m2

Architectural design

L3 m2 10.497,58

L5 36.387,46 m2

18m

19m

1 Vía 17m

L8 30.610,23 m2

20m

Vía 2

Vía 2 2

L6 15.424,47 m2

Vía 2

4.110,95 m

16m

528750

528500

L9 8.657,72 m2

528250

528000

Forest school

L4 25.776,18 m2

Tall vegetation Medium vegetation Small vegetation Palm trees

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Forest school Architectural design

Proposal master plan Multifamily Housing Multifamily Housing

Multifamily Housing

250m

Figure 110: Proposal master plan. Modified from source: (Cardenas et al., 2022)

102

Forest school Architectural design

Eco-lodge

Mixed-use Facilities

Meeting points Pedestrian path

103

Forest school Architectural design

Zoning

Central area

Main building School forest

Education area

Secondary access

A zoning strategy is implemented to carefully locate the main building, dividing the site into two general areas: the educational and experimental zones. The first one includes all the buildings that respond to the educational program, and the second zone responds to every building with research and experimental purpose. This zoning leads to determining a central area, which will work as the main plaza that will also have secondary access; in case other activities happen, there is that option of the entrance. The main building will be placed next to the central plaza, taking advantage of the shared space properties. 104

Architectural design

Main road

Forest school

Experimental area

Main access

105

Forest school Architectural design

Strategies-Master plan 1. Vegetation

2. Modules

The different modules will be placed between trees in a staggered position to generate spaces to play with the intermediate areas.

3. Clusters

The position of each module creates spaces that will work as inbetween areas, where people can have an exterior experience while being in a sheltered space.

4. Vehicular road

106

The existing vegetation will remain. Not one tree will be compromised for the design, and the master plan will happen around the existing nature.

A restricted vehicular road is proposed only for service purposes. One of the vital strategies is to promote sustainable transportation.

Forest school

5. Pedestrian path

A bike lane is proposed to access the different modules. It leads to several essential areas of the school site like the library, the housing for researchers, and camping areas.

6. Bike lanes

The main plazas are meeting points that will be dedicated to educational and social activities.

7. Main plazas

The crops area will be designated so the children can learn to grow their food, and the camping area will promote an option of accommodation for a deeper connection to nature.

8. Crop areas/ camping area

Architectural design

A pedestrian path is proposed, which goes across the site and will complement the existing path that leads into the forest.

107

Forest school Architectural design

Site plan Administration buildings

Restricted access to the forest Library

Water management facility

Kitchen

Bathrooms

Forest

Multipurpose area

Secondary access

Classroom Main building Multipurpose Crops

40m

The site plan proposes an adaptable scheme that promotes the flexibility of spaces on a larger scale. It also contributes to sustainable transportation by offering pedestrian and bicycle lanes; the distances do not exceed the 10 minutes by foot. The forest is integrated, removing any boundary from the school site to the forest and connecting it via trails that will also go through the different areas of the school. 108

Forest school Architectural design

Restricted access to the forest

Reception/lobby

Labs

master plan lab

Entrance plaza bike parking

Main access

Camping area

Vehicular restricted road

Housing

Bike lane Pedestrian lane 109

Forest school Architectural design

Site plan adaptability

Forest

40m

The modules allow the master plan to be adaptable. Architects can easily extend the modules grid by adding or reducing axes. Also, rearranging the orientation will enable the possibility of creating a different organization that can be adaptable to other programs in case of need. 110

Forest school

Architectural design

111

Forest school Architectural design

Strategies

c d

a e

a f

Integrate

The first strategy is integrating Rosan Bosch spaces. The design invites the kids’ playful interaction, using various elements, such as panels, nets, modular furniture, different heights, vegetation, and daylight. a: stage; b: cave; c: campfire; d: watering hole; e: hands-on; f: movement.

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Forest school Architectural design

Orientate

The longer facades of the building will face towards W-E, taking advantage of the daylight. Keeping an open module is a crucial strategy for merging spaces with nature.

Elevate

The building will elevate from ground level; this is a principle of vernacular architecture to protect people from wild animals and for cross ventilation.

Regulate

The building will follow a regular grid of two by two to facilitate expansion and replication. The service areas can be placed on either module ends, and the main rooms on the broad center area.

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Forest school Architectural design

114

Augment

Open

The main building will have two modules, allowing the creation of intermediate spaces or “clusters,” which can hold different activities from food gardens to recreational areas. Some areas can be exposed to the weather conditions by playing with the module’s configuration.

The modules will have double heights and be open to the exterior, merging exterior and interior spaces, creating connections with the forest, nature, the climate, and the outer activities of the school.

Forest school Architectural design

Include

Harvest

For more inclusion, the building will hold educational activities in the morning and communal activities in the afternoon, such as dialogue, debates, upcycling workshops ,and passive house workshops. This way, the community will have a sense of identity and belonging.

The module will display sustainable strategies such as water collection and clean energy, so children can learn from this experience as a standard way of how buildings should function. The energy supply will be from photovoltaic panels and the water collection from the rainwater, trying to reach an off-grid construction.

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Forest school Architectural design

teak wood concrete footing

116

Stabilize

Assemble

The structure’s primary material will be Guadua Angustifolia based on local skills and sources. The columns are made of 4 Guadua canes with spacing for better connection; bolts and metal clamps will fasten the joints.

The primary materials are locally sourced; Teak is the choice for the floor structure and surface; concrete for the foundation to have a more stable system. Skilled local workers will build the main structure. Still, the module can be easily organized, due to the lightweight panels, allowing the community to be involved in installing the partitions.

Forest school Architectural design

Enfold

Circulate

The panels have the function of creating boundaries; according to each space’s operation, it will be the panel selection. They are designed within a range of permeability and transparency, letting air and light through the openings’ spacing. For more private spaces such as bathrooms, the panel is made from Bahareque, a vernacular technique consisting of mud and a lattice layer.

The double heights and the roof placement create space for passive ventilation strategies. Cross ventilation considers the prevailing winds but also stack ventilation allows the hot air to dissipate towards the roof’s opening.

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Forest school Architectural design

Floor plan B vegetable garden

grey water filter

Guadua

service area

workshop A

A’

multipurpose space 1

stage 1 stage 2

Guadua

Stage 1: Mountain space Stage 2: Mountain space Workshop: Hands-on space M. purpose 1: Cave space

B’

Vegetable garden: Watering hole

First floor

118

10m

Forest school Architectural design

multipurpose space 3 multipurpose space 2 A

A’

net

B’

M. purpose 2-3: Campfire space

Second floor

10m

119

Forest school Architectural design

Sections Section A-A’, shows the relationship between spaces and heights and the dynamic between interior spaces. Section B-B’ offers the bioclimatic strategies, which are: •

Using clean energy from the photovoltaic panels

•

Cross and stack ventilation

•

Rainwater harvesting

•

Storage through a water tank made of polyethylene, so there is no need for casting

•

The grey water botanical cell

•

Guadua canes to protect the module from sun and rain

•

A method to cover critical zones with a waterproof membrane layer.

•

An upcycling strategy using recycled fishing nets as the balusters.

Section B-B’

multipurpose space 2

8 workshop

vegetable garden

2 4

120

stage 1

Forest school Architectural design

Section A-A’

N + 7.06

multipurpose space 2

multipurpose space 3

N + 3.50m multipurpose space 1

workshop

N + 0.86m

Ramp

N + 8.06m

6 7

N + 3.50m

N + 0.50m

1. Guadua gutter 2. Gray water plant filter, botanical cell 3. Cross ventilation 4. Underground water tank polyethylene 5. Stack ventilation 6. Guadua cane: Sun and rain protection 7. Waterproof membrane layer 8. Recycled fishing nets 9. Photovoltaic solar panel

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Forest school Architectural design

Elevations Both elevations show the variety of panels’ materiality and how they play with the privacy of the space, allowing the dynamic of daylight and wind to infiltrate the interior spaces. It also shows the different levels of the floor platforms, which emanate movement and play with the children’s scale, creating exciting spaces for them. It also recreates several stage possibilities ideal for dialogue activities. Another clear principle of the project is how the bamboo trusses allow a more open structural system that completes the concept.

West facade

122

Forest school

Architectural design

South facade

123

Forest school Architectural design

Flexibility & adaptability Following the goals and strategies, the flexibility and adaptability of the module play an essential role in this project. The foldable panels allow users, students, and regular people, to create and explore different spaces. The spaces’ versatile properties are spatial freedom and transparency. Each room follows dissimilar permeability limits, allowing light, wind, and visuals in a variation range. The first diagram also shows how rooms can create boundaries by playing with mosquito nets and permeability to protect the user from insects and generate a private space for more concentration activities. The other diagrams play with the space openness, involving and including the forest, site, and wildlife, which tally to the concept. Many activities can happen according to each modulation.

workshop close

stage 1 + workshop open

124

classroom 1 close

Forest school Architectural design

stage 1 + multipurpose space 1 open

stage 2 + multipurpose space 1 open

all spaces open

125

Forest school

Typical roof

Architectural design

Zinc corrugated roofing Coconut insulated membrane 12mm Lattice bamboo ceiling layer 12mm Bamboo trusses

Joint type 1 Bolt Guadua beams 12cm Metal anchor

Metal anchor Tensioning support

Guadua beams 12cm Guadua handrail 8cm Spaced guadua lattice

N+3.50

Typical floor Wood teak planks 10x2cm Secondary teak beams 6x12cm Coconut insulated membrane 12mm Lattice bamboo ceiling layer 12mm Double bamboo beam 12cm

Mosquito net Teak panel frame 4x12cm Framing wooden batten 4x2cm Weaved bamboo lattice

GF Typical floor

N+0.86

126

Wood teak planks 10x2cm Secondary teak beams 6x12cm Breather space Double bamboo beam 12cm

Forest school Architectural design

Facade detail

Joint type 2 Guadua columns 12cm Metallic clamps Guadua beams 12cm

Bolt and nut Guadua beams 12cm

Foundation Guadua columns 12cm Black steel plate 0.05cm Anticorrosive paint Bolt and nut Metallic base Waterproof, insulating breather Foundation rebar Concrete 250kg/cm2

127

128

Architectural design

3D Visualization

Forest school

Architectural design

129

130

Architectural design

Model

Forest school

Architectural design

131

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Analysis

Forest school

Forest school Analysis

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Forest school Analysis

Materials life cycle promote longer life adaptability

Harvest/ selection

preserve

rinse/ dry local constructors

compost

structure panels

demolish inspection

reuse

biomass

disassemble

new products

Guadua The local workers will harvest the bamboo sustainably, considering the

134

bush’s maturity, which must be from 3 to 5 years. They have to cut the bamboo flush node so the rhizome is not affected and can grow again; the ideal hour to cut the Guadua is from 3 to 5 am, during a waning moon . The immunizing method will be the natural one locally called “Avinagrado,” later washed with water and sand and dried. For more protection, the cane will be covered by linseed oil. Then the local workers will build the bamboo structure, which can have a long life because it is an adaptable design. Still, when the life cycle ends, it can be dismantled and upcycle into furniture, brushes, insulation material, and many new products. Furthermore, downcycle into compost, demolishing it first. Both of these new products can work as biomass for renewable energy.

Forest school Analysis

promote longer life adaptability

harvest/ selection

local manufacture

site transportation local constructors

landscape

wood chip

structure panels

demolish

inspection

biomass reuse

disassemble

new products

The lumber owners harvest the wood in the local forest, cut it, and manufacture it to sell. The timber is transported to the site, and the local carpenters will build the floor slab and frames. These components are designed to have a long life because of space adaptability. Still, when the life cycle ends, it can be inspected, dismantled, and upcycle into furniture, brushes, insulation material, and many new products. Furthermore, downcycle into woodchip, demolishing it first, which can be used for landscape design. Both products can turn into biomass for renewable energy.

Teak wood

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Forest school Analysis

promote longer life adaptability

product

extraction

transportation

manufacture

local store

transportation

local constructors initiatives for recycling facilities

roof

landfill disposal inspection

reuse

new products

disassemble

Metal zinc The manufacture of metal zinc roof is located in Guayaquil but transported to the roof local hardware store; the components will be bought locally, supporting the local economy, and later transported to the site. Local constructors will be responsible for the installation of the roof, this type of roof has a long life span and can be reused and reclaimed when it is no longer needed. However, once inspected and dismantled, another alternative is to downcycle the product into doors, fencing, or decoration to prolong the life span. Moreover, once the life cycle ends, it is disposed into a landfill. Some initiatives in Guayaquil include recycling zinc and melting it to convert it into new metal roofing, but these are future projects.

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Forest school Analysis

promote longer life adaptability

extraction

manufacture

product

transport local store

landscape

aggregates

stream bank

coral restauration transport

big pieces

small pieces

local constructors

foundation

demolition

landfill disposal

inspection

The cement manufacturer is located in Santa Elena, the province’s principal city, where Olón belongs. This material is transported to the local hardware store, and the material will be bought locally, supporting the local economy, and later transported to the site. Local constructors will build the footing foundation. The concrete foundation has a long life span; that is why we promote the adaptability of the space in case this specific building is no longer needed. Once the life cycle ends of the building, the concrete can be demolished and disposed into a landfill or prolong its life, analyzing the broken concrete pieces and sorting them into big or small. The small pieces can be used for landscape purposes or aggregates. Specialists can locate the large pieces of broken concrete along stream banks to control erosion or into the sea for the foundation of coral nurseries.

Concrete foundation

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Forest school Analysis

clean collect

disassemble

sort/ classify

panels

handrails

braid

inspection

reuse

landfill disposal

Fishing nets There are a lot of fishing nets that can be found along the coast of Olón and the nearby towns. These can be inspected and reused, considering they do not have a structural purpose. The inhabitants will recycle these fishing nets, clean, disassemble, and sort them by material to create a new braided netting yarn that will work for the baluster and some of the panels. When the life cycle ends, these can be downcycled into other types of products such as garments. The other option is to dispose of it in landfills, but the fishing net’s life span is longer.

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Forest school Analysis

Power demand Estimation for power demand

Heating

The project does not need heating due to the meteorological conditions of the area.

Warm water demand

The project does not need warm water.

Lighting energy demand

Area Pelight Workshop Classroom 1 Classroom 2 Classroom 3 Sanitary Stage 1 Stage 2 Circulation

(W/m²h)

7 7 7 7 7 12 12 4

(h/a)

600 600 600 600 1200 600 600 600

UFA (m²) 25 22 30 32 5 22 24 21 Total

Total 105000.00 92400.00 126000.00 134400.00 42000.00 158400.00 172800.00 50400.00 881400.00 Wh/a

Cooling power demand

The project does not need cooling due to passive strategies implemented.

Ventilation power demand

The project does not need ventilation due to passive strategies implemented.

Total power demand 881.4 kWh/a

Photovoltaic area

5.5 m² = 1 kWh/a = 950 kWh/a Formula= 881.4 kWh/a (5.5 m²/ 950 kWh/a) Total photovoltaic area 5.10 m²

Photovoltaic install 5.82 m² = 196x99cm

Ecological evaluation

energy generation with photovoltaic: 1005.24 kWh/a energy input from renewable energy CO2-Emission: 0g/kWh * 1005.24 kWh/a = 0 t CO2/a Primary energy: 0 * 1005.24 kWh/a = 0 kWh/a

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Forest school Analysis

Outer walls / inner walls

Superstructure

Groundwork & foundation

Evaluation

140

Material options

Availability

Average size

Emission stage

Emissions

End of life

Concrete

Regionally

Production

High

Downcycle

Guadua columns

Locally

d= 12cm h= 6m

Production

Low

Reuse Upcycle Downcycle

Reinforcement iron bars

Regionally

Raw materials Production

High

Reuse

Guadua columns

Locally

d= 12cm h= 6m

Production

Low

Reuse Upcycle Downcycle

Guadua Beams

Locally

d= 12cm h= 6m

Production

Low

Guadua trusses

Locally

varies

Production

Low

Reuse Upcycle Downcycle

Flexible wooden frame

Locally

80-90cm x 8cm x 226cm

Raw materials Production

Medium

Reuse

Bahareque (Mud)

Locally

80-90cm x 8cm x 226cm

Landfill

Guadua lattice

Locally

80-90cm x 8cm x 226cm

Production

Low

Upcycle Downcycle

Coconut fiber

Locally

Production

Low

Landfill

Wire grid

Regionally

80-90cm x 8cm x 226cm

Raw materials Production

High

Downcycle

Waterproof membrane

Regionally

Production

High

Reuse

(Acoustic insulation)

Reuse Upcycle Downcycle

Outer roof

Floor structure

Forest school Analysis

Material options

Availability

Teak planks

Locally

Average size

Emission stage

2cmx10cmx100cm

Raw materials

Locally

6cmx10cmx300cm

Zinc roofing (standing seam)

Regionally

Guadua gutter

Teak beams

Lattice ceiling Insulation membrane coconut fiber

Emissions

End of life

Medium

Reuse Upcycle Downcycle

Raw materials Production

Medium

Reuse Upcycle Downcycle

0.4cmx101.5cm

Raw materials

High

Reuse Downcycle

Locally

Production

Low

Downcycle

Locally

Production

very low

Reuse Upcycle Downcycle

Regionally

Production

High

Reuse

Production

This evaluation is an estimation measured by qualitative data. The material data for a proper LCA, like EPDs, is unavailable in Ecuador. Based on the materials’ life cycles, an analysis could be done. The evaluation does not assess the interior furniture and fixtures because it focuses on the main components of the building. Since the building is an adaptable project, the interior furniture can change.

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Forest school Analysis

Conclusion This work aimed to develop a new approach to educational spaces for Olón, Ecuador, focusing on designing a forest school’s main building. The method to accomplish this was by setting holistic goals, including sustainability and a deep understanding of the town’s context, community, history, and traditional education. Throughout this research, I concluded with several key findings: The scarcity of identity within the existing ecosystem and how to use it to good advantage, the aim of developing a more cohesive society, an educational system that does not operate for all students, based on their different backgrounds, and a will for reclaiming vernacular architecture. While the architectural design embodies strategies that respond to these key findings, this approach also raises the question of how effectively an adaptable and sustainable space can work for this community’s children and whether they could adapt to a new school that does not create a strict physical boundary.

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Forest school Bibliography

Bibliography

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Forest school Bibliography

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Forest Schools Education. (2019). What is Forest School? An Introduction. [online] Available at: https://www. forestschools.com/pages/what-is-forest-school-an-introduction [Accessed Feb. 2022]. “From Landscape to Roofscape / Laura Katharina Strähle & Ellen Rouwendal” 05 Jul 2017. ArchDaily. Accessed 23 Jun 2022. <https://www.archdaily.com/875085/from-landscape-to-roofscape-laura-katharina-strahle-and-ellenrouwendal> ISSN 0719-8884 Fundación La Iguana. (n.d.). Sembrando Tu Comuna. [online] Available at: https://fundacionlaiguana.org/wp-content/ uploads/2021/01/Folleto_SiembraTuComuna_LaIguana.pdf [Accessed Jun. 2022]. González, M.F. (2019). Nueva Esperanza School / al bordE. ArchDaily. [online] Available at: https://www.archdaily. com/45942/nueva-esperanza-school-al-borde [Accessed Jun. 2022]. Instituto Nacional de Evaluación Educativa (2018). La educación en Ecuador: logros alcanzados y nuevos desafíos. R e s u l t a d o s e d u c a t i v o s 2 0 1 7 - 2 0 1 8. [online] Available at: www.evaluacion.gob.ec [Accessed Mar. 2022]. Instituto Nacional de Evaluación Educativa (2018). La educación en Ecuador: logros alcanzados y nuevos desafíos. R e s u l t a d o s e d u c a t i v o s 2 0 1 7 - 2 0 1 8. [online] Available at: www.evaluacion.gob.ec [Accessed Mar. 2022]. Joensuu, T., Leino, R., Heinonen, J. and Saari, A. (2022). Developing Buildings’ Life Cycle Assessment in Circular Economy-Comparing methods for assessing carbon footprint of reusable components. [online] Available at: https://www.sciencedirect.com/science/article/pii/S2210670721007654#bib0032 [Accessed Apr. 2022]. Level(s) - Sustainable performance in buildings. (n.d.). Level(s) - Sustainable performance in buildings. [online] Available at: https://academy.europa.eu/courses/level-s-sustainable-performance-in-buildings [Accessed Apr. 2022]. Madrid Tamayo, T. (2018). El sistema educativo de Ecuador: un sistema, dos mundos. Revista Andina de Educación. Apr. meteoblue. (n.d.). Weather Maps | Live Satellite & Weather Radar. [online] Available at: https://www.meteoblue.com/ en/weather/maps/ol%c3%b3n_ecuador_3653731#coords=4/-1.77/-80.77&map=satellite~sat~none~none~none [Accessed 23 Jun. 2022]. Ministerio del ambiente (2010). Aprovechamiento de recursos forestal en el Ecuador. Ministerio del ambiente del Ecuador (2013). Sistema de clasificacion de los ecosistemas del ecuador continental. [online] Miranda, A. (2015). ESTUDIO DE FACTIBILIDAD PARA LA CREACIÓN DE UNA HOSTERÍA COMUNITARIA COMO ESTRATEGIA DE PROMOCIÓN DE ATRACTIVOS DE LA COMUNA OLÓN. [online] Available at: https://repositorio. upse.edu.ec/bitstream/46000/2579/1/UPSE-TDT-2015-0006.pdf [Accessed Apr. 2022]. Olón community (2022). Olón community survey. consciencia ecológica y educación en la comunidad de Olón. 10 May. D. Strenge conducted the following poll in Olón to different community groups. It contains topics such as environmental consciousness, environmental initiatives, education, demographics, and regular activities of the town. One Click LCA Ltd (2018). Life Cycle Assessment for Buildings: Why it matters and how to use it. [online] One Click LCA® software. Available at: https://www.oneclicklca.com/10-essential-facts-about-building-life-cycleassessment/ [Accessed Mar. 2022]. Pangea Design | Build. (n.d.). Catch Water - potable drinking water. [online] Available at: https://pangeabuilders. com/systems-offgrid/catch-water/ [Accessed 22 Jun. 2022].

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Rasmus (2020). This is How Earthships Treat Sewage - Freedom Residence. [online] freedom residence. Available at: https://freedomresidence.com/step-by-step-how-earthships-treat-sewage/ [Accessed May 2022]. Reyes, J. (2021). Punto Verde. [online] 21 Sep. Available at: https://www.youtube.com/watch?v=6qnZgcmkuM8. Reynolds, M. (n.d.). Design Principles. [online] Earthship Biotecture michael reynolds. Available at: https://www. earthshipglobal.com/design-principles [Accessed 22 Jun. 2022]. Rodríguez, R. (2022). Carpintería en Olón. Apr. RTF | Rethinking The Future. (2019). 5 Renewable Energy Sources that are going impact the building industry in the future. [online] Available at: https://www.re-thinkingthefuture.com/architects-lounge/a334-5-renewable-energysources-that-are-going-to-impact-the-building-industry-in-the-future/ [Accessed Jun. 2022]. Shane and Tonia (2021). Punto Verde Community & Cultural Centre Olon Ecuador. www.youtube.com. Available at: https://www.youtube.com/watch?v=6qnZgcmkuM8 [Accessed 29 Jun. 2022]. Sommer, J. (2019). Building a Circular Future 3rd edition. 3rd ed. [online] 3XN Architects, pp.175–180. Available at: http://grafisk.3xn.dk/CAC/Building-a-Circular-Future-3-3.pdf [Accessed Apr. 2022]. results from workshops: 3XN Architects — GXN Innovation (architects), MT Højgaard (contractors), Kingo Karlsen (demolitioners), VIA University College (constructing architects), Vugge til Vugge Danmark (circular economy) and Henrik Innovation (building innovation). Subsecretaria de Patrimonio Natural, pp.55–60. Available at: http://app.sni.gob.ec/sni-link/sni/PDOT/NIVEL%20 NACIONAL/MAE/ECOSISTEMAS/DOCUMENTOS/Sistema.pdf [Accessed Jun. 2022]. The new school parsons (2022). Healthy Materials Lab | CARBON. [online] Healthy Materials Lab. Available at: https:// healthymaterialslab.org/tool-guides/carbon [Accessed 21 Jun. 2022]. The new school parsons (n.d.). Healthy Materials Lab | CIRCULARITY. [online] Healthy Materials Lab. Available at: https://healthymaterialslab.org/tool-guides/circularity [Accessed Feb. 2022]. The new school parsons (n.d.). Healthy Materials Lab | SOCIAL EQUITY. [online] Healthy Materials Lab. Available at: https://healthymaterialslab.org/tool-guides/social-equity-106-draft [Accessed May 2022]. the new school parsons (n.d.). Healthy Materials Lab | WATER. [online] Healthy Materials Lab. Available at: https:// healthymaterialslab.org/tool-guides/water [Accessed Apr. 2022]. Ugalde, J. (2013). ARQUITECTURA POPULAR DE LA PENÍNSULA DE SANTA ELENA – Ecuador 1850-1950 III. [online] Johnny Ugalde V. Available at: https://arqjohnnyugalde.wordpress.com/arquitectura-popular-de-la-peninsula-desanta-elena-ecuador-1850-1950-iii/ [Accessed Mar. 2022]. University of Washington (2022). The Carbon Challenge. [online] Carbon Leadership Forum. Available at: https:// carbonleadershipforum.org/the-carbon-challenge/ [Accessed 21 Jun. 2022]. www.eightytwentyparenting.com. (n.d.). Monongalia Forest School Details. [online] Available at: https://www. eightytwentyparenting.com/forest-school-details [Accessed 23 Jun. 2022]. Yagual, J. (2018). DISEÑO DEL PLAN DE CREACIÓN Y PROMOCIÓN DE AGROTURISMO ‘LA RUTA DEL BAMBÚ’ PARA LA ASOCIACIÓN ‘LA NOBLE GUADÚA’, COMUNA OLÓN, PARROQUIA MANGLARALTO, SANTA ELENA AÑO 2018. [PDF] Available at: https://repositorio.upse.edu.ec/bitstream/46000/4558/1/UPSE-TAA-2018-0026.pdf [Accessed May 2022].

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Image reference list Figure 1 - 2: Ellen Macarthur Foundation (2019). Circular economy diagram. [online] ellenmacarthurfoundation.org. Available at: https://ellenmacarthurfoundation.org/circular-economy-diagram [Accessed Mar. 2022]. Figure 3: Sommer, J. (2019). Building a Circular Future 3rd edition. 3rd ed. [online] 3XN Architects, pp.175– 180. Available at: http://grafisk.3xn.dk/CAC/Building-a-Circular-Future-3-3.pdf [Accessed Apr. 2022]. results from workshops: 3XN Architects — GXN Innovation (architects), MT Højgaard (contractors), Kingo Karlsen (demolitioners), VIA University College (constructing architects), Vugge til Vugge Danmark (circular economy) and Henrik Innovation (building innovation). Figure 4-5: University of Washington (2022). The Carbon Challenge. [online] Carbon Leadership Forum. Available at: https://carbonleadershipforum.org/the-carbon-challenge/ [Accessed 21 Jun. 2022]. Figure 6: Adams, M., Burrows, V. and Richardson, S. (2019). Bringing embodied carbon upfront. [online] WorldGBC, pp.5–6. Available at: https://www.worldgbc.org/sites/default/files/WorldGBC_Bringing_Embodied_Carbon_ Upfront.pdf [Accessed Feb. 2022]. Figure 7: Level(s) - Sustainable performance in buildings. (n.d.). Level(s) - Sustainable performance in buildings. [online] Available at: https://academy.europa.eu/courses/level-s-sustainable-performance-in-buildings [Accessed Apr. 2022]. Figure 8: QnA, T. (n.d.). Difference between Renewable and Nonrenewable Resources. [online] The Qna Org. Available at: https://theqna.org/difference-between-renewable-and-nonrenewable-resources/ [Accessed Apr. 2022]. Figure 9-10: Reynolds, M. (n.d.). Design Principles. [online] Earthship Biotecture michael reynolds. Available at: https://www.earthshipglobal.com/design-principles [Accessed 22 Jun. 2022]. Figure 11-16: Bosch, R. (2019). Learning Spaces Need to Enable and Motivate Every Learner. [online] Rosan Bosch. Available at: https://rosanbosch.com/en/approach/learning-spaces-need-enable-and-motivate-every-learner. Figure 17-23: “From Landscape to Roofscape / Laura Katharina Strähle & Ellen Rouwendal” 05 Jul 2017. ArchDaily. Accessed 23 Jun 2022. <https://www.archdaily.com/875085/from-landscape-to-roofscape-laura-katharinastrahle-and-ellen-rouwendal> ISSN 0719-8884 Figure 24-26-27-28: Federico Cairoli (2019). Available at: https://www.archdaily.com/935533/community-sewingworkshop-amairis-ruta-arquitectura Figure 25: Archdaily (2020). Community Sewing Workshop Amairis / ruta 4 taller. [online] ArchDaily. Available at: https://www.archdaily.com/935533/community-sewing-workshop-amairis-ruta-arquitectura [Accessed Jun. 2022]. Figure 29, 33, 34, 35: Esteban Cadena (2010). Available at: https://www.archdaily.com/45942/nueva-esperanzaschool-al-borde/5012249028ba0d33b2000111-nueva-esperanza-school-al-borde-photo Figure 31-32: Archdaily (2019). Nueva Esperanza School / al bordE. [online] ArchDaily. Available at: https://www. archdaily.com/45942/nueva-esperanza-school-al-borde [Accessed Apr. 2022]. Figure 37-41: Nessar Cano (2022) Figure 45-47: Nessar Cano (2022) Figure 48-52: Aladin (n.d.). Olon, Ecuador - Clima y Previsión meteorológica mensual. [online] Weather Atlas. Available at: https://www.weather-atlas.com/es/ecuador/olon-clima [Accessed 23 Jun. 2022].

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Figure 53: meteoblue. (n.d.). Weather Maps | Live Satellite & Weather Radar. [online] Available at: https://www.meteoblue.com/en/weather/maps/ol%c3%b3n_ecuador_3653731#coords=4/-1.77/80.77&map=satellite~sat~none~none~none [Accessed 23 Jun. 2022]. Figure 55: Nessar Cano (2022) Figure 56: Cardenas, I., Arce, S., Moscoso, P. and Urena, D. (n.d.). Olon Yaku presentación. Figure 69-70: Enrique Avilés (2022) Figure 71, 74, 75: Nessar Cano (2022) Figure 76: Enrique Avilés (2022) Figure 77-86: Instituto Nacional de Evaluación Educativa (2018). La educación en Ecuador: logros alcanzados y nuevos desafíos. R e s u l t a d o s e d u c a t i v o s 2 0 1 7 - 2 0 1 8. [online] Available at: www.evaluacion.gob.ec [Accessed Mar. 2022]. Figure 87-90: Nessar Cano (2022) Figure 93-99: Ugalde, J. (2013). ARQUITECTURA POPULAR DE LA PENÍNSULA DE SANTA ELENA – Ecuador 1850-1950 III. [online] Johnny Ugalde V. Available at: https://arqjohnnyugalde.wordpress.com/arquitectura-popularde-la-peninsula-de-santa-elena-ecuador-1850-1950-iii/ [Accessed Mar. 2022]. Figure 100-107: Nessar Cano (2022) Figure 110: Cardenas, I., Arce, S., Moscoso, P., Ureña, D. and New Love S.A (2022). Propuesta del master plan. The already mentioned architects designed only the master plan of the macro site.

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Forest school Bibliography

Icons reference The Noun Project (2000). Noun Project. [online] Noun Project. Available at: https://thenounproject.com/.

Shield by Nursila from NounProject.com

Photovoltaics by Insticon from NounProject.com

Rinse by Sumana Chamrunworakiat from NounProject.com

Tires by Nhor from NounProject.com

Inspection by Scribble.liners from NounProject.com

Car by Vectors Point from NounProject.com

Compost by Lia Rahdiah from NounProject.com

Fire by Alex Quinto from NounProject.com

Lumber by SAM Designs from NounProject.com

Chemical by Adrien Coquet from NounProject.com

Tooth Brush by Iconbox from NounProject.com

Farming by Mello from NounProject.com

Insulation by Guillermo Guso from NounProject.com

World by Humantech from NounProject.com

Tree by rina from NounProject.com

Mechanic by Noah from NounProject.com

Reuse by Anthony Ledoux from NounProject.com

Nail by anggun from NounProject.com

Long Life by Kamin Ginkaew from NounProject.com

Recycled by Gregor Cresnar from NounProject.com

Adaptability by Becris

Wind Energy by fauzan akbar from NounProject.com

Carpenter by Dan Hetteix from NounProject.com

Hydropower by Maxicons from NounProject.com

Local Marketplace by muhammad from NounProject.com

Geothermal Energy by Raphaël Buquet from NounProject.com

Metal Worker by Gan Khoon Lay from NounProject.com

Oil Barrel by Raphaël Buquet from NounProject.com

Roof Metal Tile by Pike Picture from NounProject.com

Coal by Singlar from NounProject.com

Door by Larea from NounProject.com

Gas Cylinder by Vectors Point from NounProject.com

Decoration by P Thanga Vignesh from NounProject.com

Nuclear by Anil from NounProject.com

Cement by Andi Nur Abdillah from NounProject.com

Bath Tub by vigorn from NounProject.com

Cement by Adrien Coquet from NounProject.com

Wc by fibo junior from NounProject.com

Shovel by tezar tantular from NounProject.com

Water Pump by Edwin PM from NounProject.com

Mining by Lucas Helle from NounProject.com

Tires by Made x Made from NounProject.com

Stone by RomStu from NounProject.com

River by Turkkub from NounProject.com

Generation by Adrien Coquet from NounProject.com

Clavularia by Vectors Market from NounProject.com

Tailor by Muhammad Atiq from NounProject.com

Fish Nets by Novan Esthi Bimo Santosa from NounProject.com

Hostel by Max Bilous from NounProject.com

Cleaning by Kiran Shastry from NounProject.com

Restaurant by Berkah Icon from NounProject.com

Weave by Zach Bogart from NounProject.com

Bar by Jaohuarye from NounProject.com

Fishing Net by Made from NounProject.com

Fishing by Athok from NounProject.com

Vegetable by rahmat from NounProject.com

Surfing by Minh Do from NounProject.com

Handrail by IconMark from NounProject.com

Football by ainul muttaqin from NounProject.com

Pattern by Safwan Erooth from NounProject.com

Art by Econceptive from NounProject.com

Leaves by Vectors Market from NounProject.com

Snake by IronSV from NounProject.com

Mechanic Gears by Umer Younas from NounProject.com

Mosquito by jokokerto from NounProject.com

Factory by Ralf Schmitzer from NounProject.com

Rat by Kiran Shastry from NounProject.com

Delete by scott desmond from NounProject.com

Termite by Yu luck from NounProject.com

Dry by Adrien Coquet from NounProject.com

Gas Station by Royyan Wijaya from NounProject.com

Education by Imran Shaikh from NounProject.com

Humans by Philippe Tardif from NounProject.com

Household by Gregor Cresnaar from NounProject.com

Loop by Cvkarthi Kn NounProject.com Community by Alzam from NounProject.com

149

Forest school - Olón, Ecuador