ND; Architectural Technology
MIP ACADEMIC PAPER Prepared By: Igeshen Govender Student Number: 207155381
Lecturer: Mrs H. Voulgarelish, Mrs J. Morkel Subject: CTD & STW
26 September 2011
DECLARATION
I hereby declare that this assignment is the original work of the author. All information directly or indirectly quoted from other sources has been fully acknowledged.
Signed: Dated: 26 September 2011
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TABLE OF CONTENTS
ITEM 1 2 3
Introduction Methods of Investigation Findings • International Academic Design-Build Project
PAGE 4 5 6-10
• Green Schools • Multi-Grade/Small Rural Schools 4 5
• Process followed at St. Michaels Primary School Conclusion Bibliography
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INTRODUCTION The Second year Architectural students were given a project which was compiled by Mrs H.Voulgarelish and Mrs J. Morkel to which has to be submitted on different hand in dates for the various aspects. The project that was issued to us students was to find, analyse and compile an Academic paper on: •
At least one international academic design-build project
•
At least three successful green schools
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At least three successful multi-grade or small rural schools
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And the process followed at St. Michaels Primary School
The purpose of this project will allow for us students to broaden our constructional knowledge by gaining a better understanding and by familiarizing ourselves with the: background/history of the various schools, organisational aspects within the building, a good understanding of sustainability, different construction processes/methods and to identify unforeseen problems, students perceptions, teaching methodologies and pedagogic rationale which will help us during our constructional phase upgrade at the St. Michaels Primary School in Grabouw. This Academic paper will not only include my observations gathered from the precedent studies but also the constructional issues within the design-build project.
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METHODS OF INVESTIGATION The following methods were used for the gathering of information: •
Precedent Study and Literature
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Photographs/Pictures
Precedent Study and Literature –Information was obtained from precedent studies from the selection of particular schools of my choice whilst adhering to the requirements on the brief. Class notes and architectural dictionaries were used for constructional terms. Photographs/Pictures – From the selection of schools that I chose and analysed I did consider paying attention to the pictures, as we all say that a picture can say more than a thousand words! Referring to them helped me in analyzing the various aspects within the different schools.
FINDINGS 1. INTERNATIONAL ACADEMIC DESIGN-BUILD PROJECT 1.1 OUTDOOR CLASSROOMS AT CAMPELL HALL, VIRGINIA:
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BACKGROUND Campbell Hall functions as a School of Architecture facility. The two upper floors provide for a studio space and faculty offices whilst the second floor contains the majority of administrative offices, a review space including the latest East Addition providing for three distinctive floors to a digital visualization lab. Lecture halls, wood shop, occupy the third floor; the A & A supply store, a Fine Arts CafĂŠ, departmental assistants and classrooms. The building was officially completed in 1970 and named after Mr Edmund S. Campbell who was a director of the McIntire Departments of Art from 1972 to 1950. During this historical time the architecture program was part of the department of art. Later on in 2008 the school completed three formal additions to the building namely to the south and east whilst the landscape connected them which completed the building. Amazingly is that the additions were designed by their own faculty in collaboration with the SMBW Architects of Richmond, Virginia. Which now brings us to the background of the Outdoor Classrooms project; in 1999 the Dean of the faculty gathered the team that produced a feasibility study for creating additions to the Campbell Hall, which were designed by members of the schools faculty. Since then several distinct projects have been obtained by faculty members, students, colleagues and the architect of SMBW Architects.
An outdoor classroom space designed and built by Professor of Architecture, Mr Peter Waldman accompanied with the help of his students and fellow faculty members/colleagues was the most recent addition to be constructed to date in August 2004.
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ORGANISATIONAL ASPECTS The outdoor classrooms officially known as “The Eric Goodwin Passage” is located adjacent to the North terrace whilst aligned on one side with an interior corridor of Campbell Hall and on the other with an tree memorializing Carlo Pelliccia who was an admired professor at the school. Mr Eric Goodwin, a former member of the Class of 2002 passed away during his final year of study at the school of architecture. During the course of the year his classmates established the Eric Goodwin Memorial Fund to support Design/Build projects designed by the faculty and to be installed at Campbell Hall. The successful completion of The Eric Goodwin Passage was made possible by grants/funding from Allied Concrete, the W.l. Lysons Brown Jr Charitable Foundation and the Eric Goodwin Memorial Fund at the School of Architecture. STUDENT PERCEPTIONS AND PARTICIPATION The students from Professors Waldman’s studio were exceptionally amazing with their participation and input throughout the various options for the design. Final designs were released in early June and began construction by Professor Waldman and the assistance of volunteers and students. The students went through a hard time preparing presentations and documents to the governing bodies of the university in order to obtain a secure permission to build. Students researched on solar and lunar phases to assist on the location/siting of the project. Most importantly students kept a good record of documentation of every step of the design development and construction process.
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THE PEADAGOGIC RATIONALE Regarding “The Eric Goodwin Passage” to the Pedagogic Rationale, research shows that individual project-based learning units promote excitement and deep learning of the targeted concepts such as the current one. However, in achieving deep, flexible, transferable learning of cross disciplinary content and constructional/science practice, it requires a learning environment that consistently, persistently and pervasively encourages both educators and students the use of such content and practices over an extended period of time. By means of developing a project based project such as the present, we provide an extended exposure to other building companies and educational institutions which in aid allows them in obtaining different ideas in creating and developing future based projects and sustaining the environment with the use of natural materials THE DESIGN AND CONSTRUCTION The North-facing terrace is a study in opposing and symbiotic themes. Professor Waldman accompanied by his students incorporated two walls with circular openings on either side of a slender passage. The larger wall to the east appears dark grey in colour and stands at an 83-degree angle whilst the smaller wall to the west, has a yellowish tone and stand vertically at 90-degrees. In part, the larger grey wall is positioned at an angle to recall the tilt concrete method by which the walls were filled, left to set and later raised above the ground. Each wall defines a space and functions for different activities. The “rooms” are located outdoors but provide a semi sheltered environment adhering to the interior spaces. The east side is sheltered from the afternoon sun by the
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larger wall and vine scrim roof which provides for a public space completed with a seminar table for presentations, group discussions and social gatherings. During their afternoon studio sessions, the wall can function as a pin-up space for their drawings and notes. The west side is more private, secluded and a contemplative space containing a bench for seating and a similar surface area for more intimate conversations and solitary reflection. Both walls are supported by a series of mild steel pipes forming a trellis, which also serves as a frame for landscaping such as the ivy and wisteria plants. Between the walls, the narrow passage floor is covered with a layer of oyster shells creating a distinct texture recalling Mr Eric Goodwin’s love of the beach. Prof. Waldman noticed that the projects intention “is very similar to what the ancients did at Stonehenge. We are reinforcing the connection with the sun. The very first lesson of architecture is to locate yourself in respect to the passage of the sun and moon.” The large circular openings in each wall create fascinating shadows and concentrated beams of sunlight at different points throughout the day. The structure is aligned with true north, thus giving a point of departure for studies of light and shadow. The professor however that over time students will install brass plaques which would indicate the equinox and other astronomical phenomena. SUCCESSFULNESS OF THE PROJECT From my personal point of view I strongly think that The Eric Goodwin Passage was an excellent and successful project. The project was appropriate to launch the construction of the building addition since it’s a unique example of the intersections between architecture and landscaping architecture,
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which are being explored, in the new department of Architecture and Landscape Architecture within the school. What I really admired was their own faculty members all contributed to the overall design and to which it was all in aid and dedicated to the late Mr Eric Goodwin
Figure 89
Please note that the final submission of the various sub-sections of this document will include the conclusion, total amount of words used and references throughout the essay.
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