J O U R N E Y M A N I N T E R N AT I O N A L &
A S S O C I ACAO N O S S A E S C O L A DA T E R R A
S CH O O L O F E ART H C O N N E C T I N G T O N AT U R E T H R O U G H B I O C O N S T R U C T I O N A N D P E R M A C U LT U R A L D E S I G N : T H E S I S B O O K C a b o d e S a n t o Ag o s t i n h o , B r a z i l
CALIFORNIA POLYTECHNIC UNIVERSITY: SLO
ARCHITECTURAL THESIS 2016-2017
STUDIO PROFESSORS ANSGAR KILLING & GREG WYNN
DESIGNER JEREMY NGUYEN
N
FOREWORD FROM THE DESIGNER
This book provides a glimpse into the growth and journey of Nossa Escola Da Terra. A group of few people in a small village endeavored to give the youths hope through the gift learning and provide a sense of community among neighbors. This effort, spearheaded by Joseph Mauro Cabral,
sought to develop a ‘place’ that would make
this all possible. The idea for Nossa Escola da Terra was formed and the journey to put the pieces together began. A place where the children from the community of Cabo de Santo Agostinho can find moral & educational structure. A place where they can look forward to learn, be creative and most importantly, believe in a brighter future for themselves.
Sincerely,
J E R E M Y M I N H A N N G U Y E N California Polytechnic State University, San Luis Obispo Journeyman International Junior Designer 5th Year Thesis Student
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NOSSA ESCOLA DA TERRA CHILDREN’S SCHOOL
PRESIDENT, CEO
Jose Mauro Barros Cabral ADDRESS
Engenho Castelo, Br-101 Cabo de Santo Agostinho, Brazil DATE
Sept. 2016 - June 2017
SENIOR PROJECT x JOURNEYMAN INTERNATIONAL PARTNERSHIP For their senior thesis project, Jeremy Nguyen, Kotaro Kihira, Lindsey Kuster, and Kiersten Bakke has partnered with Journeyman International (JI), an interdisciplinary, non-profit organization based in downtown San Luis Obispo. As a team, our objective was to create a detailed design and construction service package for Mauro Cabral in hopes of helping him execute his vision; Nossa Escola de Terra. This thesis book highlights the research, development, drawings & deliverables undergone during this project including conceptual / final master plan design, preliminary / final design of Phase 1, floor plans & sections of chapel & classroom, brick unit design, presentation material, & other architectural design documents.
ARCHITECTURAL STUDENT DESIGNER:
Jeremy Nguyen
ARCHITECTURAL STUDENT ENGINEER: Lindsey
CONSTRUCTION STUDENT MANAGER: Kotaro
Kustser & Kiersten Bakke
Kihira
PROJECT SUMMARY
CONSTRUCTION DETAILS SIZE: 1.9 hectares
$900,000 EXPECTED SCHEDULE: 5 years
CONCEPTUAL COST:
THE ASSOCIATION Associacao Nossa Escola Da Terra acts strongly in social
little as possible. The project team engaged with Mauro from
work for children and adolescents. They seek to develop their
the very start of the design process to understand the site’s
community, which has little assistance from the government. In
geography and natural resources & identify possible eco-
2014 they began to dream of opening a rural Christian school,
friendly site planning and building design strategies.
and in 2016 started the Associação Nossa Escola da Terra. The school is broken up into three phases that will be built The foundation founder and CEO, Joseph Mauro, and his
over a period of 4-5 years. To give the school the flexibility to
family are Christians whose faith and vocation is directing
operate as a small school (one classroom) without requiring the
them to serve those most in need. 4 years ago they moved
entire school / community center to be completed, the design
from Rio de Janeiro and decided to open a rural Christian
of the master plan enables additional classrooms, buildings,
school, with the goal of bringing good education to their small
and phases to be built incrementally as the number of students
community of Cabo de Santo Agostinho, within the countryside
increases without altering existing aesthetics & form. Similarly,
of the state of Pernambuco. Cabo de Santo Agostinho and its
the construction methods used in building the classroom and
surrounding towns are made up of impoverished favelas and
chapel space are re-implemented in future phases.
many residences lack electricity or potable water.
PHASE 1: SCHOOL OF EARTH THE MASTER PLAN
The 1.9 hectares Phase 1 building includes classrooms, chapel,
The three-phased building project, located on 9 acres east of
and administrative facilities organized around a central core
the Atlantic Ocean in Cabo de Santo Agostinho, is situated in
of support facilities and utilities. To leave minimal impact on
the northeastern region of Brazil between the ocean, drylands,
the land due to excavation and site work, the buildings are
& tropical forest. Approximately 30 kilometers south of Recife,
sited to respect the natural slope and aligned to keep the best
is the closest metropolitan city (population size one million).
solar orientation without taking away from the experience of
The natural beauty of this particular site are among the primary
the country hillside scenery. Building with customized brick
factors this location is unique & dialog between nature, the
and compacted earth walls offer a contrast in sense of textural
built environment, & the community a crucial design driver.
diversity and richness. Driven by sustainable design, the minimalist approach taken on material selection is reiterated
President & CEO, Mauro Joseph Cabral envisioned a cutting-
through the simple smooth filleted forms of the wall to create a
edge, environmentally sensitive, energy conscious school that
warm, comfortable environment.
impacts its environmental ecosystems and surroundings as NOSSA escola da
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FOREWORD PROJECT ABSTRACT RESEARCH SITE STUDY
PROCESS DESIGN APPENDIX
FROM THE DESIGNER PROJECT SUMMARY
3 5
JOURNEYMAN INTERNATIONAL NOSSA ESCOLA DA TERRA TEAM MEMBERS
13 15 19
IMPACT ON IMPRINT CORE DESIGN PRINCIPLES ENVIRONMENTAL CONTEXT & SENSITIVITY
25 27 33
BRAZIL CABO DE SANTO AGOSTINHO PRECEDENTS: HAND-BUILT & WATER
39 43 47
BRAZIL DAILY TRAVEL JOURNAL SITE CONTEXT VERNACULAR INFLUENCES LOCALLY & SUSTAINABLY SOURCED EXISTING SITE
53 67 69 71 73
SITE MAP PERMACULTURAL DESIGN CONCEPT DIAGRAM DESIGN LOGIC PRELIMINARY SECTION PERSPECTIVE CLASSROOM DESIGN CHAPEL DESIGN PRELIMINARY DESIGN BRICK DEVELOPMENT MODULE DESIGN
79 81 83 85 87 89 91 93 95 97
PROGRAM MASTER PLAN PHASE I: GUIDE MAP WATER STRATEGIES FLOOR PLAN ENTRANCE CLASSROOM COMMUNITY CENTER WATER ELEMENTS
103 105 107 109 111 113 115 119 123
CONSTRUCTION DOCUMENTS CONCEPTUAL SCHEDULE + ESTIMATE VELLUM EXPLORATION CMU DEVELOPMENT DETAIL SHOW VA NO VA POSTERS THESIS FINAL SHOW BROCHURE + PAMPHLET THESIS SHOW POSTERS BIBLIOGRAPHY
131 151 153 159 163 167 169 171 173 175 177
1O1 A 1B 2A 2B 3A 3B O4
0 1
PROJECT
HAND-BUILT JOURNEYMAN INTERNATIONAL METI SCHOOL NOSSA ESCOLA DA TERRA TEAM MEMBERS
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13 15 19
1A
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11
42
Countries
19
Projects completed /in construction
52 Design Completed
30
Projects currently in design
PROJECT JOURNEYMAN INTERNATIONAL
The Journeyman International vision was created in order to fill the expertise void that exists between international NGO’s and the new facilities they construct. After developing a dental clinic in Belize as a senior project, a group of architecture and environmental design students from Cal Poly University recognized the potential to fill this need with a construction focused non-profit endeavor. Since filing for incorporation in 2009, Journeyman International has designed an orphanage in Mexico, a development center in Zambia, in addition to many more. These projects represent only the tip of the iceberg and change around the world has only begun.
STRUCTURE: The Journeyman International business model is heavily dependent on the talent and labors of architecture, engineering, and project management students. By synthesizing with student thesis senior projects from one of California’s best technical schools, the Journeyman organizational structure has thrived.
OBJECTIVES: 1
Collaborate with reputable NGO’s and Design & construct humanitarian facilities
2
Connect architects, designers, & engineers with humanitarian project needs
3
Introduce economically feasible ‘green’ construction fundamentals to developing world
DANIEL WIENS JOURNEYMAN INTERNATIONAL PRESIDENT Project Coordinator - lead advisor JOURNEYMAN INTERNATIONAL, SAN LUIS OBISPO
+
CARLY ALTHOFF JOURNEYMAN INTERNATIONAL ALUMNI project advisor & assistant coordinator JOURNEYMAN INTERNATIONAL, SAN LUIS OBISPO
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PROJECT NOSSA ESCOLA DA TERRA MISSION STATEMENT Associacao Nossa Escola Da Terra acts strongly in social work for children and adolescents. They seek to develop their community, which has little assistance from the government. In 2014 they began to dream of opening a rural Christian school, and in 2016 started the Associação Nossa Escola da Terra. They have organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Their main goal is to form children with a righteous character with specialized skills in various areas. Youth that are hardworking and with integrity, prepared to become the next generation of leaders and serve their community.
PEDAGOGY “From the teachings of love to neighbor, purity of
colleagues on the side for discussions, doubts and clar-
character and learning by the companionship of Jesus
ifications. If there is any doubt in the group, there will
of Nazareth, by the teachings of the Celestin Freinet
always be teachers in the room.
democratic school, the contextual relevance of Paulo Freire, the democratic pedagogy of José Pacheco, and
At our school there will be no disapprovals, because
many others.
the tutor will be responsible for guiding each student to fulfill the national curriculum in the most natural way.
In our school there will be no series, but multi-series
The encouragement of studies will come through study
cycles, where students are grouped by age groups (6 to
groups, didactic materials, relationships with students
8, 9 to 13 and 14 to 17 years). We understand this to be
from other schools. In addition, the subjects will be
a more natural way for students to learn, because it is
approached through educational projects of 15 day
more like the family context.
cycles, where there will always be work to be done and / or presented, offering the possibility to work on various
At our school, we will not base assessment on tests or
subjects through multidisciplinarity.
grades, since each student will be followed throughout the learning period by a responsible and trained tutor. In
In our school the vertical hierarchy will be reduced and
this way the tutor will know the educational progress of
the democratic community iteration will be stimulated,
each student, not requiring the tests for evaluation. The
where parents, students, teachers and employees will be
assessment will be done continuously by the tutor.
heard with the same intensity and respect.
In our school, the teaching will not be based on classes,
We believe that this pedagogical model, which is
because each student will be able to study the subjects
already used in several schools in Brazil and abroad ,
by himself, with guidance of the tutor and in groups of
favors cooperation, responsibility and democracy.”
study by discipline. That way there will always be other
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WHO WE ARE
VISION By partnering with parents and local community, to provide a place that both provides a well-rounded education and inspires its students to a lifetime of learning, service to their communities and earth, leadership, and future success. The principles of which Nossa Escola Da Terra is built upon: • •
Passion for Learning Respect for Nature
•
Commitment to Community
SCHOOL We believe that the relevant revolution begins from the inside out. We want to be the first to change, and then be able to charge more changes toward justice and peace. We believe in the model taught by Jesus of Nazareth, where few welltrained men have become much more relevant than Caesar and his army.
NONPROFIT ASSOCIATION In order to take care of our families, of children we are “delivered” and their families, of our city, of nature as a work of art. Without government assistance, Associação Nossa Escola da Terra has organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Our main goal is to form children with a righteous character with specialized skills in various areas.
“WE ARE A BODY We believe in the collective project. Apregoamos the unit as a driving force for learning, growth and execution of tasks and projects. Just as a body has many limbs and organs with different functions, we believe that each individual has unique features that are enhanced from self-knowledge and maturity, and that together bring completeness and harmony...
WE ARE OUR EARTH SCHOOL a body in search of learning with the community, nature and the Creator.”
PROJECT PERMACULTURE MODEL We support the technological and industrial development as human comfort tool and source of income, but disagree with the sick capitalist model of consumption. We support the conscious, balanced and responsible consumption. We see nature as a work of art that deserves study and appreciation, and should not be exploited irreversibly.
NOSSA ESCOLA DA TERRA N LOCATION TOTAL AREA ADDRESS
1
Cabo De Santo Agostinho, BRAZIL 150,000 SF Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil
SCHOOL: ages 6-17 teaching model focuses on reducing vertical
PLACE OF WORSHIP
hierarchy & encouraging communal learning, nature, & religion
2
PERMACULTURE: Place of learning & development of agricultural
We believe in the Bible as the Word of God. We believe that Jesus is God himself, who gave himself to death in order to redeem for a new life to all who believe this way. We believe that we are also spiritual beings and that the spirit must be fed as much as the body and mind.
ecosystems created to be sustainable & selfsufficient through the principals modeled after natural processes with eco-friendly buildings, social areas, and gardens
3
CONSTRUCTION: Located in a rural area in a poor Brasilian city, the school is intended to be built through a
COMMUNITY CENTER Disclosed education as a driver of joy and peace. We want to learn from our students, with nature and with families. We want to learn from the events that occur around us. We want to learn and teach to learn. We believe that students go to school to learn, not to be taught. Teaching is just one of the tools of learning.
collaborative community effort over time and low costs. ORGANIZATION NAME:
Associacao Nossa Escola Da Terra ADDRESS: Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE: +55 81 99480-3678 CONTACT EMAIL: contato@nossaescoladaterra.com.br WEBSITE: nossaescoladaterra.com.br’ FACEBOOK: https://www.facebook.com/nossaescoladaterra/?fref=ts YOUTUBE: https://www.youtube.com/watch?v=mXUS26XaZp8 NOSSA escola da
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JOURNEYMAN INTERNATIO NAL MENTORS CARLY ALTHOFF ALUMNI project advisor
DANIEL WIENS PRESIDENT Project Coordinator - lead advisor
BRA Z I LIAN PROFES S IONALS
HEAD DIRECTOR EDUCATIONAL ADVISOR Principal,
LA CARPINA INTERNATIONAL SCHOOL , BRAZIL
PEDRO PERMACULTURAL ADVISOR Architect ESCOLA DA WALDORF, BRAZIL
SIMON PERMACULTURAL ADVISOR Architect ESCOLA DA WALDORF, BRAZIL
JOSEPH MAURO CABRAL PROJECT BENEFICIARY president, CEO Nossa Escola da Terra, Brazil
SERTA AGRICULTURALIST PERMACULTURAL ADVISOR SERTA AGRÃCOLA, BRAZIL
PROJECT TEAM ARCHITECTURE
UN I VERSI TY ADV IS ORS THOM JESS PROFESSIONAL ARCHITECT Journeyman International mentor - professional advisor
ARRIS STUDIOS, SAN LUIS OBISPO
ANSGAR KILLING ARCHITECTURAL PROFESSOR 5th year advisor - senior thesis
GREG WYNN ARCHITECTURAL PROFESSOR 5th year advisor - senior thesis
JOURNEYMAN INTERNATIONAL BRAZIL CAL POLY ARCHITECTURAL ENGINEERING
JAMES MWANGI ARCHITECTURAL ENGINEERING PROFESSOR 4th year advisor - senior project
JEREMY NGUYEN JR ARCHITECTURAL DESIGNER
KOTARO KIHIRA JR CONSTRUCTION MANAGER
LINDSEY KUSTER JR ARCHITECTURAL ENGINEER
KIERSTEN BAKKE JR ARCHITECTURAL ENGINEER
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CLIENT JOSEPH MAURO CABRAL PROJECT BENEFICIARY president, CEO of Nossa Escola da Terra CABO DE SANTO AGOSTINHO, PERNAMBUCO STATE, BRAZIL
1
Owns the land
2
Drives the vision for the project and school
3
Has the financial / community connections
DESIGNER - TEAM LEADER JEREMY MINH AN NGUYEN JR ARCHITECTURAL DESIGNER 5th year student - senior thesis CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO
1
Designed buildings based on community needs and Mauro’s vision
2
main contact with Client (Mauro)
CONSTRUCTION MANAGER KOTARO KIHIRA
JR CONSTRUCTION MANAGER 4th year student - senior project CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO
1
created construction schedule and cost estimation for project
2
analyzed hazard and risk migitaion and site logistics
x
PROJECT KEY TEAM MEMBERS
ABOUT THE CLIENT
FALL QUARTER
Mauro Cabral is a 36 year old chemical engineer living with his wife
Team leader selects Client Joseph Cabral and his project Nossa
and 8 children. Three of the kids are his biological children and 5
Escola da Terra for his 5th year architectural thesis project. Client
are adopted brothers from a nearby orphanage. Mauro is deeply
and team leader communicate via video chat and phone bi-weekly
integrated into the church community in the nearby town.
to establish project goals and focus. Research into geographical, climatical, and cultural elements of Brazil, specifically in the state of
Initially he worked as an oil platform designer and then a few years
Pernambuco.
later worked as a project coordinator of the Abreu e Lima refinery. Today he works with water and wastewater treatment. He and his family live on a farm in Cabo de Santo Agostinho, Brazil where they raise a wide variety of livestock and a wider variety of vegetables and fruits. He is a significant figure in his community and wishes to elevate the standard of education in hopes of enriching people’s lives. Mauro has a 5 to 7 year plan where the initial investment will be out-of-pocket and will continue to fund the project through church donations and fundraising.
WINTER QUARTER Kotaro and Jeremy fly to Brazil to visit site along with an architectural mentor associated with Journeyman International. Design development and weekly meetings with client continues, and student architectural engineers provide guidance and begin research on structural properties and loads. SPRING QUARTER Due to size of master plan and scope of project, an additional architectural engineer is added to the team to assist Lindsey. Plans and sections are completed for structural team and final presentation material created.
ARCHITECTURAL ENGINEERS LINDSEY KUSTER & KIERSTEN BAKKE JR ARCHITECTURAL ENGINEERS 4th year students - senior project CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO
1
research on material structural properties, wind loads, and seismic activity
2
calculated building loads and designed timber roof system and trusses
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0 1
HAND-BUILT METI SCHOOL
ABSTRACT
IMPACT ON IMPRINT CORE DESIGN PRINCIPLES ENVIRONMENTAL CONTEXT & SENSITIVITY
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1B
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“Architecture acts in the dynamic role of providing a platform for people to interpret and use both independently and as a collective body; guiding social interaction, acknowledging the evolving nature of how people perceive and use space, and allowing the built environment to adapt to the changing spatial and social requirements of a community. More than simply providing shelter and workplace, architecture faces the crucial task of fulfilling a social role in society and providing that society a platform with which to develop and evolve. This role can take many forms and follow different strategies, but ultimately the goal is to use architecture as the base from which the health of a given community and the individual members within that community can grow.
Socially responsible architecture is defined
as the use of the built environment in the interest of improving and stimulating communal, environmental, and individual health, and in providing a platform for social discourse within a community; in effect, acting as the living heart of a community by providing a network connecting all members of a given society, regardless of ethnicity, socioeconomic status, or affiliation to various sub-cultures.� -Ryan Michka, SOCIALLY RESPONSIBLE ARCHITECTURE
THE I M PA C T OF IMPRINT THESIS ABSTRACT I
IN T R ODU C T I ON When we enter a space, our vision is clouded by flashes
East Brazil (Sertao) were built with readily found
of memories of places from our past which carry specific
natural resources and tools. These materials dictated
moods and qualities. The spatial qualities of a building
the forms and methods required to build enclosures
spur differing emotions depending on one’s experience.
to keep its inhabitants out of the elements; their
Great architects have crossed over the bridge of cultural
design a product of functional necessity. Humanitarian
aesthetics, forging new identities to which architectural
projects, where form is usually derived as a means
form could be understood; design that served not to
to an end, has typically followed this process at the
supersede the previous notions of construction, materiality,
expense of inhabitants’ sanitation, comfort, and health.
and aesthetics, but rather push past the boundaries in which these aspects were thought conceivable. Can this mentality carry over into humanitarian design? Can architecture in countries where limited funds, materials, and resources restrict the built environment, form an identity that breaks the dichotomy between innovation and buildings in impoverished communities?
By integrating the construction and environmental practices
of
permaculture
with
the
vernacular
methods used around the Sertao region of Brazil, I hoped to develop a language that extends beyond the financial limitations of designing in a 3rd-world country yet still provide a creative environment in which provides the youths in the surrounding area a
The circular clay adobe dwellings with thatched or tiled
sense of empowerment and communal belonging. The
rooftops common in the hot and dry region of North-
development of Nossa Escola Da Terra sought to capture the emotional experiences that a 21st-century learning environment should embody in its essence, re-imagining how educational design is approached in developing countries such as Brazil. A unique place that leaves an everlasting imprint on the youths and transforms the community of Cabo de Santo Agostinho at its core. NOSSA escola da
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CORE DESIGN PRINCIPLES
PUBLIC
NOSSA ESCOLA DA TERRA is a unique place where young people are invited to grow in mental strength, in sensibility, and in belonging to a broader community.
CHAPEL / LIBRARY
MIXED-USE
Details and building elements taken from around the OUTDOOR SPACE
local region - from the ornate patterned cobblestone paving from Recife, to the use of mosaic, paint, and
ADMIN / SUPPORT
seashells to beautiful decorate walls from Porto de Galletas, to the custom modularized brick inspired by CoBoGo, try to re-capture the same feelings of
CLASSROOMS / WORKSHOPS
PRIVATE
DIAGRAM SHOWS RELATIONSHIP BETWEEN CORE PROGRAMS & NATURE
mass individual unique-ness best exemplified by the Brazilian slums, the favela. Situated in the Sertao
The core design concept in which the programs
region, where a unique combination of hot, dry in-land
and spaces are organized is illustrated above. In this
weather blends with the humid coastal winds, it was
model, the various programs are separated into three
necessary to select materials and design the buildings
categories; the public - spaces open to the community,
to minimize energy consumption, maintain occupancy
private - educational areas for children, and outdoor
comfort, and reflect typical vernacular construction
areas to support an intimate relationship with the
practices. Thus, Nossa Escola Da Terra takes you into
surrounding natural environment. The diagram shows
the midst of Cabo de Santo Agostinho - a fragment
the relationship between the programmatic organization
of the town, with sounds of the chapel choir, the
of spaces and the emphasis on the natural environment
feeling of cobblestone pavement protruding ones
as a central focal point. The basis of this model is
feet. Not only is Nossa Escola Da Terra in Cabo de
manifested in the design of Phase I and throughout
Santo Agostinho but of Cabo de Santo Agostinho.
the rest of the development of Nossa Escola Da Terra.
BUILDINGS AS SEPARATE INDVIDUAL MASSES
MASSES COME TOGETHER TO FORM COMMUNITY
SHIFT MASSES TO CREATE COURTYARD
HORIZONTALITY
In the same way a piazza functions for circulation
A horizontal layout of the school building highlights the
and social events in a town, so does the courtyard
conscious choice to not creating hierarchies among the
for the school. Similarly, spatial distribution and
various spaces: the service areas, the work areas for
layout has pedagogical connotation: the courtyard
adults and children, the classrooms and offices all have
supports the formation of relationships, symbolizing
an important and shared role. Horizontality becomes
“pedagogy of relationships� by fostering encounters,
the physical manifestation of a democracy of functions,
group interaction, and social relationships. In
equal dignity, and sociality. The four core programs are
parallel, the central courtyard eliminates the need
brought together, following in the pedagogical belief in
for corridors, spaces that seek to establish order
community. Then, to create a common central space in-
and control over children. Thus, this central space
between, the buildings are shifted. This creates an outdoor
as a circulatory element is a reflection of the
area which can be used for circulation, congregation, and
pedagogical belief that distributive spaces be usable
recreation. This large central courtyard where main
for children activities, social events, and passage,
spaces of school face acts as a place of gathering.
rather than solely for the purpose of distribution.
BUILDING ORIENTED TO MAXIMIZE PASSIVE VENTILATION
CENTRAL COURTYARD AS FOCAL CIRCULATION POINT
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A PLACE TO LEARN “A space that is responsive and transformable, that enables different ways of inhabitance and use during the course of the day and with the passing of time. The space should also be personalizable, soft, open to receiving imprints. The space, then, like a living organism, must be able to change and evolve in line with the cultural project of those who inhabit it, while maintaining the genetic characteristics of the design project” - children, spaces, relations: metaproject for an environment for young children
interact and meet with other parents and teachers to foster real collaboration. Thus, Nossa Escola Da Terra becomes an environment that exists to fulfill the needs in a person’s life while at the same time also gives meaning to the life of the people within. FLEXIBILITY The driving concept behind 21st century classroom design
The objective was to construct and organize spaces
revolves around creating flexible spaces that allow students
that would enable children to express their potential,
to come together to interact, collaborate, and create. Not
abilities, and curiosity. Spaces that would provide a
only in the programmatic functional sense, but also in
sense of security and privacy and spaces to facilitate
terms of acoustics, light, color, and comfort. For example,
teamwork and communication with others. Quiet reading
guided by acoustic needs, the progressive division of
nooks and group-breakout zones clearly separated away
classrooms situates the arts and crafts’ room farthest
from public areas provide students with the freedom of
away from the set of classrooms. In addition, each room is
choice. To create an environment that inspires children
separated by intermediary spaces surrounding each room
with the desire for further advancements in learning,
which prohibits noise from one room interfering which the
spaces are provided for children to explore and
others. A flexible layout with group gathering areas, seating
experience with their sense of touch, smell, and sight.
/ desk options, and intermediary flex zones allow for a
Similarly, spaces are provided where parents can
variety of unique learning activities to be adapted to. The
the design of the classroom and subsequent phases build off the pre-existing framework and construction techniques developed for phase I.
classroom design showing flexible arrangement and group settings
diagram of circulation path and core functions being tired together by cntral knot
layout can adjust accordingly to account for students‘ wide
time, makes it possible for a varied use of spaces and
ranging learning styles with different grouping formats
the creation of new buildings through minor adjustments
and types of lessons that work best for each individual.
and refinements. Future buildings and classrooms
Flexibility in the short term is achieved through using: partitions. movable brick screen walls, and furniture that is movable / multi-purposed. Flexibility in the long term takes into consideration the potential for future expansion in terms of land and technical requirements (electrical, heating, plumbing) and structures that enable changes over time. The school environment lends itself to be manipulated and transformed to different ways of uses by both children and adults. During the day and throughout the year, the classrooms and public spaces can be adapted and re-utilized by children, teachers, and community members. Similarly, the design of the buildings take into account both short- and long-term transformations.
that are constructed as the school continues to grow an become an extension of the environment. RELATIONSHIP WITH NATURE A sensitivity with nature is shared in the strong relationship between the inside and outside of the school buildings. To allow the inhabitants of the school a sense of what is happening outside - from the weather to seasonal changes, from the time of day to the rhythms of the town - foster this inside-outside relationship:. These outdoor spaces, from rain gardens, pergolas, verandahs, courtyards are filled with indigenous plants and other natural elements, serve to support a shared and direct relationship between nature and people. From inside the rooms,
MODULARITY
this connectivity to the natural environment is upheld
Each classroom is built modularly and can be constructed
by providing windows and openings that face towards
individually. That means the structural systems for the
this outdoor gardens, courtyard, play areas, and park.
classroom module, both for the walls and the roof, can
The articulation of the form also facilitates a dialog between
act independently. The module was designed to allow
building and site, creating inhabitable outdoor spaces that give
the set of classroom, arts and crafts room, and veranda
voice to the interface between the architectural form and the
to be built incrementally as seen fit while still maintaining
local landscape. Customized brick also were designed that
a homogeneous aesthetic once complete. The possibility
draw focus and interact to the physiological affects of nature:
to enlarge the school, creating successive spaces over
sunlight (visibility), water (when it rains), and wind (porosity). NOSSA escola da
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A PLACE TO GATHER The concepts of construction and cooperation characterize the identity of the school as a whole, and generate ethical mechanisms that determine the quality of the relationships among those involved in the educational project. The families are encouraged to be co-authors of common stories and shared meanings together with the children and teachers, and represent an essential component of the educational prociess that is initiated and developed within the school. Shared values are constructed by means of strategies that enable the parents to understand the reasons and meaning of their participation: daily meetings, group discussions, communicaion entrusted to images as well as words. Community in the sense of sharing, conviviality, pleasure, well-being, and a sense of belonging for all those involved. Children, like adults, need to belong to a social group, to compare ideas and share experiences with others. - children, spaces, relations:
The close relationship between school and town is a
distillation of society. There are many components of a city
fundamental concept of Nossa Escola Da Terra. This
and its daily activities in the school for young children, just
principle was embodied in the design of the school,
as the daily work in the school creates a microcosm of
reflecting the surrounding aesthetics and culture.
society, open to the city in terms of activities and schedules.
Similarly, Nossa Escola Da Terra is designed for use beyond schools hours and scholastic activities. A place provided
A PLACE TO GATHER
to serve a myriad of different communal purposes:
While the prototypical urban public spaces were
where teachers could meet, professional development
outdoors, their boundary was punctuated by adjacency
seminars, social events, neighborhood activities, and
to the built environment; important civic and economic
council meetings held. Thus, a school be the essence and
centers (town hall, market piazza), and later cultural /
preliminary section drawing of classroom showing ventilation and lighting during summer time (orange) and winter (yellow)
HAND-BUILT METI SCHOOL
preliminary section development articulating the spatial relationship between entrance, the chapel, courtyard, and classroom space (from left to right in drawing)
centers (town hall, market piazza), and later cultural / intellectual institutions (theaters, libraries, universities). Their location was based on being central to the ‘heart’ of the community and likewise, the community lived within this ‘heart’. Thus, the school as a collective environment serves as a catalyst that encourages a sense of community between children, teachers, and parents. Intricate relationships formed from common values and shared meanings
then socialization is the second, and comes with the implementation of such a space. To create a strong community, it is essential that all members are an active part of it and to achieve that, all members need to have some level of interaction; no one person should feel marginalized and to that end, no one member of a community should see another as of lesser importance or worth because of ethnicity, socioeconomic status, age, or views.
bring the sharing of knowledge and understandings. This sense of community in turn generates the spatial
PROMOTION OF COOPERATION
characteristics of the school, such as the centrality of the
The third step is in developing cooperation between individuals. Creating community and bridging the divides between different groups relies heavily on cooperation, a direct result of positive socialization of individuals. Cooperation begins with casual, persistent contact with members of varying groups, and ends in the formation of commonalities and willingness to work together for the reciprocal benefit of members and the ultimate health of society. Just as a machine cannot operate to its full potential without the functionality and cooperation of all its parts, neither can a city and community reach its full potential without the inclusion and collaboration of all its parts.
courtyard, the non-hierarchy of spaces (workspaces for adults, kitchen, veranda, bathrooms, classrooms on equal standing) and the horizontality of the overall distributive layout. Embedded with the form and quality of spaces that foster interaction, communication, empathy, and team-work between each person, Nossa Escola Da Terra’s identity as a community yet for the community align. IMPORTANCE OF SOCIALIZATION
Social interaction is important for individual health, but also group health. People can then make their voices heard, share ideas and skills with others, and donate their time for the improvement of community life. If a space to attain these goals is the first step in creating community,
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“Architecture is the connection between people and the environment. Cities are unique because of their natural, built, social, economic, and cultural environments. The interaction between people and the environment can be influenced by architecture. Therefore, designing innovative buildings that cohesively connect people to their environment and to each other is part of the social responsibility as an architect. Climate, infrastructure, demographic, and vernacular have all influenced the human needs of shelter to a specific region. As technology and architecture advance, it is easy to ignore the natural environment and its benefits. Socially responsible design is more than the connection between the built and natural environment. It is the connection between people and their neighbors through architecture informed by the environmental context which encourages a healthier, interactive lifestyle.� -ALLISON BETTENCOURT, SOCIALLY RESPONSIBLE ARCHITECTURE
E N V I R O N M E N TA L CONTEXT AND SENSITIVITY THESIS ABSTRACT II
IN T R ODU C T I O N Architecture at its essence, precedes the architect.
simple housing for the impoverished, these developments
The humanistic desire to be culturally connected to ones
disregard how the environment will be impacted by
surroundings is reflected in a harmonious architecture,
the life cycle of the buildings and energy inefficiency.
with a typology that identifies with a particular region. This sociological facet of architecture can be seen in the specific
Means to reduce impacts throughout the life-cycle of
material, colors, spaces, and forms reflected in the urban
buildings must take into account parameters that typically
framework of a community. The way modern-day human
dictate the constraints of a project’s design potential,
activities callously rip away at the natural environment
from scarce resources, limited funds, to lack of access
demands architecture to focus on the connectivity of a
to utilities. A building poorly designed to consider
community as a whole. As the largest contributors to harmful
environmental or vernacular factors can ultimately lead
global environment impact, the construction and building
to greater cost and resources both to the occupants and
industry must provide a structure that systematically
to the environment. In order to achieve sustainability,
addresses environmental concerns. Similarly, in favelas,
architecture seeks to apply tradition to contemporary
this is reflected varyingly according to regional differences
design, integrating innovation with materiality.
and resources like clay brick, concrete blocks, and corrugated metal. While providing reliable, low-costing,
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ENVIRONMENTAL STRATEGIES Architecture is the connection between people and the environment. Cities are unique because of their natural, built, social, economic, and cultural environments. The interaction between people and the environment can be influenced by architecture. Therefore, designing innovative buildings that cohesively connect people to their environment and to each other is part of the social responsibility as an architect. Climate, infrastructure, demographic, and
These materials possess greater durability and less
vernacular have all influenced the human needs of shelter
required maintenance, leading to lower operation costs.
to a specific region. As technology and architecture
Dependent
advance, it is easy to ignore the natural environment and
vernacular techniques can be applied to help modern
its benefits. Socially responsible design is more than the
design move buildings to be entirely self-sufficient.
on
available
locally-sourced
materials,
connection between the built and natural environment. It is the connection between people and their neighbors
SUSTAINABLE MATERIAL STRATEGIES
through architecture informed by the environmental
Without materials, nothing can be constructed. However,
context which encourages a healthier, interactive lifestyle.
the significant environmental impacts caused by intensive energy production, consumption, and transportation
VERNACULAR CONSTRUCTION PRACTICES
of building materials cannot be ignored. Different
Capitalizing on the native knowledge of how buildings
sustainable material strategies such as using recycled
can be designed effectively as well as taking advantage
and reclaimed materials can be used in addition to
of local materials and resources, vernacular architecture
utilizing materials and resources in close proximity to
adheres to basic green architectural principles of
the site. In the past, the lack of technological capability
sustainability. The construction of these structures
of producing advanced materials and transporting
embodies
solution
goods over long distances restricted builders to simple
suited for regional humanitarian project needs, serving
forms and profiles made from materials available on
as
techniques.
site. Contemporary technological advancement makes
Strategies such as using readily-available natural
it possible to produce complex materials that could
resources time-tested for local climate take advantage
be available anywhere in the world usually at a greater
of known materials with characteristics proven to
cost and higher energy consumption. Large amounts of
successful
energy are required to transport raw materials from its
the
examples
natural of
account
resource-conscious
economically
for
local
viable
climate
conditions.
point of extraction to its distribution of finished products. In contrast, locally sourced materials typically have lower processing and embodied energy, reducing the impact on the environment. Traditional building materials share a direct relationship to local conditions and typically exhibit significantly less environmental impact and embodied energy than current construction materials.
COMPACTED CLAY BAGS / BRICK 1. 2. 3. 4. 5. 6.
ONDULINE TILE
Flexible - practical for different uses Quick & Cheap to Build - easy to teach Low Tech - no mechanical tools or specialized skills Comfortable - Great thermal inertia Sustainable - Sourced on site Low-Environmental Impact
Permaculture has us look at natural ecological processes
massanduba being specified. In place of clay roof tiles and
as a source of inspiration. Thus, we consider each building
corrugated metal siding, a unique roofing solution was
as an energy exchanger with intake and output quantities
found. Onduline, a light-weight corrugated roofing panel
with a metabolic capacity. That means its ability to handle
made from bitumen material reinforced with cellulosic
the cyclical processes associated with positive waste
fibers from recycled vegetation and thermosetting resin
recovery of the waste produced during a building life’s cycle.
drastically reduced the required number and size of wooden
Thus, careful attention when selecting materials was used
framing members while keeping the desired aesthetics.
to ensure minimal environmental impact from beginning to end of a materials’ creation, transportation, and demolition.
CONCLUSION Serving as a vital connection between humans and the
LOCALLY SOURCED / RECYCLED MATERIALS
environment, ecological sensitivity becomes inseparable
Clay comprises the majority of soil content found on the project
from architecture. It re-connects us to our unique area
site and throughout the local region and became a key focal
of the world and drives us to focus on what is the most
point and proponent in design exploration. During my site visit to
essential to survival – architecture before the architect.
Brazil, visits to local construction sites gave me an understanding
The importance of mitigating the impact the built
of vernacular clay construction techniques which minimize the
environment has on the earth should not be lost during
environmental impact of a building life’s cycle. Two methods
design conception. To advance the progress of humanity
stood out, the use of clay in: 1. compacted earth bags and in 2.
and architecture, we must implement knowledge from the
masonry brick units. These strategies would enable the project
past and employ sustainable strategies as a methodical,
to be built without specialized labor and tools, allowing the local
well-balanced whole. Beyond achieving optimum energy
community to take active participation in the construction of the
efficiency, it is left to designers to use their creativity to
school. In addition, research and collaboration between
provide a systematic framework which adapts these
design team and project clients on locally available and
techniques to new modern-day building requirements.
sourced wood for timber elements led to cedro and NOSSA escola da
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0
2
HAND-BUILT METI SCHOOL
RESEARCH
BRAZIL CABO DE SANTO AGOSTINHO PRECEDENTS: HAND-BUILT & WATER
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BRAZIL
FLAG OF BRAZIL FIELDS & FOREST
DEMOGRAPHICS
WEALTH IN GOLD BLUE CELESTIAL GLOBE
8,515,770
AREA SQ KM
5 ECO-REGIONS OF BRAZIL
205,823,665 POPULATION
North: 8.5%
26 STATES 5 REGIONS
Northeast: 28%
West Central: 7%
RELIGION DIAGRAM
Southeast: 42%
South: 15%
PROTESTANT
% of POPULATION BY REGION
AMAZON RAINFOREST SEMI-ARID BACKWOOD ATLANTIC FOREST ROMAN CATHOLIC NONE
OTHER
TROPICAL SAVANNAH TROPICAL WETLANDS
POPULATION PYRAMID:
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LAND-USE:
FOREST: 62% FARMLAND: 33% PASTURES: 25%
BRAZIL AGRICULTURE ECONOMIC OVERVIEW: The Cerrado of Brazil has been put to use, and is where the majority of farming occurs while the Amazon
EXPORTS
FDI, NET FLOWS
Rainforest, and the Sertao have proven to be valuable assets in terms rich in natural resources. Farming still tends to revolve around southern Brazil where the population is so much more dense and the more fertile soil of the Cerrado is located. Most goods are
GDP GROWTH RATE
UNEMPLOYMENT
grown in the south because exportation is easiest. In the savannahs, new technology has enabled farmers to increase the nutrient levels and has led to Brazil’s market becoming one of the largest exporters of food in the world.
INFLATION
EXPORTS - commodities: transport equipment, iron ore, soybeans, footwear, coffee, automobiles
IMPORTS - commodities: machinery, electrical & transport equipment, chemical products, automotive parts, electronics
1
AGRICULTURE: 1
Sugar 22%
Coffee 40%
2
Soybeans 27%
2
4
Beef 15%
Corn 6%
Brazil’s agriculture production by product
9%
Resulting % of world share of product exports.
2
22% 45% 1
39% 2
GDP PER CAPITA
1
32% 1
World Rank
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SITE
ORIGINAL VEGETATION COVER / FOREST AREA: FOREST
AMAZON CAATINGA
NON-FOREST % CONVERTED % PROTECTED
CERRADO
PANTANAL
PAMPA
ATLANTIC FOREST
CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO CAPITAL: AREA SQ KM
RECIFE
447.88 REGION: Atlantic Forest
9,278,000 POPULATION
The Atlantic Forest (Portuguese: Mata Atlântica) is a South American forest which extends along the Atlantic coast of Brazil.
185 MUNICIPALITIES
The Atlantic Forest has ecoregions within the following biome categories: seasonal moist and dry broad-leaf tropical forests, tropical and subtropical grasslands, savannas, and shrublands, and mangrove forests.
DEFORESTATION
80% of people in urban areas can read, but only 20% in rural areas CERRADO
80 70
ATLANTIC FOREST
PAMPA
60 CAATINGA
50 40 20
88% .5%
10
of original forest
annual rate of
habitat lost & replaced
deforestation
30 AMAZON
PANTANAL
The size of the Atlantic Forest has greatly been reduced by modern human society’s consumerist needs. Almost 88% of the pre-existing forest habitat has been destroyed by man-made creations: - Agriculture - Pasture - Hunting - Logging - Fire
up to
2.9%
in urban areas
by man-made
10 20
landscapes such as pastures, farmland, and urban areas
30 40 50 8W
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WIND
PSYCHOMETRIC CHART
CABO DE SANTO AGOSTINHO CLIMATE
Rainfall/ Precipitation in Recife, Brazil. Recife is confered on balance 2457.9 mm (96.8 in) of rainfall per year, or 204.8 mm (8.1 in) per month. On average there are 168 days per year with more than 0.1 mm (0.004 in) of rainfall (precipitation) or 14 days with a quantity of rain, sleet, snow etc. per month.
WIND SPEED
7 - 10 MPH from NE & SE winds coming direction of coast
AVERAGE TEMP
REL HUMIDITY
24 C
75%
75% of year
RAIN
for majority of year
TEMPERATURE 35 C
400mm
30 C
300mm
25 C
200mm
20 C
100mm
15 C Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec AVERAGE HIGH MEAN AVERAGE LOW COMFORT ZONE NOSSA escola da
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PRECEDENT HAND-BUILT LOCATION ARCHITECT TOTAL AREA
Rudrapur, Bangladesh Anna Heringer 323 m2
METI SCHOOL: Hand-built over four months by architects, local craftsmen, pupils, parents and teachers, this primary school in Rudrapur, a village in Bangladesh, uses traditional methods and materials of construction but adapts them in new ways. The architects engaged with the local craftsmen to refine building construction processes to develop new techniques that could then be used to improve the general standard of rural housing.
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PRECEDENT WATER LOCATION ARCHITECT TOTAL AREA
Iran BMDesign Studios 929 m2
CONCAVE ROOF: Concave Roof, designed by Iranian office BMDesign Studios as a system of gabled roofs that are reminiscent of the shape of a bowl as concave cover meant to capture rainwater in arid climates, where rainfall falls below a third of the world average however evaporation rate three times greater. Their system of concave covers is designed to capture rainwater before the amount of collected water lessens due to evaporation. The outer shell of the roof system is designed to capture rainwater, provide shade, and also allow air to move freely between the interior spaces and its decks, acting as a cooling mechanism for the decks. The building is expected to collect 28 cubic meters of water annually into reserves connected through the collection system built inbetween the walls of the building. Thermal inertia of the water allows for greater control of the variation of the temperature in the interior spaces. The building is set below grade like a sunken courtyard, maximizing passive cooling opportunities, shade, and cooler atriums.
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0
2
SITE STUDY
BRAZIL DAILY TRAVEL JOURNAL SITE CONTEXT VERNACULAR INFLUENCES LOCALLY & SUSTAINABLY SOURCED EXISTING SITE
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JAN 24th - ESCOLA DE INTERNACIONAL & ESCOLA DE WALDORF 2 h 7 min - 102 km Carpina & Paudalho
ESCOLA INTERNACIONAL DE CARPINA JAN 23rd - SERTA 1 h 6 min - 67.2 km Glรณria do Goitรก
ESCOLA DA WALDORF
SERTA
JAN 26th - Cais do Sertao 1 h 4 min - 58.2 km Recife
RECIFE
NOSSA ESCOLA DA TERRA
CABO DE SANTO AGOSTINHO JAN 27th - Beaches 1 h 6 min - 67.2 km Porto de Galinhas
PORTO DE GALINHAS
SITE STUDY BRAVEL TRAVEL JOURNAL FRIDAY - JAN. 20th, 2017 : Fly out of SFO San Fransico to (REC) Recife The beginning of the trip began with Kotaro flying together from SFO to LA, where we met with Thom Jess who was flying out of LAX. From there we flew to Sao Paolo, where we had a lay-over for a few hours before flying to Recife. Over the next 7 days, the project team consisting of me, the student designer, Kotaro Kihira, the construction management student, and Thom Jess, the accompanying architectural mentor will learn about Brazilian culture in the State of Pernambuco, permacultural design, and vernacular building construction methods and materials.
ARRIVAL OF TRAVEL TEAM IN BRAZIL:
This photo
was taken at the airport in Recife, with Mauro’s eldest son Douglas. We had our first brazilian food from the food court inside the airport.
MEAL TIME WITH MAURO’S FAMILY: In this photo,
SPENDING TIME WITH MAURO’S CHILDREN:
you can see from right to left: Thom Jess (traveling architect
In this photo, his other sons are pictured. The eldest son is to
mentor), Diogo (age 14), Diego (age 13), Bella (age 4), Jazmine
the right of Kotaro, Douglas (age 16), and the two boys watching
(age 1), Mauro, his wife, Raquel, Mauricio (age 7) and Kotaro
Mauricio play games are Danilo (age 5) and Talis (Age 6). After
(construction management student)
meals we would spend time with the children drawing, feeding the farm animals, and letting them try games on our phones. NOSSA escola da
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MAURO CABRAL’S RESIDENCE: Photos of Mauro’s home where we stayed during the duration of the trip. His home is in a rural neighborhood with a tropical climate. He and his family live off of the land, with chickens, a couple pigs, abundant fruit and even fish in a large pond.
LOCAL CHURCH: Photo of nearby church in Cabo de Santo Agostinho where Mauro and his family typically attended church. A strong Christian man, Mauro’s ties to community are very evident and his love for God a strong driver for this project.
SITE STUDY BRAZIL TRAVEL JOURNAL SATURDAY - JAN. 21th, 2017 : Arrival at
SUNDAY - JAN. 22th, 2017: Church visit in
Mauro’s Home in rural hillside
Cabo de Santo Agostinho
We arrived in Sao Paolo at 330 pm, 5 hours later than our
Today, we woke up at 8 and prepared for church. We had
original destination time. Mauro was waiting for us at the
a nice breakfast with the eggs from Mauro’s chickens, milk
airport, and took us to eat Brazilian food at the food court.
from Mauro’s cow, and bread. The Presbyterian church was
He took us back to his place, and we were shown around
in Pernambuco, the service begin at 9. We were introduced
his place, and the many tropical fruit trees and animals
at the church to the church-goers and our objective
were pointed out to us. He lived on a farm which included
explained. Everyone was extremely friendly. At the end of
mangos, coconuts, jackfruit, acerola, and various other
church, the church go-ers introduced themselves to us one
plants. His son Douglas would point out different fruits and
by one and gave us thanks. It was nice to attend church for
have us try it, in addition to the leaves. We met the rest of
the first time in a long time. We had picole, a type of frozen
his family, his 5 adopted sons (Douglas 16, Diogo 14, Diego
ice cream, peanut butter and sweet potato flavored. After
13, Mauricio 7, and Danilo 5), two young daughters (Bella
church we stopped by the orphanage where Mauro used
4, and Jazmine 1 and a half) and birth son (Talis 6). Animal
to volunteer at. It was also where he met the 5 brothers he
wise, they had many chickens, a Rottweiler, a cow and two
had just adopted. We then headed back to Mauro’s place,
calfs, and 3 pigs. There was also a pond with ducks, geese,
and driving along the rickety path. Wild horses roamed
and apparently two alligators. It was already late in the
free, along with stray dogs. In the light we could see the
evening, so after the introduction to his family and the
shanty homes, with the dark-skinned inhabitants, most
quick tour, we went to sleep to prepare for the next day.
likely from the intense exposure to the sun, waving at us as we passed. As Mauro drove past people, he would honk his horn and shout a friendly Bom Dia, or good day to everyone. Along the way, we stopped by the project site. I saw the site for the first time. At the moment, half of the site was converted to a mantioch plantation while the other still heavily populated and dense shrubs, plants, and trees. We only stayed briefly as we planned on coming back another time to spend much longer there. We went back to Mauro’s place and ate the chicken. Afterwards, Kotaro and I knocked out until dinner. After dinner, we discussed with Mauro project details and I presented to
MAURO’S PORCH: Photo taken by Kotaro during after
him my initial pre-design ideas.
dinner discussion with Mauro about project details and ideas
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SERTA AGRICOLA: ABOVE LEFT - Kotaro looking at plants that filter impurities in water. RIGHT - filtration plant MIDDLE - waste bio-digestor BOTTOM LEFT - ant excrement, which when mixed with horse manure and clay, binds into a strong, buildable material
SITE STUDY BRAZIL TRAVEL JOURNAL MONDAY - JAN. 23rd, 2017 : Visit to Serta to learn about permacultural techniques
area. That night, Kotaro and I discussed project ideas in the room we shared. I made a quick sketch to begin
Bright and early, we woke up at 5:30 and headed to Serta,
formulating the different areas and their relationship to
school of permaculture, located an hour away. Serta, is a
one another. I wanted to capture some of the ideas that
permacultural school, which means their purpose was to
I had throughout the day, from local architectural motifs
teach others how to operate sustainably and construct
such as red-tiles and taipa construction, much like building
buildings based off of environmental strategies. These
with cob adobe, where a clay adobe mixture is applied to
strategies are molded after natural biological systems and
a framework of wooden members. In this section sketch
processes, from plant-based aerobic / anaerobic treatment
facing North, there is a rain garden that is combined
of water, bio-digestors, to building material made out of
with the water-storage / treatment tanks to the west of
only nature-made resources. After we spent the most
the chapel. The classrooms sit behind the chapel in the
of the morning and afternoon learning what type of
background in the sketch with a courtyard that lies in
strategies work well in the North-Eastern Brazilian climate
between chapel, classrooms, and administrative offices to
given the available natural resources in the surrounding
the east.
SERTA AGRICOLA: FAR LEFT - water retainment pool. MIDDLE LEFT - waste compost tank MIDDLE RIGHT - example of home built with taipa construction FAR RIGHT - Photo of typical roof construction using clay tiles and wooden supports NOSSA escola da
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ESCOLA DA WALDORF TOP LEFT - Simon showing me how concrete headers are used to create openings into the earth walls MIDDLE LEFT - Giving a try at compacting the clay-filled plastic bags in layers myself BOTTOM LEFT - Asking Simon about using pre-made concrete as tanks for water storage and window openings TOP RIGHT - Photo of travel team studying brick building techniques MIDDLE RIGHT - Close-up of steel header placed between brick to catch roof load and prevent building from bowing due to roof loads. BOTTOM RIGHT: Close-up construction details of compacted earth bag construction
SITE STUDY BRAZIL TRAVEL JOURNAL TUESDAY - JAN. 24th, 2017 : Visit to Escola
drum mechanism which allowed larger amounts of soil
Da Waldorf to learn about building techniques
to be placed into the plastic sleeves, increasing their thickness by 2 cm. The plastic socks were 10cm thick by
Bright and early, we woke up at 5:30 and headed towards
35 cm wide. The foundations were created 9 parts clay
Escola Waldorf at 5:45. Joseph Mauro had coordinated a
and 1 part cement, stacked into three layers. These layers
meeting with the lead designers and architects, and we
were placed on top of a French drain that would keep the
were given a tour of their project. We had the opportunity
foundation from becoming saturated with water. The walls
to try to build the hiperadome system ourselves, breaking
which measured approximately 10’ in height and topped
down the clay and adding water till moist. This system
by reinforcing steel plater set into another of the cement
worked by gathering They referred to how the mixture
strengthened mud mixture. Then we took a look at their
needed to have the right consistency, like farofa, a yellow
brick constructed room, comparing the different ways
grain they prepared much like corn meal. Tim explained
to build the room. 4 rooms in total, each one tested and
to us how these structures were put together. Headed by
perfected the construction method. Then Tim showed us
architects in Germany, we went to learn about different
the map of the master plan for the site. We also looked
low-cost simple building methods. Escola Waldorf was
at how the bricks were made from the brick extrusion
90 acres total and its master plan consisted of a 300
presses. 2000 bricks could be made with a team of 3-4
housing complex, school, hostel, and apartments, forming a
people in one day. (learned about technical aspects of
community within itself. The mud mixture (10 parts soil and
building sustainable without advanced technology, tools, &
a little water for dampness) was then rammed into a
labor.
Photo of travel team, Escola Da Waldorf builders, and Mauro’s sons working together on the compacted earth bag method
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ESCOLA DA WALDORF: TOP LEFT - Exterior of school at entrance. ‘portal’ into the school. TOP RIGHT - Interior foyer and front lobby of school BOTTOM LEFT - Stage / mix-ed use room for assemblies, chapel, and music. BOTTOM RIGHT: typical classroom
TOP LEFT & MIDDLE - breathable brick wall with perforated openings for passage of wind & light. BOTTOM LEFT - trapezoidal classroom desk for flexible arrangements & groupings BOTTOM RIGHT: playground for children located within the school walls away from the city streets
SITE STUDY BRAZIL TRAVEL JOURNAL TUESDAY - CONTINUED: Afterswards, we went to the International School, which would serve as a good example of a successful school and both their ideology and pedagogy. He showed us around his school and the different classrooms, spaces, and special uses such as robotics classroom and workshop. The school was a renovated hotel space. Following, we all met in the principals room, getting feedback from the director and the Brazilian architect who worked on the renovation of the space. We reviewed over the preliminary project designs that I had discussed with Mauro. Then we got ice cream. At Mauro’s place we had a quick bite and hung out with the kids, drawing and playing games in one f their rooms. It was a nice evening. Time to catch up on sleep.
Interview with Head Director of La Carpina QUESTION: What makes your school so successful? What do you differently? ANSWER: Director – We structure our school based on 60 character traits. The school runs from 7:20am to 4pm, and includes multi-languages such as Spanish and English taught by native speakers by 5th grade. Parents keep their students at the school because what is taught about ethics and morals. “My kid is a better friend, a better student, better son, more respectful” You form you form, individually and collectively as well. That stigma, forming leaders of tomorrow, that’s what we do. If you take education that way, to invest and forge the citizens, the leaders of the . it’s the only way we can change a nation. Through eduction, a top notch education. You cannot take it lightly. We are ranked 118th in education compared to the rest of the world. Things are getting worse. The next generation, if they don’t shape up, the world will leave you behind. Love for god, love for community. There is the beauty. When you understand that your life is much bigger than yourself, your purpose. You start thinking eternally. Q. What are the goals of your school? The intrinisic goal is to kid to buy into self-teaching. He goes after the knowledge by his inner-motivation, the passion at a young age is when discovers everything. Thirst to educate for themselves. Not for their parents, not for their teacher but because they sincerely want to learn. The parents and teachers are their to facilitate this desire to learn.
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PROJECT SITE: Pictures are of the project site, from the bottom of the hill looking at mantioch plantation, with trees / wild vegetation at the top (ABOVE) & existing pathway through un-developed area of site
COMMUNITY GATHERING AT NEIGHBOR’S HOME: This picture is taken as we enjoyed an evening sharing the food they prepared, answering questions, and getting to know the community
SITE STUDY BRAZIL TRAVEL DAILY JOURNAL WEDNESDAY - JAN. 25th, 2017 : Site Study and Neighborhood Gathering Slept in, woke up at 930am. Friends of Mauro
had come to work on the project made the project
came to Visit, Carlos, an architect and his family.
much more realistic to them. Mauro had struggled
We accompanied them while they were given a
with support from his neighborhood because they
tour around the place by Mauro’s kids. Afterwards,
were all used to poverty and not dreaming big and
we headed to the project site with Carlos and his
seeing what is possible. We opened their eyes, and
son. Aided by Thom, I took measurements of the
the joy and fascination clearly showed. I memorized
site, approximating the distances of the mantioch
half of the people present: Lucas a small boy who
plantation, the surrounding vegetation, from the
helped me remember people names, Julia, Mata,
front entrance to the back entrance. Prior to the site
Sara, Luiza, Rosa, and Dede to name a few. They
study I had a very weak understanding of the site, its
proceeded to ask us questions about America, about
slope, and its relative size. After spending two hours
Kotaro’s small eyes, the differences between America
there, I was able to gain a strong understanding of
and Brazil, the similiarities, and why we had chose to
the site, and design thoughts began to fall into place.
work on this project specifically. They had prepared a
Working with Kotaro, we mapped the surrounding
porridge like soup which was really tasty in addition
area, taking hundreds of photos, both facing the site
to a cord gelatin dessert. I was touched by everyone’s
and outwards. A solid sense of what would needed to
sincere friendliness and interest. Moments like these
be done in terms of grading, excavation, flattening,
is what I live for, to live and be in the presence of
and programmatic planning were formed. We took
the less fortunate, to mix in their comaredie and be
note too of the vegetation, animals, and other site
immersed into their culture. As it approached 9 o
conditions. As the son came down, we walked back
clock, the little kids begin to grow tired and their
to Mauro’s home through a shortcut, as his home was
families took them home. Before that, erveryone
connected directly to the site by 200 meters. At 7
wanted to take a picture with us to remember this
o’clock that evening we went to the home of one of
night and of the Americans who came to visit. That
Mauro’s neighbor, who had invited us to meet the rest
evening, we enjoyed a meal of rice, beans, farofa,
of the neighborhood. Mauro was still running errands,
chicken, and juice. The tropical fruits here are
so we arrived there first to some initial awkwardness.
plentiful and sweet and Mauro and his wife make
However, like typical Brazilians, their friendliness
superb juice. Later that night, Kotaro and I stayed up
made things much more comfortable. When Mauro
to work on synthesizing the information we gathered
arrived, he introduced us to everyone, and explained
today, discussing at length different issues and action
what it was we were doing there. He explained to
items that needed to be considered and gathered
them the school project and the fact that Americans
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RECIFE: LEFT - intersection of two streets in Recife. Here, the buildings are reminiscent of Portugal, showing the influence Colonial Portugal had on the architectural style of this coastal city. RIGHT - Large atrium with beautiful ornate mosaic tiles and glazing inside a shopping mall
BEACH: LEFT - Named for being originally a chicken port, this beach is a popular relaxation and vacation spot, known for its fair weather year round, blue water, and island feel.
NEIGHBORHOOD GATHERING AT MAURO’S: RIGHT - Photo taken of the neighbors and Foho band from backhouse porch
COASTAL BUILDING: LEFT - building that uses brick in clerestory openings & exterior walls to increase ventilation & lighting COVERED GALLERIA: RIGHT - An outdoor shopping galleria with a glazed ridge to provide cover and shade from the elements
SITE STUDY BRAZIL TRAVEL DAILY JOURNAL THURSDAY - JAN. 26th, 2017 : Soil Samples,
FRIDAY - JAN. 27th, 2017
day sight-seeing in Recife Cais do Sertao, and Foho band
de Galinhas
We slept in a little today, waking up around 9. We went
Project discussion with Mauro and visit to the beaches
back to the site to grab some soil samples, taking samples
of Porto de Galinhas. Here more examples of Brazilian
of clay and ant hill, which was used in a mixture to make
vernacular architecture, with screen brick walls and
the soil construction they used for hiperadobe water-tight.
openings used in homes and structures to facilitate the
After we grabbed the soil, we drove to Recife, the closest
movement of air out of the buildings. At the beachfront,
big city, with a population of 1 million people. A technology
shopping gallerias are covered by two wooden roofing
hub with a old-colonial Portugues style, the buildings were
systems bridged by ridged glazing units which span down
reminiscent of the cities I had visited in Portugal. With its
the length.
: Beach trip to Porto
rustic buildings, colorful and artistic graffiti, cobble-stone streets and ornate tile decorations, Recife touched me with
SATURDAY - JAN. 28th, 2017
feelings of nostalgia. I loved the constrasting juxtaposing
Fairwell and flight back home
stlyes of architecture, with contemporary blending with
Today is the day we say our final goodbyes. The week has
new, poor and rich. We first went to the Pernambuco Arts
gone by so quickly, and each day filled with informative
and Crafts center which sold hand-made creations and
and memory-filled moments. Saying goodbye to all the
artifacts. Things ranging from quirky recycled itmes re-
kids that I have grown fond of over the past couple of
made into creative sculputural pieces, to delicately knitted
days was tough, and my interaction with Mauro’s kids were
fabrics, to bold vases, the center showcased the talents
definitely one of my favorite parts of this once in a life time
and style of Nordeste Sertao, the Northeast region of
trip. Mauro and his family were nothing short of amazing
Brazil (the drylands).
in their care, kindness, and love, not only towards us the
Then, we headed towards the Nordest Sertao Museum,
American visitors, but also to those around them.
a museum that (look at pamphlet). I learned about the
Until next time.
Northeast region, its percularities, the challenges it
Brazilian hugs!
Saturday: Final
faced both socially and environmentally. The building was designed thoughtfully, with a indoor river running through the interior. However, water damage were marked out throughout the floor, either due to poor water-proofing or water damage from being built upon a peninsula surrounded by and on top of the ocean.
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SITE STUDY SITE CONTEXT
Many families are without cars NEAR ES T C H APEL dist ance - 25 K M
& traveling 25 kilometers to the
small, cramped space fits only 50 people and lacks an aesthetic identity
nearest town, Cabo de Santo Agostinho, becomes too difficult.
NEAR ES T S C H OOL di st ance - 25 K M
A old, refashioned home is used
currently no school which continues from elementary through grade school
by locals in this neighborhood to sell and trade items among each other. For neighborhood
CABO DE SANTO AGOSTINHO
gatherings and events, Mauro’s home, which had the largest yard,
NEIGHBORHOOD MARKET di st ance - 0.5 K M
was typically used.
old, un-used house re-purposed as neighborhood local market place
Nossa Escola da Terra needs to function as a community center GATH ER ING PLAC E di st ance - 0.1 K M
where locals can gather to meet,
no place for neighborhood events, currently Mauro’s home used
sell / trade, & have social events, and a place for school & prayer.
RURAL NEIGHBORHOOD - CHARNECA
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EQUATOR LINE
900 km distance to site
SIT E
INFLUENCE on -> LANDSCAPE
INFLUENCE on -> FORM
SOUTH-EAST: Mata Atlântica Region Sao Paulo, Rio de Janeiro
CENTRAL-WEST: Cerrado Region Brasilia
BURLE MARX was a Brazilian landscape
National Congress OSCAR NIEMEYER
architect whose career was propelled by his sensitivity to material and use of native flora in his garden designs. A big pioneer for the advocacy of ecological
Cathedral of Brasilia OSCAR NIEMEYER
preservation, his Marx's work "can be summarized in four general design concepts—the use of native tropical vegetation as a structural element of design, the rupture of symmetrical
Christ the Redeemer PAUL LANDOWSKI & HEITOR DA SILVA COSTA
patterns in the conception of open spaces, the colorful treatment of pavements, & the use of free forms in water features"
Juscelino Kubitschek Memorial OSCAR NIEMEYER
SITE STUDY VERNACULAR INFLUENCES Inspiration for design: Mata Atlântica Region -> ECOLOGICAL DESIGN Cerrado Region -> DESIGN FORM
INFLUENCE on -> CONSTRUCTION NORTH-EAST: Sertóa Region Recife, Pernabuco State
Sertóa Region -> CONSTRUCTION PRACTICE Proximity to -> NEIGHBORING INFLUENCES
Serta Acrologia Permacultural Ecology strategies Escola da Waldorf Permacultural Building Techniques Recife Cobblestone Pavement
NEIGH BORING FAVELA - 10 K M
NEA REST BEA CH - 25 K M
CLOS ES T M A J O R CIT Y - 50 KM
Porto de Galinhas Clerestory Brick Openings
Cobogó bricks Cobogó bricks were first used in 1929 in Brazil by three engineers, Amadeu Oliveira Coimbra, Ernest August Boeckmann and Antônio de Góis in Recife. Located in the northeast region of Brazil, Pernambuco, this innovative development was a hollow structural element similar to a “brick material” that allowed light and air to come through. This allowed walls to be built that naturally ventilated the tropical heat and humidity. These walls were built with hollow perfabricated modules iniatially conceived in cement. The engineers named these bricks, “Cobogó”, incorporating the first two letters of each of their last names into the name: “CO” “BO” and “GO”.
The inspiration for the cobogó came from the wooden window of colonial Portuguese style, which in turn were influenced by the Mashrabiya, Moorish architecture. The cobogó became an important element of Brazilian modern architecture, and thus was extensively used in Brasília’s conception. It represented strongly the cultural identity of Brazil, was easy to produce and had low construction costs. Since then, the cobogó has been designed in various different materials, and is incorporated in both interior and exterior design.
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50km radius
AT LA NT IC
FO R
ES T
from project site
SITE STUDY ONDULINE TILES Roofing Regional Store quick assembly
LOCALLY SOURCED MATERIALS
RECYCLED Onduline tiles are corrugated sheets made out of recycled
lightweight
fibers, waterproofed in bitumen and coat of protective
recycled material water resistant
resin. Onduline is a world in lightweight roofing systems that focus on sustainability and ecological sensitivity. Their unique formula of vegetable fibers makes use of raw material such as paper chips & coconut fibers with industrial residue, bitumen.
plant-based
Weighing only 3 kg / sqm, the vegetible fiber / bitumen
CLAY Earthen Construction Project Site
sheets and associated roofing accessories can be installed quickly and easily. In warm weather, the material helps to maintain a consistent, comfortable temperature inside the building, while composite fibers aid n oise reduction,
Flexibe practical for different uses
especially during heavy rain.
Quick & Cheap to Build easy to teach
LOCALLY SOURCED
Low Tech no specialized skills needed Comfortable Great thermal intertia
To find readily found construction materials that are inexpensive to produce and transport, we look to local practice. Thus, materials used by past generations that natural resources proven to meet the building needs
Sustainable Sourced on site
of indigenous people can be reimplemented. These
Low-Environmental Impact cradle to cradle life cycle
labor (typically unskilled), and resource scarcity.
construction methods take into consideration climate,
MASSANRANDUBA Timber Framing Atlantic Forest
RENEWABLE Massaranduba, also known as bulletwood or Brazilian Redwood is highly weather and insect resistant. Its straight grain and darnk coloring make it resemble other
abundant in the Atlantic forest
exotic hardwoods. Growing throughout Central and South America, the Bulletwood tree reaches heights of 30-45 m, with a trunk 80-150cm wide. The trees grow to at least 60
2x
7.5x
STRONGER & HARDER than redwood
$
1/3
feet with straight, clear trunks that result in high yields of desirable grain straightness in addition to little waste. Due to its abundance, size, and straightness, the tree provides locally available exotic hardwood timber without the high cost.
of typical exotic hardwood like ipe NOSSA escola da
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SITE
WEST ENTRANCE: View facing up hill walking up main pathway
SOUTHERN END OF SITE: View of mantioc plantation from bottom of hill
HAND-BUILT EXISTING SITE The area was originally a heavily arborous region but in the last century has been heavily deforested in order to make room for sugarcane plantations. Without the
ENTIRE PROPERTY LINE ACTUAL PROJECT BOUNDARIES
use of crop rotations, this has left much of the topsoil in the region unsuitable for new vegetation. The area is rich in granite and clay, making tile and granite slabs accessible and affordable to common citizens of the region.
NORTH ENTRANCE: View of back entryway wayup hill walking up main pathway EAST END: View from top of hill where wild vegetation replaces plantation
1 mi : NOSSA escola da
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0
3
HAND-BUILT METI SCHOOL
PROCESS
SITE MAP PERMACULTURAL DESIGN CONCEPT DIAGRAM DESIGN LOGIC PRELIMINARY SECTION PERSPECTIVE CLASSROOM DESIGN CHAPEL DESIGN PRELIMINARY DESIGN BRICK DEVELOPMENT MODULE DESIGN
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75
N HAND-BUILT METI SCHOOL
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101
PROCESS SITE MAP FARMLAND VEGETATION HOUSE TREE ACCESS TO SITE PROJECT SITE - 90 acres TOPOGRAPHIC LINE - 2m
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Strategic building orientation, window placement, & use of thermal mass increases comfort, building efficiency, & reliance on municipal energy sources for
MATERIAL
By capturing, diverting and storing stormwater for future non-potable uses in in cisterns and filtration tanks, the water can be reused to pump toilets, irrigation or water features
ENERGY
Passive Solar Design
Low Environmental Im
Materials selected for cons
were based on its life-cycle
on nature. Clay and wood a
sourced within driving dist
while the Onduline roofing
made from recycled fibers
Daylighting
Exterior Shading
The buildings forms, organzation,
Buildings are oriented to optimize diffused light and minimizing the use of electric lights. This promotes productivity and well-being while reducing energy costs
Strategic building orientat
Views
Porous Paving
Bioswales
Connection / close proximity to nature & the outdoors has proven to increase mental health and productivity. Views are directed in line with sight to the outdoors while
By allowing rainwater to percolate
A planted drainage channel guides stormwater into drain inlet are. During the rain, pollutants are retained and water filtered by the soil and vegeation.
hot, humid climate
glazing placed at eye levels
Native Vegetation
SITE
Plants and vegetation that have lived durable for years and are acclimated to survival in the local climate conditions
into the ground, the water can be collected after being naturally filtered and kept from flooding walkways and buildings.
window placement, & use o
thermal mass increases co
building efficiency, & non-r
on municipal energy source
heating, cooling, and lighti
SITE
constant remove heat from the daily
SITE
provide fresh outdoor air and
SUSTAINABILITY
and openings are designed to
ENERGY
Natural Ventilation
ENERGY
AIR QUALITY
heating, cooling, and lighting
AIR QUALITY
WATER
Rainwater Harvesting
Permacultural Ideals
Buildings and principals of teaching and construction take inspirat from the natural environment and the intricate relationship of diffe ecoystems.
mpact
PROCESS PERMACULTURAL DESIGN Permaculture is simply a design system based on ethical principles, which employs traditional, time-tested solutions and appropriate technologies and practices. It works with nature, following its principles and functions. The most basic ethical principles are to
struction
care for the earth, people (and all living creatures) and let everyone have a fair share of all yields. A seamless partnership between
e impact
architecture and the caring principles of permaculture has evolved - one where each can elevate the role of the other and cooperate
are locally
in delivering environments that enhance, enrich, and nourish the human experience.
tance,
g tiles are
s renewable,
tion,
of
omfort,
reliant
ENERGY Fuels, such as natural gas and propane typically provide the power to operate appliances (stoves, water heaters, ovens) to provide comfort and convenience. However, some of these comforts can be designed in the structure itself, taking advantage of passive solar design strategies and the benefits of the high thermal properties of natural earthen materials. This effectively reduces the amount of fuel needed. The benefits of this system are minimized infrastructure required to haul wastes off-site to be processed, enhanced soil nutrients and microbiology, and increased water supply available to plants in the landscaping (which are the best water purifying filters as well).
es for
ing
n
d
tion erent
SITE One of the design goals were to minimize the impact on the project site, building into the hill and developing the minimal amount of land as possible. This led to developing a landscape plan that would be aesthetically pleasing but also require little maintenence. From capturing rain water, using native vegetation, growing gardens and implementing natural ecological cycles, an attempt is made to utilize the available landscape to give back to the earth. Benefits include high-quality, nutrient dense foods; clean, pesticide and chemical-free food; personal satisfaction and empowerment; reconnecting with nature; getting to know your neighbors and community members; creation of educational ground and opportunity where children can see where foods come from and how they grow; and exercising in fresh air (non-repetitive movement), which stimulates brain functions.
ELECTRICITY The site currently does not have electrical tie-ins. Our client will need to contact the service providers to look at the power grid and access the best location to pull power. The most viable option would be to pull lines from the road south of the site near the main entrance. This will be done after the site work and trenching so that laborers will have access to power tools and temporary power. The lines will be run underground by means of conduit and will be tied into the main service panel where it will branch off to different buildings and capped off for later use.
This is what permaculture design does: Using naturally occurring patterns and functions, it arranges all the elements of a system to work together and reach their highest efficiency. It stacks functions, ensuring that each element performs more than one job, and it provides back-up systems where more than one element can perform the same function as well.
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3 .) Central core t akes advant age of wi nds co mi ng up valley fro m No rth
N 2 . ) Proj ec t vo lume
E
1 .) Ex ist ing s ite on
6.)
to p of hil l s id e
resp pat
5.) Weave concept ref lec ted by pathway and central co urtyard as knot that ti es the areas to gether
PROCESS 4 .) Pro gra m revol ves aro u n d circu lation
DESIGN CONCEPT
MORNING
EVENING
8.) Water fi ltrati on + retenti on ori ented around to po graphy
9.) Gardens + outdo or areas respo nd to spaces c arved by path and c ut i nto the terrain
7. ) Roof ing strateg y inf l uenced by sun exp osure and heat
Wa lls a n d fo rm
p ond to weavin g h and cour t ya rd
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CLASSROOM QUIET PLACE
CRAFTS & MUSIC
FLEXIBLE SPACE
CENTRAL COURTYARD EATING AREA KITCHEN
PRINCIPAL
BATHROOM OFFICE
WATER
FOYER
FRONT DESK
CONFERENCE WATER TREATMENT STAIR GARDEN
CHAPEL /
SEATING
LIBRARY
LAYOUT SCHEME FOR PHASE I: LOGIC Inspired by compact soil bag’s similarities to rope, such as its organic form, flexibility, and serpentine nature. -snaking path represents the natural flow and course through school complex. -the articulation of the path-way begin to dictate special areas within the complex such areas of respite, significant moments, transitory indoor/outdoor, and connects complex together -central courtyard becomes focal point which the path intertwines. courtyard space becomes a representation of a knot that ties the spaces to one another. the courtyard serves as a unifying element which takes the form of seating, platform, and vegetation.
PROCESS DESIGN LOGIC
CENTRAL CORE
PARKING LOT
(UTILITIES)
PHASE III: Camping Area Orchard, Garden
Permacultural landscaping
PHASE II: Extension of schoool
Soccer Field PHASE III: Camping Area Children’s play area Park
WET CORE (WATER LINES)
MASTER PLAN WITH AREAS DESIGNATED FOR FUTURE PHASESDesign of complex is oriented around main central core running along the North-South Axis, parallel with the direction of the wind. This will enable utilities and waterlines necessary for future phases to be strategical accounted for. Circulation from one end of the school to the opposite end also runs along the North-South Axis, providing a clear path of travel, line of sight, and passive ventilation from winds coming from the North and South. Each building, from the chapel, classrooms, to the bathroom / kitchen are directly linked to their own unique outdoor space. The courtyard serves as a central point of congregation while also facilitating passage between the different areas, removing the need for hallways.
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SUMMER
WINTER
ROOFTOP COLLECTS WATER TOWARD RAIN GARDEN
ROOF LIFTED ABO FOR VENTILATION
PROCESS PRELIMINARY SECTION PERSPECTIVE
OVE WALL N
10’
30’
70’
longtitudinal section (WEST-EAST) perspective
BUILDING ORIENTED TO TAKE ADVANTAGE OF SHADE CREATED BY BUILDING NOSSA escola da
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1
2 5 4
3 12' - 6"
Onduline Clรกssica / Onduline Design DUO - panels: 2m each
slope: 25%
* connection - does roof beam sits on top of earth wall, brick?
<- TO COURTYARD
ssroom section " = 1'-0"
CLASSROOM
3' - 0" 1' - 0" 1' - 0"
concrete foundation
9 3/4
"
OUTDOOR PATIO brick screen wall
3' - 0" 4' - 0"
compacted clay soil bags
19'
" - 8 3/4
3/4"
INCLINATION recommended slope for better thermal comfort is 27%. Never install with a slope lower than 18%. *installation guide
5' - 2 3/4"
6' - 6
Wood framing Beams: 5 x 6 cm @ 1m Rafters: 2.5 x 5 cm @ 45cm
32' -
6' - 6 1/2"
28' - 0"
Wood framing Beams: 5 x 6 cm @ 1m
Level 2 16' - 0" Level 1 10' - 0"
concrete flooring
GROUND 0' - 0" 14' - 4" 4' - 0"
13' - 8" 24' - 6"
2' - 6"
10' - 6"
2' - 0"
foundation needs to extend beyond point "10ft to daylight"
PROCESS CLASSROOM DESIGN FORM: Form reflects a more inviting and comforting enclosure for children with rounded soft corners. The classrooms are linked together and are designed after the shape of a rope. The walls flow into the adjacent space, reading as a single entity. The classrooms are divided into flexible spaces, and the dashed lines through the adjoining walls are to represent temporary dividers which can be built up and taken down quickly (for example, brick or bamboo wicker screens) ROOF: Roof support members, (spanning between the two walls and cantilevering roof membrane) will be designed and updated by structural engineer team members. Onduline product information and installation guide have been uploaded to working google doc. Preliminary material studies have begun. Panels come at 2m lengths. OUTDOOR VERANDA: To the East wing of the Classrooms is a shared patio that connects student with the natural elements. In addition, this space becomes open area to congregate, do outdoor activities, and sit. A screen brick clerestory opening shown between classroom and outdoor patio helps with ventilation and porosity. An outdoor patio can be used as an outdoor classroom and breakout space and serves to link all the classrooms together, creating an inverted corridor (Main circulation path along courtyard facing side).
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Glazing
WALL HEIGHT - TOO TALL? discuss go over roof structure IN PERSON
11' - 6"
Onduline Clรกssica / Onduline Design DUO - panels: 2m each
2' - 9 1/4"
Wood framing Beams: 5 x 6 cm* @ 1m Rafters: 2.5 x 5 cm* @ 45cm *subject to change 57' - 7 3/4"
11' - 6"
AUDITORIUM
37' - 8 1/2"
steps down from entrance
1
3' - 5 3
14' - 0"
LOBBY
23' - 11 1/4"
Clerestory brick screen wall
13'
concrete header
Chapel section 1/8" = 1'-0"
concrete foundation
rain garden, serves as rainwater catchment for roof
steps w to form seatabl
bookcase built into superadobe walls
9' - 5 1/4"
1' - 6"
UP
CHAPEL / LIBRARY / MIXED-USE SPACE 14' - 11 3/4"
storage
1' - 5 3/4"
14' - 7 3/4"
BOOK READING ZONE
13' - 9 3/4"
4/23/2017 4:00:17 AM
seating along window
6' - 9"
43' - 3 1/4"
cobblestone paver design flexible seating (160 people) 12' - 5"
6' - 6 1/4"
STAG
36' - 5 1/2"
1' - 4"
26' - 7 1/4"
3' - 1 1/4"
reading carpet
UP
UP
6' - 0"
BOOK READING ZONE
seating
3:59:30 AM
12' - 9 1/4"
1
GROUND - Chapel 1/8" = 1'-0"
10' -
JR STRUCTURAL ENGINEER J LINDSEY KUSTER & KIERSTEN BAKKE
PROCESS
14' - 9 1/4"
CHAPEL DESIGN
JR DESIGNER JEREMY NGUYEN
5' - 1 3/4"
Level 3 21' - 0"
Level 1 10' - 0"
Scale
20' - 8 1/4"
BACK OF HOUSE
STAGE 3/4"
18' - 5"
Level 2 16' - 0"
1/8" = 1'-0"
ROOF:
Chapel Section
14' - 5 1/2"
3' - 4 1/4"
(2x) panel length
The roof was originally designed as a flat pitched roof, however during redesign a curvature was added, giving a deeper sense of space in the chapel and an overall more organic feel. FLOOR: could also be used as a library and assembly area for music and social events. The floor slab is made
widen
something developed between Mauro’s oldest son Douglas, and me, representing the synergy between nature, water, and their importance to this project. DESIGN FEEDBACK FROM PROFESSORS & ARCE TEAM: With the site being situated in Seismic Category A, or low-little seismic activity allowed for flexibility in designing a structural system them that would achieve the design goals of supporting three roof largest flat roof into a curved roof
1/8" = 1'-0"
- trusses need to be added to pick up roof load -walls need to be double thickness when greater than 12 feet -in order to have a column-less floor plan, without the need of structural concrete and additional rebar through the compacted earth bags, 8’ un-interupted length needed in order to take shear forces in between openings for windows and screen bricks
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7
7' - 1 1/2"0' - 0"
of a flower with a spiral center. This drawing was
planes, built in bookshelves, and changing the
Scale
12' - 5"
Escola da Terra
4"
BACK OF HOUSE
to Agostinho, BRAZIL
GE
Chapel Floor Plan
JR DESIGNER JEREMY NGUYEN
le area
out of concrete with a cobblestone-paved pattern
B106
JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA
taipa wall
Cabo de Santo Agostinho, BRAZIL
11' - 8 3/4"
The chapel was designed with the intentions that it
Nossa Escola da Terra
- 2"
GROUND 0' - 0" CHAPEL ground level -2' - 6"
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h
g
f
e
d
c
b
a
Le 30' - 10 1 Compacted Earth Wall Onduline Tiles
Wood, Timber *NOT ADDED
Le 16 Le 10
Clay Brick
2. Spacing -distance b/w shafts should be 45 cm (axis) And 1 m (axis) between the rafters. Wood structure suggestions for minimum gauges: BEAM / Cap: 5 x 6 cm * & Rafter / RipĂŁo: 2,5 x 5 cm * * Use measures found in the region closer to the one suggested (always larger). As Onduline tiles are very light, it is very important to make the anchorage from the roof to the structure of the residence to avoid wind damage.
3
GRO 0
West 1/16" = 1'-0"
a
b 24' - 6"
2
Concrete
East 1/16" = 1'-0"
c 12' - 6"
d 24' - 6"
e 12' - 6"
f 24' - 6"
g 12' - 6"
h 24' - 6"
1
2 28' - 0"
3 12' - 6"
30' - 1 Onduline Tiles
4/12/2017 6:33:52 PM
Wood, Timber
Clay Brick
Compacted Earth Wall Concrete
South 1 1/16" = 1'-0"
G
PROCESS PRELIMINARY DESIGN DESIGN CHANGES: - Originally designed with red tiles, when Onduline tiles were replaced instead, the weight of the roof structure drastically reduced, resulting in less timber being needed in the roofing system. - Over the chapel, a curvature was introduced to the
JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA
long roof section
evel 3 19/32"
evel 2 6' - 0" evel 1 0' - 0"
OUND 0' - 0"
- the roofing over the classroom was adjusted to allow for modularity, with braces in between each classroom that allow for connecting of subsequent additions to the main roof structure spanning across the three classrooms and music room. - the undulating wave that runs along the surface of KITCHEN
OFFICE
CHAPEL /
GROUND 0' - 0"
JR DESIGNER JEREMY NGUYEN
1/16" = 1'-0"
Level 2 16' - 0" Level 1 10' - 0"
the chapel is removed, along with the rectangular
BATHROOM
FRONT
CONFERENCE
2. Foyer
aspects seen in plan and building elements, replaced with filleted curves and rounded walls that take advantage of the natural building properties of compacted earth bags but also more representative of a space inviting to children and with more
Scale
Level 3 30' - 10 19/32"
CLASSROOM ELEVATIONS
FOYER
flexibility in terms of space usage for various activities. - The following plans, sections, and elevations were part of the preliminary drawings handed off to the
and calculations.
C105
GROUND 0' - 0"
in order for them to begin structural load take-offs Cabo de Santo Agostinho, BRAZIL
Level 2 16' - 0" Level 1 10' - 0"
structural team (Lindsey Kuster and Kiersten Bakke) Nossa Escola da Terra
Level 3 10 19/32"
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TE S S ELAT ION AND PAT TE R N D E S I G N D I AGRAM
65 mm 215 mm
2
m
m
1
B RIC K D IAGRA M
1. ) In it ia l brick
m
m
2 . ) A p e r t ure with d ia mete r 4 . 35 cm c ut t h roug h wid th of b r ic k a t q uarter m ark
3 . ) Fa ce s p lit in to h a l ve s and p us h e d in by 2 cm . Re c i p roc a ted alo ng
quarter m ar k 6cm 10.5 cm 4cm
4.6cm 3.8cm 4cm
2 cm 4.6cm 3.8cm
4 . ) Voi d s t rans lated a c ros s mi d p o int.
5 . ) Voi d s t rans lated a c ros s mi d p o int.
PROCESS BRICK DEVELOPMENT ADAPAT E CON CRE T E MASON RY U NI TS Inspired by the cobogo brick development, the cmu module is an exploration of
M O LD DIAGRAM
a singular element which can be utilized for different applications. This gives Nossa Escola Da Terra a unique building block which also provides its own identity and cultural relevance. The goal of the design was to break away from the concept of a masonry unit and re-conceive it as a system that works in pairs. H E A D CA P W 6” (1 5 .2 5 c m) x L 1 2” ( 30.5 c m) -> sw ing s in to p la ce ove r o p e n ing of b r ic k p re s s M OLD I NFI LL D I M E N S IO N (1 2 .5 c m) x ( 2 5 c m) -> fill in 2 .63 c m a lo n g w i d t h a n d 1 . 37 c m a lo n g le n g t h to f lus h w ith o uter ste e l co n t a in e r
In doing so, variation and aperture can be increased . The blocks needed to be able to function flexibly, for different applications, & primarily increase ventilation & light penetration
M OLD FRA M E D I M E NSI ON W (1 2 .5 c m) x L ( 2 5 c m) x H (6 c m)
T Y P ICA L BR A Z IL IA N C L AY BR IC K MAD E BR I C K PR E S S BAY D I M E NSI ON W 6” (1 5 .2 5 c m) x L 1 2” ( 30.5 c m)
FR O M M A N UA L BR IC K P R E S S
215 mm
6 5 mm brick press assembly utilizes shaped bottom plate in order to create desired face and form -> baseplate compacts added clay upward
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2 . PA I R Brick module designed to work in twos with different variations through flipping, rotating,
3. STACK + RUN N IN G Modulation patterns consistent regardless of assembly.
VA R IATION S FACIN G D IR ECT IO N
PAT TE RN
PROCESS MODULE DESIGN
OPENING RECESSED FACE CURVE
1. MAS S + VOI D Op e n in g t h ro u g h m as s al l ows fo r ve nt i l a t i o n, p o ros it y, an d v isu al ex p e rie n c e. De pre sse d fac e in c re as e s v is ib il it y an d ad d s de pt h.
4 . STRUCTU RA L
5. PAVIN G + PLAN T E RS
By rotating module on its side, a new variation where the apertures become vertical
Bricks can be used as porous pavers with planters that allow water to drain.
CH AN NE L
D I AG O N AL
WAT E R
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0
3
HAND-BUILT METI SCHOOL
DESIGN
PROGRAM MASTER PLAN PHASE I: GUIDE MAP WATER STRATEGIES FLOOR PLAN ENTRANCE CLASSROOM COMMUNITY CENTER WATER ELEMENTS
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103 105 107 109 111 113 115 119 123
3B
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PROCESS PROGRAM
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CONSTRUCTION SCHEDULE 2017 Q1
Q2
Q3
2018
Q4 Q1
Q2
Q3
2019
Q4 Q1
Q2
Q3
2020
Q4 Q1
Q2
Q3
2021
Q4 Q1
Q2
Q3
2022
Q4 Q1
Q2
Q3
Q4
Preconstruction Fundraising Permitting Phase 1 Phase 2 Phase 3
PROGRAM / QUANTITY / SIZE (meters squared) PHASE 1:
SUPPORT General
Storage & work shed; wood&metal shop / (1) / 40 Pavilion at entry; 24/7 public portal / (1) / 20 Public Bathroom / (2; male, female) / 12 / 30 Private Bathroom / (1; male&female / 8 Janitors Closet / (1) / 8 Sanitation Area;Handwashing / (3) / 4 Waste Collection / (1) / 20 Storage / (3) / 10 Print&Copy / (1) / 10 Private Parking / (1) / 18
Kitchen + Dining area / (1) / 350 Eating area / (1) / 20
Entrance Hall / Lobby Foyer/ Front; information Desk / (1) / 8 Admin; Office&Principal / (2) / 10 Conference;Teacher’s room / (1) / 20
Classrooms / (2) / 8 / Shared collab space; arts&crafts area / (1) / 32
Classrooms / (2) / 40 / Shared collab space; music/theater area / (1) / 50
Eating Admin
EDUCATIONAL TK + Kindergarten (age 3-5yr; max 72 students) Elementary (age 6-11yr; max 90 students)
COMMUNAL
Chapel; library&mix-used / (1) / 80 Communal areas / (3) / 15
ECOLOGICAL
Bio - Treatment; compost Community Garden Water – Treatment; water retention Water Storage; cistern Agro-Floral Area
PHASE 2: SUPPORT General Public Bathroom / (2; male, female) / 12 / 24 Private Bathroom / (1; male&female / 8 Janitors Closet / (1) / 8 Sanitation Area;Handwashing / (3) / 4 Waste Collection / (1) / 20 Storage / (3) / 10 Private Parking / (1) / Public Parking / Admin Office / (1) / 10 Conference;Teacher’s room / (1) / 20 EDUCATIONAL Middle school; junior high (age 12-15yr; max 90 students) Classrooms / (2) / 40 / Shared collab space; science&technology&robotics area / (1) / 50 / COMMUNAL Auditorium; theater&gynamsium / (1) / 80 Sports Court; volleyball&soccer / (2) / 600 ECOLOGICAL Retreat; tranquility garden Orchard Crops Pond-Fish / (1) / 650
PHASE 3: SUPPORT General
Public Parking; expand from phase 2
Kitchen + Dining area / (1) / 350
Camping areas / (8) / 10 /
Eating
RECREATIONAL COMMUNAL
Amphitheater; campfire ring / (1) / 80
ECOLOGICAL
Expansion of phase 2 Retreat; tranquility garden Orchard Crops Pond-Fish / (1) / 650
YEAR 2 YEAR3
YEAR 1 SCHOOL
DESIGN
PHASE I [2017-2020]: COMPLEX Classroom (Ages 4-5) Classroom (Ages 6-7) PROGRAM Classroom (Ages 8-9) (2) Breakout Space - Outdoor Classroom NOSSA ESCOLA DA TERRA Arts & Crafts To raise the outlook of poor rural communities, you begin Hallway Veranda
Waste Facilities Handwashing Area Administrative Office Principal’s Office Entrance Lobby Technical Support Room Conference Room Break Room Health Center Construction Woodshop Water Well Demonstration Rain Garden Natural Pool Organic Pond Waste Water Treatment Facility Waste Biodigestor & Compost (2) Rainwater Collection Growing Children’s Garden (2) Community Gardens Children’s Playground Soccer Field
with the children. To provide a place for young people to play, create, and learn - to encourage and instill them to strive for more and realize their potential. 15km away from the coast, the form and organization of the school follows the characteristics of the nautical rope. Used to support the masts of the ship and tie down the anchor, the material’s strength and flexibility allows it to perform many functions. Similarly, the structural elements in the project stem from the use of hyperadobe, plastic bags compacted with soil and clay. The walls are formed by stacking these sacks of earth upon each other. The main idea of the design of the school revolves around the courtyard, which links the different parts of the school, becomes a gathering place/outdoor courtyard, places of refuge, and also represents the manifestation of the foundational beliefs of Nossa Escola Da Terra – The building of community through working together. The path marks the beginning at the entry, snaking its way around the different spaces and leads the user throughout the school to the various parts. The organization is dictated by this path, as the program runs circularly in terms of hierarchy. The path follows along the water catchment gutters that border the interior courtyard, the direction of water flow showing the direction of travel. The building is oriented to capitalize on the winds coming from the north and south, with a central pathway that follows parallel to this axis. Nossa Escola Da Terra is entirely built out of local resources, without heavy machinery, and using earthen clay as the primary construction material, used in compacted earth bags and bricks. Wholly site-specific, the construction of the school reflects a commitment to a way of building that is derived from using the potential assets of a particular environment: availability of local materials, technical skills of the local community, the strategies and methods appropriate for the particular conditions of its surrounding context.
Park & Grass Field
ROPE -> MATERIAL = SUPPORT
Chapel / Library / Assembly Outdoor Congregation Area Courtyard
N AT U R E
W AT E R
SUPPORT
SERVICE
(2) Handicap Accesible Bathrooms with Shower (6) Uni-sex Individual Bathrooms (2) Water Closet Kitchen Dining Area
Orchard
Farming
ROPE -> PATH = JOURNEY KNOT = CLOSED LOOP / COMMUNITY NOSSA escola da
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pull electricity from nearby existing power lines south of site
DESIGN MASTER PLAN
PHASE III CAMPGROUNDS
PHASE II NOSSA ESCOLA DA TERRA
EXPANSION
PHASE I
COMMUNITY CENTER & SCHOOL
PHASE III BACK ENTRANCE SMALL (8 PPERSON) CAMPSITES GROUP CAMPGROUNDS CAMPFIRE RING PARKING LOT
PHASE II ADDITIONAL CLASSROOMS ADDITIONAL OFFICES VOLLEYBAAL COURT LOCKER ROOMS AUDITORIUM
PHASE I CHAPEL / MIX-ED USE CLASSROOMS ADMINISTRATIVE OFFICES CENTRAL COURTYARD OUTDOOR FOYER GROWING GARDENS BATHROOMS KITCHEN DINING AREA SOCCER FIELD PUBLIC PARK OUTHOUSE NATURAL POND
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9. Kitchen / Bathroom The kitchen and bathroom are designed to take advantage of re-using water from on-site, both from greywater collection from rainwater and the treatment of waste water for irrigation. The bathroom concept is modeled after 21st century ideals of providing children with individual stalls to maximize comfort, minimize bullying, and flexibility.
The eating areaâ&#x20AC;&#x2122;s reflection of the of, brick. Situated master plan, the bridge and circu future facilities w northern winds t
10.
2. Chapel / Foyer / Mixed - Use The chapelâ&#x20AC;&#x2122;s form seeks to form a shell with a canted wall facing towards the East. The walls thickness is doubled to increase its height which bookshelves can be built into. The rose graphic is made with the vernacular styled cobblestone paving influenced by the Portuguese. The chapel also serves as a library and a stage for theater / music.
3. Info Desk /
ADMIN.
COMMUNITY
ENTRY
1. Garden / Stair Case / Wall The forms of the various elements of the entrance is influenced by the topography and cultural context. The steps take after an inverted pyramid which flows into the terraced rain garden. The entrance wall gently curves following the contour of the hillside. The divising wall act transitions between exterior and interior, linking the adjacent programs and creating different spaces.
8. Cafeteria /
B RE E ZE WAY
AMENITIES
Phase III: Campgrounds The construction of Nossa Escola Da Terra is anticipated to built in phases throughout the next 5-10 years. As the population and constituents increases, additional classrooms, auditorium, and supplmentary offices and recreational areas re-use constructionality and form.
PARKING
EXPANSION
10. Phase II: School Expansion /
The form of the a singular mass through where by. The space fo buildings becom area and landsc office faces the they can keep a
7. Futbol Field / Playground / Park Surrounding the exterior of the buildings are the natural fields intended for children and community recreational use. Playground and soccer fields are located farthest area from the public to increase security and seclusion. Meanwhile towards the entrance a park is located to provide a safe place for locals to relax.
CLASSROOM
PLAY AREA
Outdoor Patio s orthoganal is a material it is made out d in the center of the breezeway acts as ulatory core between while also allowing to pass through.
6. Crafts + Outdoor / Indoor The walls are laid out like an intertwined rope and the gentle curve of the wall provide a sense of warmth in the interior. The openings are carved out by the pathway which frayed out from the entryway. An outdoor veranda acts as outdoor teaching space, seating, and an inverted corridor.
PHASE I: Guide Map
7. 6.
PUBLIC PARK
4.
8.
5. 9.
3. 2.
1.
ENTRANCE
5. Swimming Pool / Fishing Pond
The pathway flows into the center courtyard like a rope which weaves itself into a knot. The courtyard is central to the organization of the schoolâ&#x20AC;&#x2122;s program and acts as both a congregation space while linking all of the various buildings and areas. An outdoor terrace where people can have social gatherings underneath shaded pergola is located adjacently
BOARDWALK
4. Ampitheatre / Terrace / Path
COURTYARD
/ Offices / Conference e two buildings resembles s with an opening punched the winding path passes ormed between the two mes an outdoor seating caping. The principalâ&#x20AC;&#x2122;s e interior of the school so a watchful eye.
Hot, humid weather with lots of rain makes a natural pool both environmental conscious but also provide an opportunity for recreation. The Boardwalk borders the sandy beach of the natural swimming pool and transitions into a pier over the separated adjoining body of water, the fishing pond. NOSSA escola da
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DIST A WAT NCE TO ER 4 GRO 0 ft (10M UND )
GREYWATER TREATMENT 1st tank – anaerobic treatme 2nd tank – aerobic treatmen 3tank – aerobic treatment, w
WASTE WATER TREATMEN 3 tanks 3 access points 1 compresser to insuflate air
DESIGN WATER STRATEGIES WATER WATER & POTABLE WATER RECYCLED WATER FOR TOILETS & DRINKING Close to the equator and in proximity to both the Atlantic Ocean and tropic forests results in varying hot and humid climate with high rates of precipitation, seasons and rain cycles. Much of this water can be harvested from the sky as it falls on a site, with roofing and landscaping designed to collect and direct the water to specific storage systems in tanks or in the soil. In addition water reserves can be used to supplement your main supply of water and for irrigating landscapes. Alternatively, if water can’t be stored in tanks, it can be otherwise kept on the site by storing it in the soil (if conditions allow) and be used to replenish the aquifer, which is especially important because of the use of a well on site. Our client works at a waste water treatment facility as an engineer and was instrumental in devising a plan for water treatment for waste water and grey water.
AEROBIC + ANAEROBIC TREATMENT TANKS
ABNT NBR 7.229/1993 – brazilian legislation Aerobic / Anaerobic Treatment Tanks
Calculations: 50L/capita/day – students and teachers 2L/capita/day – parents and chapel events
T ent nt – at least 1m lower with fishes and floating plants
NT:
Students and teacher = 200 people Chapel = 400 people Peak = (200 * 2L + 400 * 2L)/1000 = 10.8m3/day Porosity (tk 1 and 2) =50% Time detention – 14h Number of tanks - 3 Tanks 1, 2 (and 3 also) volume = 10.8/50%/3tk/(24/14) = 4,2m3 Tank dimensions: h = 1 m r = 1.5m
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DESIGN FLOOR PLAN
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DESIGN ENTRANCE ENTRY - people come through the entry up a series of steps that varies from platforms and stairs; stairs designed to mimic stepped terraces. The straight edges of steps serves to contrast against the sweeping curved wall - curved wallâ&#x20AC;&#x2122;s curvature follows the contour of the hill and serves as a visual boundary for inhabitants while giving the school a sense of permanence and and solidity - water feature becomes main focus of entry, as water cascades down from the roof of the chapel during rainy times. This water flows down the terracing water gardens - entry encompasses different types of steps: for seating, for displays, and access to school and park.
QUIET PLACE
CLASSROOM
CRAFTS & MUSIC
FLEXIBLE SPACE
EATING AREA
CENTRAL COURTYARD
PRINCIPAL
KITCHEN
6. Courtyard facing classroom
OFFICE
CHAPEL / FOYER
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DESIGN CLASSROOM
3
CLASSROOMS: (Ages 4-5, 5-6, 7-8)
1
18-25 EACH
ARTS / CRAFTS / MUSIC ROOM
OUTDOOR BREAK-OUT SPACE 4000
GROWING GARDENS SQ FT
CONNECTED VERANDA
Taking
inspiration
from
the
characteristics
of
rope, the different classrooms for ages 4-5, 5-6, & 7-8 are linked together. Smooth curves provide a
more
inviting
and
comforting
enclosure
for
children with rounded soft corners and a nook for
reading.
The
walls
flow
into
the
adjacent
space, reading as a single entity. The walls and roofing system are designed modularly, enabling classrooms
to
be
adjoined
as
the
schoolâ&#x20AC;&#x2122;s
population grows. The three separate classrooms open
into
classroom, to
link
of
the
activities
flexible and
the
break-out
connected
classrooms
corridor, like
a
arts
spaces,
veranda together.
that At
supplementary and
crafts
outdoor serves
the
end
room
for
take
place.
Ample light fills space indirectly, minimizing glare. Window height placed at children average height of 4â&#x20AC;&#x2122;2. The walls are built from compacted soil bags which act as shear walls, negating the need for reinforcement / columns. Perforated brick clerestory windows serve as openings for ventilation and additional lighting.
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LEARN
VIEW OF CLASSROOM EXTERIOR: (LEFT) - to the right entrance to the reflection / quiet area can be seen. Closest room is arts / crafts / music room. Garden areas are spaced in front INTERIOR OF CLASSROOM: (BOTTOM LEFT) clerestory brick screen wall with wooden header in classroom (BOTTOM RIGHT) - opening allows for ample light and air through classroom. Large space is conductive to a creative learning environment while soft warm walls keep space inviting and warm.
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QUIET PLACE
CLASSROOM
CRAFTS & MUSIC
FLEXIBLE SPACE
EATING AREA
DESIGN COMMUNITY CENTER
3. Courtyard facing chapel
CENTRAL COURTYARD
CHAPEL PRINCIPAL
KITCHEN
OFFICE
CHAPEL / FOYER
FRONT BATHROOM
200 MEETING PLACE EACH
CONFERENCE
LIBRARY
2. Foyer
2900 1. Entry
STAGE
SQ FT
THEATER
From the courtyard, facing west towards the chapel. The front entrance through the wall into the foyer space and the kitchen / dining area to the left and to the right, respectively, to the chapel. The design of the exterior of the chapel reflects the synthesis of earthen material, brick and compacted soil. Open clerestory windows allow the chapel to stay well ventilated, while the skylights pierce the interior in sharp lines. Portal through curved wall at entry opens into foyer space formed in between the chapel walls and administrative building. Winding path carves out patio area to accomodate people and activities, such as gathering before and after community events and church service. In front of the administrative offices is a pergola to provide shade for people.
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COMMUNE
FACING CHAPEL: (left) - day-time render showing how outdoor areas such as courtyard seating area, patio
eating area, and chapel foyer are shaded by buildings INTERIOR OF CHAPEL: (above) - five trusses were designed to support curved roof shape made from Onduline tiles.
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3 4
5
1
6 7 8
DESIGN WATER ELEMENTS
1. Rain Garden
2. Organic Pond
2 3. Natural Pool
4. Bio-Digester
5. Compost Tank
6. Waste-Water Treatment Tanks
7. Anaerobic & Aerobic Treatment Tanks
8. Water Tank for Irrigation
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HAND-BUILT METI SCHOOL
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0
4
HAND-BUILT METI SCHOOL
APPENDIX
CONSTRUCTION DOCUMENTS CONCEPTUAL SCHEDULE + ESTIMATE VELLUM EXPLORATION CMU DEVELOPMENT DETAIL SHOW VA NO VA POSTERS THESIS FINAL SHOW BROCHURE + PAMPHLET THESIS SHOW POSTERS BIBLIOGRAPHY NOSSA escola da
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131 151 153 159 163 167 169 171 173 175 177
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CONSTRUCTION DOCUMENTS
FROM THE ARCHITECTURAL ENGINEERING & CONSTRUCTION MANAGEMENT TEAM MEMBERS The following pages contain: 1. the construction document structural drawing set created by the team of architectural engineer students, Lindsey Kuster with the help of Kiersten Bakke and 2. conceptual construction schedule and estimate put together by Kotaro Kihira. These documents were part of their deliverables for their respective senior projects and Journeyman International. Throughout Winter and Spring quarter, I worked closely with the structural team meeting with them bi-weekly to go over design ideas and discuss possible solutions. Their senior project advisor, James Mwangi, was extremely helpful with his past experience designing structures in rural developing areas in addition to brick design. Spring quarter design for the chapel and classrooms were handed to the structural team and over the next few weeks we worked closely to flesh out the details and construction of the buildings. Teamwork was paramount between us to ensure my ideas of using compacted earth bags and screen bricks would be feasible.
With Kotaro, his input and assistance during the Brazil travel trip proved very helpful in developing a preliminary construction schedule and estimate. Since many of the construction methods and materials were unique to the area and not typically seen in the United States, I feel extremely lucky to have such competent team members who embraced the additional research and challenge. Their flexibility and commitment to my design goals made what I envisioned for my project possible. Working with an interdisciplinary team was definitely one of my biggest take-aways of this project, gaining crucial experience in working with other fields. NOSSA escola da
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GENERAL STRUCTURAL NOTES (The following apply unless shown otherwise on the plans) CRITERIA 1. ALL MATERIALS, WORKMANSHIP, DESIGN, AND CONSTRUCTION SHALL CONFORM TO THE DRAWINGS, SPECIFICATIONS, THE INTERNATIONAL BUILDING CODE (2015 EDITION). 2.
DESIGN LOADING CRITERIA ROOF LIVE LOAD (CONSTRUCTION) 20 PSF ROOF DEAD LOAD 4.5 PSF MECHANICAL UNITS WEIGHTS FURNISHED BY MANUFACTURER WIND Vs3= 165 MPH, Iw=1.0, EXPOSURE “C” EARTHQUAKE SS=0.11g, S1=0.04g, Ie=1.25, SITE CLASS “D” R = 1.5, SEISMIC DESIGN CATEGORY “A” SEE PLANS FOR ADDITIONAL LOADING CRITERIA
3. STRUCTURAL DRAWINGS SHALL BE USED IN CONJUNCTION WITH ARCHITECTURAL DRAWINGS FOR BIDDING AND CONSTRUCTION. CONTRACTOR SHALL VERIFY DIMENSIONS AND CONDITIONS FOR COMPATIBILITY AND SHALL NOTIFY ARCHITECT OF ANY DISCREPANCIES PRIOR TO CONSTRUCTION. 4. CONTRACTOR SHALL VERIFY ALL EXISTING DIMENSIONS, MEMBER SIZES, AND CONDITIONS PRIOR TO COMMENCING ANY WORK. ALL DIMENSIONS OF EXISTING CONSTRUCTION SHOWN ON THE DRAWINGS ARE INTENDED AS GUIDELINES ONLY AND MUST BE VERIFIED. 5. CONTRACTOR SHALL PROVIDE TEMPORARY BRACING FOR THE STRUCTURE AND STRUCTURAL COMPENENTS UNTIL ALL FINAL CONNECTIONS HAVE BEEN COMPLETED IN ACCORDANCE WITH THE PLANS. 6. CONTRACTOR SHALL BE RESPONSIBLE FOR ALL SAFETY PRECAUTIONS AND THE METHODS, TECHNIQUES, SEQUENCES, OR PROCEDURES REQUIRED TO PERFORM HIS WORK. THE STRUCTURAL ENGINEER HAS NO OVERALL SUPERVISORY AUTHORITY OR ACTUAL AND/OR DIRECT RESPONSIBILITY FOR THE SPECIFIC WORKING CONDITIONS AT THE SITE AND/OR FOR ANY HAZARDS RESULTING FROM THE ACTIONS OF ANY TRADE CONTRACTOR. THE STRUCTURAL ENGINEER HAS NO DUTY TO INSPECT, SUPERVISE, NOTE, CORRECT, OR REPORT ANY HEALTH OR SAFETY DEFICIENCIES OF THE OWNER, CONTRACTORS, OR OTHER ENTITIES OR PERSONS AT THE PROJECT SITE. 7. CONTRACTOR-INITIATED CHANGES SHALL BE SUBMITTED IN WRITING TO THE ARCHITECT AND STRUCTURAL ENGINEER FOR APPROVAL PRIOR TO FABRICATION OR CONSTRUCTION. CHANGES SHOWN ON SHOP DRAWINGS ONLY WILL NOT SATISFY THIS REQUIREMENT. 8. DRAWINGS INDICATE GENERAL AND TYPICAL DETAILS OF CONSTRUCTION. WHERE CONDITIONS ARE NOT SPECIFICALLY INDICATED, BUT ARE OF SIMILAR CHARACTER TO DETAILS SHOWN, SIMILAR DETAILS OF CONSTRUCTION SHALL BE USED, SUBJECT TO REVIEW AND APPROVAL BY THE ARCHITECT AND THE STRUCTURAL ENGINEER. 9. ALL STRUCTURAL SYSTEMS WHICH ARE TO BE COMPOSED OF COMPENENTS TO BE FIELD ERECTED SHALL BE SUPERVISED BY THE SUPPLIER DURING MANUFACTURING, DELIVERY, HANDLING, STORAGE, AND ERECTION IN ACCORDANCE WITH INSTRUCTIONS PREPARED BY THE SUPPLIER. 10.
SHOP DRAWINGS FOR REINFORCING STEEL (FOR CONCRETE CONSTRUCTION), PRECAST CONCRETE MEMBERS, SHALL BE SUBMITTED TO THE ARCHITECT AND STRUCTURAL ENGINEER FOR REVIEW PRIOR TO FABRICATION OF THESE ITEMS. CONTRACTOR SHALL SUBMIT WALL ELEVATION DRAWINGS OF AT LEAST 1/8" = 1'-0" SCALE INDICATING LOCATIONS OF CONNECTION EMBEDMENTS AND WALL OPENINGS FOR REVIEW PRIOR TO CONSTRUCTION. CONTRACTOR SHALL COORDINATE WITH REINFORCEMENT SHOP DRAWINGS. ALL SHOP DRAWINGS (EXCEPT REINFORCING STEEL MEMBERS) SHALL ALSO BE SUBMITTED TO THE LOCAL DEPARTMENT OF PLANNING AND DEVEOPMENT.
11. SHOP DRAWING REVIEW: DIMENSIONS AND QUANTITIES ARE NOT REVIEWED BY THE ENGINEER OF RECORD, THEREFORE, MUST BE VERIFIED BY THE CONTRACTOR. CONTRACTOR SHALL REVIEW AND STAMP DRAWINGS PRIOR TO REVIEW BY ENGINEER OF RECORD. CONTRACTOR SHALL REVIEW DRAWINGS FOR CONFORMANCE WITH THE MEANS, METHODS, TECHNIQUES, SEQUENCES, AND OPERATIONS OF CONSTRUCTION, AND ALL SAFETY PRECAUTIONS AND PROGRAMS INCIDENTAL, THERETO, SUBMITTALS SHALL INCLUDE A REPRODUCIBLE AND ONE COPY; REPRODUCIBLE WILL BE MARKED AND RETURNED. SHOP DRAWINGS SUBMITTALS PROCESSED BY THE ENGINEER ARE NOT CHANGE ORDERS. THE PURPOSE OF SHOP DRAWING SUBMITTALS BY THE CONTRACTOR IS TO DEMONSTRATE TO THE ENGINEER THAT THE CONTRACTOR UNDERSTANDS THE DESIGN CONCEPT, BY INDICATING WHICH MATERIAL IS INTENDED TO BE FURNISHED AND INSTLLED AND BY DETAILING THE INTENDED FABRICATION AND INSTALLATION METHODS. IF DEVIATIONS, DISCREPANCIES, OR CONFLICTS BETWEEN SHOP DRAWING SUBMITTALS AND THE CONTRACT DOCUMENTS ARE DISCOVERED EITHER PRIOR TO OR AFTER SHOP DRAWING SUBMITTALS ARE PROCESSED BY THE ENGINEER, THE DESIGN DRAWINGS AND SPECIFICATIONS SHALL CONTROL AND SHALL BE FOLLOWED. SHOP DRAWINGS OF DESIGN BUILDING COMPONENTS INCLUDING STAIRS AND EXTERIOR CLADDING SHALL INCLUDE THE DESIGNING PROFESSIONAL ENGINEER'S STAMP, AND SHALL BE APPROVED BY THE COMPONENT DESIGNER PRIOR TO CURSORY REVIEW BY THE ENGINEER OF RECORD FOR LOADS IMPOSED ON THE BASIC STRUCTURE. THE COMPONENT DESIGNER IS RESPONSIBLE FOR CODE CONFORMANCE AND ALL NECESSARY CONNECTIONS NOT SPECIFICALLY CALLED OUT ON ARCHITECTURAL OR STRUCTURAL DRAWINGS. SHOP DRAWINGS SHALL INDICATE MAGNITUDE AND DIRECTION OF ALL LOADS IMPOSED ON BASIC STRUCTURE. DESIGN CALCULATIONS SHALL BE MADE AVAILABLE UPON REQUEST.
12.
INSPECTION CONCRETE CONSTRUCTION, EXPANSION BOLTS AND THREADED EXPANSION INSERTS, EPOXY GROUTED INSTALLATIONS, SHALL BE SUPERVISED IN ACCORDANCE WITH CHAPTER 17 OF THE INTERNATIONAL BUILDING CODE, AND THE PROJECT SPECIFICATIONS BY A QUALIFIED TESTING AGENCY DESIGNATED BY THE ARCHITECT. THE ARCHITECT, STRUCTURAL ENGINEER, AND DEPARTMENT OF PLANNING AND DEVELOPMENT SHALL BE FURNISHED WITH COPIES OF ALL INSPECTION REPORTS AND TEST RESULTS.
13. STRUCTURAL OBSERVATION: AS NOTED IN SECTION 1705 OF THE 2015 INTERNATIONAL BUILDING CODE, STRUCTURAL OBSERVATION IS REQUIRED FOR THIS PROJECT. STRUCTURAL OBSERVATION MEANS THE VISUAL OBSERVATION OF THE STRUCTURAL SYSTEM, INCLUDING BUT NOT LIMITED TO, THE ELEMENTS AND CONNECTIONS AT SIGNIFICANT CONSTRUCTION STAGES AND THE COMPLETED STRUCTURE FOR GENERAL CONFORMANCE TO THE APPROVED PLANS AND SPECIFICATIONS. IN OUR STRUCTURAL OBSERVATION, WE WILL SELECT PORTIONS OF WORK TO REVIEW CLOSELY AS WELL AS OBSERVE THE STRUCTURAL SYSTEM FOR GENERAL CONFORMANCE TO THE APPROVED PLANS AND SPECIFICATIONS. SUCH REVIEW PROCEDURES WILL BE CONDUCTED IN ACCORDANCE WITH COMMONLY ACCEPTED STANDARDS OF PRACTICE. THE BUILDING OFFICIAL UNDERSTANDS THAT SUCH PROCEDURES INDICATE ACTUAL CONDITIONS ONLY WHERE THE REVIEW IS PERFORMED AND THAT THE RESULTS WILL BE INFERRED TO EXIST IN OTHER AREAS NOT REVIEWED. THE BUILDING OFFICIAL ALSO RECOGNIZES THAT STRUCTURAL REVIEW IS A TECHNIQUE EMPLOYED TO MINIMIZE THE RISK OF PROBLEMS ARISING DURING CONSTRUCTION. STRUCTURAL OBSERVATION BY THE DESIGN PROFESSIONAL DOES NOT CONSTITUTE WARRANTY OR GUARANTEE OF ANY TYPE. IN ALL CASES, THE CONTRACTOR SHALL RETAIN RESPONSIBILITY FOR THE QUALITY OF WORK AND FOR ADHERENCE OT THE APPROVED PLANS AND SPECIFICATIONS. GEOTECHNICAL 14. FOUNDATION NOTES: SUBGRADE PREPARATION INCLUDING DRAINAGE, EXCAVATION, COMPACTION, AND FILLING REQUIREMENTS, SHALL CONFORM STRICTLY WITH RECOMMENDATIONS GIVEN IN THE SOILS REPORT OR AS DIRECTED BY THE SOILS ENGINEER. FOOTINGS SHALL BEAR ON SOLID UNDISTRIBUTED EARTH (CONTROLLED, COMPACTED STRUCTURAL FILL OR BOTH) AT LEAST 18" BELOW LOWEST ADJACENT FINISHED GRADE. FOOTING DEPTHS/ELEVATIONS SHOWN ON PLANS (OR IN DETAILS) ARE MINIMUM AND FOR GUIDANCE ONLY; THE ACTUAL ELEVATIONS OF FOOTINGS MUST BE ESTABLISHED BY THE CONTRACTOR IN THE FILED WORKING WITH THE TESTING LAB AND SOILS ENGINEER. BACKFILL BEHIND ALL RETAINING WALLS WITH FREE DRAINING GRANULAR FILL AND PROVIDE FOR SUBSURFACE DRAINAGE AS NOTED IN THE SOILS REPORT. ALLOWABLE SOIL PRESSURE
1,500 PSF
CONCRETE 15. CONCRETE SHALL BE MIXED, PROPORTIONED, CONVEYED, AND PLACED IN ACCORDANCE WITH IBC SECTION 1905 AND ACI 318-14. CONCRETE SHALL ATTAIN A 28-DAY STRENGTH OF f'c = 4,000 PSI AND MIX SHALL CONTAIN NOT LESS THAN 5-1/2 SACKS OF CEMENT PER CUBIC YARD AND SHALL BE PROPORTIONED TO PRODUCE A SLUMP OF 5" OR LESS. THE MINIMUM AMOUNTS OF CEMENT AND MAXIMUM AMOUNTS OF WATER MAY BE CHANGED IF A CONCRETE PERFORMANCE MIX IS SUBMITTED TO THE STRUCTURAL ENGINEER AND THE DEPARTMENT OF PLANNING AND DEVELOPMENT FOR APPROVAL TWO WEEKS PRIOR TO PLACING ANY CONCRETE. THE CONCRETE PERFORMANCE MIX SHALL INCLUDE THE AMOUNTS OF CEMENT, FINE AND COARSE AGGREGATE, WATER AND ADMIXTURES AS WELL AS THE WATER CEMENT RATIO, SLUMP, CONCRETE YIELD, AND SUSTANTIATING STRENGTH DATA IN ACCORDANCE WITH IBC SECTION 1905. THE USE OF A PERFORMANCE MIX REQUIRES BATCH PLANT INSPECTION, THE COST OF WHICH SHALL BE PAID BY THE GENERAL CONTRACTOR. REVIEW OF MIX SUBMITTALS BY THE ENGINEER OF RECORD INDICATES ONLY THAT INFORMATION PRESENTED CONFORMS GENERALLY WITH CONTRACT DOCUMENTS. CONTRACTOR OR SUPPLIER MAINTAINS FULL RESPONSIBILITY FOR SPECIFIED PERFORMANCE. 16. REINFORCING STEEL SHALL CONFORM TO ASTM A615 (INCLUDING SUPPLEMENTS S1), GRADE 60, fy = 60,000 PSI. EXCEPTIONS: ANY BARS SPECIFICALLY SO NOTED ON THE DRAWINGS SHALL BE GRADE 40, fy = 40,000 PSI. GRADE 60 REINFORCING BARS INDICATED ON DRAWINGS TO BE WELDED SHALL CONFORM TO A706. REINFORCING COMPLYING WITH ASTM A615 (S1) MAY BE WELDED ONLY IF MATERIAL PROPERTY REPORTS INDICATING CONFORMANCE WITH WELDING PROCEDURES SPECIFIED IN A.W.S. D1.4 ARE SUBMITTED. LONGITUDINAL REINFORCEMENT IN DUCTILE FRAME MEMBERS AND IN WALL BOUNDARY MEMBERS SHALL COMPLY WITH ASTM A706. ASTM A615 GRADES 40 AND 60 REINFORCEMENT ARE ALLOWED IN THESE MEMBERS IF (A) THE ACTUAL YIELD STRENGTH BASED ON MILL TESTS DOES NOT EXCEED THE SPECIFIED YIELD STRENGTH BY MORE THAN 18,000 PSI (RETESTS SHALL NOT EXCEED THIS VALUE BY MORE THAN AN ADDITIONAL 3,000 PSI), AND (B) THE RATIO OF THE ACTUAL ULTIMATE TENSILE STRESS TO THE ACTUAL TENSILE YIELD STRENGTH IS NOT LESS THAN 1.25. 17. REINFORCING STEEL SHALL BE DETAILED (INCLUDING HOOKS AND BENDS) IN ACCORDANCE WITH ACI 318-14. LAP ALL CONTINUOUS REINFORCEMENT #5 AND SMALLER 40 BAR DIAMETERS OR 2'-0" MINIMUM, PROVIDE CORNER BARS AT ALL WALL AND FOOTING INTERSECTIONS. LAP CORNER BARS #5 AND SMALLER 40 BAR DIAMETERS OR 2'-0" MINIMUM. LAPS OF LARGER BARS SHALL BE MADE IN ACCORDANCE WITH ACI 318-02, CLASS B. LAP ADJACENT MATS OF WELDED WIRE FABRIC A MINIMUM OF 8" AT SIDES AND ENDS. NO BARS PARTIALLY EMBEDDED IN HARDENED CONCRETE SHALL BE FIELD BENT UNLESS SPECIFICALLY SO DETAILED OR APPROVED BY THE STRUCTURAL ENGINEER.
18. CONCRETE P FOLLOWS:
FOOTINGS A PERMANENT
FORMED SUR WEATHER (#
(#5 BARS OR
COLUMN TIES
SLABS AND W GREATER OF
RAMMED EARTH B
19. RAMMED EAR WALLS (CHAPTER MINIMUM REINFOR BE PLACED IN BET WOOD
52. FRAMING MARKED IN CONFO COAST LUMBER NO STANDARDS. JOISTS:
CAPEL: MIMIMU
CLASSR MIMIMU
POSTS AND T
CAPEL: MIMIMU
CLASSR MIMIMU
STUDS PLAT
61. PLYWOOD STRUCTURAL I, EX ORIENTED STRAND PANEL INDEX MAY PANEL IDENTIFICA
62. ALL WOO SHALL BE PRESSU LAYERS OF ASPHA LEDGERS, BLOCKIN
63. TIMBER C "STRONG-TIE" BY S 2015 EQUIVALENT PROVIDED THEY H CAPACITIES. PROV MANUFACTURER. C MANUFACTURER'S TWO MEMBERS, PL BOLTS IN WOOD M UNDER THE HEADS WOOD. UNLESS NO SHALL BE SEASON CONNECTED.
ALL CONNEC OF HOT DIPP GALVANIZED HOT DIPPED STANDARD A CONNECTOR GALZANIZED PRESSURE T TO THE ABOV SST300 (STA
64. WOOD FA
A. NAIL SIZES SPECIFICATI SIZE 6d 8d 10d 12d 16d
IF CONTRACT SUBMIT NAIL CONSTRUCT
C. NAILS AND FRAMING SH COUNTERSIN
PROTECTION (COVER) FOR REINFORCING STEEL SHALL BE AS
AND OTHER UNFORMED SURFACES CAST AGAINST AND TLY EXPOSED TO EARTH 3"
RFACES EXPOSED TO EARTH (i.e., WALLS BELOW GROUND) OR #6 BARS OR LARGER) 2"
R SMALLER)
1-1/2"
S OR SPIRALS AND BEAM STIRRUPS
WALLS (INTERIOR FACE) F (BAR DIAMETER PLUS 1/8") OR
1-1/2"
3/4"
BAGS
RTH BAGS SHALL BE MODELED AFTER PLAIN CONCRETE SHEAR 14 IN ACI 318). THEY SHALL HAVE A MINIMUM f'c = 145 PSI AND RCEMENT OF #5s AT OPENINGS AND EDGES. BARBED WIRE SHALL TWEEN LAYERS OF EARTHBAGS FOR STABILIZATION.
G LUMBER SHALL BE KILN DRIED OR MC-19, AND GRADED AND ORMANCE WITH W.C.L.I.B. STANDARD GRADING RULES FOR WEST O. 17, LATEST EDITION. FURNISH TO THE FOLLOWING MINIMUM DIMENSIONAL TIMBER
: UM BASIC DESIGN STRESS Fc = 11,640PSI
MACHINCHE
ROOMS: UM BASIC DESIGN STRESS Fc = 6,010PSI
CEDRO
TIMBERS:
DIMENSIONAL TIMBER
: UM BASIC DESIGN STRESS Fc = 11,640PSI
MACHINCHE
ROOMS: UM BASIC DESIGN STRESS Fc = 6,010PSI
CEDRO
TES & MISCELLANEOUS LIGHT FRAMING:
CEDRO
D SHEATHING SHALL BE GRADE C-D, EXTERIOR GLUE OR XTERIOR GLUE IN CONFORMANCE WITH DOC PS 1-95 OR PS 2-92. D BOARD OF EQUIVALENT THICKNESS, EXPOSURE RATING AND Y BE USED IN LIEU OF PLYWOOD. SEE PLANS FOR THICKNESS, ATION INDEX AND NAILING REQUIREMENTS.
65. WOOD FRAMING NOTES – THE FOLLOWING APPLY UNLESS OTHERWISE SHOWN ON THE PLANS: A. ALL WOOD FRAMING DETAILS NOT SHOWN OTHERWISE SHALL BE CONSTRUCTED TO THE MINIMUM STANDARDS OF THE UNIFORM BUILDING CODE. MINIMUM NAILING, UNLESS OTHERWISE NOTED, SHALL CONFORM TO TABLE 2304.10.1 OF THE INTERNATIONAL BUILDING CODE. UNLESS NOTED OTHERWISE, ALL NAILS SHALL BE AS SPECIFIED ABOVE. COORDINATE THE SIZE AND LOCATION OF ALL OPENINGS WITH MECHANICAL AND ARCHITECTURAL DRAWINGS. PROVIDE WASHERS UNDER THE HEADS AND NUTS OF ALL BOLTS AND LAG SCREWS BEARING ON WOOD. B. FLOOR AND ROOF FRAMING: PROVIDE DOUBLE JOISTS UNDER ALL PARALLEL PARTITIONS THAT EXTEND OVER MORE THAN HALF THE JOIST LENGTH AND AROUND ALL OPENINGS IN FLOORS OR ROOFS UNLESS OTHERWISE NOTED. PROVIDE SOLID BLOCKING AT ALL BEARING POINTS. TOENAIL JOISTS TO SUPPORTS WITH TWO 16d NAILS. ATTACH TIMBER JOISTS TO FLUSH HEADERS OR BEAMS WITH SIMPSON METAL JOIST HANGERS IN ACCORDANCE WITH NOTES ABOVE. NAIL ALL MULTI-JOIST BEAMS TOGETHER WITH 16d @ 12" O.C. STAGGERED. ATTACH RAFTERS AT BEARING LINES WITH H2.5 @ 48” O.C. UNLESS OTHER METAL CONNECTIONS ARE PROVIDED. UNLESS OTHERWISE NOTED ON THE PLANS, APA RATED ROOF AND FLOORS HEATHING SHALL BE LAID UP WITH STRENGTH AXIS PERPENDICULAR TO SUPPORTS AND NAILED WITH NAILS @ 6" O.C. TO FRAMED PANEL EDGES AND OVER WALLS AS SHOWN ON PLANS AND @ 12" O.C. TO INTERMEDIATE SUPPORTS. PROVIDE APPROVED PLYWOOD EDGE CLIPS CENTERED BETWEEN JOISTS AT UNBLOCKED ROOF SHEATHING EDGES. ALL FLOOR SHEATHING EDGES SHALL HAVE APPROVED TONGUE-AND-GROOVE JOINTS OR SHALL BE SUPPORTED WITH SOLID BLOCKING. ALLOW 1/8" SPACING AT ALL PANEL EDGES AND ENDS OF ALL ROOF AND FLOOR SHEATHING. TOENAIL BLOCKING TO SUPPORTS WITH 16d @ 12" O.C. UNLESS OTHERWISE NOTED. AT BLOCKED FLOOR AND ROOF DIAPHRAGMS PROVIDE FLAT 2X BLOCKING AT ALL UNFRAMED PLYWOOD PANEL EDGES AND NAIL WITH EDGE NAILING SPECIFIED. ABBREVIATIONS
JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
SEAL:
DATE:
PROJECT: NOSSA ESCOLA DA TERRA
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
BOT. _________ BOTTOM CLR. _________ CLEAR CONC. _______ CONCRETE ELEV. ________ ELEVATION LONG. _______ LONGITUDINAL o.c. __________ ON CENTER REINF. _______ REINFORCEMENT SQ. __________ SQUARE T.O.F. ________ TOP OF FLOOR T.O.S. ________ TOP OF SLAB TRANS. ______ TRANSVERSE TYP. _________ TYPICAL U.N.O. _______ UNLESS NOTED OTHERWISE w/ ___________ WITH
REVISIONS No.
DESC. DATE
OD PLATES IN DIRECT CONTACT WITH CONCRETE OR MASONRY URE-TREATED WITH AN APPROVED PRESERVATIVE, PROVIDE 2 ALT IMPREGNATED BUILDING PAPER BETWEEN UNTREATED NG, ETC. AND CONCRETE OR MASONRY.
CONNECTORS CALLED OUT BY LETTERS AND NUMBERS SHALL BE SIMPSON COMPANY, AS SPECIFIED IN THEIR CATALOG NO. C-C DEVICES BY OTHER MANUFACTURERS MAY BE SUBSTITUTED, HAVE ICBO APPROVAL FOR EQUAL OR GREATER LOAD VIDE NUMBER AND SIZE OF FASTENERS AS SPECIFIED BY CONNECTORS SHALL BE INSTALLED IN ACCORDANCE WITH THE S RECOMMENDATIONS. WHERE CONNECTOR STRAPS CONNECT LACE ONE-HALF OF THE NAILS OR BOLTS IN EACH MEMBER. ALL MEMBERS SHALL CONFORM TO ASTM A307. PROVIDE WASHERS S AND NUTS OF ALL BOLTS AND LAG SCREWS BEARING ON OTED OTHERWISE, ALL NAILS SHALL BE COMMON. ALL SHIMS NED AND DRIED AND THE SAME GRADE (MINIMUM) AS MEMBERS
DRAWN BY: LCK/KRB CHECKED BY:
LK/KB
PLOT DATE: 6/13/2017 5:09:15 PM
CTIONS IN CONTACT WITH PRESSURE TREATED WOOD, SHALL BE PED GALVANIZED STEEL OR STAINLESS STEEL. HOT DIPPED D FASTENERS SHOULD CONFORM TO ASTM STANDARD 153, AND GALVANIZED CONNECTORS SHOULD CONFORM TO ASTM A653 (CLASS G-185). STAINLESS STEEL FASTENERS AND RS SHOULD BE TYPE 304 OR 316. NOTE: ELECTROPLATED D FASTENERS AND CONNECTORS ARE NOT TO BE USED WITH TREATED WOOD. SIMPSON PRODUCT FINISHES CORRESPONDING VE REQUIREMENTS ARE ZMAX (HOT DIPPED GALVANIZED) AND AINLESS STEEL).
SHEET NAME: GENERAL NOTES
ASTENERS:
S SPECIFIED ON DRAWINGS ARE BASED ON THE FOLLOWING IONS: DIAMETER 0.113" 0.131" 0.148" 0.148" 0.162"
2" 2-1/2" 3" 3-1/4" 3-1/2"
SCALE: 1 1/2" = 1'-0"
LENGTH
SHEET No.:
TOR PROPOSES THE USE OF ALTERNATE NAILS, THEY SHALL L SPECIFICATIONS TO THE STRUCTURAL ENGINEER (PRIOR TO TION) FOR REVIEW AND APPROVAL.
D STAPLES – PLYWOOD (APA RATED SHEATHING) FASTENERS TO HALL BE DRIVEN FLUSH TO FACE OF SHEATHING WITH NO NKING PERMITTED.
S1.0 NOSSA escola da
TERRA
DE S IG NE R JEREMY NGUYEN
131
THE FOLLOWING APPLY UNLESS SHO
PIPES AND CONDUIT TO BE LOCATED IN MIDDLE 1/3 OF FTG.
AL PIPES TO CLR. SLEEVE BY 1/2" ALL AROUND
CAULK WHERE NECESSARY
ROUGHEN TO 1/4" AS NECESSARY
14 BO
D/3
BOLT AT EQUIPMENT ANCHORAGE
1
4" TYP.
SLEEVE
(6" MAX.)
#4 CONTINUOUS 3'-0" MAX.
PIPE
6" MIN.
2'-0" MIN.
2
4" MIN.
NO DIGGING FOR TRENCH PARALLEL TO FTG. BELOW THESE LINES
9" MIN.
D
#4 @ 12" o.c. EA. WAY
D/3 D/3
STEP FTG. DOWN TO MAINTAIN PIPE IN MIDDLE 1/3 OF TOTAL DEPTH OF FTG.
(6"
9" MIN.
LEAN-MIX CONC. FILL
2'-0" MIN. TRENCH
NOTES:
CONC. FTG. AT PIPES 1" = 1'-0"
TYP. SLAB REINFORCEMENT
1
TYP. HOUSEKEEPING PAD AT SLAB ON GRADE 1 1/2" = 1'-0"
FIRST POUR
THICKEN SLAB 2" AT JOINT, TYP.
1/2"Ã&#x2DC; x 18" SMOOTH DOWEL @ 18" o.c.
t/2
3
1500 PSI LEAN MIX CONCRETE FILL TO BE PLACED BEFORE FTG. IS CAST. MAKE SAME WIDTH AS FTG. AND FULL WIDTH OF PIPE TRENCH. STEP FTG. IF PIPE OCCURS IN LOWER THIRD OF ORIGINAL FOOTING DEPTH. NO PIPES SHALL BE PLACED BELOW SPREAD FTGS OR WITHIN 2 TO 1 BEARING ZONE AROUND SPREAD FTG. IF PIPE IS IN PLACE PRIOPR RO CASTING CONCRETE, WRAP PIPE w/ 1" STYRO-FOAM INSULATION IN LIEU OF SLEEVE. PIPES OR CONDUITS ARE NOT ALLOWED PARALLEL IN FTG.
t/2
1. 2. 3. 4. 5.
CONSTRUCTION JOINT (CNJ) NOTES:
CONSTRUCTION JOINTS AND CONTROL JOINTS SHALL DIVIDE SLAB INTO ARE CONTROL AND CONSTRUCTION JOINT LOCATIONS. JOINT SPACING SHALL NO
2
SLAB ON GRADE JOINTS 1" = 1'-0"
OWN OTHERWISE ON THE PLANS
JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
10'-0" MAX. COORDINATE w/ EQUIPMENT LAYOUT
SEAL:
OLT DIA. MIN.)
HOUSEKEEPING PAD AS READ, SEE MECHANICAL AND SELECT DRAWINGS FOR LOCATION AND ENXTENT
DATE:
#4 @ 24" o.c. TYP. AT PERIMETER ROUGHEN TO 1/4" AMPLITUDE
18"
PROJECT:
18"
NOSSA ESCOLA DA TERRA
CONC. SLAB ON GRADE, SEE PLAN
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
REVISIONS
No.
SECOND POUR
DESC. DATE
DRAWN BY: LCK/KRB
3/8" RADIUS TOOLED EDGES
1/8" SEMIREGID SEALANT
1/8" SAW CUT
1/2" JOINT
3/8" SEALANT OVER 5/8" PACKING MATERIAL
3/8" RADIUS TOOLED EDGES
CHECKED BY:
LK/KB
PLOT DATE:
GREASE THIS END
EXPANSION JOINT MATERIAL
.
t/3
t/4
1"
6/13/2017 5:09:15 PM
SHEET NAME: TYP. DETAILS CONTROL JOINT (CJ)
EXPANSION JOINT (EJ)
EAS NOT EXCEEDING 225 SUARE FEET WITHOUT REENTRANT CORNERS AND WITH LENGTH TO WIDTH RATIOS NOT EXCEEDING 1 1/2 TO 1. CONTRACTOR SHALL SUBMIT LAYOUT PLAN SHOWING PROPOSED OT EXCEED 15 FEET IN EITHER DIRECTION. SEMIRIGID SEALANT TO BE EUCLID EUCO #700 OR EQUAL.
SCALE: As indicated SHEET No.:
S1.1 NOSSA escola da
TERRA
DE S IG NE R JEREMY NGUYEN
133
35
6x6 TIMBER COLUMN TYP.
72
2 W1
4
W1
W1
7.47
2
5
3 3.81
W1
4
7.47
4 2
W1
W1
30.02
W1
5
6 3.81
W1
7
W1
W1
7.47
3
W1
1
5
8
W1 +6 1c m .S
W1
T. O
4.35
4.19
3.81
12.34
E
1
CLASSROOM FOUNDATION PLAN 1/8" = 1'-0"
A S3.1
F
G
H
TYP FOR ALL COLUMNS
1. FOUNDATION TO BE PREPARED IN ACCORDANCE WITH THE GEOTECHNICAL REPORT 2.
INDICATES CONCRETE FOOTING SEE
#
3.
INDICATES RAMMED EARTH SHEAR WALL SEE
1
2 S2.1
INDICATES TOP OF SLAB REF(0.0m) SEE DETAIL
+6 1c m
JOURNEYMAN INTERNATIONAL
FOR SIZES AND REINFORCING
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
FOR SIZES AND REINFORCING
SEAL:
3 S4.3
T. O
.S .
4.
3 S2.1
5. COLUMN SIZES ARE IN IMPERIAL UNITS
DATE:
PROJECT: 2 S2.1
WIDTH
OPENING REINF.
CORNER REINF.
1
35.5m
(2) #4'S
(2) #4'S
2
35.5m
(2) #4'S
(2) #4'S
3
71m
(2) #4'S
(2) #4'S
4
71m
(2) #4'S
(2) #4'S
5
71m
(2) #4'S
(2) #4'S
MK
2
SHEAR WALL SCHEDULE #
NOSSA ESCOLA DA TERRA
DETAL
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
1 S4.3
REVISIONS No.
DESC. DATE
CLASSROOM SHEAR WALL SCHEDULE 1" = 1'-0"
3 S2.1
MK
FOOTING SCHEDULE #
SIZE
DEPTH
REINF.
DETAL 4 S4.3 5 S4.3
W1
37'-0" x 4'-0"
28"
(111) #4's EA. WAY, BOT.
C1
1'-3" SQ.
12"
(3) #4's EA. WAY, BOT.
DRAWN BY: LCK/KRB CLASSROOM FOUNDATION SCHEDULE 3 1" = 1'-0"
CHECKED BY:
LK/KB
PLOT DATE: 6/13/2017 5:09:15 PM
SHEET NAME: CLASSROOM FOUNDATION PLAN
SCALE: As indicated SHEET No.:
S2.1 NOSSA escola da
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DE S IG NE R JEREMY NGUYEN
135
B
A
D
C
26.52
16.03
5.65
4.84
1 8
W1 9
B
7
6
S3.1
13.93
W1 W1
C1
+0 m
T. O
.S .
TYP. FOR ALL COLUMN
6 x 6 COL. TYP. 9 8
1
CHAPEL FOUNDATION PLAN 1/8" = 1'-0"
W1
5
1. FOUNDATION TO BE PREPARED IN ACCORDANCE WITH THE GEOTECHNICAL REPORT 2.
#
INDICATES CONCRETE FOOTING SEE
3.
3 S2.2
INDICATES RAMMED EARTH SHEAR WALL SEE
1
JOURNEYMAN INTERNATIONAL
FOR SIZES AND REINFORCING
2 S2.2
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
FOR SIZES AND REINFORCING
.S .
INDICATES TOP OF SLAB REF (0m) SEE DEATIL
T. O
4.
+0 m
SEAL: 3 S4.3
5. COLUMN SIZES ARE IN IMPERIAL UNITS
DATE:
PROJECT: 2 S2.2
WIDTH
OPENING REINF.
CORNER REINF.
6
71m
(2) #4's
(2) #4's
7
71m
(2) #4's
(2) #4's
8
71m
(2) #4's
(2) #4's
9
71m
(2) #4's
(2) #4's
MK
2
#
DETAIL
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
1 S4.3
REVISIONS No.
CHAPEL SHEAR WALL SCHEDULE 1" = 1'-0"
3 S2.2
MK
3
NOSSA ESCOLA DA TERRA
SHEAR WALL SCHEDULE
DESC. DATE
FOOTING SCHEDULE #
SIZE
DEPTH
REINF.
DETAL 4 S4.3 5 S4.3
W1
40'-0" x 4'-0"
24"
(120) #4's EA. WAY, BOT.
C1
1'-3" SQ.
12"
(3) #4's EA. WAY, BOT.
CHAPEL FOUNDATION SCHEDULE 1" = 1'-0"
DRAWN BY: LCK/KRB CHECKED BY:
LK/KB
PLOT DATE: 6/13/2017 5:09:15 PM
SHEET NAME: CHAPEL FOUNDATION PLAN
SCALE: As indicated SHEET No.:
S2.2 NOSSA escola da
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UPPER ROOF 12
3
2
7.47
4 x 16
1.16
8m .8 +4
91
O T.
.R
1 S4.2
3
4 x 16 2 x 10 BEAMS 3.81
4 x 16
6 x 6 BRACE
@ 1m O.C
7.47
4 x 16
LOWER ROOF W/ 5/16" PLYWOOD SHEATHING W/ 6d NAILS @ 15cm o.c TYP.
31.39
.R
6 x 6 BRACE
6 4 x 16
2 x 10 BEAMS
4 x 16
1 S4.1
3.81
3
T. O
12
+3 .0 5m
4
7.47
4 x 16
2 S4.1
7
TYP SPACING
1.00
@ 1m O.C
A S3.1
46
6 x 6 BRACE
1.47
4.35
4.19
3.81
1.14
14.96
E
1
CLASSROOM ROOF FRAMING PLAN 1/8" = 1'-0"
F
G
H
8
2 S2.3
1.
INDICATES RAFTER HOLDDOWN SEE
2.
INDICATES GIRDER TIEDOWN SEE DETAIL
6 S4.1
INDICATES RAMMED EARTH SHEAR WALL SEE
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
2 S2.1
SEAL:
FOR SIZES AND REINFORCING
INDICATES TOP OF ROOF REF(0.00m)
T. O
.R
4.
1
+4 .8 8m
3.
JOURNEYMAN INTERNATIONAL
FOR CONNECTOR DETAILS
5. BEAMS, GIRDERS AND COLUMNS ARE CEDRO HARD WOOD DATE:
6. ALL BEAM, GIRDER, COLUMN, AND SHEETING SIZES ARE IN IMPERIAL UNITS
PROJECT:
7. SEE ARCHITECTURAL PLANS FOR OPENING COORDINATION
NOSSA ESCOLA DA TERRA
8. SEE ARCHITECTURAL PLANS FOR ROOF SLOPE COORDINATION
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL 2 S2.3
2
RAFTER HOLDDOWN SCHEDULE
REVISIONS
ROOF
LINE
TOP
BOTTOM DETAL
UPPER
LINE F
(1) H10A
(2) H2.5A
3 S4.1
UPPER
LINE G
(2) HGA10KT
(2) H16
4 S4.1
UPPER
LINE H
-
(2) LTS12
5 S4.1
LOWER
LINE F
(1) H10A
-
LOWER
LINE E
(1) H10A
(1) H2.5 A
No.
DESC. DATE
3 S4.1
CLASSROOM HOLDDOWN SCHEDULE 1" = 1'-0"
DRAWN BY: LCK/KRB CHECKED BY:
LK/KB
PLOT DATE: 6/13/2017 5:09:16 PM
SHEET NAME: CLASSROOM ROOF FRAMING PLAN
SCALE: As indicated SHEET No.:
S2.3 NOSSA escola da
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B
A
D
C
26.52
16.03
5.65
4.84
2.65
5 S4.2
B
T. O
.R
+4 .8 8m
4 S4.2
ROOF
3 S4.2
ROOF 3 W/ 15/32" PLYWOOD SHEATHING W/ 10d NAILS @ 15cm o.c TYP.
6 x 6 COL. TYP.
R O. T. 8m .3 +8
ROOF
1
CHAPEL ROOF FRAMING PLAN 1/8" = 1'-0"
T.O .R +5 .49 m
2x8
2 S4.2
T4
T2
T2
T2
T2
T3
T1
T1
T1
T1
T1
S3.1
13.93
2x8
2 x 6 RAFTERS @ 1m O.C
2x8
(2) 4 x 4 BEAMS @ 1.52m O.C. TYP.
1.
INDICATES RAFTER OR TOP PLATE HOLDDOWN SEE
2.
INDICATES GIRDER TIEDOWN SEE DETAIL
3.
1
2 S2.4
FOR CONNECTOR DETAILS
2 S2.2
FOR SIZES AND REINFORCING
JOURNEYMAN INTERNATIONAL
6 S4.1
INDICATES RAMMED EARTH SHEAR WALL SEE
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
INDICATES TOP OF ROOF REF(0.00m)
T. O
.R
+4 .8 8m
SEAL: 4.
5. BEAM, GIRDERS AND COLUMNS ARE MACHICHE HARD WOOD 6. ALL BEAM, GIRDER, COLUMN, AND SHEETING SIZES ARE IN IMPERIAL UNITS
DATE:
7. SEE ARCHITECTURAL PLANS FOR OPENING COORDINATION
PROJECT:
8. SEE ARCHITECTURAL PLANS FOR ROOF SLOPE COORDINATION
NOSSA ESCOLA DA TERRA
1
SITE: 2 S2.4
2
RAFTER HOLDDOWN SCHEDULE
LINE
TOP
BOTTOM
DETAIL
LINE D
(1) H10A
(1) H2.5A
3 S4.1
CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
REVISIONS No.
CHAPEL HOLDDOWN SCHEDULE 1" = 1'-0"
DESC. DATE
5
DRAWN BY:
Author
CHECKED BY: Checker PLOT DATE: 6/13/2017 5:09:16 PM
SHEET NAME: CHAPEL ROOF FRAMING PLAN
SCALE: As indicated SHEET No.:
S2.4 NOSSA escola da
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141
E
F
G 12.34
4.35
4.19
GIRDER PER PLAN
BEAM PER PLAN
SCREEN WALL PER
GIRDE GIRDER PER
COLUMN PER PLAN
WALL PER P
WALL PER PLAN
8.53 1.22
A
7.15
1.22
Classroom section 1/4" = 1'-0"
A
B 26.52
16.03
15.55
1.58
30
PLYWOOD SHEATHING, PER PLAN
BEAM PER PLAN TRUSSES PER PLAN
4.57
1.83
BRICK SCREEN
60
B
Chapel section 1/4" = 1'-0"
46
69
77
46
45
1.07
78
H
3.81
JOURNEYMAN INTERNATIONAL
Level 3 21' - 0"
PLYWOOD SHEATHING PER PLAN
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
SEAL: LEVEL 2 16' - 0"
ER PER COLUMN PER PLAN
L PLAN
LEVEL 1 10' - 0"
DATE:
PROJECT: NOSSA ESCOLA DA TERRA
CLASSROOM GROUND 2' - 0"
SITE:
GROUND 0' - 0"
3.19
CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
CHAPEL GROUND -2' - 6"
38
REVISIONS
No. C
DESC. DATE
D
5.65
4.84
3.29
TRUSSES PER PLAN
1.00
DRAWN BY: LCK/KRB RAFTER PER PLAN
GIRDER PER PLAN
CHECKED BY: Level 3 21' - 0"
LK/KB
PLOT DATE: 6/13/2017 5:09:16 PM
LEVEL 2 16' - 0"
SHEET NAME: LEVEL 1 10' - 0" 1.06
78
BUILDING SECTIONS
1.07
SCALE: 1/4" = 1'-0"
COLUMN PER PLAN
SHEET No.:
GROUND 0' - 0" NOTES:
2.65
CHAPEL GROUND -2' - 6"
1.) ALL WALLS ARE DOUBLE THICK RAMMED EARTH BAG (APPROX. 71cm THICK) 2.) WINDOW OPENINGS ARE 91cm x 1.83m U.N.O.
S3.1
3.) DOOR OPENINGS ARE 76cm x 2.2m U.N.O.
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RAFTER PER PLAN RAFTER WHERE OCCURS
(TOP) SIMPSO
(BOTTOM PER PLA
(2) 2x6 TOP PLATE RAMMED EARTH WALL PER PLAN MAB15 SIMPSON STRONG TIE CONNECTOR @ 15cm o.c FOR CLASSROOM & @ 10cm o.c FOR CHAPEL
7
TOP-PLATE TO WALL CONNECTION 1 1/2" = 1'-0"
4
UPLIFT RAFTER TO WALL CONNECTION 2 1 1/2" = 1'-0"
RAFTER / TRUSSPER PLAN SHEETING PER PLAN NAILING PER PLAN
RAFTER PER
2x10 BLOCKING (3) SIMPSON STRONG TIE A35 CLIPS
(2) 2x6 TOP PLATE
RAMMED EARTH WALL PER PLAN
8
BLOCKING TO WALL CONNECTION 1 1/2" = 1'-0"
5
UPLIFT RAFTER TO COLUNM CONNECTION 1 1/2" = 1'-0"
GIRDER/TRUSS PER PLAN
HGT-3 SIMPS
6
UPLIFT GIRDER/TRUSS CONNECTION 1 1/2" = 1'-0"
ON STRONG TIE CONNECTOR PER PLAN
JOURNEYMAN INTERNATIONAL
COLUMN PER PLAN WHERE OCCURS
M) SIMPSON STRONG TIE CONNECTOR AN WHERE OCCURS
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
BC46 SIMPSON STRONG TIE POST CAP
SEAL:
RAFTER PER PLAN CUT AREA RAFTER
COLUMN PER PLAN (2) 2x6 TOP PLATE
DATE:
RAMMED EARTH WALL PER PLAN
PROJECT: NOSSA ESCOLA DA TERRA 1
TYP. RAFTER TO COLUMN 1 1/2" = 1'-0"
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
R PLAN
REVISIONS LUS28 SIMPSON STRONG TIE HANGER
(BOTTOM) SIMPSON STRONG TIE CONNECTOR PER PLAN
No.
GIRDER PER PLAN
DESC. DATE
RAFTER PER PLAN
CUT AREA RAFTER
COLUMN PER PLAN
2
TYP. RAFTER TO GIRDER 1 1/2" = 1'-0"
DRAWN BY: LCK/KRB CHECKED BY:
LK/KB
PLOT DATE: 6/13/2017 5:09:16 PM
RAFTER PER PLAN
(TOP) SIMPSON STRONG TIE CONNECTOR PER PLAN
SON STRONG TIE TIEDOWN
(BOTTOM) SIMPSON STRONG TIE CONNECTOR PER PLAN WHERE OCCURS
SHEET NAME: DETAILS
SCALE: 1 1/2" = 1'-0" (2) 2x6 TOP PLATE
SHEET No.:
FULL HIEGHT THREADED ROD RAMMED EARTH WALL PER PLAN WALL/COLUMN PER PLAN WHERE OCCURS
3
UPLIFT RAFTER TO WALL CONNECTION 1 1 1/2" = 1'-0"
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4 x 16
6.71
4 x 16
4.57
6.71
CLASSROOM TRUSS T1 1/4" = 1'-0"
4x4
4x4 4x4
4x
x
4x
4
4x4
4
4x4
4x
4x4
4 4x
4
4
4
4x4
1.22
4x4
4x6 6.10
2
CHAPEL ROOF TRUSS T1 1/2" = 1'-0"
4x
4x 6.10
3
CHAPEL ROOF TRUSS T2 1/2" = 1'-0" 4x6
4x6
4
CHAPEL TRUSS T3 1/2" = 1'-0"
4x4
4x4
5
CHAPEL TRUSS T4 1/2" = 1'-0"
4x
4x 4x
4x
4x
4x
4x
4x
4x
4x
1.22
1
6x6
6x6
6x6
6x6
6x6
1.98
6x6
6x6
6x6
6x6
JOURNEYMAN INTERNATIONAL 4.57
1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
6.71
SEAL:
4x4
4x4 4
DATE:
4 4x
4x4
4x 4x4
4x4
4x
PROJECT:
4
4x6
NOSSA ESCOLA DA TERRA
6.10
NOTE:
SITE:
ALL INTERIOR WEB MEMBERS COULD BE 2x4 IF DESIRED
CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
REVISIONS
4x
No. 4x
DESC. DATE
4x
4x 4x
4x
4x
4x
4x 6.10
4x6
DRAWN BY: LCK/KRB 1.52
CHECKED BY:
LK/KB
PLOT DATE: 4x6
6/13/2017 5:09:16 PM NOTE: ALL INTERIOR WEB MEMBERS ARE 2x4
SHEET NAME: DETAILS 4x4
SCALE: As indicated 4x4
SHEET No.:
NOTE: ALL INTERIOR WEB MEMBERS ARE 2x4
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13
COLUMN WHERE OCCURS
TYP
6
CLR
TYP S.O.G. REINF #4 @ 30 O.C. E.W.
5cm SAND LAYER OVER 10cm GRAVEL LAYER
2
SIMPSON STRONG TIE POST BASE
TYPICAL SLAB ON GRADE 1 1/2" = 1'-0"
REINF. PER SCHEDULE
(2) CONT #5
FINISH GRADE
46
EQ
8cm CLR
13
DEPTH
EQ
SLAB-ON-GRADE REINF.
LENGTH OR WIDTH
TYP SLAB-ON-GRADE o/ VAPOR BARRIER o/ 5cm SAND o/ 10cm GRAVEL
TYP COLUMN FOOTING DETAIL 5 1 1/2" = 1'-0"
8cm CLR 1' - 0"
TYPICAL SLAB ON GRADE EDGE 1 1/2" = 1'-0"
WALL WHERE OCCURS
WALL REINF. WHERE OCCURS
WALL DOWELS
ROUGHEN
8cm CLR
DEPTH
REINF. PER SCHEDULE
61 MIN
3
LENGTH OR WIDTH
4
TYP WALL FOOTING DETAIL 1" = 1'-0"
JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401
SEAL:
WIDTH PER PLAN
OPENING REINFORCMENT PER
DATE: SECTION
CORNER RIENFORCEMENT PER PLAN
PROJECT:
RAMMED EARTH WALL PER
NOSSA ESCOLA DA TERRA
61
E
MIN TYP.
SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL
OPENING PER
REVISIONS
OPENING REINFORCMENT PER
No.
DESC. DATE
DRAWN BY: LCK/KRB
CORNER RIENFORCEMENT PER PLAN
CHECKED BY:
BARBED WIRE IN-BETWEEN RAMMED EARTH BAG LAYERS
LK/KB
PLOT DATE: 6/13/2017 5:09:17 PM WALL FOUNDATION PER
SHEET NAME: DETAILS
SCALE: As indicated
ELEVATION
RAMMED EARTH SHEAR WALL 1 1" = 1'-0"
SHEET No.:
S4.3 NOSSA escola da
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BRAZIL CONCEPTUAL SCHEDULE
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HAND-BUILT METI SCHOOL
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VELLUM + BRICK DESIGN
COMPACTED EARTH CONSTRUCTION & CMU EXPLORATION Vellum Design Build and the College of Architecture and Environmental Design initiated almost a decade ago (2004) a design competition and exhibition that encourages participants - mostly students, from Cal Poly, San Luis Obispo to create original furniture designs and have their submissions juried by a panel of experts in their ield. Intended to inspire creative thought and challenge participants to press the boundaries of design, the Vellum Competition offers a tangible experience and exposure to the industry. For me, the Vellum Competition was an opportunity to explore the materiality of rammed earth construction; testing and experimenting with its profile, thickness, and composition. My goal was to understand the materialâ&#x20AC;&#x2122;s tendencies to apply towards my thesis project in Brazil. I wanted to discover both the structural limits and the aesthetic propensity of rammed earth, playing with the curvature, thinness, and color while still trying to maintain the strength and integrity to support heavy weight. As an additional course, ARCH 461 Advanced Concrete Masonry Unit Design was offered during Winter 2017 as a (4) unit elective class. Since Cobogo originated in the Sertao region, I wanted to develop an element that coul identify with the region but also provide a unique identity for Nossa Escola Da Terra. Thus, over 10-weeks, gradually pieced together a multi-functional brick module, The following pages contain process photos & finished images.
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FAILURE:
However, once the form
stand collasped and w
combination of decreas
straw, and not having liq
the failure of the piece
the horizontal and vert
together with steel ti
decreased, the added st
the two elements togeth
cracked the earthen co
material rather providing
Learning from my past fai
a stronger structural syst
at a single point, playin
APPENDIX
VELLUM PROCESS
MATERIALS: QUIKCRETE STRAW HAY TAN DECOMPOSED GRANITE PLASTER SAND CONCRETE SAND
mwork was removed, the table
would not stay together. The
sing the block’s thickness, adding
quid tight edges contributed to
CONSTRUCTION :
es. I had attempted to connect
After making the first block, a few
tical leg element by tying rebar
ie-wire. When the width was
teel rebar was not enough to hold
her. Additionally, the added straw
oncrete mixture, weakening the
g tensile strength as I had hoped.
ilures, I moved on and re-designed
tem however would be supported
ng with the form and aesthetics.
3/8” REBAR OAKWOOD STRAW QUIKCRETE PRECISION GROUT
RE-ATTEMPT:
changes were made and a second
The table stand was recreated
module made. Where the first block’s
with the new reinforcement used.
colors were exaggerated to strong
A piece of rebar was welded to
hues of orange and red, I wanted to
a bent steel plate. The earthen
reflect an earthier tone. In addition, at
concrete mix was then carefully
18” x 1.5” thick, the first block was too
added in between the formwork
heavy, unable to be lifted easily. Thus,
and steel, pushed down slowly
the formwork was adjusted so that the
by
block’s width would decreas by 1/2”.
thin
pieces
of
wooden.
The curves were also accentuated to reflect a sloping plinth. The formwork was created by cutting two parabolic forms created from translating the bottom edge 3 inches from the top edge following the longtitudinal axis. To prevent the bottom of the concrete mixture from breaking apart, a wooden sheath is placed. Rebar is attached to the sheath, and the earthen concrete mix is carefully added. After the leg was finished, I flipped the formwork on its side and built the seating extrusion vertically. NOSSA escola da
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Vellum Furniture Competition Nov 4, 2016
APPENDIX VELLUM IMAGES
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APPENDIX CMU PROCESS
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APPENDIX CMU PHOTOS Over the winter quarter, the brick went through various iterations which explored different aperture sizes, edge profiles, and recessed face depths. Different models were used to explore the different conditions at various scales, and the 3-d prints were used to explore wall configurations (white pieces) and various interlocking systems (green pieces).
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ONDULINE TILE -
CLASSROOM
O
-INTERIOR
VE
light corrugated roof tiles made from bitumen material reinforced with cellulosic fibers from recycled
-E
COMPACTED CLAY BAG WATERPROOFING PLASTER COAT (2x) PAINT COAT
COMPACTED CLAY EARTH BAGS 1. Flexibe - practical for different uses 2. Quick & Cheap to Build - easy to teach 3. Low Tech - equires no mechanical tools or specialized skills 4. Comfortable - Great thermal intertia 5. Sustainable - Sourced on site 6. Low-Environmental Impact
APPENDIX DETAIL SHOW NOSSA ESCOLA DA TERRA JEREMY NGUYEN S P R I N G 2 0 1 7 - G R EG W Y N N S ECT I O N D ETA I L - SC A L E 1 /2” : 1’
ONDULINE CLÁSSICA TILE SPANISH CEDAR - 2 x 2 WOOD JOIST
CLASSROOM FLOOR PLAN
SEALED FASTENER SCREWS BULLETWOOD - 2 x 4 WOOD RAFTER
N
CUSTOMIZED CLAY BRICK - 6 x 12.5 x 25 MODULE
UTDOOR
ERANDA
EXTERIOR OPENING RECESSED FACE
CLAY MORTAR JOINT COMPACTED CLAY BAG STEEL REBAR CONCRETE HEADER
CURVE
CLAY BRICK Opening ve n t i l a t i o n ,
t h ro u g h
mass
p o ro s i t y,
a l l ow s and
fo r visual
FIXED GLAZING
CHERRY WOOD FRAME CHERRY WOOD TRIM SCREW COMPACTED CLAY BAG STEEL REBAR ANCHOR
H E A D CA P -
W 6” (1 5 . 2 5 c m ) x L 1 2” ( 3 0. 5 c m )
COMPACTED CLAY
MOLD INFILL DIMENSION -
BAG (HIGH CONCRETE
(1 2 . 5 c m ) x ( 2 5 c m )
CONTENT)
MOLD FRAME DIMENSION -
W (1 2 . 5 c m ) x L ( 2 5 c m ) x H (6 c m )
CONCRETE FOOTING & FOUNDATION
B R I C K P R E S S B AY D I M E N S I O N -
W 6” (1 5 . 2 5 c m ) x L 1 2” ( 3 0. 5 c m )
GRAVEL EARTH b r i c k p re s s a s s e m b l y u t i l i ze s
s h a p e d b o t t o m p l a t e i n o rd e r t o
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305m
1 .) Initial brick
2 .) Aperture with diameter 4 . 3 5 cm cut thro ugh width of brick at quarter mark
3.) Face spl it into hal ves and pushed in by 2 cm. Recipro cated al o ng quarter m ark
4 .) Vo ids transl ated across midpo int.
5.) Vo ids transl ated across midpo int.
1 . MA S S + VOI D Ta p ered symmetr i c a l o p eni ng a l l ows fo r venti l a ti o n, p o rosi ty, a nd vi su a l ex p er i ence
To ra is e th e outlook of poor rural commun itie s , you be gin with th e ch ildre n , by provi d in g a p l a ce for youn g peo ple to play, create, an d learn . A place to e n courage an d in still th e m to strive for m ore a n d rea l ize t h e ir poten tial . 15k m away f rom th e coast, th e form an d organ iz ation of th e s ch ool follows t h e c h a ra c te rist ic s of the nautical rope. Us e d to support th e masts of th e s h ip an d tie down th e an ch or, th e m a te ria l â&#x20AC;&#x2122;s st re n g t h a n d f l exi bility allows it to pe r form many f un ction s . Similiarly, th e structural e le me n ts in t h e p roje c t ste m f rom t h e use of hype radobe, plastic bags compacte d with s oil an d clay. Th e walls are forme d by st a c kin g t h e s e s a c ks of ea rth upon each oth e r. Th e main idea of th e de s ign of th e s ch ool revolve s aroun d the court ya rd , w h ic h l in ks the dif fe re n t parts of th e s ch ool , be come s a gath e rin g place/outdoor courtyard , place s of ref ug e, a n d a l s o rep res e n ts th e man ife stion of th e foun dation al be liefs of Nos s a Es cola Da Te rra â&#x20AC;&#x201C; The b uil d in g of com mun it y thro ugh work in g togeth e r. Th e path marks th e be gin n in g at th e e n tr y, s n ak in g its way a roun d t h e d if fe re n t
APPENDIX VA NO VA POSTERS NOS SA escola da
TERRA 5TH YEAR THESIS:
JEREMY NGUYEN ANSGAR KILLING & GREG WYNN 2016 - 2017
CABO DE SANTO AGOSTINHO, BRAZIL
SITE Rio
3 . ) Pro gra m revo l ves a ro u nd c i rc u l a ti o n
SCHOOL: ages 6-17 • teaching model focuses on reducing vertical hierarchy & encouraging communal learning, nature, & religion PERMACULTURE: • Place of learning & development of argicultural ecoystems created to be sustainable & self-sufficient through the principals modeled after natural processes
2 .) Centra l co re t ake s a d va nt a ge of win d s co mi ng u p val l ey f ro m mo r th
CONSTRUCTION: • Project to be built by community
N 2 .) Pro ject vo l um e MORNING EVENING
8. ) Ga rd e n s + o utd o o r a rea s re s p o n d to s p a ce s ca r ve d by p a t h a n d cut i n to t h e te r ra i n 8. ) Wa te r f i l t ra t i o n + rete n t i o n o r i e n te d a ro un d to p o g ra p hy
8. ) Ro of i n g st ra te g y i nf l ue n ce d by sun ex p osure a n d h ea t
1 . ) Ex ist in g site on to p of h illsid e
SERTOA NORTH-EAST REGION CLIMATE: HOT, HUMID W/ LOTS OF RAIN
8. ) Wa l l s a nd fo r m resp o nd to weavi ng p a th a nd co u r tya rd
5.) Weave co ncept ref l ected by p a thway and centra l co u r tya rd as k not th a t ti es the areas to gether
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0
38m 1225’
114m 375’ 37
572m 1875
266m 75’
FARMLAND
NOSSA ESCOLA DA TERRA
VEGETATION
DESIGNER: JEREMY NGUYEN
COMMUNE
HOUSE TREE ACCESS TO SITE
COMMUNITY CENTER
PROJECT SITE - 90 acres
STUDIO PROFESSOR: GREG WYNN
CHAPEL
TOPOGRAPHIC LINE - 2m
MEETING PLACE LIBRARY
ARCHITECTURAL THESIS 2016-2017
STAGE
PHASE III THEATER CAMPGROUNDS 200
SITE
PERSON
SERTOA NORTH-EAST REGION
2900 SQ FT
PHASE II NOSSA ESCOLA DA TERRA
5/25/2017 4:39:36 PM
EXPANSION NEIGHBORING FAVELA - 10 KM
EQUATOR LINE
GROUND - Chapel 1/8" = 1'-0"
PHASE I
LAND-USE MAP
LOCATION:
CABO DE SANTO AGOSTINHO, BRAZIL
CAPITAL RECIFE AREA 88,148 9,278,000 POPULATION 185
MUNICIPALITIES
80% URBAN LITERACY RATE 20%
RURAL LITERACY RATE
8,515,770
xxx xxx
YEAR 2 YEAR3
YEAR 1
26 STATES
SCHOOL
CONSTRUCTION: • Project to be built by community
AREA SQ KM
3.) Program revolves around circulat ion
205,823,665 POPULATION
COMMUNI-
3
SERVICE
PERMACULTURE: • Place of learning & development of argicultural ecoystems created to be sustainable & self-sufficient through the principals modeled after natural processes
SUPPORT
2
LAND USE: FARMLAND: 33% FOREST: 62% PASTURES: 25%
WAT E R
SCHOOL: ages 6-17 • teaching model focuses on reducing vertical hierarchy & encouraging communal learning, nature, & religion
N AT U R E
1
COMMUNITY CENTER & SCHOOL
PHASE I [2017-2020]: COMPLEX Classroom (Ages 4-5) Classroom (Ages 6-7) Classroom (Ages 8-9) (2) Breakout Space - Outdoor Classroom Arts & Crafts Hallway Veranda
2 .) Ce n tral core t ake s advan t age of win ds coming up valley from mort h
N 2 .) Proje ct volume
Chapel / Library / Assembly Outdoor Congregation Area Courtyard
MORNING EVENING
(2) Handicap Accesible Bathrooms with Shower (6) Uni-sex Individual Bathrooms (2) Water Closet Kitchen Dining Area Waste Facilities Handwashing Area Administrative Office Principal’s Office Entrance Lobby Technical Support Room Conference Room Break Room Health Center Construction Woodshop Water Well Demonstration Rain Garden Natural Pool Organic Pond Waste Water Treatment Facility Waste Biodigestor & Compost (2) Rainwater Collection Growing Children’s Garden (2) Community Gardens Children’s Playground Soccer Field Park & Grass Field Orchard Farming
8.) Roofing inf luenced exposure a
1.) Existin g s ite on top of h ills ide
8.) Walls and form respond to weaving pat h and court yard
5.) Weave con ce pt ref le cte d by pathway an d ce n tral courtyard as k n ot th at tie s t he areas togeth e r
APPENDIX THESIS FINAL SHOW
EDUCATE 3 1
PERMACULTURE
CLASSROOMS: (Ages 4-5, 5-6, 7-8)
3. Organic Pond 2. Natural Pool
ARTS / CRAFTS / MUSIC ROOM OUTDOOR BREAK-OUT SPACE JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA
GROWING GARDENS
a
12' - 6"
24' - 6"
12' - 6"
24' - 6"
Classroom Floor Plan Nossa Escola da Terra
Scale 1/16" = 1'-0"
2 5 4 1
Level 1 - Classrooms 1/16" = 1'-0"
Cabo de Santo Agostinho, BRAZIL
5. Compost Tank 1
4/12/2017 6:33:41 PM
4. Greywater Re-Use
JR DESIGNER JEREMY NGUYEN
12' - 6" 28' - 0"
MUSIC / ARTS ROOM
Room 390 SF
MUSIC / ARTS ROOM (18-25 people) 565 SF
*wherever beam lays, continue vertical support
Ages 4-5 Classroom (18-25 people) 566 SF
Breakout Space - Outdoor Classroom 353 SF
Supplimentary Space 343 SF
Ages 6-7 Classroom (18-25 people) 566 SF
SEATING
OUTDOOR VERANDA 1568 SF Ages 8-9 Classroom (18-25 people) 566 SF
16' - 1"
4000 SQ FT
3
18-25
EACH
1. Rain Garden
A102
e
d 24' - 6"
f
c 12' - 6"
g
b 24' - 6"
h
CONNECTED VERANDA
6. Waste-water 7. Anaerobic Treatment Tank
8. Water Tank for Irrigation
6cm 10.5 cm
8. ) G a rdens + o u tdo o r a rea s respo nd to spa ces ca r ved by pa th a nd cu t i nto the ter ra i n
4cm
4.6cm 3.8cm 4cm
2 cm 4.6cm 3.8cm
OPENING RECESSED FACE CURVE
8.) Wa te r f i l t ra t i o n + rete n t i o n o r i e n te d a ro u n d to p o g ra p hy
1. MA S S + VO ID
Op eni ng through mass allows for venti lati on, p orosi ty, and vi sual exp eri ence. Dep ressed face i ncreases vi si b i li ty and ad d s d epth. Curve i ntrod uced to create water chanels.
g stra te g y d by su n and h ea t
RAINWATER COLLECTION - for natural swimming pond safe for swimming and irrigation
2 . PA IR
VARIATIONS WASTE AND GREYWATER TREATMENT
3. STACK + RUNNING
Bri ck mod ule d esi gned to work i n twos wi th d i fferent vari ati ons through f li p p i ng, rot ati ng, and mi rrori ng b ri cks
DIST ANCE TO GR WAT ER 40 OUND ft (10 M)
Mod ulati on p atterns consi stent regard less of assemb ly.
RU NNING
3. STRUCTURA L
By rot ati ng mod ule on i ts si d e, a n ew va r i a t i on where the ap ertures b ecome ver t i c a l re i n forcement cores. Square op eni ng s c a n be fille d in
3. PAVING + PLANTERS
B r i c ks c a n be u se d a s porou s pave rs w i t h pl a n te rs t h a t a l l ow wa te r to dra i n .
WATE R
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and community members to a lifetime of learning, service to their communities,
8. Cafeteria / Outdoor Patio The eating area’s orthoganal is a reflection of the material it is made out of, brick. Situated in the center of the master plan, the breezeway acts as bridge and circulatory core between future facilities while also allowing northern winds to pass through.
7. Futbol Field / Playground
PLAY AREA
development, Associao Nossa Escola Da Terra endeavors to inspires its students
9. Kitchen / Bathroom The kitchen and bathroom are designed to take advantage of re-using water from on-site, both from greywater collection from rainwater and the treatment of waste water for irrigation. The bathroom concept is modeled after 21st century ideals of providing children with individual stalls to maximize comfort, minimize bullying, and flexibility.
BR EEZ EWAY
and local community to provide well-rounded education and character
Phase III: Campgrounds The construction of Nossa Escola Da Terra is anticipated to built in phases throughout the next 5-10 years. As the population and constituents increases, additional classrooms, auditorium, and supplmentary offices and recreational areas re-use constructionality and form.
AMENITIES
spiritual development, and community interaction. By partnering with parents
EXPANSION
INTRODUCTION
10. Phase II: School Expansion / NOSSA ESCOLA DA TERRA is a place for people to sate their thirst for knowledge,
Surrounding the exterior of the are the natural fields intended children and community recrea Playground and soccer fields a farthest area from the public to security and seclusion. Meanw towards the entrance a park is provide a safe place for locals
respect for nature, leadership, and future success. Site analysis and design interations focused around the intimate relationship between the buildings, its natural surrounding, and impact on environment.
7.
Clay, found abundently and used by local populations for centuries was an ideal material for wall construction. Vernacular techniques such as constructing with
6.
compacted earth bags (hiperadobe), cob (taipia), and manually-pressed bricks PARKING
(adobe), and Onduline (tiles) were adapted into the buildings. The construction of the school will be carried out gradually with the help of
4.
8.
10.
5. 9.
volunteers and community members.
3. 2.
1.
3. Info Desk / Offices / Conference The form of the two buildings resembles a singular mass with an opening punched through where the winding path passes by. The space formed between the two buildings becomes an outdoor seating area and landscaping
4. Ampitheatre / Terrace /
COURTYARD
2. Chapel / Foyer / Mixed - Use The chapel’s form seeks to form a shell with a canted wall facing towards the East. The walls thickness is doubled to increase its height which bookshelves can be built into. The rose graphic is made with the vernacular styled cobblestone paving influenced by the Portuguese. The chapel also serves as a library and a stage for theater / music.
ADMIN.
1. Garden / Stair Case / Wall The forms of the various elements of the entrance is influenced by the topography and cultural context. The steps take after an inverted pyramid which flows into the terraced rain garden. The entrance wall gently curves following the contour of the hillside. The divising wall act transitions between exterior and interior, linking the adjacent programs and creating different spaces.
COMMUNITY
ENTRY
ENTRANCE
The pathway flows into the cen courtyard like a rope which we into a knot. The courtyard is ce the organization of the school’ and acts as both a congregatio while linking all of the various b and areas. An outdoor terrace people can have social gatheri underneath shaded pergola is adjacently
This booklet provide a glimpse into the growth and journey of Nossa
N
Escola Da Terra. A group of few people in a small village endeavored to both give the youths hope through the gift learning but only has provide a sense of communion among neighbors. This effort, spearheaded by Joseph Mauro Cabral, sought to develop a ‘place’ that would make this all possible. In 2014, Joseph, a few members from the
N NOSSA escola da
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NOSSA ESCOLA DA TERRA
local town, began to dream of opening a rural Christian school. In 2016,
“WE ARE A BODY - We believe in the collective project. Apregoamos the unit as a driving force for learning,
the Associação Nossa Escola da Terra, was formed and the journey to
growth and execution of tasks and projects. Just as a body has many limbs and organs with different functions, we
put the pieces together began.
Beyond having the amazing opportunity to utilize the skills gained from the past five-years at Cal Poly to directly impact other’s lives, being a part of this journey had personal meaning to me. As a young child growing up, I had the privilege of attending a Christian elementary school and a local Boy Scout troop. From volunteering my time to the community, spending time outdoors, to teaching the scouts younger than myself, these experiences have left me an undeniable imprint in the impact these organizations provided. The amazing memories I have from these youth organizations have no doubt shaped me into the person I am today. It felt like my calling when I could contribute in providing the same opportunities to others. For youths living in rural conditions without access to clean water much less adequate educational facilities, if they can be instilled with knowledge and the courage to dream big, then one day hopefully they will come back ready to make an impact community for Cabo de Santo Agostinho.
NOSSA ESCOLA DA TERRA
PEDAGOGY
By providing both a physical and educational structure, a place can be provided that serves as both a community center and school where children can look forward to going to learning and to brighter future. To be able to become one of the pieces in bringing Nossa Escola Da Terra together I wouldn’t have prefered to spend my thesis year doing anything else.
believe that each individual has unique features that are enhanced from self-knowledge and maturity, and that In our school, the teaching will not be based on classes, together bring completeness and harmony... because each student will be able to study the subjects by himself, with guidance of the tutor and in groups of study by discipline. That way there will always be other colleagues WE ARE OUR EARTH SCHOOL on the side for discussions, doubts and clarifications. If there is any doubt in the group, there will always be From the teachings of love to neighbor, purity of character teachers in the room. and learning by the companionship of Jesus of Nazareth, by the teachings of the Celestin Freinet democratic school, At our school there will be no disapprovals, because the contextual relevance of Paulo Freire, the democratic the tutor will be responsible for guiding each student pedagogy of José Pacheco, and many others. to fulfill the national curriculum in the most natural way. The encouragement of studies will come through study groups, didactic materials, relationships with students from In our school there will be no series, but multi-series other schools. In addition, the subjects will be approached cycles, where students are grouped by age groups (6 to 8, 9 to 13 and 14 to 17 years). We understand this to be a through educational projects of 15 day cycles, where more natural way for students to learn, because it is more there will always be work to be done and / or presented, like the family context. offering the possibility to work on various subjects through multidisciplinarity. At our school, we will not base assessment on tests or grades, since each student will be followed throughout the In our school the vertical hierarchy will be reduced and the learning period by a responsible and trained tutor. In this democratic community iteration will be stimulated, where way the tutor will know the educational progress of each parents, students, teachers and employees will be heard student, not requiring the tests for evaluation. The assesswith the same intensity and respect. ment will be done continuously by the tutor. We believe that this pedagogical model, which is already used in several schools in Brazil and abroad , favors cooper-
WHO
WE ARE
VISION By partnering with parents and local community, to provide a place that both provides a well-rounded education and inspires its students to a lifetime of learning, service to their communities and earth, leadership, and future success. The principles of which Nossa Escola Da Terra is built upon: • for Learning
Passion
• for Nature •
Respect Commitment
APPENDIX
d / Park e buildings for ational use. are located o increase while s located to to relax.
CLASSROOM
THESIS FINAL SHOW PAMPHLET + BROCHURE
6. Crafts + Outdoor / Indoor The walls are laid out like an intertwined rope and the gentle curve of the wall provide a sense of warmth in the interior. The openings are carved out by the pathway which frayed out from the entryway. An outdoor veranda acts as outdoor teaching space, seating, and an inverted corridor.
Elements of Permacultural:
4. Greywater Re-Use
3. Organic Pond 2. Natural Pool
101
PROJECT INFO: LOCATION TOTAL AREA ADDRESS
N
Cabo De Santo Agostinho, BRAZIL 150,000 SF Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil
1
PUBLIC PARK
SCHOOL: ages 6-17 • teaching model focuses on reducing vertical
5. Compost Tank
2
hierarchy & encouraging communal learning, nature, & religion
1. Rain Garden
3 PERMACULTURE: • Place of learning & development of
6. Waste-water
ORGANIZATION NAME: Associacao Nossa Escola Da Terra ADDRESS:
5. Swimming Pool / Fishing Pond
BOARDWALK
Path nter eaves itself entral to ’s program on space buildings e where ings located
Hot, humid weather with lots of rain makes a natural pool both environmental conscious but also provide an opportunity for recreation. The Boardwalk borders the sandy beach of the natural swimming pool and transitions into a pier over the separated adjoining body of water, the fishing pond.
7. Aerobic / Anaerobic Treatment Tanks
Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE: +55 81 99480-3678
8. Water Tank for Irrigation
CONTACT EMAIL: contato@nossaescoladaterra.com.br WEBSITE: nossaescoladaterra.com.br’ FACEBOOK:
https://www.facebook.com/nossaescoladaterra/?fref=ts
form children with a righteous character with specialized skills in various areas.
PERMACULTURE MODEL
ORGANIZATION NAME:
Associacao Nossa Escola Da Terra ADDRESS: Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE:
We believe that the relevant revolution begins from the inside out. We want to be the first to change, and then be able to charge more changes toward justice and peace. We believe in the model taught by Jesus of Nazareth, where few welltrained men have become much more relevant than Caesar and his army.
We support the technological and industrial development as human comfort tool and source of income, but disagree with the sick capitalist model of consumption. We support the conscious, balanced and responsible consumption. We see nature as a work of art that deserves study and appreciation, and should not be exploited irreversibly.
+55 81 99480-3678
STRATEGIES
Materials selected for construction were based on its life-cycle impact on nature. Clay and wood are locally sourced within driving distance, while the Onduline roofing tiles are made from recycled fibers
Daylighting
Exterior Shading
The buildings forms, organzation,
Buildings are oriented to optimize diffused light and minimizing the use of electric lights. This promotes productivity and well-being while reducing energy costs
Strategic building orientation,
Views
Porous Paving
Bioswales
Connection / close proximity to nature & the outdoors has proven to increase mental health and productivity. Views are directed in line with sight to the outdoors while
By allowing rainwater to percolate
A planted drainage channel guides stormwater into drain inlet are. During the rain, pollutants are retained and water filtered by the soil and vegeation.
and openings are designed to provide fresh outdoor air and constant remove heat from the daily hot, humid climate
glazing placed at eye levels
Native Vegetation
contato@nossaescoladaterra.com.br nossaescoladaterra.com.br’
on municipal energy sources for
Low Environmental Impact
Natural Ventilation
CONTACT EMAIL:
WEBSITE:
ENERGY
WtATER
ENVIRONMENTAL
building efficiency, & reliance
Plants and vegetation that have lived durable for years and are acclimated to survival with
into the ground, the water can be collected after being naturally filtered and kept from flooding walkways and buildings.
ENERGY
and with families. We want to learn from the events that occur around us. We want to learn and teach to learn. We believe that students go to school to learn, not to be taught. Teaching is just one of the tools of learning.
thermal mass increases comfort,
window placement, & use of thermal mass increases comfort, building efficiency, & non-reliant on municipal energy sources for heating, cooling, and lighting
SITE
himself to death in order to redeem for a new life to all who believe this way. We believe that we are also spiritual beings and that the spirit must be fed as much as the body and mind.
ENERGY
of nature as a work of art. Without government assistance, Associação Nossa Escola da Terra has organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Our main goal is to
Strategic building orientation, window placement, & use of
heating, cooling, and lighting
SITE
Disclosed education as a driver of joy and peace. We want to learn from our students, with nature
Passive Solar Design
SUSTAINABILITY
We believe in the Bible as the Word of God. We believe that Jesus is God himself, who gave
By capturing, diverting and storing stormwater for future non-potable uses in in cisterns and filtration tanks, the water can be reused to pump toilets, irrigation or water features
AIR QUALITY
In order to take care of our families, of children we are “delivered” and their families, of our city,
SCHOOL
Rainwater Harvesting
COMMUNITY CENTER
AIR QUALITY
PLACE OF WORSHIP
SITE
NONPROFIT ASSOCIATION
MATERIAL
YOUTUBE:
Permacultural Ideals Buildings and principals of teaching and construction take inspiration from the natural environment and the intricate relationship of different ecoystems.
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APPENDIX CHUMASH SHOW
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IMAGES & ONLINE WEB SOURCES: “11 Green Building Materials That Are Way Better than Concrete.” Accessed December 9, 2016. http://inhabitat.com/11-g “Architecture.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/546483736011410336/. arthurcordeirorodrigues. “Rammed Earth in Brazil.” Spatial Experiments, February 17, 2016. https://spatialexperiments.wo “IBGE | Cidades | Pernambuco | Abreu E Lima | 2010 Population Census: Results of the Sample - Education.” Accessed http://www.cidades.ibge.gov.br/xtras/temas.php?lang=_EN&codmun=260005&idtema=105&search=pernambuco|abreu-e Labaki, Lucila C., and Doris C. C. K. Kowaltowski. “Bioclimatic and Vernacular Design in Urban Settlements of Brazil.” Bu http://www.academia.edu/1183033/Bioclimatic_and_vernacular_design_in_urban_settlements_of_Brazil_Building_and Necipoğlu, Gülru, and Alina Payne. Histories of Ornament: From Global to Local. Princeton University Press, 2016. “Nk’Mip Desert Cultural Centre - HBBH Architects / HBBH Architects.” ArchDaily, December 23, 2008. http://www.arc “Pernambuco - Brazil | Data and Statistics - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//a “Pernambuco Literacy Rate, 1980-2011 - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//atlas “Pernambuco Literacy Rate, 1980-2011 - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//atlas “Rammed Earth - Nk’Mip Desert Cultural Centre | Sustainable Architecture and Building Magazine.” Accessed Novemb earth/. “Rammed Earth Construction Pictures.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/465278 “Rammed Earth Wall Rises at TLCD Project.” TLCD Today, October 20, 2014. https://tlcdtoday.com/2014/10/20/rammed “Rammed Earth Walls.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/405253666447174130/. “Roads Paved With Pig Manure Could Mean A Cleaner Future.” Popular Science. Accessed December 8, 2016. http://w “Sand Bag Building.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/407927678725562765/. Schacter, Rafael. Ornament and Order: Graffiti, Street Art and the Parergon. Routledge, 2016. Sykes, A. Krista. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012. ———. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012. ———. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012. “Tiles as a Substitute for Steel: The Art of the Timbrel Vault.” LOW-TECH MAGAZINE. Accessed December 2, 2016. htt “Vernacular Architecture and the 21st Century.” ArchDaily, August 12, 2011. http://www.archdaily.com/155224/vernacularhttp://www.archdaily.com/45140/casa-kimball-rangr-studio/5008578d28ba0d50da00005b-casa-kimball-rangr-studio-ph http://inhabitat.com/lace-like-sculptural-walls-naturally-filter-light-in-this-brazil-home/erwin-hauer-marcio-kogan-cobogo https://www.onduline.org/ http://www.sabmagazine.com/blog/2007/11/16/nkmip-rammed-earth/ http://www.networkearth.org/naturalbuilding/ceb.html https://www.dwell.com/article/ingenious-new-building-method-replaces-concrete-block-with-rammed-earth-0eb6b2b8 http://www.earth-auroville.com/compressed_stabilised_earth_block_en.php http://publications.wri.org/buildingefficiency/ http://earthship.com/construction-materials https://dwellearth.com/process/ https://www.engineeringforchange.org/how-to-build-a-compressed-earth-block-home/ climate consultant - wind diagram & pyschometric chart
BOOKS: Zumthor, Peter, Maureen Oberli-Turner, and Catherine Schelbert. Thinking Architecture. Basel: Birkhäuser, 2006. Malaguzzi, Loris, Giulio Ceppi, and Michele Zini. 1998. Children, spaces, relations: metaproject for an environment for yo Reggio Emilia, Italy: Reggio Children. FALL 2017 GROUP THESIS WRITING: SOCIALLY RESPONSIBLE ARCHITECTURE written by Ryan Michka, Allison Bettencourt, Viviana Flores, Sophia Liu, and Jeremy Nguyen
Other images and texts are taken from Nossa Escola Da Terra’s online website and provided by the CEO, Mauro Cabr
green-building-materials-that-are-way-better-than-concrete/.
ordpress.com/2016/02/17/rammed-earth-in-brazil/. d November 18, 2016. e-lima|2010-population-census:-results-of-the-sample-education-. uilding and Environment 33: 63â&#x20AC;&#x201C;77. Accessed November 28, 2016. d_Environment.
APPENDIX BIBLIOGRAPHY
chdaily.com/10629/nkmip-desert-cultural-centre-hbbh-architects/. /atlas/Brazil/Pernambuco. s/Brazil/Pernambuco/Literacy-rate. s/Brazil/Pernambuco/Literacy-rate. ber 28, 2016. http://www.sabmagazine.com/blog/2007/11/16/nkmip-rammed-
8205234201209/. d-earth-wall-rises-at-tlcd-project/.
www.popsci.com/roads-paved-with-pig-manure-could-mean-cleaner-future.
tp://www.lowtechmagazine.com/2008/11/tiles-vaults.html. -architecture-and-the-21st-century/. hoto o-house2/https://www.greenschool.org/
oung children.
ral. Other photos, unless noted, are taken by the designer, Jeremy Nguyen NOSSA escola da
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The opportunity to apply the knowledge gained from the past five-years at Cal Poly to directly affect other’s lives during my journey also had personal meaning. As a young child growing up, I had the privilege of attending a Christian elementary school as well as a boy scout troop at a local church. From volunteering at community gardens, camping countless nights outdoors, to teaching younger scouts wilderness and leadership skills, these organizations have left me an undeniable imprint of their impact in shaping me into the person I am today. It felt fitting when the opportunity to be a part in helping provide the same opportunities to others; to serve as one of the pieces bringing Nossa Escola Da Terra together I wouldn’t have wanted to spend my thesis year any other way.
I’d like to acknowledge those who gave me their support, input, and guidance throughout this project and my academic career. From family members (especially my parents) and educators (from Milpitas Christian School , Troop 92, and Cal Poly) who nurtured me to be passionate about people, nature, and God. Thank you. “Start children off on the way they should go, and even when they are old they will not turn from it.”
Brazilian hugs,
J E R EMY NGUYE N
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Proverbs 22:6 (NIV)
N