Spring 2021 Documentation by Bret Majarocon

Uplift Academy for Blind Children Central Park, CO Bret Majarocon + Halle Maroney Arch 609 - Vakil Spring 2021

CONTENTS

Pre-Design Design Thesis + Site Analysis pages 1-8

Schematic Design Sketches, Massing + Program Design pages 9-15

Mid Review + Design Development Systems + Speciﬁcations pages 16-21

04 Wall Sections Physical Model + Details pages 22-29

Drawings 05 Final Review Orthograhics + Renderings pages 30-36

Pre-Design Design Thesis + Site Analysis

Pre-Design| 16 square grid Major Statement: Our design strives to make decisions that make a positive impact for the blind and visually impaired students, and their educators; speciﬁcally, through design decisions that develop a direct and clear stream of information for the users. This will be done through the way that the building responds to the scale of the immediate context as well as implementing sustainable practices to handle resources responsibly. The project is split into four design priorities: optimization of ambient light, clear wayﬁnding, sustainability, and community engagement.

LIGHT

WAY FINDING

SUSTAINABILITY

ENGAGEMENT

Pre-Design| Thesis Through our research, we found information about the science and practicalities of people with visual impairment. We found that the best way we can accommodate and support the needs of these visually impared individuals is by designing an environment that isn’t overbearing. People that are visually impaired perceive their surroundings with visual noise or tactile information. Therefore, it is important to be aware of how much of this information is given to the user at once. What this means is that we should avoid unnecessary uses of color, busy material palettes, or multiple intersections. The end goal is to be clear about the quality and quantity of information the visually impared students absorb as they attend the school. This will help them be more independent. Those with visual impairments tend to have more sensitive tactile abilities. Understanding how to use this information to create a space that fosters independence for students is critical. Ultimately, we have chosen our design priorities to support clarity when the user experiences this stream of information. Optimization of ambient light became a principal design issue we wanted to include because we see it as a successful design decision used in the Anchor School for the Blind adjacent to our site. Ambient light provides contrasts in both light and color, while also reducing glare. Also from a sustainability point of view, utilizing ambient lighting techniques can help shade the building from harsh direct sunlight and save energy. We intend to achieve this through the intentional use of glass along south facing walls, a double butterﬂy roof that creates a clerestory, and light shelves. Using a light color for the interior of the building allows for light to bounce oﬀ of surfaces creating a more ambient feel. All of these applications help visually impaired students apply a hierarchy to the information they are receiving.

Clear wayfinding is applied through a few different design strategies. The use of brighter colors in high contrast situations, like orange and white, aid those with visual impairment in perceiving their surroundings. By using color sparingly and intentionally, we can avoid an overload of information. Our intention is to use this contrast at points of entry, exit, intersections, etc. We want to wrap the building around an interior courtyard that students can constantly use to orient themselves in the direction they are moving. We chose to use a single loaded corridor with programmed spaces that branch off of this. This allows for a direct and clear path from the entrance of the building to a majority of the other spaces. From a sustainability point of view, we wanted to prioritize maximizing natural daylight and the possibility of water collection. This is done through the design and implementation of a double butterfly roof. This roof profile allows for a both a roof height at the scale of the northern townhouses and a shading element over the courtyard. The angle of the roof planes can support water collection down the center of the valley and create a clerestory for ambient light. This continual roof profile along the main circulation acts as a tangible representation of the direct path around the building.

We also plan to have full transparency in specific spots around the building that line up with neighboring views. This will allow individuals to have a line of sight through our building into the interior courtyard.These specific decisions aid in the hierarchy of information the outside user receives from the building. Orange became a central color to help define the project for a couple of reasons. Scientifically, visually impared individuals have an easier time seeing brighter and bolder colors like red, orange, and yellow. It is important to use color in high contrast situations to maximize its effectiveness in being perceived by the students. We settled on orange for it matches the sandstone hue of Colorado itself. Structurally we intend on using concrete as a three foot datum line with darker terracotta panels and glass for the rest of the facade. This decision was made because it matches the saturated neutral tone of the surrounding context. Because of the versatile nature of concrete, we can implement textures for wayfinding directly upon our facade. Ultimately, all decisions are made to develop a space where students can increase their self-confidence and independence by learning how to perceive and process the information their environment gives them.

Through the design and implementation of this elementary school, for the blind and visually impaired students of the Denver metro area, it is imperative to develop a project that is a symbol of learning for the community. Engaging the community was important to design the school tol ﬁt more in line with the context of the neighborhood, along with being more inviting rather than privatized.

Project Overview| Denver, CO Mass Transportation in Denver, CO

• Services an area population of over 3 million covering 2,300+ square miles. Bus Transportation 1,026 Total Buses + 9,800 Active Bus Stops Light Rail Transportation 201 Total Vehicles + 57 Stations • Central Park gradually became a more expensive place to live as it became a major stop between downtown Denver and the Denver International Airport with the addtion of the A-line (Blue) • Central Park used to house the Stapleton International Airport. It closed in 1995 and after this became the epi center for new urbanism as it was redeveloped.

This neighborhood used to house the Stapleton International Airport that opened as a municipal airport in 1929. After the construction of the Denver International Airport, the one in Stapleton was replaced in 1995.

Credit: B.Majarocon

Project Overview| Central Park, CO Neighborhood Demographics: The Stapleton neighborhood is bounded by two major roads: Quebec Street and MLK Jr Boulevard. Our site is located on the Western edge of Stapleton at the corner of Roslyn Street and East 26th Avenue. Interstate 70 and 270 run along the northen edge of the neighborhood.

Credit: H.Maroney

The Stapleton neighborhood is the epi center for the new urbanism movement in design. This includes the amount of green spaces throughout the neighborhood that are highlighted in this map.

Credit: H.Maroney

Project Overview| Site Conditions Site Access

• Multiple paths to enter from the south through the park (bike paths) • Roslyn street as a one way (no current direct access) • Residential on the north side + Anchor Center for Blind Children to the east

Adjacent Roads

• Roslyn St. - One Way Street to the east • E 26th St to the north

Credit: B.Majarocon

Design Precedent| Anchor Center

Anchor Center Design Strategies • • • •

South Facing Transparency + North facing clerestory North facing street level opaque windows Lower northern roof line respondS to the neighborhood Soft light allowed to enter through indirect means

Credit: B.Majarocon

https://davispartnership.com/projects/anchor-center-blind-children/

https://anchorcenter.org/

Work with Orientation Specialist| Judy Ember

Schematic Design Sketches, Massing, + Program Design

Design Process| Sketches

Iteration 1

Iteration 2

Credit: H.Maroney + B.Majarocon

Design Process| Massing Diagrams

Site Lines

Interior Courtyard

Push Back

Offset of the Site

Creating a cen-

Wrapping circulation

lines to create

tral courtyard as

around the Courtyard

initial form

programmable

to create constant

space and safety

access. Courtyard

for students

acts as a landmark for circulation. Pushing back front edge for public engagement

Look Throughs

Stepping Masses

Sun Path

To allow the pub-

Differing between

Via the sun path, we

lic to interact with

private + public

chose to implement

the pedestrian,

spaces. This is

roof overhangs and

we pushed the

done by stepping

unique mullions sys-

form to add “look

the roof line up

tems as sustainability

throughs” for a

and down in re-

Strategies.

visual connection

gards to program

from three sides.

Credit: H.Maroney

Design Process| Classroom DNA Initial Classroom Decisions:

• Developing different learning spaces for students within the classroom. • We decided to have one classroom per grade level that would house 15 students and 3-4 staff members • The single classroom was then mirrored for two grades to share a learning pocket.

Rearranging the Rooms:

• We spent a lot of time choosing to rearrange spaces. • This streamlines the classrooms for the students • It was also important to limit the infringement into the corridor space.

Credit: H.Maroney + B.Majarocon

Final Iteration| Classroom DNA Classroom Module Decisions: • Learning Pocket shared by two classrooms • Mirroring the learning pocket to create a courtyard pocket. • Implementing a light shelf for ambient light + Sun shading • Different oor textures by the classroom entrance Design Strategies for the Visually Impaired: • Single Spine Design • Tactile Landmarks • Changing oor textures • Opportunities for cooperation

https://www.behance.net/gallery/35398411/MAPTHE-BLIND-(FINAL-BOOK)

3 2

5 1

Classroom Module

Credit: H.Maroney

Credit: B.Majarocon

Design Process|Programming Iteration 1

Physical + Digital Massing:

Iteration 2

Physical + Digital Massing:

Credit: H.Maroney + B.Majarocon

Final Iteration|Programming Physical Model Programmatic Priorities - In order to maintain a simple circulation path, we arranged the programmatic pieces to determine a single loaded corridor. - The program then becomes a directional cue.

Final Program Diagram

Public

Semi - Public

Private/ Mechanical

Mid Review + Design Development Systems + Speci cations

Mid Review|Comments + Notes

First Reviewer: Pennie Lou (Gould Evans)

Second Review: Professor Joe Colistra

Moving Forward:

• She liked how we tied the main ideas of our design intent through the presentation and drawings. Supportive of the idea of lighting as a guiding system for students, especially through the main circulation path. However, because natural lighting is somewhat unpredictable, Pennie encouraged us to look into artiﬁcial lighting strategies to support this main design intent. • Pennie focused her comments on how we could really sell our concept development and the narrative of our project. She liked our central circulation path concept. We talked about how this supports the idea of students making connections with the people and the spaces around them with other senses than vision. She encouraged us to pull this conversation and idea into our design narrative and through all drawings. Her ﬁnal comment was to focus on telling our project narrative through user experience to better understand how students will use the spaces.

• Joe really liked the concept of building our design around a single loaded corridor; specifically, how the roof design supported this separation of programmed and circulation spaces. Looking at the section, he saw some disconnect. He encouraged us to not have the learning pocket spaces protrude into the corridor, so that the circulation space could be its own. • He gave us feedback on our graphics on a few different drawings. Joe thought that the roof profile of our project is a strong idea, but that it would be seen as a stronger design choice if it was shown in contrast with the neighborhood house roofs in our drawings. Finally, Joe encouraged us to detail out our foundations at each structural grid line to use the section to show our building as grounded. This detail will help show the weight and solidity of the building growing out of the ground.

• One of the main things that we took away from our reviewers’ comments, was the question of how our central circulation spine will be celebrated as a space. We slightly edited our floor plan to keep the learning pockets from protruding into the corridor. This will allow for the valley of the roof planes to line up with the structural grid and the boundary line between program and circulation. • We want to go back and look at our language chosen for the design narrative. This will allow us to tie the entire story together and focus on the idea of supporting non visual connections, which we are already doing through our design choices without specifically saying it in our thesis. • Finally, we want to move forward with researching artificial light strategies that can help us create a more dependent path of light and contrast for the students to supplement our use of natural light.

Diagrams|Building CIrculation

Corridor looking North:

Circulation Diagram

Corridor looking West:

Credit: B.Majarocon

Circulation Notes • Each classroom and major element of the program has a point of egress. • With the single loaded corridor design, the solid interior wall and the glazing for the courtyard wall can aid in way nding. • The drawing below shows the line of movement through the building. Credit: B.Majarocon

Main entry

Gymnasium

Faculty Of ces + Facilities

Faculty Entrance Gathering + Music

Wing Learning Spaces

Look-through 18

Diagrams|Systems Safety:

HVAC:

• Separate Entrances for students/ Faculty for visibility from of ces. • Egress points within classrooms + Learning spaces • Egress points along interior Courtyard

- Reduce the need for far travel - Sound isolation - Multiple service spaces for each wing eliminating obstruction of transparency at look throughs

Service Space(s) Supply Circulation + Egress Diagram

Credit: B.Majarocon

HVAC Diagram

Return

Credit: B.Majarocon

Diagrams|Roof Pro le Development Structural Diagram

Section Sketches

Roof Pro le

Credit: B.Majarocon

Early Sketches

Credit: B.Majarocon

Credit: H.Maroney Credit: H.Maroney + B.Majarocon

Speci cations|Teracotta Paneling

Credit: B.Majarocon

Wall Sections Physical Model + Details

Wall Section|Physical Model Classroom Section

Credit: H.Maroney + B.Majarocon

Wall Section|Classroom Section

4 2

7 Credit: H.Maroney + B.Majarocon

1 Tapered Glulam Beams 2 Standing seam roof 3 Water collection drain 4 Clerestory w/ insulated glass 5 Strip Lighting 6 Sound Isolating wall 7 Thickened slab 8 24” Supply duct 9 Blade mullion system 10 CLT Roof

Wall Section|Detail A

Foundation Detail Scale: 1/2” = 1’

Credit: H.Maroney + B.Majarocon

Wall Section|Details B + C

Light Shelf

Scale: 1/2” = 1’

Credit: H.Maroney + B.Majarocon

Wall Section|Detail C

Clerestory Detail Scale: 1/2” = 1’

Credit: H.Maroney + B.Majarocon

Physical Model|Process

Credit: H.Maroney + B.Majarocon

Physical Model|Final Images

Credit: H.Maroney + B.Majarocon

Final Review Drawings Orthographics + Renderings

Credit: B.Majarocon

Site Plan

E 26th. St

1 2 1 Auditorium 2 Music Room 3 Faculty 4 Lobby 5 Administration 6 Gymnasium 7 Classroom(s) 8 Library 9 Cafeteria 10 Sensory Courtyard 11 Playground

3 4

10 6

9 11

Floor Plan

Credit: H.Maroney

Elevations|North + South Facades North Elevation

Credit: H.Maroney

South Elevation

Credit: H.Maroney

Elevations|East Facade + Section East Elevation

Credit: H.Maroney

East Section

Credit: B.Majarocon

Renderings|Model Composition Library Interior

Courtyard Exterior

Corridor View

Credit: H.Maroney

Visual Impairment Strategies • Textures along Concrete Wall • Contrast in Color along Interior wall • Hand rail along interior wall • Texture Changes along oor • Courtyard as a landmark

Credit: B.Majarocon

Renderings|Exterior Views Front Entry Rendering:

• Material changes along the ground and a raised crosswalk helps signal the entrance. • Warm tones of the wood contrasts the cool tones of the metal roof and the teracotta paneling. • The roof height on the north side helps scale the building to the adjacent neighborhood.

Credit: B.Majarocon

Interior Courtyard

• The interior courtyard was designed as a piece of the program itself. • There are pieces that engage all ve senses. • The wood screen on the right uses contrast to engage the percentage of vision that the students have. • The variety of plants engage both touch and smell, and the water is the engage the auditory experience. • Finally, the gym space is carried to the courtyard for a tactile landscape and obstacles for the students to explore.

Credit: B.Majarocon