Senior Thesis Fall Book

PLACE OF LEARNING BEKOUROU PRIMARY SCHOOL Senior Thesis Megan Snyder Professor Sandy Stannard Fall 2014

Education is the most powerful weapon which you can use to change the world.

-Nelson Mandela

FORWARD LETTER TO THE SPONSORS Dear Future Project Sponsors, In the Békourou Village in southern Chad, there is a group of students with the opportunity to go to school, but they lack a sufficient learning space.

Currently, the students are learning under temporary shade structures.

In this hot country, these shade structures do not properly protect the students from the elements so that they feel comfortable in their learning environment. Along with Partners International, I want to provide a learning environment for these children that supports their ability and desire to learn.

This book provides a general overview on the project’s site, program, and schematic design. With your help, this project can become a reality and can help these children have a better learning environment. Thank you for your support.

Sincerely,

Megan Snyder

Forward • Megan Snyder

3

“Without education, development is a dream.�

-Diebedo Francis Kere, architect

FORWARD LETTER FROM THE DESIGNER Helping others through design is my passion. Since I began my studies of architecture, I have been searching for ways to improve the lives of people with the knowledge I have gained. Being able to do this for my thesis is a blessing.

By creating a building that has a positive influence on its user, I hope to improve the lives of others and bring inspiration. I see architecture as so much more than a pretty building.

It is a place to learn, grow, work, live, and make memories. As a designer, I need to understand how a space can effect the user. I continue to strive to both help people through design and create a positive spatial relationship.

Forward • Megan Snyder

5

CONTENTS INTRODUCTION Project Team Executive Summary

10-11 12-13

RESEARCH Chad General Facts Geography Economy Demographics Mandoul General Facts Infrastructure Bekourou General Facts Culture Climate

16-17 18-19 20-21 22-23 24-25 26-27 28-29 30-31 32-33

CASE STUDIES Umubano Primary School Hellerup School Gando Primary School Sra Pou Vocational Old Market Library

36-37 38-39 40-41 42-43 44-45

DESIGN Project Statement Program Materials / Building Methods Collage Experiments Process

48-49 50-51 52-53 54-55 56-57 58-59

CONSTRUCTION CONCLUSION Works Cited

64-65

Contents • Megan Snyder

7

subtitle

INTRODUCTION

Problem • Megan Snyder

PROJECT TEAM JOURNEYMAN INTERNATIONAL Journeyman International (JI) is a non-profit group committed to helping international NGO’s design and construct sustainable humanitarian facilities. JI provides architecture services by partnering 5th year architecture students with international non-government organizations (NGOs) in need of sustainable design. By implementing appropriate sustainable design, impoverished communities will be equipped with systems that take advantage of the natural environment to create a better standard of living.

Through the support of sponsorships and fund raising, they have facilitated numerous designs since 2010, including: a medical clinic in Ethiopia, orphanages in Mexico and Haiti, a school in Ghana, an orphanage in the shadow of Mt. Kilimanjaro, a library in Rwanda, and a clinic for the Maasi Tribe in Tanzania.

(For more information, please visit: www.journeymaninternational.org)

Daniel Wiens Steph Fellows Founder / President Operations Director

Andrew Goodwin Megan Snyder RED Studio Director Designer

10

PARTNERS INTERNATIONAL Partners International’s mission is to spread the gospel to the least reached, least resourced nations on Earth. To accomplish this, they actively engage in Christ-centered partnerships with indigenous ministries that spread the Gospel, build the Church, transform communities, and empower women and children.

Their focus is to create an accelerated, exponential, and sustained Kingdom impact by engaging the whole Body of Christ in building up and strengthening the indigenous Church.

They address physical, spiritual, and socioeconomic concerns with the Gospel message of hope.

(For more information, please visit: https://dev.partnersintl.org)

Larry Andrews President and CEO

René Mbongo West Africa Area Director

Team • Megan Snyder

11

EXECUTIVE SUMMARY PROJECT TEAM • JOURNEYMAN INTERNATIONAL • Design and Project Management • Daniel Wiens, Steph Fellows, Andrew Goodwin, Megan Snyder • PARTNERS INTERNATIONAL • Non-Profit Client with Funding and Contact • René Mbongo

ABOUT CHAD1 • AREA : 1.28 Million Square Kilometers • POPULATION : 11,412,107 People • ETHNICITY : Mostly Sara then Arab, Mayo-Kebbi, and Konem Bornou • LANGUAGE : National Language is French and Arabic with 120+ Other Spoken Languages • RELIGION : Mostly Muslim then Catholic, Protestant, Animist, Atheist • CLIMATE : Tropical to the South and Desert to the North • REGIONS : 22 Regions • CURRENCY : Central African Franc

ABOUT BEKOUROU • • • • •

12

LOCATION : Mandoul Region in Southern Chad AREA : 4,000 Square Kilometers POPULATION : 52,000 People PEOPLE : Mostly Christian, Mostly Mbaï CLIMATE ZONE : Tropical Savannah

PROJECT SITE • LOCATION : Just Outside the Village of Bekourou • SIZE : 10 Acres • LANDSCAPE : Relatively Flat Site in Tropical Savanna Climate • CLIMATE : Winds From South; Heavy Rains in November • EXISTING : Couple Structures that Failed from Wind; Wood and Thatch Temporary Classrooms

DESIGN • PROGRAM : 4 Classrooms, Teacher’s Room, Directors Office, Sports Fields, Director’s House, Water Well • BUILDING FOOTPRINT : Around 290 Square Meters • MATERIALS : Brick, Concrete, Metal Sheathing, Thatch, Wood

TIMELINE / FINANCES • PHASE 1 PROJECT COSTS: $9,000 • PHASE 1 TIMELINE: Start Construction Summer 2015

Summary • Megan Snyder

13

RESEARCH

Problem • Megan Snyder

LIBYA

NIGER CHAD

NIGERIA

CAMEROON

CENTRAL AFRICAN REPUBLIC

SUDAN

CHAD GENERAL FACTS TIMELINE2 900 Kanem Empire Appears in North East

1396 Kanem Empire Becomes KanemBornu 1500 Bajuimi Empire Appears in South East and Ouaddai Empire in North East

Chad is the largest land-locked country in Africa. It is 1.28 million square kilometers, slightly more than 3 times the size of California. It borders Sudan, Libya, Niger, Nigeria, Cameroon, and the Central African Republic. The total population is 11,412,107 people with most of that population living in the southern part of the country. There are many ethnicities and languages throughout the country which has caused much of the unrest in the past. 1

1891 French Arrive 1913 French Fully Colonize Area

Civil Wars

1960 Independence from France 1990 Peace 1990 First Presidential Election 1998 Rebellions in North 2005 Rebellion in West and Derby Gets Rid of Term Limit 2014 Chad on UN Security Council

NATIONAL FLAG

Sky Hope South

Sun Desert North

Progress Unity Sacrifice

General • Megan Snyder

17

LATITUDE 20째

LATITUDE 10째

CHAD GEOGRAPHY CLIMATE ZONES

HOT DESERT

HOT SEMI-ARID

Chad is the largest of Africa’s 16 landlocked countries. This area includes three different climate zones.

The largest of the three is the hot desert in the north. In the middle is the hot semi-arid zone and then the tropical savanna is in the south. This means most people live in the two southern zones because they can use the land to farm.

Chad is rich in wildlife with many big mammals, such as giraffes and elephants, as well as over 40 species of fish. In recent years, the numbers of wildlife and plant life have decreased because of desertification, hunting, and competition with domestic livestock. 3

TROPICAL SAVANNA

Flora / Fauna • Megan Snyder

19

CHAD ECONOMY PEOPLE BELOW POVERTY4

$

83%

The main drivers for the Chadian economy is oil and agriculture.

Around 80% of the population depends on subsistence farming and livestock. While oil is the top export, cotton, cattle, and gum arabic are the next highest grossing goods. Other resources found in Chad include soap, natron, and uranium. 1 In 2013, the GDP per capita was $2,500 (the U.S. was $52,800). In 2003 83% of the population was living below $2 per day. 4

1

LABOR FORCE Agr icu ltu 80 %

re

Chad uses the Central African Franc. 1 U.S. dollar equals 522.86 francs. 1 In d u s try /S

20 %

Economy • Megan Snyder

21

es vic er

TIBESTI

BORKOU

KANEM

BARH EL GAZEL

ENNEDI

WADI FIRA BATHA

LAC

ABECHE OUADDAI

HADJER-LAMIS SILA

N’DJAMENA CHARIBAGUIRMI

MAYOKEBBI EST MAYO-KEBBI OUEST

TANDJILE

GUERA SALAMAT MOYENCHARI

MOUNDOU SARH BEKOUROU

LOGONE OCCIDENTAL LOGONE ORIENTAL

MANDOUL

CHAD DEMOGRAPHICS AGE DISTRIBUTION1 Male Female

49.2%

56.2%

58.8%

50.8% 43.8%

60.6%

41.2%

39.4%

60.6% 50% 50%

0-15 16-30 31-45 46-60 61+ Age

ETHNICITY1 27 .7

.3% 12

a

6

4.7 %

F Ot h e r Ba itrith G a

6.6%

1

RELIGION

While the national languages are French and Arabic, there are over 120 spoken languages throughout the country. There are also a variety of religions. The majority are Muslim with a few Christian groups and some indigenous beliefs too. 1 In 2007, only 35% of people over 15 could read.4 Primary education in Chad is free, but there is a lack of Musl im access to schools and funding. The average years 53.1% a child spends in school is 7 years.1 4

PRIMARY COMPLETION RATE

Musl im

Ca th

% 14.2

GDP TOWARDS EDUCATION4

9.6%

ant test Pro

.

eT an or

ic ol

%

ant test Pro

Ath eis t

%

35% Ath eis t

2.2% Other 3.1% Anim ist

7.3 %

20 .1

ic ol

2.2% Other 3.1% Anim ist

7.3 %

53.1%

20 .1

6

Fi Othe t r r B ath i-G a

6.6%

ndjile Hodjarai Ou eTa ad an d or 6.7% 8 6.5% .7% .3%

% 4.7 %

Sa r

%

a

7.7

Sa r

nem Mayo-Ke Koornou bb i B ia 1 1 .

5 % % 9

ab Ar

There are a lot of different ethnicities in Chad. The largest group is the Sara, who have many different subgroups.

The other major ethnicities are found in the chart to the left. This mix influences the large number of languages spoke in Chad.

% 14.2

Population in Thousands

5200 4800 4400 4000 3600 3200 2800 2400 2000 1600 1200 800 400 0

Chad’s total population is 11,412,107 people and consists of slightly more women than men. Also, more than 50% of the population is younger than 30. The average life expectancy in Chad is 49.44 years. 1

Demographics • Megan Snyder

23

Ca th

MANDOUL REGION

SARH

KOUMRA

MOISSALA

BEKOUROU

N 0 KM

50 KM

100 KM

MANDOUL GENERAL FACTS REGION CAPITAL MAJOR CITIES AIRPORT MAIN ROADS RIVERS

Mandoul is a region in Southern Chad that borders the Central African Republic. Its capital is Kourma This region is home to around 637,000 people5. Most of the population live in rural villages with only two more urban areas, Kourma and Moïssala.

The city of Békourou is 20 kilometers south-west of Moïssala. Like the rest of the country, many in this region are subsistence farmers.

The transportation in this region is mostly dirt roads with paved roads only running through the north and capital. The closest airport is in Sarh and other public transportation is scarce. Many get around by walking.

General • Megan Snyder

25

MOISSALA

BEKOUROU

N 0 KM

10 KM

20 KM

MANDOUL INFRASTRUCTURE CLOSEST CITY (20 KM) SITE MAIN ROADS RIVERS

TRANSPORTATION There is one road that goes through Békourou and leads to Moïssala. It is for cars, but most of the people do not use cars. Many just walk and use rickshaws to transport goods.

EDUCATION In this region of the country, schools are few and far between. There is currently a primary school program in the Békourou, but they do not have an adequate building to learn in. The next closest primary school is in Moïssala which is approximately 20 kilometers away.

GOVERNMENT The main regional government for the Mandoul region is run out of Kourma. The closest government facility to the village of Békourou is in Moïssala.

Infrastructure • Megan Snyder

27

N 0M

300 M

600 M

BEKOUROU GENERAL FACTS APPROX. SITE MAIN ROAD

Bekourou is home to around 52,000 people and is about 4,000 square kilometers. The town is relatively flat and contains a large amount of agricultural land. Around 85% of the people in the village are farmers.

They mainly produce crops such as cereals, soap, and sugars, but there are also some stock breeders.

The main ethnicity in the region is Mbaï followed by Sara and Gambi.

They typically speak Mbaï, but Chadian Arabic and French are heard as well. Many of the villagers practice Christian beliefs such as Catholic and Evangelist. Some also follow the traditional religion (such as Sun worshiping) and Muslim.

General • Megan Snyder

29

BEKOUROU CULTURE LIFE In Bekourou, the Mbaï are the most prominent ethnicity. They are a people that value the community as a whole rather than an individual. 6

FOOD/AGRICULTURE Many of the Mbaï are farmers. It is the men who usually work the fields, but women help with the harvest.

Most grow only enough for their own use. Some grow cotton for selling.

The staples for the Mbaï are millet, beans, peanuts, ground nuts, corn, squash, yams, and manioc. The most common dish is boule, a millet-based dumpling that is typical served with sauces (as shown to the left). Some fish and hunt, but it is rare. Some also raise domestic animals. 6

COMMUNITY LAYOUT DIAGRAM COMMUNITY

VERNACULAR The Mbaï live in concentrated settlements which are surrounded by a tall grass fence. Within this are smaller family compounds with a small round houses made of mud bricks. There are usually no windows and only one door. The roof is typically thatch. The family compound includes a house for the husband at the entry, a house for each wife, a house for the children, some storage, cooking, and cleaning areas. 6

FAMILY COMPOUND Culture • Megan Snyder

31

9

AVERAGE HIGH TEMPERATURE VS. HUMIDITY 50

Temperature (C) Humidity (%)

40 30 20 10˚ C

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec 8,9

AVERAGE RAINFALL VS. CLOUD COVERAGE clearer

cloudier

clearer Preciptation (mm) Overcast Mostly Cloudy Partly Cloudy Mostly Clear Clear

1200 1000 800 600 400 200 0

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec 8

PSYCHROMETRIC CHART

%

%

40

50

30 %

tu

Ve n

tila

20

Evaporative Cooling 25

30

35

40

Natural and Natural Cooling

15

High-mass Cooling with Night Ventilaion

Humidification

Conventional Air Conditioning

tio n

45

20

%

15

10 10 %

5

50

0

ABSOLUTE HUMIDITY (g/Kg)

ra l

High-mass Cooling

TEMPERATURE (°C)

%

20

Na

Active Solar and Conventional Heating 10

%

25

Passive Solar Heating

5

30

Conventional Dehumidification

Comfort

0

60

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

70

100 90 % % 80 %

RELATIVE HUMIDITY (%)

BEKOUROU CLIMATE ANALYSIS 8

SUN PATH DIAGRAM N 10 20 30 40 Jun 21 May 21 18 h 17 h 16 h Apr21 15 h 14 h

50 60 70 13 h 12 h 11 h 80

10 h 9 h

8h

7h

6h

Mar 21 W

E

Feb 21 Jan 21 Dec 21

The Bekourou Village is located within the tropical savanna climate zone. This means that the average temperature throughout the year is, on average, hotter than the comfort zone. It also means that there is relatively a small amount of precipitation with most months having less than 60 millimeters of rain. The wind is typically from the south and rarely is stronger than 15 miles per hour.

ENERGY, WATER, WASTE The site has no electricity or water treatment. It has the potential to have a well drilled on the site, but that is yet to happen. Waste is not properly disposed of and is most likely burned.

S

7

WIND ROSE N

7.6 6.1

NW

CLIMATE STRATEGIES 2-5 5-7 The7-10main issues with building in this 10-15 area is overheating. Natural 15-20 ventilation techniques will need to

NE

4.6 3.1 1.6 W

E

SW

SE

N

7.6 6.1

NW

S

2-5 5-7 7-10 10-15 15-20

NE

4.6 3.1

be implemented. Also, because of a lack of electricity. The rooms must be daylit. This light will need to be indirect to decrease the heat gain.

High mass construction can also be used to keep the temperature comfortable. A shaded courtyard with the new well could provide a cool outdoor space.

1.6 W

E

Climate • Megan Snyder

33

TITLE subtitle

CASE STUDIES

Problem • Megan Snyder

35

UMUBANO SCHOOL SECTIONAL SPACE MAKING LOCATION: Kigali, Rwanda ARCHITECT: MASS Design Group DATE COMPLETED: 2010 AREA: 900 Square Meters The UK charity named A Partner in Education brought MASS Design in on a project to rebuild a school for children who were learning in rundown facilities.

MASS used a mix of indoor and outdoor learning areas on a terraced site to encourage learning in multiple environments. They used natural ventilation and daylighting strategies to reduce need for electricity. The use of a white-washed wall opposite of the windows helped to bounce light throughout the room. They created 9 classrooms, a computer lab, kitchen, and administration offices. 10

BUILDING SECTION

Case Study • Megan Snyder

37

HELLERUP SCHOOL FLEXIBLE LEARNING SPACES FLEXIBILITY DIAGRAM moveable moveable fixed fixed

LOCATION: Copenhagen, DK ARCHITECT: Arkitema DATE COMPLETED: 2002 AREA: 8,200 Square Meters

moveable

fixed MATERIAL DIAGRAM

LIGHTING DIAGRAM daylighting daylighting electric electric lighting lighting

daylighting electric lighting

Hellerup School has an open floor plan which allows for exploratory learning. There are many different places for students to learn on their own. Arkitema challenged the school program to change to a more open learning environment which encourages students to find their own learning space. 11 The diagrams to the left came were from my independent research project which was comparing qualities of learning environments.

This space was a classroom space that the teacher created by enclosing the space only slightly with movable walls and some furniture. The classroom is extremely flexible and could be moved to other areas which makes the school very dynamic. The flexibility and range of spaces gave many options for kids to learn and even during free study time they were focused.

Case Study • Megan Snyder

39

GANDO SCHOOL ENVIRONMENTAL RESPONSE AXONOMETRIC

LOCATION: Gando, Burkina Faso ARCHITECT: Kéré Architecture DATE COMPLETED: 2001 AREA: 310 Square Meters The Gando Primary School uses a unique ventilation technique where the metal roof is separated from a perforated clay ceiling. That roof in combination with the louvered windows allows for maximum ventilation. This school has three classrooms that can fit up to 50 students each and have a breezeway in between each to further increase the ventilation. 12

FLOOR PLAN

Case Study • Megan Snyder

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SRA POU VOCATIONAL CONNECTING SPACES LOCATION: Sra Pou, Cambodia ARCHITECT: Rundanko + Kankkunen DATE COMPLETED: 2011

Building the Sra Pou Vocational School was turned into a learning experience by showing the people new construction techniques with locally available materials. The whole building is passively designed so electricity is not necessary. The brightly colored doors are used to attract the passer-by as well as open up the space for more community. 13

FLOOR PLAN

Case Study • Megan Snyder

43

OLD MARKET LIBRARY CREATING INTIMACY LOCATION: Min Buri, Bangkok ARCHITECT: TYIN Tegnstue DATE COMPLETED: 2009 AREA: 27 Square Meters This small library used an old building which was damaged in a fire to create a library for the public to use.

By using local and reused material, they created a low cost and locally accepted design. One wall is used for storing books while the other is a small reading room. The tall ceiling gave the designer the idea to create a loft to create more intimate spaces both in the loft and the reading room below. 14

BUILDING SECTION

Case Study • Megan Snyder

45

DESIGN

TEMPORARY SHADE STRUCTURE THAT CLASSES ARE CURRENTLY HELD IN

A GROUP OF STUDENTS IN FRONT OF THEIR CLASSROOM

PREVIOUS ATTEMPT TO BUILD A CLASSROOM WHOSE ROOF FAILED BECAUSE OF WIND

PROJECT STATEMENT A PLACE OF LEARNING PROBLEM

CONCEPT

Imagine a typical school setting.

Most Americans would picture a rectangular classroom with rows of desks and a teacher in front. In other countries, this image can be very different. In the Bekourou Village in Chad, students picture sitting under the trees or a makeshift stick shelter.

This natural setting may have some learning benefits, but these students still deserve a facility that provides more enclosure so the students can feel safe, be protected from the elements, and have their own space.

All children deserve to have a place to learn and be protected from the elements. They deserve a place that not only protects but also fosters learning. For these students in Bekourou, they have the access to teachers who are doing the best with what they have. Yet, the children need a more sheltered space to learn in. They need a place to put books, for the teacher to present, and for the students to feel ownership.

The students and teachers need to have their own spaces in which they can feel safe and can learn freely.

They need 4 classrooms for both primary education and evening literacy classes. It should also be able to provide for community gatherings.

The school also hopes to add a water well, sports fields, a teacher room, a director room, and a home for the director. These students deserve an environment that encourages exploration and creates a safe haven for them to grow and be inspired.

Problem • Megan Snyder

49

PROGRAM SIZE DIAGRAM

CONSTRAINTS PROGRAM The school is in need of 4 classrooms, a teachers’ room, a director’s office, a director’s home, a water well, and sports fields. With their limited budget, they are looking for the classrooms, teachers’ room, and director’s office to be built in the first phase. I will be designing all phases, but will focus most on the main building. They hope to dig a well for the site, but as of now they have no utilities on site.

Program Sizes: 2 • 4 Classrooms : 46.5 m each 2 • 1 Teacher’s Room ; 14 m • 1 Director’s Office : 9.2 m2 2 • 1 Director’s Home : 75 m 2 • 2 Bathrooms : 9.2 m each 2 • Storage : 28 m • Soccer Field : 64x100 m • Volleyball Court : 18x9 m • Basketball Court : 25.6x15.2 m 2 • Possible Library : 65 m 2 • Possible Kitchen : 74 m

Program • Megan Snyder

51

CONSTRAINTS MATERIALS / BUILDING TECHNIQUES

THATCH

The locally available materials are brick, concrete, thatch, and corrugated metal. Rammed earth, cob, and straw bale may be other materials to consider.

Materials will be a huge factor in the design process as their limits will inform the form.

BUILDING TECHNIQUES BRICK

Much of the building culture in Southern Chad is based off of the materials at hand. Clay/mud is a main element in their buildings. They can make a brick or a cob-like structure.

Many of the traditional buildings are rounded with a pitched roof. More metal and concrete are making it into this region, but it is scarce. There is also a theme of thatch and weaved grasses for roofs and separation.

METAL

CONCRETE

Materials • Megan Snyder

53

question jump run

see

explore

experime

play wander

wonder

GRO create

draw

lear

discover

focus

empower

read write

TITLE subtitle

interact ent

converse

gather OWteach collaborate include

build

rn

present

critique

study

Problem • Megan Snyder

55

OTHER EXPERIMENTS QUESTIONNAIRE AND MATERIALS ABSTRACT During the abstract show, I allowed people to answer the question “where do you learn best?” to try and understand what makes a good learning environment. Here are the answers I got: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Get the hell out of the chair in bed reading random wiki pages how? Why? At my desk, either at home or studio In my sleep With you Outside In social environments Ben’s House Earth The Bedroom The toilet With others My bed by a coffee cup Daily observations Studio The library Where there is sunlight Where ever I have the right energy Yourself Through experimentation my comfy bed while reading a book at this desk home a science show special or discussion home At my desk Internet in an uncomfortable place In a quiet place

VELLUM For vellum, I wanted to develop a portable desk/backpack which I now call the Desk Pack. I wanted students to have a desk both at school and at home. Being able to carry your school supplies was a big goal as well. I developed this idea because I know many students don’t have a desk or backpack and this was a solution to that problem. I also wanted to have a desk that students were able to move around to a learning environment that best suited them.

The design on the back could also be customized for the child, but the radial shape was inspired by the Sara people I am designing the school for, who worship the sun. The sun can also represent enlightenment.

Experiments • Megan Snyder

57

SUN, WIND, LIGHT

VISUAL CONNECTIONS

BIO-INSPIRED (MILLET)

PLACE MAKING

PROCESS DESIGN CHARETTE DIRECTING EXPLORATION

For sun, wind, and light, the goal was to study ways to lighten a space without it overheating. The round form would allow light to bounce evenly around the space. The raised roof would create a stack effect and also let daylight in.

For connectivity, the goal was a range of visual connections. The classrooms would all look into each other and would have a filtered view to nature.

For place making, the section is looking at creating a few different spatial qualities to allow the user to chose a place.

For bio-inspired, the millet plant was the inspiration. It grows in clusters with small seeds. This inspired a range of intimate spaces or creating a cluster with the program.

For directing exploration, there were a few quick explorations on how building arrangement can create a flow and direct a range of paths.

Process • Megan Snyder

59

TITLE subtitle

CONSTRUCTION

Problem • Megan Snyder

61

TITLE subtitle

CONCLUSION

Problem • Megan Snyder

63

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20

30

36-37 38 40 41 42-43 44-45 52

53

64

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