Architecture Thesis - Final

DESIGN AND CONSTRUCTION PROPOSAL BEKOUROU PRIMARY SCHOOL BEKOUROU, CHAD

Copyright Š 2015 Megan Snyder All rights reserved.

No part of this book may be reproduced in any form without written permission of the copyright owner. All images in this book have been reproduced in accordance with licensing procedures. Errors or omissions will be corrected in future editions.

Published by Megan Snyder Distributed by Lulu Press, Inc. Printed in the United States of America First Edition

I would like to thank Journeyman International and Sandy Stannard for all the support and advise this year, Partner’s International and Rene for being such great clients, and my parents for always teaching me to be myself and to love others.

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 educational 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 can feel comfortable while in their educational environment. Along with Partners International, I want to provide a educational 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

5

“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

7

CONTENTS INTRODUCTION Project Team Executive Summary

12-13 14-15

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

18-19 20-21 22-23 24-25 26-27 28-29 30-31 32-33 34-35

CASE STUDIES Gando Primary School Muyinga Library

38-39 40-41

DESIGN Vision Statement Existing Conditions Constraints Collage Concepts Process Final Design

44-45 46-47 48-51 52-53 54-55 56-59 60-73

CONSTRUCTION Cost Estimate Schedule

76-77 78-81

CONCLUSION Works Cited

82-83

Contents • Megan Snyder

9

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

12

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

13

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 CALIFORNIA POLYTECHNIC STATE UNIVERSITY • Design Advisor and Project Support • Sandy Stannard STUDIO 2G • Professional Mentors • Heidi Gibson and Laura Gough CH2M HILL • Project Sponsor • Kellie Freeman

ABOUT CHAD • • • • • • • •

1

AREA : 1.28 Million Square Kilometers POPULATION : 11,412,107 ETHNICITY : Mostly Sara then Arab LANGUAGE : National Language is French and Arabic RELIGION : Mostly Muslim then Catholic CLIMATE : Tropical to the South and Desert to the North REGIONS : 22 Regions CURRENCY : Central African Franc

ABOUT BEKOUROU • • • • •

14

LOCATION : Mandoul Region in Southern Chad AREA : 4,000 Square Kilometers POPULATION : 52,000 People PEOPLE : Mostly Christian, Mostly Mbaï CLIMATE : Tropical Savannah; Wet season (June-Sept.)

PROJECT SITE • • • • •

LOCATION : Just Outside the Village of Bekourou SIZE : 15 hectares LANDSCAPE : Relatively Flat Site with a Few Trees CLIMATE : Dry, Windy Season April-May; Wet Season June-Sept.; Wet, Windy Season Sept.-Oct. EXISTING : 3 Brick Buildings (2 without roofs); 2 Wood and Thatch Temporary Classrooms; 3 Teacher Houses

DESIGN • •

• • • •

DESIGN : Primary School for 230 Children Age 6-17 PROGRAM : 20 Classrooms, Conference Room, Director’s Office, Computer Lab, 1 Laboratory, Sports Fields, Director’s House, Security’s House, Student Dormitories, 3 Latrines, Well, Kitchen, Place to Eat BUILDING FOOTPRINT : Around 3,200 Square Meters WATER : Collection for Use in Kitchen and Bathroom ENERGY : Future Solar Panels MATERIALS : Brick, Concrete, Metal Sheathing, Formed Metal, Thatch, Wood

TIMELINE / FINANCES •

•

Phase 1 • BUDGET : $9,000 • TIMELINE : July 2016 to September 2017 • SCOPE : 1 Classrooms Unit, Renovation of Existing Structures, and Sports Fields Phase 2 • BUDGET : Unknown • TIMELINE : Unknown • SCOPE : 18 Classrooms, Dormitories, Computer Lab, Laboratory, Director’s House, Solar Panels,

Kitchen, Latrines Summary • Megan Snyder

15

RESEARCH

Problem • Megan Snyder

LIBYA

NIGER CHAD

NIGERIA

CAMEROON

CENTRAL AFRICAN REPUBLIC

SUDAN

CHAD GENERAL FACTS TIMELINE

2

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 with around 1.28 million square kilometers, or slightly more than 3 times the size of California. Chad borders Sudan, Libya, Niger, Nigeria, Cameroon, and the Central African Republic. The total population is 11,412,107 people with most 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 The largest ethnicity is Sara and the largest religion is Muslim.

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

19

LATITUDE 20°

LATITUDE 10°

SITE

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. This includes many large 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 been in decline because of desertification, hunting, and competition with domestic livestock. 3

TROPICAL SAVANNA SITE

Flora / Fauna • Megan Snyder

21

CHAD ECONOMY PEOPLE BELOW POVERTY4

$

83%

LABOR FORCE

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

Agr icu ltu 80 %

re

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

20 %

Economy • Megan Snyder

23

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 Population in Thousands

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

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 ab Ar

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

5 % % 9

6

4.7 %

ndjileHodjarai O eTa ua dd an or 6.7% 8.7 6.5% % .3% 1

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.

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 isMufree, slim but there is a lack of access to schools and funding. % 53.1years The average a child spends in school is 7 years.1

PRIMARY COMPLETION RATE4

Muslim

%

stant ote Pr

ic ol

20 .1

Ca th

Ath eis t

%

Ath eis t

2.2% Other 3.1% Anim ist

7.3 % % 14.2

GDP TOWARDS EDUCATION4

9.6%

stant ote Pr

20 .1

ic ol

35%

7.3 %

53.1%

2.2% Other 3.1% Anim ist

% 14.2

Ca th

6

Other Fitr Ba ith G a

6.6%

RELIGION

Fi Oth e r Ba trith G a

6.6%

%

4.7 %

27 .7

a

a

7.7

Sa r

%

Sa r

.3% 12

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

25

.

eT an or

SARH MANDOUL REGION

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

27

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

29

BEKOUROU

N 0M

300 M

600 M

BEKOUROU GENERAL FACTS 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

31

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

33

AVERAGE HIGH TEMPERATURE VS. HUMIDITY 50

9

Temperature (C) Humidity (%)

40 30 20 Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

AVERAGE RAINFALL VS. CLOUD COVERAGE

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

800 600 400 200 0 mm

8,9

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

PSYCHROMETRIC CHART

8

%

%

40

50

%

30

at u

ra l

Ve

nt il

at io

20

Evaporative Cooling 25

30

35

40

Natural and Natural Cooling

15

High-mass Cooling with Night Ventilaion

Humidification

Conventional Air Conditioning

n

High-mass Cooling

TEMPERATURE (°C)

%

20

N

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

10 0 90 % % 80 %

RELATIVE HUMIDITY (%)

45

20

%

15

10

10 % 5

50

0

ABSOLUTE HUMIDITY (g/Kg)

10˚ C

BEKOUROU CLIMATE ANALYSIS SUN PATH DIAGRAM

8

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

50 60 7h 8h 70 9h 13 h 12 h 11 h 10 h 80

6h

Mar 21 W

E

Feb 21 Jan 21 Dec 21

S

ENERGY, WATER, WASTE The site has no electricity or water treatment. The target EUI is net 0 and they hope to purchase solar panels. There is a well on site with a broken pump and they would like to capture the rain water. Waste is not 2-5 properly disposed of and is most 5-7 likely burned.

7-10

7

WIND ROSE N

7.6 6.1

NW

NE

4.6

10-15 15-20 CLIMATE

3.1 1.6 W

E

SW

SE

N

7.6 6.1

NW

S

The Bekourou Village is located within the tropical savanna climate zone. This means that the average temperature throughout the year is usually hotter than the comfort zone. It also means there is plenty of rain. On average, they receive 900 millimeters of rain annually or about 36 inches. Most of this rain happens from June to September. The wind is typically strongest from the south and rarely is stronger than 15 miles per hour. 3.6 miles per hour is the yearly average and it is strongest in 7 April and May.

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

NE

4.6 3.1

STRATEGIES

The main issues with building in this area is overheating. Natural ventilation techniques will need to 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

35

TITLE subtitle

CASE STUDIES

Problem • Megan Snyder

37

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. 10

FLOOR PLAN

Case Study • Megan Snyder

39

MUYINGA LIBRARY PRACTICAL PLAYFULNESS LOCATION: Muyinga, Burundi ARCHITECT: BC Architects &Studies DATE COMPLETED: 2012 AREA: 140 Square Meters This library takes advantage of the vertical spaces inside the library by adding a rope net that the children can use to sit and read. It adds a playfulness to the space without corrupting views or flow. It allows a the people to take full advantage of the space they have.11

BUILDING SECTION

Case Study • Megan Snyder

41

DESIGN

TEMPORARY SHADE STRUCTURE 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

VISION STATEMENT A PLACE OF LEARNING CLIENT VISION

ABSTRACT

Chad is a country which does not emphasize the importance of education. The government spends little money on education and many children don’t attend because of lack of access or their families not seeing the need for education.

Building a school in the rural village of Bekourou will give students access and create a sense of pride for education within the community.

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.

Partner’s International would like to bring a better primary school facility to Bekourou for both the children that already attend the school and also to empower the community to see the importance of education.

The vision for the Bekourou Primary School is not only to provide a protected and safe learning environment but also to provide an environment that empowers learning. This facility needs to bring a sense of importance for education for both males and females in this rural area.

The purpose of the Bekourou Primary School is to provide: • An environment that is comfortable and safe for students to learn in • An environment that encourages and inspires the community to learn • An environment that brings the community together and empowers them

In this 52,000 person community, there are 200 students, ages 5-17, that are currently attending school in stick built structures and rundown buildings. They have 8 teachers who are in need of 20 classrooms to instruct in. Since this school may be the only one most of these children go to, these children need a special space for education. The children of Bekourou are in need a primary school facility that will house both primary education and evening literacy classes. It should also be able to provide for community gatherings and have space to house the supporting programs such as offices, computer labs, and housing for students and staff. These students and this community deserve a facility to learn in and provide a positive learning experience. These students need an environment that encourages exploration and creates a safe haven for people to grow and be inspired.

Problem • Megan Snyder

45

0M

20 M

N 60 M

SITE CONDITIONS EXISTING SITE PLAN

Single classroom to be fixed up and reused as a conference room or storage.

Temporary shade structures used as classrooms which will be torn down.

The existing site has 3 brick buildings, 2 thatch structures, and a cluster of round homes. There is also a group of trees in the center of the site that are used as a gathering space. The directors office is in the brick building on the south side of the site. The other brick buildings and thatch structures are classrooms. The current well is on the east side of the site with the broken hand pump near it. The site is cleared of shrubs, but the surrounds are pretty dense with grasses, shrubs, and some trees.

Existing well on site with broken hand pump in the distance.

Hand pump to be fixed.

Trees used for gathering to continue to be a gathering space with more shade structures.

Two room building used for storage and director office which will be fixed and reused.

Two classroom building with no roof to be fixed up and used as laboratories.

Site Conditions • Megan Snyder

47

PROGRAM SIZE DIAGRAM

CONSTRAINTS PROGRAM AND PHASING PROGRAM SIZES

PROGRAM The school needs 20 classrooms, administration offices, and sports fields (more detail to left).

LEARN

20 Classrooms : 46.5 m each 2 1 Library : 65 m 2 1 Laboratory : 65 m 2 1 Computer Lab : 65 m

SUPPORT

• • • • • • • •

1 Conference Room ; 14 m 1 Director’s Office : 9.2 m2 2 1 Director’s Home : 75 m 2 1 Dormitory : 750 m 2 3 Latrines : 9.2 m each 2 1 Storage : 28 m 2 Kitchen/Dining : 174 m 2 Bike Parking : 10 m

PLAY

2

• • • •

• • •

Soccer Field : 64x100 m Volleyball Court : 18x9 m Basketball Court : 25.6x15.2 m

UTILITIES

2

APPROX. TOTAL FOOTPRINT : 17,400 m

ADJACENCY DIAGRAM

As of now, they have no utilities on site, but they hope to get solar panels for power and fix the pump for their well in future phases. They also want to collect rain water for use. They will need a place for bike parking and possibly one or two cars.

2

PHASING Since the budget is limited, the project will need to be designed in phases. The first phase will include all renovations of the current brick structures as well as adding 2 more classrooms for the site. This first phase will also have an addition of a soccer field. The next phase will include additional classrooms, more support space, and living quarters.

Program • Megan Snyder

49

CONSTRAINTS BUILDING CULTURE AVAILABLE MATERIALS THATCH Thatch is commonly used for roofing and for fencing. They weave the grass to make the fences. This can be used as a panel material.

BRICK Many buildings are made of a sun-dried brick which is made on site. By offsetting them, air is free to move into the rooms.

METAL Corrugated metal is used as roofing for many schools and is also used as doors or shutters.

Steel is also available for truss systems.

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 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.

CONCRETE Concrete is less common, but they are able to get it. It will also be used as seating and structure. It could possibly have inlays.

Materials • Megan Snyder

51

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

53

FLEXIBILITY The classrooms should be flexible because they will be used for different uses. Also, if the room is flexible to an outdoor space, then the teacher can chose to open up the classroom to the outside or teach outside instead. This flexibility can be achieved by a sliding panel or folding wall.

PASSIVE DESIGN In order to keep the room cool, the metal roof is separated from the top of the walls.

This increases the air flow and draws the heat up and out. To bring in diffused light and increase ventilation, an offset brick pattern can be used.

BOX WITHIN BOX The box within a box look allows the outer box to become a transition space between the outdoor and indoor. It also makes the classroom seem like the gem that this outer structure is protecting.

This range of spaces allows for a range of interactions between people, the environment, and space.

CONCEPTS DESIGN INTENT MULTIFUNCTIONAL In order to maximize the efficiency and use of the building, most of the elements are designed with a dual purpose. This has been present throughout the design process. It is most prevalent in the walls, the roof structure and the tertiary space between inside and out.

WALLS: Heat and seating were both concerns of the client. This hot climate requires extra ventilation which would be achieved with a perforated brick wall. Since many desks were broken, sitting space is sparse and could be solved by adding a ledge to the brick wall.

ROOF: The roof is designed to shade the building for the longest period possible. It also collects rain water.

Lastly, it has been used to create a way of ventilating the space by the separation of the roof and the walls which allows the hot air to rise up and then be blown out.

TERTIARY SPACE: In the design, spaces for a range of gatherings have been designed.

There is a place for the teacher to expand their classroom to the out door space and a space for children to interact at a more intimate scale.

Concepts • Megan Snyder

55

FIRST MAJOR DESIGN ITERATION

4m 1m N 0m 2m On the north and south faces, there are places for people to sit and gather. On the east and west faces, there is room for the classrooms to expand with sliding walls that open the classroom to the outside.

PROCESS DESIGN ITERATIONS EXPLORING FORM

I started by focusing on the classroom design. I designed them in two classroom units. This was to make it easier to add more classrooms in the future and to minimize the cost of materials. In my initial idea, I made sliding doors on the east and west sides so that the classrooms could expand out into an outdoor space.

Then on the north and south faces, the halls are surrounded by sitting areas so that people can interact at a more intimate scale.

To further this box within a box concept, I began to play with the form of the inner, classroom box.

I explored an angled rectangle to create more of a range of outdoor spaces. Then I looked at a curved form to better embrace the students while learning. Finally, I came up with a combination of the two where the surrounding wall was curved and the teaching surface was flat, but could be rotated to open up the classroom to the outside.

Process • Megan Snyder

57

SITE PLAN

N

0 m 5 m 10 m

20 m

DESIGN DESIGN ITERATIONS FLOOR PLAN

N 0m 1m 3m 0m

0m

1m

1m

5m

3m

3m

6m

6m

In this second major design iteration the classrooms took a curved form that was inspired by the local housing vernacular. The shape also creates a softer feeling and brings in air and light more evenly. The teaching surfaces would be able to rotate to add space to the learning environment. The buildings were laid out to create a central courtyard around the existing gathering space to create a more enclosed environment. The support programs would be placed on the exterior of the site to allow for open flow to this courtyard.

EXTERIOR VIEW 0 m 5 m 10 m

20 m

Process • Megan Snyder

59

COMPLETED SITE PLAN 0M

20 M

N 40 M

FINAL DESIGN SITE PLAN BUILD: - Student dorms - Director’s home - Security’s home FIX FOR STORAGE: - Pour concrete floor - Plaster in and out - Add roof and insulate - Add doors and window covers BUILD: - 3 Latrines BUILD: - 5 classroom units CLEAR FOR SPORTS: - Land for future building and sports BUILD: - Eating area/kitchen

In order to take better advantage of the limited budget, the design changed to include the existing buildings on the site. They will all be renovated and used for new uses.

This will happen in the first phase of building. Also in the first phase will be clearing land for a sports field and building of 1 classroom unit. All other additions and programs will be added at a future time when funds become available.

The site is laid out so that the administration is at the front of the site and encloses the gathering space in the center of the site. The classrooms then arc around the gathering space to reflect the shape of the trees. All other supporting program will be placed behind the classrooms to create more privacy.

BUILD: _ Conference room _ Library FIX FOR OFFICE USE: - Plaster exterior - Re-roof and insulate - Add new doors and window covers FIX FOR LABORATORY USE: - Pour concrete floor - Plaster interior - Add roof and insulate - Add new doors and window covers

Final • Megan Snyder

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The sliding doors would be hung from the top and would slide in front of the structure to close off the two sides in order to secure the classrooms at night.

These walls are the teaching surfaces.

They would be rolling chalkboards that would pin into certain positions. This allows for flexibility of the classroom while keeping the equipment secure.

N

To give the children a fun place to hang out and study or relax, net structures will be added to the gathering side of the class units to the south.

CLASSROOM UNIT PLAN

The curved walls would be offset bricks like the photos to the left. This will allow for air to get into the classroom to keep the students cool.

It will also allow diffused light into the room. This wall can also become extra seating.

FINAL DESIGN CLASSROOM DESIGN SHADING

VENTILATION

WATER CATCHMENT

The classrooms are made in 2 classroom units so that they can be easily replicated depending on the need of the school. They have a curved wall at the back of the room that is perforated to allow air flow and daylighting. The walls are curved to mimic the look of the local housing vernacular and to create a sense of comfort. The teaching surface would be moveable to create a flexible classroom. The outdoor space to the south would have hammocks for the children to play on while the space in the north would be used for extra learning space. The classrooms would be able to close off for security with large barn doors.

Final • Megan Snyder

65

N

ADMINISTRATION PLAN

Covered outdoor spaces for the administration block to use. It would be a nice space to hold small gatherings or for eating lunches.

New buildings to get be used for laboratories or a library and a teacher conference room. This building will have a similar aesthetic to the ones around it.

Fixed up existing buildings. They will be used as the laboratories and the director’s office.

FINAL DESIGN ADMINISTRATION DESIGN The administration block on the south side of the site will consist of two existing buildings and one new building. The existing buildings will be fixed up and reused. The current director’s office will remain with some advances and possible expansion.

The two classrooms will be turned into labs and computer rooms. The additional building will look similar in style to the existing buildings and follow the same lines to create a new space for a conference room and a library. There will be spaces between the buildings that can be covered outdoor spaces. They could be constructed as simple thatch roof structures.

Final • Megan Snyder

67

June 8 a.m.

June 12 p.m.

June 4 p.m.

FINAL DESIGN SECTION AND SUN STUDIES

Dec. 8 a.m.

Dec. 12 p.m.

Dec. 4 p.m.

Final • Megan Snyder

69

BARN DOOR DETAIL

TEACHING SURFACE DETAIL

FINAL DESIGN DETAILS BRICK WALL DETAIL

The details are what make this project unique. Barn doors are needed for security, but they can also double as a place for children to make art.

The horizontal panels can be painted or chalked to have personalized art for the school. The teaching surface can roll and lock down into certain spots on the floor. This allows for great flexibility in the classrooms.

The brick wall is stacked with gaps in order to bring in light and ventilation.

The pattern was designed to create a unique texture on the facade and since the wall is not structural the design could be pushed more.

Final • Megan Snyder

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FINAL DESIGN MODEL PHOTOS

Final • Megan Snyder

73

TITLE subtitle

CONSTRUCTION

Problem • Megan Snyder

75

(5) Classroom Units DIVISIONS

Target US Price/ SF Square Meters

960

Square Footage

10,333

Total Price DIVISION 1

GENERAL CONDITIONS

$186,000 Scope % Breakdown

Price

15.00%

$27,900 $5,580

3.00%

Owner Project Overhead

1.00%

$1,860

1.00%

Permit

0.005

$930

0.005

Engineers and Subconsultants

0.005

$930

0.005

Design and Architecture Fees

2.00%

$3,720

2.00%

SITE WORK

$1,860

0.005

$930

0.005

Demolition of existing slab and structures

1.00%

$1,860

0.00%

0.005

$930

0.005

Rough Grading

1.50%

$2,790

2.00%

Fine Grading

0.50%

$930

1.00%

Trench/Backfill Utilities

1.00%

$1,860

1.00%

Stormwater Drainage

1.00%

$1,860

1.00%

Underground Septic and Piping

2.00%

$3,720

2.00%

Water connection

1.00%

$1,860

1.00%

Site Concrete

2.00%

$3,720

2.00%

CONCRETE

DIVISION 12

$7,440

1.00%

$1,860

1.00%

Reinforcement (rebar)

3.00%

$5,580

3.00%

$29,760 $24,180 8.00%

$14,880

Metal Roof

5.00%

$9,300

6.00%

16.00% 13.00%

Structural Steel CARPENTRY

7.00% 16.00%

$29,760

16.00% 13.00%

4.00%

$13,020

7.00% 16.00%

$11,160

8.00% 5.00% 4.00%

Rough Carpentry

4.00%

$7,440

2.00%

Finish Carpentry

2.00%

$3,720

1.00%

Cabinets and Countertops

0.00%

$0

THERM.&MOIST.PROTECT

2.00%

$3,720

1.00% 4.00%

Waterproofing

0.50%

$930

Insulation

0.00%

$0

1.00%

Thatch Roofing

0.50%

$930

0.50%

Flashing & Sheet Metal

0.50%

$930

0.50%

Downspouts/Gutters

0.50%

$930

DOORS & WINDOWS

6.00%

$11,160

1.00%

1.00% 5.00%

Doors/Windows/Frames

2.00%

$3,720

5.00%

Sliding Doors

4.00%

$7,440

0.00%

FINISHES

7.00%

$13,020

7.00%

Lath & Plaster (stucco)

6.00%

$11,160

Painting

1.00%

$1,860

SPECIALTIES

2.00%

$3,720

6.00% 1.00% 2.00%

Blackboards, Bulletin/Tack Boards

0.50%

$930

Toilet partitions and Accessories

1.00%

$1,860

1.00%

Awning System

0.50%

$930

0.00%

EQUIPMENT

1.00%

$1,860 1.00%

$1,860

Office Furnishings

0.00%

$0

DIVISION 13

SPECIAL CONSTRUCTION

DIVISION 14

CONVEYING SYSTEMS

Total US Dollars Price per Unit Total Central African Franc US $/ SF Central African Franc/SM

3.00% 0.00%

0.00%

$0

0.00%

1.00%

$1,860

3.00%

1.00% $1,860

1.00%

Plumbing ELECTRICAL

0.00%

$0

Scaffolding MECHANICAL WORK

0.00%

3.00%

Playgound 0.00%

DIVISION 16

1.00% 15.00%

4.00%

FURNISHINGS

DIVISION 15

$27,900

Forms & Accessories

Concrete Masonry Units or Brick

DIVISION 11

$1,860

1.00% 15.00%

Sub Base and compaction

METALS

DIVISION 10

1.00%

Surveying

DIVISION 5

DIVISION 9

8.00% 13.00%

1.00%

Cast-In-Place Conc

DIVISION 8

$24,180

Traffic Control

MASONRY

DIVISION 7

$14,880

8.00% 13.00%

General Sitework

DIVISION 4

DIVISION 6

15.00%

3.00%

Landscape/Irrigation DIVISION 3

Scope % Breakdown

General Contractor

Misc Gen. Condition and contingency DIVISION 2

Support Building

$18

$5,580

1.00% 2.00%

$5,580

3.00%

2.00%

0.00%

$0

0.00%

100.00%

$186,000

100.00%

$37,200 $109,411,878 $18 $113,971

$

ts

78

ESTIMATE

Support Buildings (New) $18 900 9,688

NEW BUILDINGS

$174,375 Scope % Breakdown

Price

15.00%

$26,156

$5,580

3.00%

$5,231

$1,860

1.00%

$1,744

$930

0.005

$872

$930

0.005

$872

$3,720

2.00%

$3,488

$14,880

$13,950

8.00% 13.00%

$22,669

$1,860

1.00%

$1,744

$930

0.005

$872

$1,860

0.00%

$0

$930

0.005

$872

$2,790

2.00%

$3,488

$930

1.00%

$1,744

$1,860

1.00%

$1,744

$1,860

1.00%

$1,744

$3,720

2.00%

$3,488

$1,860

1.00%

$1,744

$3,720

2.00%

$3,488

$1,860

$1,744

1.00% 15.00%

$26,156

$7,440

4.00%

$1,860

1.00%

$1,744

$5,580

3.00%

$5,231

$13,020

$6,975

$12,206

7.00% 16.00%

$29,760

$27,900 $27,900

16.00% 13.00%

$22,669

$14,880

8.00%

$9,300

5.00% 4.00%

$13,950 $8,719 $6,975

$7,440

2.00%

$3,488

$3,720

1.00%

$1,744

$0

1.00% 4.00%

$1,744 $6,975

$930

1.00%

$1,744

$0

1.00%

$1,744

$930

0.50%

$872

$930

0.50%

$872

$930

1.00%

$1,744

5.00%

$8,719

$3,720

5.00%

$7,440

0.00% 7.00%

$8,719 $0 $12,206

$11,160

6.00%

$1,860

1.00% 2.00%

$10,463 $1,744 $3,488

$930

0.00%

$0

$1,860

1.00%

$1,744

$930

$0

0.00% 3.00%

$5,231

$1,860

0.00%

$0

$0

3.00%

$5,231

0.00%

$0

0.00%

$0

1.00%

$1,744

$1,860

$1,744

1.00% 2.00%

$5,580

This estimate includes all new construction costs. The renovation of the existing buildings is estimated to cost around $5 per square foot. This means that the renovation of the buildings would cost around $12,000 for all three of the buildings to be fixed up. This then limits the new construction to only one classroom unit for the first phase. The estimates for the new construction are also a little high since the masonry is all made on site and with locally available material, meaning it should cost very little and will bring down the cost dramatically.

$3,488 $3,488

2.00% 0.00%

$0

100.00%

$174,375

$102,573,635 $18 $113,971

Estimate • Megan Snyder

77

2015

PRE CONSTRUCTION

Q1

Q2

Q3

Complete Schematic Design [4 days] Finalize Project Fundraising [250 days] Finalize Land Procurement [20 days] Create Construction Documents [200 days] Attain Soils Report [5 days] Apply for Building Permit [30 days] Attain Building Permit [1 day]

Install Site Safety Measures [5 days]

SITE WORK

Install Site Logistics, Temporary Utilities, and Jobsite Laydown [10 days] Grub Site [5 days] Surveying [3 days] Demolition and Tree Removal [2 days] Rough Grading and Excavation [10 days] Install all Underground Utilities [2 days] Fine Grading and Compaction [5 days] Excavate and Prep Facility and Site Wall Footings and Slab [15 days]

Q4

SCHEDULE FIRST PHASE 2016 Q1

Q2

Q3

Q4

Since the next phases of this project are solely dependant on when funding is available, I have only focused on the first phase of construction. This phase includes the site work, renovations of the existing buildings, and the construction of one classroom unit. The construction of this phase is scheduled to start in July of 2016 and finish in September of 2017.

Schedule • Megan Snyder

79

2015

PHASE 1: RENOVATIONS AND 1ST CLASSROOM UNIT

Q1

Q2

Q3

Compact, Install Base and Rebar, and Pour Slabs in Existing [20 days] Slab Cure Time [10 days] Install Roof Structure [15 days] Install Steel Roofing Panels [8 days] Plaster and Finish Brick Walls [8 days] Install Door and Window Coverings [5 days]

Compact, Install Base and Rebar, and Pour Footings in Classroom) [20 days] Footing Concrete Cure Time [10 days] Compact, Install Base and Rebar, and Pour Slab [10 days] Slab Concrete Cure Time [10 days] Form, Install Rebar and Pour Concrete Columns [10 days] Install Brick Walls [60 days] Install Bond Beams, Concrete and Steel Beams [12 days] Install Roof Truss System [15 days] Install Steel Roofing Panels [8 days] Install Barn Doors [5 days] Install Rough Plumbing (Rain Water Catchment) [14 days] Interior Finishing [5 days] Install Woven Panels and Teaching Surface [5 days] Finish Plumbing [7 days]

Q4

SCHEDULE FIRST PHASE 2016 Q1

Q2

Q3

Q4

Schedule • Megan Snyder

81

TITLE subtitle

CONCLUSION

Problem • Megan Snyder

83

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22

32

38-39

40-41 50

51

84

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ENDNOTES 1 2 3 4 5 6 7 8 9 10 11 Other

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A child without education, is like a bird without wings.

-Tibetan Proverb