Senior Thesis Winter Book

PLACE OF LEARNING BEKOUROU PRIMARY SCHOOL Senior Thesis Megan Snyder Professor Sandy Stannard 2014/15

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 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 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 Umubano Primary School Hellerup School Gando Primary School Sra Pou Vocational Old Market Library Chuquibambilla School

38-39 40-41 42-43 44-45 46-47 48-49

DESIGN Project Statement Existing Conditions Program Materials / Building Methods Collage Concepts Process Design

52-53 54-55 56-57 58-59 60-61 62-63 64-65 66-71

CONSTRUCTION CONCLUSION Works Cited

76-77 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

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, Student Dormitories, 3 Latrines, Well, Kitchen, Place to Eat BUILDING FOOTPRINT : Around 1,500 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 • COST : $9,000 • TIMELINE : Start Construction Summer 2015 • SCOPE : 4 Classrooms, Director’s Office, Conference Room, Sports Fields, Kitchen, Latrines Phase 2 • COST : Unknown • TIMELINE : Unknown • SCOPE : 16 Classrooms, Dormitories, Computer Lab, Laboratory, Director’s House, Solar Panels

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 20째

LATITUDE 10째

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

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

39

HELLERUP SCHOOL FLEXIBLE LEARNING SPACES FLEXIBILITY DIAGRAM moveable moveable fifixed xed

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

MATERIAL

moveable fixed DIAGRAM

LIGHTING DIAGRAM daylighting daylighting electric lighting lighting electric

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

41

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

43

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

45

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

47

CHUQUIBAMBILLA TRANSITION SPACES LOCATION: Chuquibambilla, Peru ARCHITECT: AMA + Bosch DATE COMPLETED: 2013 AREA: 985 Square Meters This school is more than just a school They created a large program of outdoor covered spaces of various scales in order to better engage the community. These spaces can be used for markets or outdoor classes. The form of the building is also specifically designed to allow passive cooling and natural lighting.

By extending the roof in certain areas, the architects made sure there was plenty of shaded areas for people to enjoy the outside.15

BUILDING SECTION

Case Study • Megan Snyder

49

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

PROJECT STATEMENT A PLACE OF LEARNING PROBLEM

CONCEPT

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 since 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 for all. There are 230 students currently attending this school aged 6-15.

They are hoping to soon expand and have dormitories for students who would have to travel longer distances. Currently, because of a limited budget, only 4 classrooms, the director’s office, the teacher’s lounge, and a place for gathering/ eating will be designed for the first phase. The rest will come in a second phase after they receive sufficient funding. These students deserve better facilities then what they have (images to the left). Having a new school facility will greatly improve learning and the desire to go to school. My goal is to design a school that is fun and inspires the students to explore and never stop learning.

They need 20 classrooms for both primary education and evening literacy classes. This place should also be able to provide for community gatherings. The school also hopes to add a rain water collection, solar panels, a computer lab, sports fields, a conference room, a director office, student dorms, 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

53

N

0 m 5 m 10 m

20 m

SITE CONDITIONS EXISTING SITE PLAN SITE BOUNDARIES BRICK HOUSES THATCH WELL

The existing site has 3 brick buildings, 2 thatch structures, and 3 round homes. There is also a cluster of trees in the center of the site that are used as a gathering space (shown in image below). 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.

Site Conditions • Megan Snyder

55

PROGRAM SIZE DIAGRAM

CONSTRAINTS PROGRAM PROGRAM SIZES

The school needs 20 classrooms, administration offices, and sports fields (more detail to left). With their limited budget, they can only build 4 classrooms, a conference room, director’s office, a kitchen, and sports fields. I will be designing this project in phases.

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

2

APPROX. TOTAL FOOTPRINT : 17,400 m

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 as well as collect rain water. They will need a place for bike parking and possibly one or two cars.

There is also a need for a home for the director as well as dormitories for future students.

2

ADJACENCY DIAGRAM

Program • Megan Snyder

57

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

59

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

61

LIFTED ROOF In order to keep the room cool, it would be better to separate the metal roof from the classroom ceiling. This increases the air flow and draws the heat up and out. It also creates a tertiary zone between the classroom and the roof which emphasizes an outdoor, sheltered zone that is then repeated in other areas in other ideas.

OFFSET BRICKS To bring in diffused light and increase ventilation, an offset brick pattern can be used. It could then be used to create shelves or places to sit. It allows for more flexibility in the form as well which would make it easier to construct any form. This decreases views to the outside and focuses the views in while still allowing nature to interact with the inside by letting in light and wind.

CONCEPTS DESIGN INTENT 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.

TERTIARY SPACE Similar to the lifted roof, there would be tertiary spaces around the outsides of the classrooms to have places for one-on-one interactions or larger gathers. This would act as a buffer space between the outside and inside. It would increase the area of shaded space and would give people a range of places to interact.

Concepts • Megan Snyder

63

INITIAL DESIGN IDEA

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

65

SITE PLAN

N

0 m 5 m 10 m

20 m

DESIGN SITE PLAN AND RENDERS FLEXIBILITY

CLASSROOM

When laying out the buildings on the site, I decided to keep the grove of trees already existing in the center of the site and continue using that space for gathering. I then used the classrooms to surround the area and make it the center. I placed the administration and labs near the entry to the site and the bathrooms to the north of the site. I connected the classroom units with a porch area that could be used for eating or gathering.

The renderings show the way the classroom can open up with the rotating wall, a view of the interior of a closed classroom and an exterior with an open classroom and the outdoor porch area.

EXTERIOR VIEW 0 m 5 m 10 m

20 m

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FLOOR PLAN

N

0m 1m 0m 1m

3m 3m

6m 5m

CLASSROOM FLEXIBILITY 0m

1m

3m

6m

DESIGN FLOOR PLAN AND CONCEPTS BOX WITHIN A 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.

EXPLODED AXONOMETRIC

The vernacular in the area is round huts. This and because curves are comforting inspired the curved wall design. The wall is offset brick to keep the space cool. There is concrete seating surrounding the wall for extra seating both in and out of the classroom. The teaching surface rotates in order to increase the classroom space and connect it with the outdoors. The structure and roof are pulled away from the walls of the classroom creating a transition space that can be utilized.

The ability to move the teaching wall allows for flexibility of the classroom.

The teacher has the ability to change the classroom according to the need and desired environmental quality.

This makes the classroom more like a pavilion that can be used in many different ways and creates an icon.

Corrugated Metal Steel Truss Concrete Frame

Oset Brick Wall Rotating Panel Concrete Floor

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SHADING During the hotter months, the exterior spaces and the classrooms would be entirely shaded from direct sunlight. In the winter months some light would hit the southern face of the classroom.

VENTILATION With the perforated wall and the separation between the ceiling and roof, this space will be well ventilated. The wall would allow air to blow through the classroom in a controlled way. The roof allows heat to rise and move out.

SITE SECTION

DESIGN SECTION AND ENVIRONMENTAL WATER COLLECTION

The single slope of the roof makes rain water collection easy. The water could either be stored in tanks on the side with the downward slope or the water could directly fall into a garden.

The section shows the connection between the classrooms and the central gathering space. By ranging the types of outdoor spaces, a number of interactions could occur.

The environmental response diagrams reveal the usefulness of the design of the roof. The roof overhang creates shade both for the classroom wall and the exterior space surrounding the room. The separation of the roof and ceiling allows for air to move up and out.

The slant of the roof makes use of gravity to collect rain water on the downhill side.

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CONSTRUCTION

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CONCLUSION

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

-Tibetan Proverb